Valu e s in Ph y s i c a l Edu c a t i o n (in Tomlinson P and Quinton M eds Values Across the Curriculu m 1986, pp 134- 157) im Parr!

"ntrod u# tion

Falmer Pres s,

"t s$ould %e said at t$e outs e t t$at t$e su%&e#t- mat t e r itsel' (ill pro% a %l! not %e t$e mos t import a n t det e r mi n a n t o' )alue s pres e n t e d to #$ildre n in s#$ools, alt$ou * $ it is o%)iousl! t$e main )e$i#le+ ,' mu#$ *re a t e r si*ni'i#an# e (ill %e t$e )ie(s $eld or pra#ti# e s adop t e d %! sta'' in relation to a )er! (ide ran* e o' edu# a tio n al -ue s tion s ($i#$ are lo*i#all! prior to a #onsid er a tio n o' ($i#$ su%&e#t s (or at leas t ($i#$ parts or ($i#$ #on# e p tio n s o' t$os e su%&e#t s) are to %e repr e s e n t e d on t$e s#$ool #urri#ulu m+ T$ere is as *re a t a di)ersit! in )ie( and in pra#ti# e (it$in p$!si#al edu# a tio n on t$es e ma t t e r s as t$er e is in edu# a tio n *en e r all!+ .i''erin* edu# a tio n al ideolo*ie s ten d not onl! to su** e s t di''erin* met $ o d s o' tea# $in * p$!si#al edu# a tio n, %ut o'ten su** e s t a di''ere n t #ont e n t , too+ For e/a m pl e , ($ilst 0tra dition all!0 t$e su%&e#t $ad %ee n see n mainl! in ter m s o' tea# $in * #$ildre n $o( to en* a * e in )arious sportin* and at$le ti# a#ti)ities (su#$ as tra#1 and 'ield, *!mn a s ti# s and #ert ain tea m *a m e s ), 0pro*r e s si)is m0 per mitt e d and en#o ur a * e d t$e *ro(t$ o' t$e 0Mo)e m e n t 0 mo) e m e n t , and a ne( #ont e n t (as introd u# e d und e r t$e $ea din * s o' mo) e m e n t , mod e r n edu# a tio n al dan# e, mod e r n edu# a tio n al *!mn a s ti# s, and so on+ 2e#en tl!, a %e$ a )io uris t emp $ a s i s on ration al #urri#ulu m plannin * and ta/on o mi# al o%&e#ti)e s $as par allele d an emp $ a s i s in p$!si#al edu# a tio n on s1ills learnin* and ps!#$o- motor de) elo p m e n t , and e)e n more re#e n tl! t$e e#on o mi# all! det er mi n e d 03du# a tio n 'or 4eisure0 %and ( a * o n $as #arried (it$ it t$os e in p$!si#al edu# a tio n ($o ar*u e 'or *re a t e r rele) a n # e , mor e #$oi#e o' a#ti)ities and #om m u nit ! in)ol)e m e n t + 5o(, t$is is o%)iousl! a )er! #rud e and in#o mpl e t e #$ar a # t e ri6 a tion, me a n t onl! to illustr a t e a point, %ut e)e n so, it mus t not %e ass u m e d t$at su#$ di''erin* )ie(s are ne# e s s a ril! in#o mp a ti %l e+ 3a#$ appro a # $ mi*$t rat$ e r %es t %e see n as mos t appro p ri a t e to a parti#ular su%&e#t- ma t t e r or a*e- ran* e , so t$at a tea# $ e r mi*$t em%r a # e a ran* e o' pers p e # ti) e s durin* $is7$ er tea# $in * da!+ 8e t$at as it ma !, it mus t #ontinu all! %e $eld in mind t$at it is t$eor e ti# al mo) e m e n t s ($i#$ *en e r a t e su%&e#t- mat t e r and appro a # $ e s to t$e tea# $in * o' it, as t$e $istor! o' 0p$!si#al edu# a tio n0 in 8ritis$ s#$ools ampl! de m o n s t r a t e s 9 'rom t$e da!s o' mar# $in * and drill, t$rou * $ PT and *a m e s to P3 and $um a n mo) e m e n t studies (see :le**, 1976)+ ;o, ($ilst t$is is not t$e pla# e to e/a mi n e in det ail t$os e (ider #onsid er a tio n s ($i#$ (ill ine)ita %l! in'luen# e #on# e p tio n s o' and de) elo p m e n t s (it$in p$!si# al edu# a tio n, t$e read e r (ill dou%tle s s per# ei) e t$eir s$ad o ( s #ons t a n tl! in t$e %a#1*ro u n d + ,n P$!si#al 3du#a tio n ;e#on dl!, t$e n, " s$ould sa! som e t $in * a%ou t ($at 0p$!si# al edu# a tio n0 (P3 $en# e'ort $) me a n s and $as me a n t + "t mi*$t %e t$ou * $ t t$at, sin#e t$is %oo1 is a%ou t )alue s, " ou*$t not to ta1e too mu#$ time o)er #on# e p t u al prelimin arie s + <o(e) er, t$is (ould %e to misint er p r e t t$e (a! in ($i#$ )alue s ent e r into t$e pi#tur e+ "t is not as t$ou * $ (e #ould *et t$e de'initions smar tl! out o' t$e (a! so as to pro#e e d to t$e 0real0 tas1 o' $untin* out t$e )alue s+ For, as (e $a) e see n, our )alue s ent er into our de'initions, our de'initions pres#ri% e #ont e n t and me t $ o d , and our pra#ti# e s and pro# e d u r e s en# a p s ul a t e our aims+ "n P3 (as in mu#$ else) e)er!t $in * dep e n d s on t$e o)er all e)alu a ti) e position(s) ta1e n (e/pli#itl! or not) %! indi)idu al tea# $ e r s and t$e s#$ool as a ($ole+ " s$all tr! to illustra t e t$is in t(o (a!s+

,', T$rou* $ and =%out "t is a #om m o n pl a # e to distin* uis $ t$re e )ie(s o' P39 (a) 3du#a tion o' t$e p$!si# al (t$e de) elo p m e n t o' $e alt$, stre n * t $ , endur a n # e , s1ill et#+ t$rou * $ p$!si# al trainin*, e/er#is e and pra#ti#e)+ (%) 3du#atio n t$rou * $ t$e p$!si# al (t$e de) elo p m e n t o' desira %l e #$ar a # t e ris ti#s o' pers o n alit! and mind t$rou * $ p$!si#al a#ti)it!)+ (#) 3du#atio n a%ou t t$e p$!si#al (t$e de) elop m e n t o' ration alit! and und er s t a n d i n * in t$e 'orms o' 1no(led * e ($i#$ #ons titu t e t$e 'ield o' $um a n mo) e m e n t studies +)+ 8eside s -uite nea tl! en# a p s ul a tin * t$re e )er! di''ere n t sets o' #laims re* ar din * ($at P3 is and $o( it is to %e &usti'ied on a s#$ool #urri#ulu m, it mus t %e not e d t$at t$e t$re e slo*a n s o%s#ur e und er t$e sa m e si*n t$re e )er! di''ere n t #on# e p tio n s o' edu# a tio n9 (a) re'ers to p$!si# al trainin*+ (%) att e m p t s to all! t$e aims o' p$!si# al edu# a tio n (it$ t$e aims o' 0*en e r al edu# a tio n0 , 'or ($i#$ " t$in1 (e ma ! read 0s#$oolin*0+ (#) re'ers to som e su#$ #o*niti)e mod el as t$at ad) a n # e d %! <irst and Peter s (197 >, :$apt e r ?), ($i#$ (e ma!, per$ a p s ten d e n tio u sl!, #all edu# a tio n+ T$is a##ou n t !ields t(o relat e d o%s er) a tio n s + Firstl!, it #ann o t %e said too o'ten t$at t$e )er! ter m 0p$!si#al edu# a tio n0 #ons titu t e s a #laim9 na m el !, t$at t$e spe#i'ied p$!si#al a#ti)it! is edu# a ti) e (2ens $ a ( , 197?, p+6?@ Mor*a n, 1979, pp+ 11- 1?)+ ;e#on dl!, to s$o( t$at p$!si#al a#ti)it! de) elo p s people in )arious (a!s is not t$e sa m e as to s$o( t$at it edu# a t e s peopl e+ =s 8arro( (198 ?) rem a r 1 s , %e*innin* a se#tion omino u sl! titled 0Primar ! and P$!si#al "nstru#tion09 T(o o' t$e lar* e s t *rou p s in t$e tea# $in * 'rater nit!, prima r ! or &unior s#$ool tea# $ e r s and p$!si#al edu# a tio n instru#t or s , are in t$e inter e s ti n * position o' %ein* onl! mar*in all! relat e d to edu# a tio n+ (p+6>)+ T$is 'a#t, $e t$in1s, s$ould not (orr! eit$ e r *roup, sin#e t$e! are, ne) er t $ el e s s , en* a * e d in import a n t (or1+ T$e $ealt $ and 'itnes s o' #$ildren are import a n t enou * $ aims o' s#$oolin*, (it$ou t t$e nee d 'or spurious ar*u m e n t a t i o n to suppor t t$e undi*ni'ied s#ra m %l e to(ard s 0#o*niti)e0 (and, $en# e, 0edu# a tio n al0) stat u s + <o(e) er, 8arro(0s #on# e s sio n (t$at t$er e are ot$er le*itima t e pers o n al and so#ial *ood s t$a n edu# a tio n al ones ($i#$ &usti'ia%l! 'orm part o' a #$ild0s s#$oolin*, #'+ Ailson, 197?, pp+ ?- 4) is unli1el! to #ut mu# $ i#e (it$ t$os e ($o (ould see it as a #on'irm a tio n o' se#o n d- #lass #iti6ens $ip in t$e tea# $in * pro'es sio n+ T$is is a #uriousl! 8ritis$ p$e n o m e n o n 9 'irstl!, in t$e (a! in ($i#$ p$!si# al a#ti)it! is und er ) al u e d in t$e s!st e m as a ($ole@ and se#o n dl!, in t$e stra t e * ! adop t e d %! p$!si#al edu# a t o r s to impro) e t$eir stat u s + "n, 'or e/a m pl e , =meri#a, 2ussia or t$e Berm a n !s , p$!si# al a#ti)it! is not so und e r) alu e d , and (t$er e'or e C ) p$!si#al edu# a t o r s *ain stat u s 'rom t$e de m o n s t r a tio n o' $i*$ sta n d a r d s intrinsi# to t$eir a#ti)ities, rat$ e r t$a n tr!in* to s$o( t$at t$e! #ontri%ut e to an intelle#t u al7 a # a d e m i # #on# e p tio n o' edu# a tio n+ 3)en at t$is )er! *en e r al le)el, t$en, our #on#e p tio n s o' P3 and its ration al e pres e n t -uite #learl! to stud e n t s our )ie(s as to ($at sorts o' a#ti)it! are le*itim a t e and ($at )alue it mi*$t $a) e in t$eir s#$oolin*+

