Physical education (PE) and sport - a distinguishable subject by its very nature and scope. It is the main educational experience in schools where the focus is on the body, its movement and physical development, as well as on helping children to respect and value their own bodies and abilities, and those of others.

The National Minimum Curriculum (NMC) framework published in 1999 lists PE and sport as a basic subject to be studied and practiced in all schools at compulsory educational levels.

Participation by all is key to a quality PE and sport programme and students should be engaged in moderate-to-vigorous physical activity (MVPA) for most of the lesson period, whatever their individual aptitudes and abilities.

The programmes should be oriented to the success of every student by providing a non-threatening environment in which participants are never subjected to the humiliation of being chosen last or being dropped from a team.

Quality PE and sport should aim to systematically and progressively do four things. The first is to develop the knowledge, attitudes, skills and competence needed to enjoy a variety of physical activity experiences and to adopt a healthy lifestyle.

Secondly, it should build students' confidence in their individual physical abilities and encourage them to become involved in lifelong sport and other physical activity.

Thirdly, it must provide students with opportunities for enjoyable and worthwhile physical activity.

Lastly, it should contribute to students' social and moral development, including leadership skills, perseverance and commitment, coping with both success and failure in competitive and cooperative environments, interpersonal skills and teamwork.

The National Audit Office (NAO) recently published a report on PE and sport in State primary and secondary schools. Using various research and analytical techniques, this report evaluated the type of PE lessons and sport activities held, the level of frequency and regularity, the issues and factors affecting delivery and quality, as well as the overall importance being given in schools to the subject and physical activity in general.

The main research tools used for the study included meetings with key officials; consultations with experts, practitioners and stakeholders; on-site visits; an examination of forwarded documentation and data; as well as surveys.

The latter included the use of eight customised questionnaires to collect information and views from all the college principals, the heads of primary and secondary schools, the PE peripatetic teachers, the primary school teachers and the PE teachers in secondary schools, as well as from parents of children attending mainstream State primary schools and State secondary schools.

The report by the Auditor General concluded that good progress had been made in State primary and secondary schools particularly following the appointment of an Education Officer (EO) for PE to monitor delivery in schools, and the establishment of a Sport Promotion Unit within the Malta Sports Council (KMS) to organise physical and sport activities during school hours.

Complementary programmes outside school hours are also offered by KMS. Nonetheless, a number of issues still need to be addressed.

In State primary schools, the teaching of PE is being mainly carried out by peripatetic teachers. Few class teachers hold additional PE lessons, although many carry out simple physical exercises and games between lessons, or integrated (in a broad sense) related themes and movements in other lessons.

As a consequence, in many State primary schools, fewer lessons were found to be held than the four 30-minute weekly sessions recommended by the Department for Curriculum Management and eLearning.

Moreover, PE lessons delivered by class teachers may not always be of the expected quality and standard. Delivery is influenced by the degree of creativity and commitment of the individual class teacher and it also depends on personal abilities and aptitudes.

In State secondary schools, lessons are taught by specialist PE teachers who are allocated to specific schools. Although lessons are being held regularly as determined by the education authorities, the number of PE lessons decrease in higher years.

The study also found that few primary schools organised structured activities during lunch breaks. This contrasts with the situation in secondary schools, where such activities were found to be held regularly in many schools.

Investment in new sport facilities and equipment has led to significant improvements in certain State schools. At the same time, serious limitations persist in a number of other schools with regard to the suitability, maintenance and availability of facilities, particularly indoor areas.

Some of these constraints are linked to the restrictive structural limitations of existing school premises and would require reconstruction. Overall, more investment is needed, particularly in primary schools, in order to reach the required standards and ensure equal opportunities in each school.

The NAO study also demonstrated the considerable pressure being placed on children, teachers, parents and school management to give overriding priority to examined subjects at both primary and secondary level of education. Moreover, the relatively short school day is a decisive limiting factor.

More intensive ongoing campaigns, through the media and events in schools, are needed to influence parents' views on the importance that their children are physically active, and to nurture the attitude among all those involved that PE is an important component of a quality education and long-term health. School environments, teachers and parents play a critical role in shaping children's experiences in physical activity and sport.

The NAO report presents a number of recommendations. Their effective implementation and achievement requires strong leadership, commitment of resources, a gradual culture shift, and effective coordination among the different partners involved in this sector.

One of the proposals made by NAO is the development of a single consolidated delivery plan on how PE, sport and physical activity in schools can be increased and improved in the medium term (for example, over a three-year period).

The delivery plan should clearly outline the principal steps and measures to be taken by all those involved to achieve established goals. It should also specify the expected outcomes and timeframes. In support of this delivery plan, consideration must also be given towards securing the required human and financial resources.

The plan is essential as effective solutions need the engagement and commitment of a wide range of stakeholders involved in this sector.

Its development and coordination should involve key officials at the Directorates for Education, college principals, heads of school, KMS and the main stakeholders.

Champions should also be identified at college level and/or at school level. The delivery plan should also be updated regularly to enable more effective progress and delivery.

A copy of the report can be downloaded from the NAO website at www.nao.gov.mt.

Have your say

If you wish to contribute an article or would like a particular subject to be tackled in the Education section, call Davinia Hamilton on 2559 4513, or e-mail education@timesofmalta.com.

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