PHYSICAL EDUCATION

In Physical Education, it is within the context of engaging in physical activities that pupils develop creative responses, critical appreciation and interpersonal skills. They also experience and gain knowledge and understanding of the role of exercise in good health; and develop a positive attitude to an active lifestyle and a concern for physical well-being. In these guidelines, the notion of health-related Physical Education is recognised as central to attaining the targets. The health focus is not separate, but an integral part of the way programmes of study are presented and should be developed and delivered.

The targets which follow are presented as open statements, so that they can be attained by experiencing any combination of physical activities, such as games, team sports, dance, gymnastics, athletics, swimming and outdoor education. Decisions regarding the development of appropriate programmes of study should be guided by current good practice, resources and the notion of a balanced curriculum. A significant contribution to effective programmes of study should come from the physical activities of games and sports, gymnastics and dance. The mix and balance of activities should provide varied and stimulating experiences for pupils at the various levels as appropriate.

It must be recognised that skilled movement is not learned automatically. It requires from the teacher guidance, perception, planning, decisions and the capacity to adapt to change. Skilled movement is not only about physical competence; it is also concerned with creative response, critical appreciation and interpersonal skills.

An important part of the teacher's role will be to plan programmes which include an appropriate variety of forms of physical activity for all pupils. The different forms of physical activity which are valued in the cultural heritage of pupils in Scottish schools will provide the many contexts for learning.

Although the physical activities of gymnastics, dance, sports and games are considered as the core of Physical Education programmes, other activities can be included. Circumstances, the local environment, facilities and teacher interest may for example suggest water-activities, particularly swimming, athletics, or orienteering. These can easily become part of a programme and be used to achieve the relevant attainment targets.

A balanced and diverse programme of physical activities is the basis of a sound Physical Education curriculum. Yet it is recognised that not all activities will occur all of the time. This is particularly true for swimming. Although access to swimming facilities and resources varies, it is generally agreed that most pupils should have the opportunity to learn to swim at some time in their primary schooling. Pupils should be taught to be competent in at least one stroke and should learn basic water safety and life-saving skills. In some instances a school maybe able to offer a more extensive programme to pupils and this will mean that swimming can permeate the levels and programmes of study more fully.