T$e =est$ e ti#, Mo)e m e n t , 4eisure, ;1ill, Dnders t a n di n * and <uma n Mo)e m e n t ;tudie s =not$ e r (a! o' pro#e e di n * (ould %e to identi'! a ran* e o' p$!si#al 0ideolo*ie s 0 ($i#$ mi*$t %e see n as und e r pin nin * a #ert ain #ont e n t ('ollo(in* Eates, 1977)+ For illustr a ti) e purpos e s " $a) e #$os e n si/ )ar!in* sta n# e s to(ar d s t$e tradition al and domin a n t emp $ a s i s on #omp e titi) e tea m *a m e s + T$e =est$ e ti# .imen sion =s :arlisle ass e r t e d (196 9, p+18)9 0P$!si#al edu# a tio n is #on# er n e d (it$ a#ti)ities ($i#$ are %es t #on#ei) e d o' as aes t $ e ti# a#ti)ities 0+ T$is appro a # $ $as t$re e see mi n * )irtue s 9 'irstl!, it ass e m % l e s dispar a t e a#ti)ities und er a uni'!in* #on# e p t @ se#on dl!, it ad)o# a t e s a 0'orm o' 1no(led * e 0 or 0mod e o' a( ar e n e s s 0 as parti#ularl! appro pria t e to a #onsid er a tio n o' P3 a#ti)ities, t$us dire#tin * us to a rout e to(ar d s #urri#ular &usti'i#ation@ t$irdl!, it pro)id e s an antidot e to t$e emp $ a s is on )iolen# e, a**r e s sio n and #omp e tition+ 8rie' #om m e n t s are9 'irstl!, sin#e an!t $in * ma ! %e )ie(e d aes t $ e ti# all! ('rom a 2em%r a n d t to a %at0 s toen ail) t$e supp o s e d not e( or t $ ! unit! $er e is illusor!@ se#on dl!, t$is limits t$e ran* e o' appli#ation o' t$e supp o s e d &usti'i#ator ! #riterion, 'or surel! it is artisti# a#ti)it! ($i#$ is t$e par a di* m $er e, and not all P3 a#ti)it!@ t$irdl!, (e s$ould note t$at )iolen# e and a**r e s sio n are not antit$ e ti# al to an aes t $ e ti# inter e s t , and t$at #omp e tition s ($os e stan d a r d s o' &ud*e m e n t are aes t $ e ti# are not un1no( n+ T$e 0Mo)e m e n t 0 Mo)e m e n t ;om e ti m e s #losel! relat e d to t$e a%o) e, t$is appro a # $ su** e s t s t$at, und e rl!in* all o' t$e 0mo) e m e n t 'orms 0 ($i#$ #onstitu t e P3 t$er e is a *en e r al mo) e m e n t #ap a#it! ($i#$ is si*ni'i#an tl! edu# a %l e + T$ere is som e ti m e s also t$e #laim t$at t$e e/p erie n # e o' mo)in* #ons titu t e s a spe#ial sour# e o' 1no(led * e + =*ainst t$e s e su** e s tio n s it $as %ee n $eld t$at mo) e m e n t #ap a #itie s are a#ti)it!- relat e d rat$ e r t$a n *en e r ali6a %l e, and t$at an! *en e r al #ap a#it! is eit$ er tri)ial in appl# a tion or not si*ni'i#antl! edu# a %l e @ and t$at t$e #ont e / t o' a mo) e m e n t is t$e sour# e o' its si*ni'i#an# e , rat$ e r t$an t$e %rut e e/p e ri e n # e o' it+ 4eisure and 2e#re a tio n T$e emp $ a s i s $er e is on prep a r a ti o n 'or a leisure d post- s#$ool li'e, to*e t $ e r (it$ a pres#ription as to ($at people s$ould %e doin* durin* it9 mor e p$!si#al a#ti)it!+ :riti#s o' t$e mo) e m e n t see in it a sort o' pat e r n alis m or so#ial #ontrol, to*e t $ e r (it$ a relation s $ip (it$ 04eis 2e# 8i60 ($i#$ is 'ar too #os!+ =d)o#a t e s dis#ern a #on# er n 'or t$e e/p a n sio n o' t$e $ori6ons and opport u nitie s o' t$os e ($o, onl! a 'e( !ears a*o, (ould ne) er $a) e dre a m e d t$at su#$ leisure possi%ilities (ould %e open to t$e m+ T$e! (ould stre s s t$e in#re a s e d ran* e o' #$oi#e ($ilst #riti#s (ould -ues tio n t$e )alue o' 0su#1 it and see0 option #ours e s + T$e ;#ien# e o' ;1ill Eates (1977, p+11) tra# e s t$e sour# e o' t$is ideolo*! in 8ritain to t$e 0s1ill7A$itin*74ee d s 0 s!ndro m e , ($i#$ emp $ a s i6 e d t$e s#ienti'i# anal!sis o' sport s1ills so as to impro) e indi)idu al per'or m a n # e , esp e #i all! in at$le ti# e)e n t s and %all s1ills, ($i#$ are t$e mos t am e n a % l e to t$e in'orm a tio n- pro# e s sin * res e a r # $ par a di* m in ps!#$olo * !+ T$is appro a # $ is pote n ti all! )er! po( er'ul in dire#tin * tea# $ e r s to %ett e r met $ o d s o' s1ill tea# $in *, and esp e #i all! in t$e #oa#$in * o' elite edu# a tio n or appro a # $ ($i#$ ta1e parti#ip a tion in

per'or m e r s , ($i#$ is its ma&or appli#ation at t$e mo m e n t + T$e 8ritis$ s!st e m s o' edu# a tio n and #oa#$in * $a) e %arel! %e* u n to e/ploit t$e possi%le %en e'its 'or all o' s#ienti'i# res e a r # $ (esp e #i all! in ps!#$olo* ! and %iom e # $ a n i# s ) and s$ould ta1e t$e lead o' t$e 3ast er n %lo# $er e+ T$e main )alue pres e n t e d to a stud e n t %! a tea# $ e r oper a tin * on t$is appro a # $ is an inter e s t in and #are 'or an impro) e m e n t in $is s1ill le)el or pers o n al per'or m a n # e + T$ere is also, in t$e (illin*n e s s to *o to t$e e/p e n s e and trou%l e o' appl!in* s#ien# e to sport, t$e su** e s tio n t$at sportin* e/# ellen# e s are (ort$ de) elo pin* - a #ert ain serious n e s s o' purpos e is #on) e !e d + ,n t$e ot$er $and, t$is does dire#t our att e n tio n to t$e elite per'or m e r and t$e #omp e tition ele m e n t and a( a! 'rom da!- to- da! #on# er n s o' t$e P3 tea# $ e r+ T$e 0Dnder s t a n di n * 0 =pproa# $ 2e#en tl! de) elop e d at 4ou*$% oro u * $ (se e 8un1er and T$orp e, 198?) t$is appro a # $ see s itsel' as a res po n s e to t$e $i*$l! stru#t u r e d tea# $in * o' te#$ ni- u e s and s1ills to lar*e *roup s , and to t$e all too 're-u e n t pas si) e sup e r)ision o' a#ti)it! periods+ "t %e*ins (it$ a *a m e (or som e 'orm o' it) and its rules, so stru#t u r e d as to allo( ma/i m u m parti#ip a tion and su## e s s'ul maint e n a n # e o' a#ti)it!+ From t$e start, t$e n, stud e n t s are en* a * e d in ta#ti# al and strat e *i# t$in1in* re* ar dl e s s o' t$eir s1ill le)el, so t$at t$e! #om e to see t$e nee d 'or parti#ular te#$ ni- u e s in order to a#$ie) e t$eir desire d ends+ =s (it$ ma n ! ne(- 'an*le d idea s, t$is one see m s to me to sei6e upon and de) elop a *ood old one+ Bood tea# $ e r s $a) e al(a!s per# ei) e d t$e moti)a tio n al point o' 0*et tin* a *a m e *oin*0 (it$ou t %ot$ e rin * too mu#$ a%ou t t$e ni#eties o' adult rule stru#t ur e s , and t$en introdu #in* t$e tea# $in * o' te#$ ni- u e s %! (a! o' impro)in* *a m e per'or m a n # e + "t is one (a! o' indi#atin* to stud e n t s t$at it is t$eir learnin* a%ou t t$e *a m e t$at is import a n t , rat$ e r t$an %! pres e n tin * m! #are'ull! *rad e d and se-u e n # e d lesson plans+ 8ut a mos t import a n t emp $ a s is in t$e appro a # $ as re#e n tl! pres e n t e d is its o)ert #$a m pio nin * o' sports appr e #i a tion+ ;om e o' us (ill dou% tl e s s *o on to pla! som e sport and *a m e s a'ter s#$ool, %ut ma n ! more o' us (ill #ons u m e ma n ! more sports and *a m e s , and t$is 'a#t re-uire s a#1no(le d * e m e n t + <uma n Mo)e m e n t ;tudies ;in#e t$e in#ep tion o' t$e 83d de*r e e and t$e in#lusion o' $u m a n mo) e m e n t studie s (<M;) as a (a! o' in#re a sin * t$e a#ad e mi # #ont e n t o' tea# $ e r trainin* #ours e s in P3, t$er e $as %e e n a tri#1le- do(n e''e#t on s#$ools+ T$e ar*u m e n t $as %ee n o' a 0li%er al0 1ind9 edu# a tio n is to do (it$ #o*niti)e *oods , i+e+ initiation into 'orms o' 1no(led * e + <M; is a 'ield o' 1no(led * e (it$ a 'o#us on t$e p$!si#al, and sin#e t$is is &usti'ia%le in a (a! t$at p$!si# al a#ti)ities are not, <M; #an in#re a s e t$e stat u s o' t$e su%&e#t in s#$ools+ T$ere are t(o pro%le m s (it$ t$is line o' ar*u m e n t a t i o n9 'irstl!, alt$o u * $ 'orms o' 1no(led * e are sel'- &usti'!in* (as #ons titu e n t 'eat ur e s o' ration alit!) 'ields are not (se e Mor*an, 1975, on #o''ee studie s)@ se#o n dl!, e)e n i' t$e 'ield (ere &usti'ia%le on ot$er *roun d s t$er e (ould still %e t$e -ues tio n o' ($et $ e r it s$ould %e in#lud e d on t$e s#$ool #urri#ulu m, sin#e t$e #urri#ulu m is a sele#tion 'rom &usti'ia%le ite ms , ma n ! o' ($i#$ ma ! not 'ind a pla# e on pra#ti# al *roun d s , or %e# a u s e t$er e are ot$er a#ti)ities ($i#$ are mor e #entr al or import a n t repr e s e n t a t i) e s o' a dis#ipline+ Bi)en t$at s#ien# e is a 'orm o' 1no(led * e and s$ould %e repr e s e n t e d on t$e #urri#ulu m, 'or e/a m pl e , is t$er e an! *ood reas o n ($! s#ien# e s$ould %e e/e m pli'ied as a sport s#ien# e C (T$is is a pro%le m , too, 'or dan# e+ Bi)en t$at #$ildre n s$ould %e introdu # e d to art, and t$at (e #ould not possi%l! introdu # e t$e m ad e - u a t e l ! to all its 'orms, ($! s$ould %alleti# dan# e %e sele#t e d o)er paintin*, s#ulpt ur e , dra m a , p$oto *r a p $ !, et#C) " do not m!s el' t$in1 t$at t$er e is a *ood ar*u m e n t 'or <M; in s#$ools+ T$e %asi# moti) a tion see m s to %e mispla# e d am%ition 'or a#a d e m i # resp e # t a %ilit! and peer-

