In search of the meaning of physical education

Peter Carlman
Department of Health Sciences, Karlstad University

What should physical education (PE) be? There is an ongoing discussion in research and practice about the purpose of PE in schools, revolving around why the subject should exist, what should be taught, and how it should be approached. One argument is that the subject should only be an opportunity for physical activity that promotes pupils’ physical health. This can be seen as a response to the documentation of children’s sedentary behavior and lack of physical activity during the 2000s and the significance of physical activity for pupils’ learning and academic performance. Meaningful Physical Education: An Approach for Teaching and Learning presents an alternative to this perspective on PE.

Meaningful PE is described in the book as a way to support pupils in learning to appreciate PE by experiencing meaningfulness and participating in ways that enhance their quality of life. Meaningfulness in physical education involves considering the purposes and goals of movement in relation to the emotional value of the experience and a sense of coherence with which PE can be connected to other life experiences. The authors argue that a greater focus on the meaningfulness of pupils’ experiences can promote their learning and development and influence their engagement and participation in movement both within and outside of school.

The first part of the book is an introduction to the concept of meaningful PE and discusses what is meant by “meaningful,” why it has value in education, and the central aspects of meaningful PE. Key aspects include social interaction, challenge, fun, motor competence, personal relevant learning, and delight. The text further explores how teaching can be organized around these features, emphasizing that democracy and reflection should be central in such education. The authors’ purpose is to present PE practitioners in various educational contexts with valuable ideas, contributing to making PE meaningful for a greater number of pupils.

In the book, the organization of teaching is emphasized, and the desired knowledge is often described in a broad sense, aiming to create student interest in being physically active.

The second part comprises four chapters written by K-12 teachers who describe how they use meaningful PE in their teaching. The chapters are structured to provide the context of the teaching (where and whom they teach) and why meaningful PE is suitable. Additionally, they discuss what meaningful PE consists of in their teaching and what pedagogical strategies they use to implement it. The third part comprises three chapters written by teacher educators who have used ideas related to meaningful PE in the instruction of preservice teachers. The fourth and final part is a summary of meaningful PE and serves as support for teachers implementing the model in their teaching. In the concluding section, several students from master’s courses on meaningful PE share their experiences with meaningful PE. Finally, three authors give their thoughts about the chapters in the book and the future for meaningful PE.

The book has a lot to offer to the field of PE. A fundamental aspect of the argument presented is that the subject should develop the whole person, not just the body. This breaks with the dualistic view of the body, according to which the focus tends to be on how far and high pupils jump or how fast they can run a given distance, which results in fixation with performance and results. Under this model, physical activity is seen as something to be performed in an efficient and technically perfect way. Instead, meaningful PE places pupils and their experiences at the center. Pupils should want to move because they find meaning in movement. Meaningful PE is related to pupils’ own development and a sense of meaningfulness. It provides the conditions for creating a sense of coherence, which is crucial for holistic development and essential for individual health.

The core of the book is the first part, in which meaningful PE is framed and explained in a concise and clear manner with support from previous literature. This provides the reader with an understanding of the concept’s foundations and development. The practical examples in Chapters Two and Three have a slightly varying structure, and some effort is required from the reader to compare the different cases as it is not always clear what meaningful PE is. The book could have benefited from tying the cases together in an analytical way to clarify what meaningful PE can be and to further develop the concept. This could have been effectively done by the main authors in the final part, which currently has a somewhat unclear main purpose with multiple objectives and content.

The ideas about meaningful PE presented in this book mainly attempt to address how the content of PE can be made interesting, accessible, and understandable for pupils—a motivational component. This places methods of teaching in the foreground. It would have been interesting to have broadened and deepened the discussion of how meaningful PE relates to the learning that is sought. In the book, the organization of teaching is emphasized, and the desired knowledge is often described in a broad sense, aiming to create student interest in being physically active. Meaningful PE needs to be related to specific goals outlined in policy documents and the knowledge requirements set for the subject to work toward.

The book has an academic tone but could still be used by various types of practitioners as the concepts are generally described. It also does not use a distinctly scientific language. The book deliberately targets and is suitable for stakeholders in PE in schools and in teacher training. Meaningful PE would also be valuable for coaches in youth sports and other movement activities in schools. Meaningful PE is a suitable approach in physical activity and sports programs in schools that are not tied to knowledge requirements and are conducted outside of PE. In Sweden, the book could advantageously be used in education related to school-age educare centers. Meaningful PE is in line with these centers’ curricula, under which children’s initiatives, needs, and interests form the basis for experience-based teaching.

Meaningful Physical Education: An Approach for Teaching And Learning opens up ideas and provides perspectives as a counterbalance to a one-sided focus on pupils’ physiological health. With meaningful PE, educators and pupils can develop education that creates short- and long-term conditions for pupils to lead meaningful lives.

Copyright © Peter Carlman 2024