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The Contribution of Secondary School Physical Education to Lifetime Physical Activity

Liverpool John Moores University, UK s.j.fairclough{at}livjm.ac.uk

Gareth Stratton

Liverpool John Moores University, UK g.stratton{at}livjm.ac.uk

Graham Baldwin

University of Central Lancashire, UK gbaldwin{at}uclan.ac.uk

The promotion of lifetime participation in physical activity is a major goal of physical education, which this study considered in the context of curricular and extracurricular opportunities. Questionnaires focusing on PE provision were completed by 51 heads of physical education (HoPE). Results showed that team games predominated over lifetime activities in Key Stages 3 and 4 (p < .01), while lifetime activities were more prominent during extra-curricular time (p< .01). Female HoPE offered more lifetime activities than team games as part of their curricular (p < .01) and extracurricular provision. In contrast, male HoPE provided most opportunities for team games (p < .01). Schools place a significant emphasis on team games, often at the expense of lifetime activities. Physical educators must recognize which activities have the greatest carry-over value into adult life, and aim to provide more opportunities for allstudents to experience these activities.

Key Words: carry-over value • curricular activities • extra-curricular activities • lifetime activities • team games

European Physical Education Review, Vol. 8, No. 1, 69-84 (2002)
DOI: 10.1177/1356336X020081005


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