*roup re* ar d amo n * s t som e P3 tea# $ e r s , ($o (is$ to #on'or m to a repu t a %l e )ie( o' ($at edu# a tio n is a%ou t+ "n m! )ie( t$e! s$ould $a) e train e d as %iolo*ists, p$!si#ists, so#iolo*ists or $istoria n s , all o' ($i#$ are alre a d ! repr e s e n t e d in t$eir 'irst- $and 'orms in s#$ools+ =part 'rom le*itimi6in* t$e introd u# tio n o' t$e app a r a t u s o' 0,0 and 0=0 le)el e/a mi n a tio n s into P3, t$us rein'or#in* t$e domin a n t )alue s o' s#$oolin*, t$e main o%&e#tion to <M; in s#$ools is t$at its 'o#us and inter e s t is t$e pro'es sion al prep a r a ti o n o' tea# $ e r s , #oa#$ e s , sports me di#s, et#+ "' so, t$e n t$is is also an ar*u m e n t 'or its post p o n e m e n t until t$at le)el+ =s " $a) e su** e s t e d alre a d !, " am lea)in* t$e rea d e r to purs u e su#$ #onn e # tio n s as t$er e ma ! %e (it$ t$e a%o) e ideolo*ies and mor e *en e r al edu# a tio n al idelo*ie s+ A$at " $op e to $a) e don e is to *i)e som e idea o' t$e )ast ran* e o' #o- e/istin* and #omp e ti n * positions ($i#$ it is possi%le 'or a P3 tea# $ e r to ta1e (it$ re* ar d to som e part o' $is7$er &o%+ " $a) e also in#lud e d som e o%s er) a tio n s and #riti#is ms ($i#$, dou% tl e s s , re'le#t m! o(n positions on t$es e ma t t e r s + 5o( (e s$ould *o on to loo1 at t$e #ont e n t o' P3 - t$e spe#i'i# a#ti)ities en* a * e d in %ut 'irst " s$ould sa! a )er! %rie' (ord re* ar din * t$e 1e! #on# e p t s o' t$is )olum e 0 s title+ ,n 0Falues 0 and 0:urri#ulu m 0 "' one ta1e s a 0li%er al0 )ie( o' t$e #on#e p t o' edu# a tio n, it #arries (it$ it a #ert ain )ie( o' ($at )alue s ma! prop e rl! %e see n as 0edu# a tio n al0 o n e s + Moral edu# a tio n, 'or e/a m pl e , ma! %e see n as t$e de) elop m e n t o' auto n o m ! and ration alit!, and ($at e ) e r does not #ondu# e to t$at end ma! sa'el! %e pas s e d o)er+ For our pres e n t purpos e s , t$ou* $ , su#$ a de'inition (ould rule out #onsid e r a tio n o' ma n ! aims and pra#ti# e s ($i#$ s$ould not *o une/ a mi n e d + 8! 0)alue s ,0 t $ e n , " s$all me a n ($at e ) e r is pres e n t e d to stud e n t s %! tea# $ e r s and s#$ools ($i#$ a''e#ts or inten d s to a''e#t t$eir (a!s o' %e$ a )in *, t$in1in* and de#ision- ma1in* in re* a r d to t$eir #ond u# t and attitu d e s to( ar d s t$e m s el ) e s , ot$er people, and t$e #om m u nitie s t$e! in$a %it+ (A$et $ e r su#$ )alue s are prop erl! to %e #onsid er e d moral, so#ial, politi#al, prud e n ti al, ideolo*i# al or #ultur al (ould %e t$e su%&e#t o' anot $ e r ess a !)+ "n addition, " s$all %e re'errin* to ot$er )alue s ($i#$ mi*$t %es t %e #alled t$e )alue s o' p$!si#al edu# a tio n a#ti)ities, ($i#$ are a su%s e t o' t$e )alue s in p$!si# al edu# a tio n+ " s$all ta1e a similarl! #a)alier attitu d e to(ard s 0#urri#ulu m 0 + :learl!, to en#o m p a s s t$e a#ti)ities o' a su%&e#t su#$ as P3, ($i#$ in#lud e s (or1 at lun#$ti m e , a'ter s#$ool, (ee1 e n d s , reside n ti al sta!s and )a#a tio n trips as (ell as time t a %l e time, a less t$an *en e r o u s #on# e p tio n o' #urri#ulu m (ould %e undul! restri#ti)e+ Parad o /i# all!, t$en, m! idea o' #urri#ulu m (ill in#lud e t$e e/tr a- #urri#ular+ ;om e Ben er al Feat ur e s o' P3 in ;#$ools 8e'ore *ettin * do(n to a dis#us sio n o' sets o' parti#ular a#ti)ities, " s$ould ma1 e me n tion o' 'airl! o%)ious *en e r al 'eatur e s ($i#$, ne) er t $ el e s s , e/ert a *re a t in'luen# e on t$e )alue s pres e n t e d to #$ildre n %! t$e su%&e#t- mat t e r and %! tea# $ e r s + T$os e 'eat ur e s relat e to *en d e r , popular #ultur e, e/a mi n a tio n s , 0di''ere n # e 0 and #omp ulsion+ P3 is pro'ou n dl! at!pi#al in t$e di''ere n ti al pres e n t a ti o n o' t$e su%&e#t to %o!s and *irls+ =s in ma n ! ot$ er su%&e#t s , t$is o'ten %oils do(n to t$e e/p e r tis e or predile#tion o' indi)idu al tea# $ e r s , $ea d s o' dep a r t m e n t or $ea d t e a # $ e r s , %ut t$er e is more to it t$a n t$at+ T$e ma&orit! o' P3 tea# $ e r s (or1in* in 8ritis$ ;#$ools $a) e t$e m s el ) e s %e e n train e d in sin*le- se/ institutions or dep a r t m e n t s , and in turn tea# $ onl! %o!s or *irls+ =lt$ou* $ t$er e $a) e %ee n re#e n t #$an * e s in t$is patt e r n, (it$ t$e de mis e o' t$e old #olle* e s , su#$ a startlin* se*r e * a tio n #anno t %e e/p e # t e d to $a) e %ee n (it$ou t som e in'luen# e+

;om e P3 a#ti)ities (" am t$in1in* mainl! o' 0sport0 $er e) are dire#tl! relat e d to popular #ultur e in a (a! t$at ma n ! ot$ er s#$ool su%&e#t s are not+ "t t$er e'or e %e ars a #ert ain rele) a n # e to t$e non- s#$ool li'e o' a lar*e nu m% e r o' stud e n t s and, #orres p o n di n *l!, is t$e main site (it$in s#$ool 'or t$e import a tio n o' 0e/t er n al0 )alue s and attitu d e s + Ae #ann o t i*nor e t$e so#ial nat ur e o' sport and t$e impa# t t$at t$at $as on s#$ool P3, and esp e #i all! (e s$ould ta1e not e o' t$os e #riti-u e s o' mod e r n sport ($i#$ emp $ a s i6 e its role in t$e maint e n a n # e o' ra#is m, se/is m, nation alis m and #ons er ) a ti s m + "n mos t s#$ools P3 is not an e/a mi n a %l e su%&e#t, alt$o u * $ 0,0 and 0=0 le)el e/a mi n a tio n s are no( o''ere d %! #ert ain %oar d s , and t$e ;#$ools :oun#il $as produ# e d a spe#ial 8ulletin on t$e mat t e r (1977)+ T$ere are t$os e ($o %elie) e t$at t$is tren d (ill res ult in a se#o n d- rate a#a d e mi #is m in P3 at t$e e/p e n s e o' its #$ie' )alue9 t$e pres e n t a ti o n to stud e n t s o' e/#ellen# e s ot$ er t$a n a#a d e mi # ones + <ar*r e a ) e s (198?), 'or e/a m pl e, sa!s, P3 tea# $ e r s s$ould re)el and re&oi#e in t$eir non- a#a d e mi #is m@ t$e! s$ould see t$is as a (a! o' raisin* t$eir stan din * and re&e#t t$e stra t e * ! o' stri)in* 'or a pale imitation o' a#a d e m i # su%&e#t s + (p+6) T$ere is anot $ e r import a n t (a! in ($i#$ P3 is 0di''ere n t 0 + ;tud e n t s #$an * e t$eir #lot$in*, are a#ti)e, ma1 e noise, are per$ a p s su%&e#t to a #$an * e o' dis#iplinar! re*im e , and so on+ "n Aillis0s anal!sis o' t$e s#$ool %e$ a )iour o' 0t$e lads0 (197 7, pp+ ?9 ''+) 0$a)in* a la''0 is posit e d as a #entr al moti) a t or+ "n anot $ e r stud!, Madne s s (1981) report9

,$ ($at 'un (e $ad =nd did it reall! turn out %adC Findin* di''ere n t (a!s To ma1 e a di''ere n # e to t$e da!s+ P3 periods ma ! pro)id e a spa# e in ($i#$ t$e 0la''0 is toler a t e d , and ($i#$ pro)id e s a le*itim a t e sour# e o' 0di''ere n # e 0 + Finall!, t$er e is t$e mat t e r o' #omp ulsion+ =lt$ou* $ t$er e is a sens e in ($i#$ all s#$oolin* is #omp uls or!, t$er e is a #omp ulsion to parti#ipa t e in P3 a#ti)ities+ Bi)en lo( post- s#$ool parti#ipa tio n rate s and t$e sus pi#ion t$at a lar*e proportion o' stud e n t s (ould #$oos e not to parti#ipa t e i' t$er e (ere an option, t$e simple 'a#t o' #omp ulsion (esp e #i all! i' unsu p p o r t e d %! an ar*u m e n t su#$ as A$ite0 s - see 1973, pp+ ?7- 8) und e r# u t s ma n ! o' t$e )alue s #laim e d 'or t$e a#ti)ities and %rin*s into -ues tio n t$e )alidit! o' stat e d aims+ ,n P3 =#ti)ities =s (ell as loo1in* at o)er all e)alu a ti) e positions, ideolo*ie s and som e *en e r al 'eat ur e s , (e nee d to loo1 at t$e )arious 1inds o' spe#i'i# #ont e n t + 2at$ e r t$a n o''erin* an ar*u m e n t at t$is point, " s$all simpl! ass u m e t$at t$e 'ollo(in* list o' si/ are a s o' a#ti)it! is repr e s e n t a ti ) e o' ne arl! all t$at *oes on in s#$ools und er t$e *en e r al $ea din * o' P39 sport (#omp e ti ti) e *a m e s and at$le ti#s), s(im mi n * and li'esa)in*, dan# e , *!mn a s ti#s , outdo or purs uits and 'itnes s trainin*+ 4et us #onsid er t$e m in t$at order+ ;port

To %e*in (it$ t$er e is t$e pro%le m o' ($i#$ sports are to %e o''ere d+ ;ome are not repr e s e n t e d in s#$ools on mor al *roun d s 9 %o/in* %e# a u s e it is one o' t$e 'e( sports ($os e e/pli#it aim is t$e in'li#tion o' in&ur! on anot $ e r@ %lood sports %e# a u s e t$e! in)ol)e *rat uito u s and ritual #ruelt! to anim als@ snoo1 er and darts %e# a u s e (" supp o s e ) t$e! are si*ns o' a miss p e n t adoles # e n # e , and so on+ ;om e are o'ten e/#lud e d on pra#ti#al *roun d s su#$ as e/p e n s e (polo, ro(in*) la#1 o' spe#iali6e d 'a#ilities (purs uit #!#lin*, $i*$- %oar d di)in*), inad e - u a t e tea# $ e r 1no(led * e , inappr o p ri a t e (eat $ e r #onditions (s1i- in*, s1atin *, sur'in*) and so on+ ,' t$os e not so e/#lud e d a sele#tion mus t %e ma d e , and #riteria are $ard to #om e %!+ T$e #$oi#e, $o( e) e r, (ill all! t$e s#$ool (it$ #ert ain attitu d e s , inter e s t s and )alue s e/pr e s s e d in and t$rou * $ t$e sports+ T$e! (ill 'orm part o' t$e s#$ool0s repr e s e n t a t i o n o' its aims and #$ar a # t e r to its #ons titu e n # ! and to itsel', and its #ons titu e n # ! ma ! %e see n in #om m u ni t ! or #lass ter m s - %ut mor e o' t$is later+ =lt$ou* $ t$er e is per$ a p s a distin#tion to %e dra( n %et( e e n re#r e a ti) e and #omp e titi) e sport (see Parr!, 1978), it is t$e latter (it$ ($i#$ (e are $er e #on# er n e d , and its de'inin* 'eatur e $as %e e n see n as raisin* pro%le m s o' )alue+ 8aile! (1975) $as ar*u e d t$at sin#e #omp e titi) e *a m e s are ne# e s s a ril! #omp e titi) e t$e! are mer el! (a!s o' %e a tin * ot$er people, and edu# a tio n $as not$in* to do (it$ t$e de mo n s t r a tio n o' sup e riorit! o)er ot$er s + " $a) e t(o o%s er) a tio n s 9 'irstl!, alt$o u * $ #omp e titi) e *a m e s are (a!s o' testin * one0 s a%ilities a* ain s t anot $ e r 0 s t$e! are not mer el! t$at@ and se#o n dl!, edu# a tio n is a%ou t stan d a r d s o' per'or m a n # e , e)e n i' t$os e stan d a r d s are not ne# e s s a ril! #ont e s t e d %et( e e n indi)idu als+ 8aile! does not tell us ($! t$er e s$ould %e no #omp e tition in edu# a tio n, ($et $ e r or not t$e su%&e#t- mat t e r ent ails it+ 8aile! also ar*u e s a*ains t t$e tradition al )ie( t$at *a m e s pro)id e a se#ur e a)e n u e to )alue s edu# a tio n - t$at *a m e s are in som e sens e #$ar a # t e r- %uildin*+ <is )ie( t$at it is possi%le to pla! *a m e s e''e#ti)el! eit$ er mor all! or not is surel! in#ontro) e r ti%le+ =spin0s (1975) #ount e r- ar*u m e n t s t$at t$e #ons titu ti) e rules o' *a m e s ens $rin e mor al )alue s, and t$at *a m e s are #olla%or a ti) e ent er p ris e s ($i#$ ipso 'a#to ent ail t$at sport o''ers opport u nitie s 'or learnin* a%ou t )alue s + "t see m s to me t$at e)er!o n e is ri*$t $er+ Bam e s are, in part, #ons tr u # t e d out o' )alue s, %ut t$is does not *uar a n t e e t$at t$e! (ill %e pla!e d mor all!+ 8aile!0 s 'urt$ e r ass er tio n t$at mor al )alue s #ann o t %e learn e d t$rou * $ *a m e s parti#ip a tion see m s to me un'ou n d e d , 'or $is #on# e s sio n t$at *a m e s #an (onl!) %e pla!e d mor all! i' a pla!er0 s mor alit! is import e d 'rom (it$ou t ent ails t$at *a m e s are t$e site o' mor al %e$ a )iour+ <e does not e/plain ($! a site o' mor al and immor al %e$ a )iour ma ! not %e a site o' mor al learnin*+ "t see m to me -uite #lear t$at it ma!, and so " am (it$ Mea1in9 *a m e s pro)id e opport u nitie s 'or t$e pres e n t a tio n o' )alue s + =t t$is sta* e it mi*$t %e o%&e#t e d t$at an! #olla%or a ti) e $um a n pra#ti# e #ould %e t$e su%&e#t o' mor al reas o nin *, so t$at to s$o( t$at moral dilem m a s arise in *a m e s is to s$o( )er! little+ "n su#$ #as e s , t$e *a m e (ould %e onl! t$e #ontin* e n t o##asion 'or a mor al dis#us sion, and an! #ontri%u tio n to mor al edu# a tio n s$ould %e #redit e d to t$e dis#us sion, not to t$e *a m e + <o(e) e r, t$is (ould %e to i*nor e t$e mor e import a n t point ma d e a%o) e9 it is t$e #ons titu ti) e rules and t$e intrinsi# 'eat ur e s o' *a m e s and at$le ti#s ($i#$ are ne# e s s a ril! pres e n t e d to a parti#ip a n t , and it is t$e s e ($i#$ re-uire re#urr e n t elu#id a tion+ "t is true t$at #omp e titi) e *a m e s are #ont e s t s , ($i#$ ent ails #omp e tition (it$ a )ie( to est a %lis$in * a (inner and loser (i+e+ sup eriorit! in res p e # t o' t$e *a m e 0 s re-uire d a%ilities - see Fralei*$, 1984, pp+ 41- 6)+ 8ut t$is does not ent ail t$at (e $a) e to $a) e (innin* as our o)erridin* #on# er n9 rat$ e r, one #an pla! to (in, )aluin* t$e opport u nit ! to e/er#is e spe e d , stre n * t $ and s1ill (se e 2eddi'ord, 198?, pp+ 114- 5)+ For a *ood sport #ont e s t, t$ou * $ , t$er e are #ert ain prer e - uisit e s + Firstl!, t$er e is a

pres u p p o s ition o' e-u alit! o' opport u nit ! to #ont e s t (e-u alit! und e r t$e rules), (it$ou t ($i#$ t$e *a m e #ould not %e de mo n s t r a t e d unles s all ot$er )aria%le s are stri#tl! #ontrolled+ ;e#on dl!, no #ont e s t #ould e/ist (it$out t$e oppo n e n t , ($i#$ (ould see m to re-uire at leas t t$e minimu m resp e # t due to a 'a#ilitator - to one ($os e o(n le)el o' per'or m a n # e is a ma&or #ontri%ut o r to t$e )er! possi%ilities 'or e/#elle n# e ope n to ones el' in t$at #at e * o r ! o' end e a ) o u r #$os e n %! %ot$+ T$irdl!, alt$o u * $ it is #learl! possi%le to %re a1 t$e rules, to do so alters t$e #onditions o' t$e #ont e s t , so t$at a ran* e o' a%ilities not spe#i'ied %! t$e rules #ome s into pla!+ = *ood #ont e s t (ill maint ai n t$e 'ram e ( o r1 ($i#$ se#ur e s t$e inte*rit! o' t$e #ont e s t , and t$is re-uire s rules ad$ e r e n # e and 'air pla! (see Fralei*$, 1984, pas si m@ and M#"ntos $, 1979 pp+ 81- 4)+ Fourt$l!, t$er e is a 1no(led * e o' relati)e a%ilities ($i#$ is an ne# e s s a r ! out#o m e + 8aile! see s t$is as a 'orm o' %ra* * a d o #io, %ut 2eddi'ord (198?) remin d s us t$at 0!ou (in som e , !ou lose som e 0 a n d so to ma1 e t$e *a m e t$e o##a sion 'or 0mar1in* up sup eriorities and in'eriorities0 is a s$ort- ter m and sel'de'e a tin * attitu d e + Ae pla! to produ# e an out#o m e 'a)our a %l e to (our)s el) e s %ut do not allo( a#tu al out#o m e to %e o' persis tin * import a n # e + (p+ 115)+ t$e

<umilit! and *en e r o sit ! are at leas t as li1el! an a##o m p a n i m e n t to a de m o n s t r a tio n o' one0 s relati) e a%ilities as o)er( e e ni n * pride and #on# eit+ Fi't$l!, in *a m e s , t$er e is a simple ri*$t and (ron*, easil! en'or# e a %l e %! a #learl! identi'ied aut$ orit!+ =t t$e sa m e time, t$er e is som e possi%ilit! o' di''erin* interpr e t a ti o n and &ud*e m e n t + "n pla!in* *a m e s , stud e n t s learn $o( to 'ollo( e/pli#it rules, $o( to %en d t$e m and e)a d e t$e m, and $o( to oper a t e (it$in a s!st e m o' pen altie s and #ons e - u e n # e s , %ot$ o''i#ial and uno''i#ial+ Bam e s are la%or a t o rie s 'or )alue e/p e ri m e n t s + ;tud e n t s are put in t$e position o' $a)in* to a#t, time and time a* ain, som e ti m e s in $as t e , und er pres s u r e or pro)o# a tio n, eit$ er to pre) e n t som e t $in * or to a#$ie) e som e t $in * , und er a stru#t ur e o' rules+ T$e settle d dispositions ($i#$ it is #laim e d em e r * e 'rom su#$ a #ru#i%le o' )alue- relat e d %e$ a )io ur are t$os e ($i#$ (ere #ons#iousl! #ulti)at e d t$rou * $ *a m e s in t$e pu%li# s#$ools in t$e last #entur !+ T$es e da!s t$er e is still t$e e/p e # t a tio n t$at *a m e s (ill #ontri%ut e to an ele m e n t a r ! so#iali6ation 'un#tion, e)e n i' no mor e t$a n t$at+ =s me n tion e d earlier, (e s$ould also ta1e not e o' t$e import a n t role pla!e d %! sport in popular #ultur e+ ;om e #riti#s ass e r t t$at su#$ dee pl! em% e d d e d so#ial pra#ti#e s as sport are li1el! to %e in'us e d (it$ t$e %elie's, ideals and )alue s o' t$e domin a n t #lass - in %rie', t$at sport 'un#tions as an e/pr e s sio n o' %our* e ois ideolo*! all t$e mor e po( er'ul 'or its impli#it #$ar a # t e r+ T$e (a! in ($i#$ t$is ideolo*! is a%le to pres e n t itsel' as #om m o n s e n s i# al or nat ur al in peopl e0 s e/p e ri e n # e o' t$e so#ial (orld ('or e/a m pl e , in sport) is e)ide n # e o' its po( er'ul $old upon us (se e Parr!, 1984, p+76)+ =s <o%er m a n (198 4) su** e s t s 9 ++++++'as #ist, li%eral- de m o #r a ti# and :om m u nis t so#ietie s $a) e distin#t politi#al ant $ro p olo *ie s or ideali6ed mod els o' t$e e/e m pl a r ! #iti6en ($i#$ #ons titu t e #omple / ans( e r s to t$e 'und a m e n t a l -ue s tion o' p$ilosop $i# al ant$ro p olo * !9 0A$at is a $um a n %ein*C0 (p+?)+ "n parti#ip a tin * in sport, (e are %ein* in)ite d to ass e n t to a politi#al ant $r o p olo * !, and possi%l! to #ert ain )ie(s on nation, #lass, *en d e r , ra#e and t$e )alue o' #om m e r #i alis m+ ;port ma! t$er e'or e pres e n t an ideal opport u nit ! to interro * a t e t$e li)ed e/p erie n # e o' stud e n t s and tea# $ e r s 'or its ideolo*i# al #ont e n t + ;(immin * and 4i'e- sa)in* instru# tion

T$is s$ould %e a part o' e)er! #$ild0s s#$oolin*+ "t dire#t s our att e n tio n to t$e mos t %asi# o' )alue s 9 t$e pres e r ) a tio n o' our o(n (and ot$ er s 0 ) li)es+ 5o ot$er su%&e#t on t$e s#$ool #urri#ulu m $as su#$ a dire#t and dra m a ti# relations $ip to t$e mos t 'und a m e n t a l o' )alue s, and it is import a n t to noti#e t$at t$e ne# e s s a r ! re-uire m e n t $er e is t$e per'or m a n # e o' t$e s1ill+ <ere (e $a) e t$e #lassi# e/a m pl e o' t$e e/e m pli'i#ation o' a )alue simpl! %! t$e per'or m a n # e o' a s1ill+ "n addition, i' P3 too1 seriousl! its #laims to ad) a n # e t$e $e alt$ o' its stud e n t s t$rou * $ e/er#is e (rat$ e r t$a n simpl! ass u mi n * t$at %ein* 'it enou * $ to purs u e som e ti m e s $a6 ar d o u s sports is t$e sa m e t$in* as %ein* 0$e alt $ !0 ) it (ould ta1e *re a t e r pains to en#o ur a * e stud e n t s to ma1 e re*ular e/er#is e part o' t$eir dail! routin e s + " am t$in1in* $er e parti#ularl! o' (al1in* an s(im mi n *, t$e t(o mos t %en e'i#ial 'orms o' e/er#is e in ter m s o' lon*- ter m o)er all 'itnes s and $e alt$+ " $a) e not dis#us s e d #omp e titi) e s(im mi n * or (at er polo, sin#e t$e! (ould #om e und er sport, nor di)in* and s!#$ro ni6e d s(im mi n *, 'or t$e! ma ! %e see n as 'orms o' *!m n a s ti# a#ti)it!+ .an#e T$is is a di''i#ult are a to de al (it$, not leas t %e# a u s e som e o' its pra#tition e r s (ould pre'er it not to %e re* ar d e d as a P3 a#ti)it! at all, %ut eit$ er as a dis#ipline on its o(n or as a me m % e r o' an arts dep a r t m e n t + " am s!mp a t $ e ti # to %ot$ alter n a ti) e su** e s tio n s , and not$in* " s$all *o on to sa! (ould #ontro) e r t eit$ er arra n * e m e n t + "t is rat$ e r li1e t$e ar*u m e n t a%ou t ($et $ e r or not a ($ale is to %e #onsid er e d a 'is$ - it dep e n d s upon t$e #ir#u m s t a n # e s and !our rea s o n s , and is ultima t el ! a mat t e r o' de#ision, not lo*i#al ne#e s sit!+ ;o, (it$ou t ma1in* an! 'urt$ e r #laims, " am simpl! a#1no(le d *in *, in ($at 'ollo(s, t$e 'a#t t$at som e dan# e does ta1e pla#e in s#$ools und er t$e um%r ella o' P3, and t$at t$e P3 (orld $as %e e n e/tr e m e l ! in'luential in t$e de) elo p m e n t o' dan# e in s#$ools in t$is #ountr !+ M! 'inal prelimin a r ! o%s er) a tio n is t$at it see m s to me dis$on e s t o' t$os e ($o dispar a * e and dis)alu e P3 in its asp e # t s ot$er t$a n dan# e , or ($o do not re* ar d dan# e as part o' P3, to #ontinu e $appil! to a##e p t P3 time on t$e #urri#ulu m+ Per$a p s t$e! s$ould ta1e a 'irm *ras p o' t$eir prin#iples and ta1e t$eir #$an# e s in #omp e tition (it$ ot$er dis#iplines on t$e arts #urri#ulu m+ For m!s el', " (ould %e $app ! to see %alleti# dan# e eit$ er in an arts dep a r t m e n t or in a P3 dep a r t m e n t + (" (ould, 'or e/a m pl e , %e 'ar $ap pi er in re* ar din * a dan# e r as a sort o' at$let e t$an a 'oot% aller as a sort o' artist)+ =s a #ontri%ut o r to t$e P3 #urri#ulu m, dan# e as an art 'orm (ould #ontri%u t e imme n s el ! to our a%ilit! and (illin*n e s s to adop t an aes t $ e ti# attitu d e in our appr ais als o' ot$er P3 a#ti)ities, and t$is #an onl! e/t e n d and dee p e n our und er s t a n d i n * o' t$e )alue s ($i#$ are pres e n t e d in t$e m+ "t (ill %e us e'ul 'or t$is se#tion and t$e ne/t to set out t(o distin#tion s ma d e %! 8est (1978, pp+ 1>1- 5)+ Firstl!, (e s$ould distin*uis $ purposi) e 'rom aes t $ e ti# sports on t$e *roun d t$at me a n s and end s are sep a r a %l e in t$e 'orme r and not t$e latt er+ A$at " do (s#or e a *oal) #an %e spe#i'ied indep e n d e n tl ! o' $o( " do it, so lon* as it is (it$in t$e rules - %ut !ou #ouldn0 t e/plain ($at a %ara ni is (it$ou t e/plainin* $o( to do one+ ;e#on dl!, (e s$ould distin* uis $ t$e artisti# 'rom t$e aes t $ e ti#+ T$e aes t $ e ti# is an inter e s t ($i#$ ma! %e ta1e n in an!t $in * at all, ($er e a s t$e artisti# is t$at ($i#$ as %ee n #rea t e d 'or t$e purpos e o' aes t $ e ti# appr ais al+ ;o9 a suns e t is not a (or1 o' art, ($ilst a paintin* o' a suns e t ma! %e %ut it is possi%le to ta1e an aes t $ e ti# inter e s t in %ot$+ ;o9purp o si) e sports are not art, alt$ou * $ t$e! ma! %e appr ais e d in aes t $ e ti# ter m s @ aes t $ e ti# sports see m to s$ar e (it$ %alleti# dan# e t$e 'eat ur e o' %ein* #rea t e d 'or aes t $ e ti# appr ais al, %ut t$e sports do not $a) e t$e #ap a #it! 'or #om m e n ti n * on li'e issu e s , ($i#$ 8est identi'ies as a 'urt$ e r 'eatur e o' art+ Ae t$us arri)e at a t$re e'old #lassi'i#ation9 purposi) e sports , aes t $ e ti# sports, and art+

5o(, (it$ %alleti# dan# e (e are #learl! dealin* (it$ an art 'orm, and it (ill #learl! s$ar e t$os e )alue s and &usti'i#ation s ($i#$ are *en e r ali6a %l e a#ros s all art 'orms, to do (it$ #re a ti)it!, e/pr e s sio n, emo tio n, ima*in a tio n, and t$e illumina tion o' t$e $u m a n #ondition+ =t leas t, it (ill s$ar e in t$es e )alue s so lon* as it is tau * $ t and pres e n t e d as a per'or m a n # e art, and not as a series o' te#$ni- u e s , s1ills and t$e m e s ($i#$ do not issue in (or #on'ront) per'or m a n # e s (or produ# tion s )+ = 'urt$ er )alue o' dan# e is t$at it is anot $ e r (a! o' %ein* #rea ti) e7 e / p r e s si) e 7i m a *i n a ti) e + 3a#$ art 'orm pro)id e s a di''ere n t me diu m o' en* a * e m e n t , and it (ould see m import a n t t$at stud e n t s are put in t$e (a! o' as ma n ! o' t$e m as possi%le, 'or t$is one mi*$t %e t$e 'orm ($i#$ initiat e s a stud e n t into t$e )alue s o' art in *en e r al+ T$e stat u s o' nation al, #ountr !, 'ol1 or so#ial dan# e is mor e pro%le m a ti#, %ut t$e! are li1el! to %e mor e o' #ultur al and $istori#al t$a n artisti# si*ni'i#an# e + T$is is not to deni*r a t e t$e m+ T$e! ma! per'or m som e similar ideolo*i#al 'un#tions to sport, and t$e! ma! %e a primar ! o##asion 'or pers o n al en* a * e m e n t (it$ one0 s o(n li)in* #ultur e and $istor! - t$e e''e#t stri)en 'or %! mus e u m s , pa* e a n t r ! and #ere m o ni al o##a sion s + More 0re# e n t 0 'orms o' so#ial and popular dan# e %ear t$e sa m e relation s $ip to stud e n t s 0 out- o'-s#$ool li'e as do som e sports + T$e! t$er e'or e s$ar e t$e opport u nit! 'or %rid* e- %uildin* %et( e e n edu# a tio n and 0li'e0, t$e s#$ool and t$e #om m u ni t !+ B!mn a s ti#s T$e )arious 'orms o' *!mn a s ti# a#ti)it! (,l!mpi#, r$!t$ mi#, edu# a tio n al, tum%lin*, di)in*, tra m p olinin*, et#+) are aes t $ e ti# sports+ T$at is to sa!, t$eir ends #ann o t %e spe#i'ied inde p e n d e n t l ! o' t$eir me a n s , so t$at to ass e s s t$e (a! in ($i#$ a mo) e m e n t is per'or m e d is to ass e s s t$e mo) e m e n t + T$e inten tio n is to #re a t e mo) e m e n t patt e r n s 'or t$e purpos e o' t$eir aes t $ e ti# appr ais al, alt$o u * $ s$e e r #omple /it! and di''i#ult! are also )alue d+ "n 'orm al, ,l!mpi#, *!mn a s ti# s, t$e #omp o sition and per'or m a n # e o' *!m n a s ti# routin e s in)ol)es a #om%in a tio n o' )alue #omp o n e n t s 9 t$e ($ole mus t sust ain a #on)in#in* aes t $ e ti# unit!, de m o n s t r a ti n * line, 'lo(, *ra# e and e''ortles s n e s s @ it mus t also en#o m p a s s at$leti# -ualities su#$ as stre n * t $ , po( er, 'le/i%ilit!, a*ilit! and sta min a @ and it mus t in#lud e a )ariet ! o' a#ro% a ti# 0tri#1s0 ($i#$ de m o n s t r a t e a $i*$ le)el o' s1ill and di''i#ult!+ 3du#a tio n al *!mn a s ti#s , t$e ot$er mos t popular 'orm in 8ritis$ s#$ools, is a #$ild o' t$e pro*r e s si) e mo) e m e n t in primar ! edu# a tio n and $as #apt ur e d t$e att e n tio n o' t$os e (or1in* in middle s#$ools and t$e !oun * e r se#tor s o' se#o n d a r ! s#$ools+ Bi)en its %a#1*ro u n d it is not surprisin* to 'ind t$at #$ild- #entr e d )alue s are ens $rin e d in it+ ;tud e n t s are set tas1s ($i#$ t$e! mus t ans( er in t$eir o(n (a!, t$us en&o!in* a me a s u r e o' 'ree d o m and auto n o m !+ T$e emp $ a s i s is on e/plor a tion o' mo) e m e n t possi%ilities and dis#o) er ! o' pers o n al #ap a#ities + "ndi)idu al #re a ti)it! and ima*in a tio n is en#our a * e d at t$e e/p e n s e o' pre- det e r mi n e d out#o m e s + ,utdoor 3du#a tio n ,utdoor 3du#a tio n is a *en e r al ter m ($i#$ re'ers simpl! to lo#ation - it is edu# a tio n out o' doors+ 8ut t$is does not *et us )er! 'ar, so let us distin* uis $ outdo or studie s ('or e/a m pl e , a *eo*r a p $ ! 'ield trip, an art lands# a p e #lass, an en)iron m e n t a l studie s nat ur e (al1, a land sur)e !, or a da! )isit to t$e #oas t to #olle#t and stud! sa m pl e s 'or marin e %iolo*!) 'rom outdoor purs uits and resid e n ti al sta!s+ ,utdoor purs uits are p$!si#al a#ti)ities ($i#$ t!pi#all! in)ol)e a &ourn e ! t$rou * $ t$e nat ur al en)iron m e n t ($er e som e dan * e r or ris1 to sa'et! is a##e p t e d ('or e/a m pl e , ro#1 #lim%in*, mou n t ai n e e ri n * , #a)in*, pot$olin*, s1i- in*, sur'in*, sailin*, $an **lidin*)+ :entr al to t$es e a#ti)ities are t$e )alue s o' ad) e n t u r e , #$allen * e ,

e/plora tion, a(ar e n e s s and appr e #i a tion o' t$e en)iron m e n t , sel'- relian# e and sel'dis#o) er !+ T$e! ma! also, 'or pra#ti#al reas o n s , #arr! (it$ t$e m som e sort o' reside n ti al sta! ('or e/a m pl e , #am pin *, %i)ou a #1in *, sta!in * at a lo#al aut$ orit! #entr e or mou n t ai n $ut or !out $ $ost el, *oin* a( a! on e/p e dition or $olida!) and t$is in itsel' ma ! %e in'luential in pro mo tin * so#ial edu# a tio n, indep e n d e n # e and 'riend s $ip+ ;tud e n t s are pla# e d in a situa tion ($i#$ ta1e s t$e m a(a! 'rom t$eir 'amilies and ($i#$ *en e r a t e s possi%ilities 'or so#ial inter a # tion -uite di''ere n t 'rom t$os e in t$e #ont e / t o' t$eir e)er!d a ! e/p erie n # e o' t$eir 'ello(s+ T$e! are t$ro( n on to t$eir o(n resour# e s in (a!s ($i#$ #$allen * e t$eir pers o n al or*a ni6 a tio n, a%ilit! to ne*o ti a t e und e r s t a n di n * s (it$ ot$er s , sensiti)it! to and a%ilit! to #ope (it$ t$e (ea1 n e s s e s o' sel' and ot$er s , s$arin* res po n si%ilit! and lead e r s $i p, and ot$er #o- oper a ti) e s1ills+ Fitnes s Trainin* Dnder t$is $ea din * " in#lud e (ei*$t trainin*, #ir#uit trainin*, trainin* 'or a parti#ular sport, or an! ot$ er re*ular a#ti)it! ($os e aim is *en e r al or spe#i'i# 'itnes s+ =s (it$ s(im min *, t$e s e a#ti)ities $a) e %ee n )astl! und e rr a t e d as re* ar d s t$eir #ontri%ution to %asi# )alue s, su#$ as sta!in* ali)e+ = sensi%le diet and re*ular e/er#is e $a) e dra m a ti# all! redu# e d t$e proportion o' earl! dea t $ s 'rom $ear t att a #1 s in t$e D;= o)er t$e pas t ten !ears or so, alt$ou * $ no similar patt e r n $as !et em e r * e d in 8ritain+ = settle d disposition to #onsid e r and #are 'or one0 s %odil! #ondition, and to ta1e pers o n al res po n si%ilit! 'or pre) e n ti) e $e alt$ me a s u r e s are )irtu e s ($i#$ are ad)o# a t e d %! a 0$e alt $- relat e d 'itnes s 0 emp $ a s is in P3+ T$ere is also a #on# er n 'or t$e aes t $ e ti# dime n sio n o' sel'- pres e n t a tio n - ($at use d to %e #alled depor t m e n t , %ut in pres e n t time s $as #$an * e d in emp $ a s i s to %e re'err e d to #ollo-uiall! as 0loo1in* 'it0 - ($i#$ $as a dan * e r o u s prop e n sit ! to topple o)er into nar#issis m+ ,n Met$od =ll tea# $ e r s are tea# $ e r s o' )alue s, sin#e ($at e ) e r #ont e n t t$e! pres e n t to stud e n t s (ill $a) e )alue pres u p p o sition s , and so (ill ($at e ) e r me t $ o d s t$e! use - t$er e is no es#a p e 'rom res po n si%ilit! in t$es e mat t e r s + =s Peter s (195 9) ar*u e s 9 Falues are in)ol)ed in edu# a tio n not so mu#$ as end- produ# t s , %ut as prin#iples impli#it in di''ere n t ma n n e r s o' pro#e e di n * ++++ (p+87) =lso, tea# $ e r s o' )ar!in* su%&e#t s (ill dra( on a #om m o n 'und o' ideas and pra#ti#e s ($en #onsid e rin* $o( to appro a # $ t$eir tea# $in * tas1+ T$ere is a 'inite num % e r o' tea# $in * 0st!les 0 ta1e n 'or *rant e d in t$e litera t u r e 'or purpo s e s o' #lassi'i#ation+ 8ot$ Gane (1974) and <endr! (1977) identi'! 'i)e st!les (dire#t, *uide d dis#o) er !, pro%le m- sol)in*, #rea ti) e and indi)idu al pro*r a m m e s ) ($i#$ t$e! use to stru#t u r e t$eir empiri#al en-uiries re* ar din * t$e P3 #urri#ulu m+ 8ut it is #lear to see t$at t$es e sa m e 'i)e st!les #ould %e applied to an anal!sis o' all t$e tea# $in * o' an! su%&e#t, so t$at P3 (ill $a) e no spe#ial #laim $ere+ .ou%tle s s (e #ould 'ind e/a m pl e s (it$in P3 o' t$es e st!les in oper a tio n, as did <endr!, and (e (ould also dou% tl e s s 'ind t$at t$e 'irst t$re e (ere o'ten used and last t(o seldo m used %! %ot$ me n and (om e n + T$e import a n t -ues tio n to %e as1e d, t$ou* $ , is ($! a parti#ular met $ o d is %ein* used on a parti#ular o##asion, and ($at )alue s (ill %e pres e n t e d to stud e n t s %e# a u s e o' t$e tea# $ e r 0 s #$oi#e+ .ire#t tea# $in *, 'or e/a m pl e, mi*$t #arr! (it$ it som e o' t$e 'ollo(in* )alue s and su** e s tio n s 9 1no(led * e is som e t $i n * ($i#$ is tran s mi t t e d 'rom 1no( er to re#ipien t, a stud e n t 0 s tas1 is to %e a pas si)e re#ipie n t o' 1no(led * e ('or later re#allC), re#all is t$e mos t )alue d intelle#t u al a%ilit!, learnin * o##urs und er #onditions #ontrolled %! an aut $ orit!, and so on+ T$e 0#re a ti) e 0 st!le, on t$e ot$er $an d, und e r ($i#$ t$e pupil sele#ts t$e pro%le m and propo s e s solutions , (ould see m rat$ e r to su** e s t t$at 1no(led * e is som e t $in * to %e

dis#o) er e d (($et $ e r %! tea# $ e r or %! stud e n t ), t$at a stud e n t (ill %e a#ti)e in t$is end e a ) o u r, t$at -ues tio nin* and en-uir! (ill %e ne# e s s a r !, t$at learnin* #an %e auto n o m o u s , and so on+ 5o(, t$e s e t(o e/a m pl e s are me a n t simpl! to de mo n s t r a t e t$at t$e me t $ o d s used %! tea# $ e r s o' all su%&e#t s are li1el! to $a) e )alue pres u p p o s ition s + "nde e d, in t$e pres e n t #as e, t$e e/a m pl e s are e/pr e s si) e o' t(o -uite #lear edu# a tio n al ideolo*ies + P3 tea# $ e r s (ill $a) e #$oi#e s to ma1 e $ere, and t$e! (ill %e import a n t ones, %ut in t$is t$e! are no di''ere n t 'rom all ot$er tea# $ e r s + = similar #onsid er a tio n applies to Mea1in0s an al!sis (198?, p+8>)+ <e pla#e s *re a t emp $ a s i s on met $ o d olo * !, #laimin* t$at ($ilst P3 o''ers opport u nit! 'or )alue s edu# a tio n, mu# $ (i' not all) dep e n d s on t$e tea# $ e r 0 s met $ o d s + <e7s$ e s$ould, a%o) e all, en* a * e in in'orm al dis#us sio n o' )alue s issue s , s$ould #om m e n d *ood %e$ a )iour, %e a mod el o' *ood %e$ a )iour $im7$ e r s el', and e/$i%it $is7$er )alue s in $is7$ er attitu d e s to( ard s stud e n t s and $is7$er st!le o' #om m u ni# a ti n * (it$ t$e m+ T$e )alue o' *!mn a s ti# s and dan# e , $e t$in1s, reside s lar*el! in t$e opport u nitie s pres e n t e d in t$os e a#ti)ities 'or part n e r and *roup (or1, ($i#$ ma ! lead to t$e de) elo p m e n t o' desira %l e pers o n al -ualities+ =ll t$is ma ! %e true, %ut m! point is t$at all o' t$e a%o) e #ould %e said o' t$e tea# $in * o' dra m a , #$e mis tr ! or (ood(or1 as (ell as P3+ " t$in1 t$at t$er e are t(o sorts o' spe#ial #laim t$at #an %e ma d e re* ar din * P3, in addition to t$e more *en e r al points listed a%o) e + Firstl!, t$er e is a*ain t$e mat t e r o' 0di''ere n # e 0 9 it is possi%le to de m o n s t r a t e t$e dept $ and #onsist e n # ! o' our #om mit m e n t to 'und a m e n t a l )alue s %! s$o(in* $o( t$e! spill o)er 'rom #lassro o m to #orridor to la%or a t or ! to pla!in*'ield, *!mn a s i u m and #ountr !sid e + P3 pro)id e s anot $ e r - di''ere n t - #ont e / t in ($i#$ t$es e )alue s ma ! %e arti#ulat e d and illustra t e d , t$e mor e so t$at t$e! ma ! %e*in to in'us e t$e ($ole li'e o' t$e stud e n t + T$is is one (a!, " (ould su** e s t , to ta#1le t$e )e/ e d pro%le m o' t$e 0tra n s' er 0 o' desira %l e %e$ a )iour 'rom one #ont e / t to anot $ e r + ;e#on dl!, a #entr al #on# er n o' P3 $as al(a!s %e e n 'or -ualit! o' at$le ti# mo) e m e n t + P3 tea# $ e r s $a) e al(a!s %ee n #om mit t e d to tea# $in * pra#ti# al s1ills and #omp e t e n # e s , and ma! %e esp e #i all! 1no(led * e a % l e a%ou t t$e me t $ o d s 'or tea# $in * s1ills+ 5o(, it see m s to me t$at t$er e is roo m 'or de) elo p m e n t in t$is are a - t$at ma n ! tea# $ e r s are no( ta1in* up an inter e s t in a 0s1ills0 appro a # $ to t$e tea# $in * o' t$eir su%&e#t+ (,ne e/a m pl e is in p$ilosop $ ! o' edu# a tio n, ($er e ;trau * $ a n and Ailson (198 3) are des#ri% e d as o''erin* 0a uni-u e ne( appro a # $ 0 ($i#$ pres e n t s 0p$ilosop $i# al s1ills and te#$ ni- u e s , 0 #$ap t e r %! #$ap t e r , 'or t$e stud e n t to learn, use and pra#ti#e)+ =n und e rl!in* )alue $ere mi*$t %e auto n o m ! (or possi%l! 0e mp o ( e r m e n t 0 ), sin#e to tea# $ som e o n e a s1ill is to rend e r t$e stud e n t indep e n d e n t o' t$e tea# $ e r and a%le to a#t in t$e (orld+ "' P3 tea# $ e r s $a) e som e prin#iples o' s1ill tea# $in * ($i#$ #ould pro'ita %l! %e *en e r ali6e d, $er e inde e d (ould %e a #ontri%ution+ =ims and Pra#ti#e s ;o 'ar " $a) e tried to pro)id e an o)er all pi#tur e o' t$e )alue s to %e 'ound in P3 %! e/a mi nin * som e P3 ideolo*ie s, som e *en e r al 'eatur e s o' P3 in s#$ools, its t!pi#al #ont e n t and som e met $ o d s + "t is no( time to tr! to %rin* to*e t $ e r som e o' t$e emp $ a s e s and insi*$ts in t$is #omple / and #on'usin * pi#tur e %! turnin* our att e n tio n to t$e (a! in ($i#$ t$e )alue s identi'ied ma! or ma! not 'ind e/pr e s sio n as o)ert aims or a $idd e n a*e n d a + Per$a p s t$e %es t (a! to %e*in is to re#ord a list o' o)ert aims ($i#$ $a) e %e e n #ompile d %! ot$ er s ($o $a) e ta1e n t$e trou%le to su m m a ri6 e som e o' t$e litera t u r e + 2ens $ a ( (197 ?) lists9 - p$!si# al 'itnes s and $ealt $ - neuro- mus# ul ar s1ills

- motor sensiti)it! and #omp e t e n # e ('or #om m u ni# a tio n and e/pr e s sio n) - so#ial ad&us t m e n t t$rou * $ *roup a#ti)ities - mor al so#iali6ation - emo tion al sta%ilit! - positi)e attitu d e s to(ar d s p$!si#al a#ti)it! (and 'utur e use) - aes t $ e ti# appr e #i a tio n o' mo) e m e n t

leisure

<endr!0 s list (1977) add s not$in* to t$is, %ut Gane0 s (197 4) is di''ere n t in som e resp e # t s + motor s1ills sel'- reali6ation leisur e emo tion al sta%ilit! mor al de) elop m e n t so#ial #omp e t e n # e or*a ni# de) elop m e n t #o*niti)e de) elop m e n t aes t $ e ti# appr e #i a tio n

("n#ide n t all!, t$is is t$e ran1 order o' tea# $in * o%&e#ti)e s 'or a sa m pl e o' 888 me n and (ome n P3 tea# $ e r s )+ 5o(, Mea1in ma1 e s t$e point (198?, p+69) t$at su#$ res e a r # $ as Gane0 s and <endr!0 s impos e s a list o' aims upon tea# $ e r s , ($o are t$e n as1e d to ran1 order t$e m+ T$e ori*in o' t$is list is pre)ious a#ad e mi # pu%li#ation s , and not t$e tea# $ e r s 0 o(n e/p erie n # e in s#$ools or per# e p tio n s o' t$eir &o%, ($i#$ ma! result in a misre pr e s e n t a t i o n o' P3 tea# $ e r s 0 aims+ For e/a m pl e , it see m s odd to me, 'rom ($at " see *oin* on in s#$ools, t$at neit$ e r list $as in#lud e d t$e aims o' en&o!m e n t , pla!, re#r e a tio n and 'un+ 5or do (e 'ind me n tio n o' simple a#ti)it! as an aim (*ettin* t$e m out o' t$e #lassroo m , lettin* o'' ste a m - #p+ Ailliams 0 (or1 on primar ! tea# $ e r s , 198>, p+ 1>1) nor is t$er e pot- $untin*+ T$is ma ! %e t$e reas o n t$at t$e! are not o)ert aims at all, %ut part o' t$e $idd e n a* e n d a + <o(e) er, " ten d to t$e )ie( t$at ma n ! P3 tea# $ e r s (ould #$e er'ull! ad mit to #$asin * trop$i e s 'or t$e m s el ) e s or t$eir $e a d t e a # $ e r s , and (ould see not$in* (ron* in sa!in* 0Ae0ll &ust $a) e a *a m e toda !0 or 0T$e!0r e rat$ e r ro(d! toda !, so "0ll 1eep t$e m reall! %us!+0 <ere are som e mor e aims ($i#$ mi*$t $a) e see n t$e li*$t o' da! i' tea# $ e r s 0 respo n s e s $ad not %ee n so ti*$tl! pre- pro*r a m m e d 9 learnin* *a m e s rules sur)i)al s1ills in (ater and outdoor s prod u#in* elite per'or m e r s and *ood tea m s satis'a# tion in t$e displa! o' s1ill de) elo pin * o' in'orm e d and appr e #i a ti) e spe# t a t o r s $ip e/#ite m e n t , #$allen * e and ad) e n t u r e initiatin* stud e n t s into t$e #ultur al si*ni'i#an# e o' sport $ei*$ t e n e d sens or ! e/p erie n # e non- )er% al #om m u ni# a tio n an alter n a ti) e a)e n u e to stat u s and su## e s s to de) elop #om m u nit ! lin1s

and so on+ ;om e o' t$es e , o' #ours e, ma ! not %e o)ert aims, %ut all o' t$e m #ould %e+ 4et me no( add a s$ort list o' possi%le #andid a t e s 'or t$e $idd e n a* e n d a , ($i#$ mi*$t %e (ort$ #onsid erin* i' onl! to %rin* t$e m to mind+ T$e! are pot e n ti all! at leas t as po( er'ul in'luen# e s as an!o n e 0 s list o' o)ert aims9

perp e t u a ti o n o' ra#ist attitu d e s (sport as a sidetr a # 1 'or rein'or# e m e n t o' *end e r ster e o t !p e s #ollusion (it$ #om m e r #i al inter e s t s (sport #ons u m e ris m ) %ias to(ard s #omp e titi) e and a**r e s si) e a#ti)ities aut$ orit aria n and pat e r n alis ti# attitu d e s *re a t e r att e n tio n *i)en to *ood per'or m e r s anti- intelle#t u alis m #omp ulsion, #oer#ion and #orpor al punis $ m e n t

%la#1s)

,pportu nitie s " (ould li1e to #on#lud e on a positi)e not e %! outlinin* ($at see m to me to %e opport u nitie s 'or P3 to %e#o m e a mor e sel'- re'le#ti)e and edu# a ti) e ent er p ris e+ " (ould s$ar e <ar*r e a ) e s 0 (198?) )ie( t$at se#on d a r ! edu# a tio n nee d s an ur*e n t and dras ti# o)er$ a ul, and t$at P3 s$ould %e#o m e an import a n t ele m e n t in a #ore #urri#ulu m+ <e sa!s9 +++in ar*uin* 'or more P3 " am not ass u mi n * t$at all is (ell in t$e (orld o' P3+++i' " (ant more P3, t$e n " also (ant a rat$ e r di''ere n t P3+ (p+5)+ M! su** e s tio n s 'or a rat$ e r di''ere n t P3 are as 'ollo(s9 (i) P3 s$ould sta n d out ane( 'or a #on#e p tio n o' edu# a tio n ($i#$ does not o)er- emp $ a s i6 e t$e a#ad e mi #7int elle# t u al 'un#tion, %ut ($i#$ pres e n t s us, in its ideal produ# t, (it$ a p$ilosop $i# al ant$r o p olo* ! - an ans( e r to t$e -ue s tion9 A$at is a $u m a n %ein*C 2e#en t de'initions $a) e %e*u n (it$ t$e #on# e p t o' 0edu# a tio n0 or 0edu# a t e d ma n 0+ " t$in1 (e s$ould %e*in a* ain (it$ t$e #on# e p t o' 0$u m a n %ein*0 or 0pers o n 0 + (ii) 8et( e e n no( and t$e end o' t$is #ent ur ! (ill %e a time o' in#re a sin * 'ormal and a#tu al e-u alit!+ P3, *i)en its pres e n t rea#tion a r ! position, is ideall! pla#e d to ta1e a lead %! re'or min * its pra#ti# e s radi#all!+ "t s$ould #om% a t se/is m in t$is mos t se/u all! di)isi)e o' su%&e#t s %! pro)idin* opport u nitie s 'or %o!s and *irls to parti#ip a t e to* e t $ e r , %! pro)idin* e-u al reso ur# e s , and %! re- e/a mi nin * t$e ran* e o' a#ti)ities o''ere d and t$e stat u s a##ord e d to t$e m+ "t s$ould similarl! #om% a t ra#is m %! pro)idin* e-u al opport u nit !, %ut also %! *uar din * a*ains t t$e possi%ilit! t$at sport mi*$t a#t as a sidetr a # 1 'rom ot$ er a)e n u e s o' a#$ie) e m e n t + (iii) " %elie) e t$at t$e inter e s t o' all 'orms o' dan# e s$ould %e stron *l! pro mo t e d (it$in P3, 'irstl! %e# a u s e o' t$e stimulus t$at t$e! *i)e to our (illin*n e s s to ma1 e aes t $ e ti# appr ais als t$rou * $ o u t t$e dis#ipline, and t$e #ontri%ution t$at t$e! ma1 e to its %re a d t $ o' inter e s t and #on# er n@ and se#o n dl!, %e# a u s e o' t$e o%)ious lin1 %et( e e n som e 'orms o' dan# e and ot$ er s#$ool dep a r t m e n t s ($i#$ " %elie) e (ould to 'ruit'ul #olla%or a tio n 'or all #on# er n e d + lead

(i)) T$e #o*niti)e emp $ a s is in edu# a tio n $as led to som e inter e s tin * de) elo p m e n t s in P3, su#$ as pro%le m- sol)in* appro a # $ e s to, 'or e/a m pl e , *!mn a s ti# s and t$e 0und e r s t a n di n * 0 appro a # $ to *a m e s + 8ut it $as also led som e to a (illin* a##e p t a n # e o' t$e prima# ! o' propo sition al 1no(led * e and $en# e e/a mi n a tio n s + <endr! (197 7) report s t$at $is tea# $ e r s 0#onsid er e d t$at t$e 'reed o m (it$in a none/a mi n a tio n su%&e#t++++( a s t$e mos t import a n t 'a#tor

in'luen#in * t$eir (or10+ (p+ 179)+ " #an onl! e#$o t$at s$ould de) elop its o(n stre n * t $ s , not tr! to #omp e t e on 'orei*n soil, at leas t in t$e 'irst insta n # e +

senti m e n t +

P3

()) " $a) e alre a d ! me n tion e d t$e spe#ial relation s $ip o' p$!si#al a#ti)ities to popular #ultur e, ($i#$ ma1 e s possi%le a re#ipro# al in'luen# e %et( e e n s#$ool and #om m u ni t !+ Man! s#$ools alre a d ! open up t$eir 'a#ilties to t$e lo#al #om m u ni t ! and also us e #om m u nit ! 'a#ilities 'or t$eir o(n P3 pro*r a m m e s , esp e #i all! durin* option periods 'or older pupils+ T$e %en e'its o' su#$ lin1s are )er! mu#$ und e r e s ti m a t e d in m! )ie(, and P3 s$ould %e in t$e )an* u a r d o' su%&e#t s ($i#$ att e m p t to utili6e outsid e e/p e r tis e to enri#$ t$eir pro*r a m m e s , and ($i#$ assis t in t$e de) elo p m e n t o' #om m u ni t ! stru#t u r e s into ($i#$ t$e! (ould t$e n 'eed t$eir s#$ool lea) er s + T$is (ould %e #om m u nit ! de) elop m e n t and edu# a tio n 'or leisure rolled into one+ ()i) T$e %en e'its o' a s$ort resid e n ti al sta! or t$e ad) e n t u r e and #$allen * e o' outdoor purs uits are %e#o mi n * in#re ain *l! re#o* ni6 e d and appr e #i a t e d , %ut in mos t s#$ools t$is asp e # t o' P3 (or1 stan d s out on a lim%, not 'ull! inte*r a t e d (esp e #i all! in #on# e p t u al ter m s ) (it$ ($at e ) e r else is $ap p e ni n *+ Ae ne e d a 'res$ loo1 at t$e ($ole %usin e s s o' outdo or edu# a tio n, to see ($at it mi*$t %e possi%le to de) elo p on a s!st e m a t i # %asis in s#$ools+ "t see m s to me an enor m o u s sour# e o' pot e n ti al %en e'it in ter m s o' pers o n al and so#ial *ro(t$, and it $as a lar*e dos e o' 0di''ere n # e 0 too+ ()ii) T$ere $a) e %ee n re#e n t e/p eri m e n t s in Fren#$ and :ana di a n s#$ools (it$ dail! p$!si#al edu# a tio n+ " do not 1no( ($at t$e )alue o' t$is $as %ee n, %ut it does at leas t app e a r to %e an att e m p t to ta1e t$e aims o' $ealt $ and 'itnes s seriousl!+ Too o'ten, it see m s to me, (e pa! lip- ser)i#e to t$e s e notions, %ut #ontinu e (it$ t$e sa m e a#ti)ities re* ar dl e s s o' t$e da m a * e (e #aus e ours el) e s + ;ome $ospit al dep a r t m e n t s are 'ull not o' si#1 peopl e, %ut o' %ro1e n- do(n &o**er s and 'oot% allersH P3 s$ould reas s e s s its #om mit m e n t to t$e notions o' $ealt $ and 'itnes s, and s$ould do its %es t to en#o ur a * e sensi%le and re*ular e/er#is e as part o' a li'e routin e+ ()iii) Finall!, P3 tea# $ e r s s$ould %e 'ar mor e (illin* to #onsid e r 'or t$e m s el ) e s , and dis#us s (it$ stud e n t s , )alue s- relat e d issue s (it$in t$e su%&e#t+ "s e/#e s si) e #omp e titi) e n e s s sti'lin* t$os e $um a ni t a ri a n )alue s ($i#$ are (ritte n into t$e #ons titu ti) e and re*ula ti) e rule- stru#t u r e s o' all sports C A$at are (e to ma1 e o' M#3nroe0 s late s t out% ur s t C (=nd ($! is t$at s$o(n on t$e ne(s, and not t$e tennisC) A$! $as t$e *o)er n m e n t re'us e d entr! on t$is re#e n t o##asion to t(o 5ort$ Gorea n *!mn a s t s C A$at0 s %re(in* 'or 1988C ;$ould (e pla! (it$ apar t $ ei dC A$! do (e dan# e in t$e P3 dep a r t m e n t C =nd outdoor purs uitsC A$! not darts and snoo1 e rC .o (e $a) e to do #ross- #ountr!C Possi%l! t$e mos t import a n t -ues tio n t$at #ould %e as1e d is9 A$at is t$e pla#e o' p$!si#al a#ti)it! in $um a n li'eC T$e last (ord (ill %e t$e ans( er o' erom e 8runer (196 ?, p+ 1>?)@ T$at P3 'or insta n # e is purs u e d in a##ord a n # e (it$ a ration al appr ais al o' t$e pla#e and )alue o' p$!si#al a#ti)ities in $u m a n li'e, ($i#$ (e (is$ t$e pupils to a#-uire -

t$at t$e a#ti)ities t$e m s el ) e s are )ie(e d as t$os e o' a de) elo pin * ration al %ein* not mer el! an anim al, and t$at t$e! t$er e'or e 'orm part o' t$e li'e o' a ration al pers o n+ (p+ 1>?)+ 2e'ere n # e s =;P"5, .+5+ (197 5) 0Ba m e s (innin* and edu# a tio n - som e 'urt$ er #om m e n t s 0 , :am%rid* e ournal o' 3du#a tio n, 5, 1, pp+ 51- 61+ 8="43E, :+ (1975) 0Ba m e s , (innin* and edu# a tio n0 , :am%rid * e 5, 1, pp+4>- 5>+ ournal o' 3du#atio n,

8=22,A, 2+ (198?) T$e P$ilosop $ ! o' ;#$oolin*, 8ri*$ton, A$e a t s $ e a ' 8oo1s+ 83;T, .+ (197 8) P$ilosop $ ! and <uma n Mo)e m e n t , 4ondon, =llen and Dn(in+ 82D532, + (196 ?) 3ssa!s 'or t$e 4e't <and, 8oston, <ar)ard Dni)ersit! Press+ 8D5G32 .+ and T<,2P3 2+ (198 ?) 0= mod el 'or t$e tea# $in * o' *a m e s in se#on d a r ! s#$ools0, 8ulletin o' P$!si#al 3du#a tio n, 18,1 (see t$is issu e pas si m re+ 0Dnder s t a n di n * *a m e s 0 )+ :=24";43 2+ (196 9) 0T$e #on# e p t o' p$!si# al edu# a tio n0 , Pro#e e din * s o' t$e P3;B8, 3, pp+ 5- ?>+ :43BB, =+ (1976) Pre'a# e to F,;T32, 2+ Gno(in* in m! 8ones, 4ondon, = and : 8la#1+ F2=43"B<, A+ (1984) 2i*$t a#tion s in ;port9 3t$i#s 'or :onte s t a n t s , :$a m p ai * n , """, <uma n Gineti#s Pu%lis$er s + <=2B23=F3;, .+, (198 ?) 0Ten Propos als 'or t$e 'utur e o' P30, 8ulletin o' P$!si#al 3du#a tio n, 18, 3, pp+ 5- 1>+ <35.2E, 4+8+ (197 7) 0:on'li#ts in t$e #urri#ulu m9 an e/a m pl e 'rom P30, 3du#atio n al 2ese a r # $, ?>,3, pp+ 174- 8>+ <"2;T P+ and P3T32; 2+;+ (197>) T$e 4o*i# o' 3du#a tio n, 4ondon, 2outled * e and Ge*an Paul+ <,832M=5, +M+ (1984) ;port and Politi#al "deolo*!, 4ondon, <eine m a n n + G=53, +3+(1974) P$!si#al 3du#ation in ;e#on d a r ! ;#$ools, ;#$ools :oun#il 2es e a r # $ ;tudie s, 4ondon, Ma#millan+ M=.53;;, (1981) 8a**! Trous e r s (popular son* re#ord e d on ;ti'')+ M#"5T,;<, P+ (1979) Fair Pla!9 3t$i#s in ;port and 3du#a tio n, 4ondon9 <eine m a n n + M3=G"5, .+:+ (1981) 0P$!si#al 3du#ation9 an a* e n # ! o' mor al edu# a tio nC 0 , ournal P$ilosop $ ! o' 3du#a tion, 15, ?, pp+ ?41- 53+ M3=G"5, .+:+ (198?) 0Moral Falues and P$!si#al 3du#a tio n0, P$!si#al 3du#atio n 2e)ie(, 5, 1, pp+ 6?- 8?+ M,2B=5, 2+3+ (197 5) 0:o''ee studies as a mod el 'or a#a d e m i # ri*our in p$!si#al edu# a tio n0 , T$e Times <i*$er 3du#a tio n ;upple m e n t , 6 une+

P=22E, ;+ + (197 8) 0:omp e titi) e and re#r e a ti) e sport0, 8ritis$ ournal o' P$!si#al 3du#a tio n, 9, 3, p+68+ P=22E, ;+ + (198 4) 0<e* e m o n ! and ;port0, ournal o' P$ilosop $ ! o' ;port, 1>, pp+ 7183+ P3T32;, 2+;+ (195 9) 0Must an edu# a t o r $a) e an aimC0, =ut$orit!, 2espo n si%ilit! and 3du#a tio n, 4ondon9 =llen and Dn(in, pp+ 83- 95+ 23.."F,2., B+ (198?) 0Pla!in* to Ain0, P$!si#al 3du#a tio n 2e)ie(, 5, ?, pp+ 1>7- 15+ 235;<=A (197?) 0P$!si#al 3du#ation9 t$e ne e d 'or p$ilosop $i# al #lari'i#ation0, 3du#a tio n 'or Tea#$in *, 87, pp+ 6>- 8>+ ;#$ools :oun#il (1977) 03/a min a tio n s in P$!si#al 3du#a tion0, ;#$ools :oun#il 8ulletin+ ;T2=DB<=5, 2+, and A"4;,5, + (198 3) P$ilosop $i6in* =%out 3du#a tio n, 4ondon, <olt 2ine$ a r t and Ainsto n+ A<"T3, +P+ (1973) To(ard s a :omp uls a r ! :urri#ulu m, 4ondon, 2outled * e and Ge*an Paul+ A<"T3<3=., 5+ + and <35.2E, 4+8+ (1976) Tea#$in* P$!si#al 3du#a tio n in 3n*lan d .es#ription and =nal!sis, 4ondon, 4epus 8oo1s+ A"44"=M;, =+, (198>) 0"nte n tio n )ers u s Trans a # tio n9 t$e &unior s#$ool P3 #urri#ulu m 0 , P$!si#al 3du#a tio n 2e)ie(, ?, pp+ 96- 1>4+ A"44";, P+ (1977) 4earnin* to 4a%our, Farn%oro u * $ , ;a/on <ous e A"4;,5, + (197 ?) P$ilosop $ ! and 3du#a tio n al 2es e a r # $ , Aindsor, 5F32+ E=T3;, + (197 7) 0"deolo* ! in P$!si#al 3du#ation0 , 8ulletin o' P$!si#al 3du#a tio n, 13, 1, pp+ 9- 17+