natgillin/translations-raw huggingface dataset:
However, at present, it is often said that school is not delivering on its potentials when it comes to promoting physical activity.
However, at present, it is often said that school is not delivering on its potentials when it comes to promoting physical activity.
Hence, the central question is not whether physical education in school is useful or not, the question is: what conditions are necessary for physical education to have beneficial outcomes?
Hence, the central question is not whether physical education in school is useful or not, the question is: what conditions are necessary for physical education to have beneficial outcomes?
This is the question this report is dealing with
This is the question this report is dealing with
see also: Current situation and prospects for physical education in the European Union, study commissioned by the European Parliament.
see also: Current situation and prospects for physical education in the European Union, study commissioned by the European Parliament.
Author: Ken Hardman, University of Worcester, Brussels 2007. .
Author: Ken Hardman, University of Worcester, Brussels 2007. .
Health issues
Health issues
The rising prevalence of obesity across Europe, particularly among young people, is alarming and is a major public health concern.
The rising prevalence of obesity across Europe, particularly among young people, is alarming and is a major public health concern.
The number of EU children affected by overweight and obesity is estimated to be rising by more than 400,000 a year, adding to the 14 million-plus of the EU population who are already overweight (including at least 3 million obese children)
The number of EU children affected by overweight and obesity is estimated to be rising by more than 400,000 a year, adding to the 14 million-plus of the EU population who are already overweight (including at least 3 million obese children)
COM(2005)0637 , Green paper "Promoting healthy diets and physical activity: a European dimension for the prevention of overweight, obesity and chronic diseases". ; across the entire EU27, overweight affects almost 1 in 4 children.
COM(2005)0637 , Green paper "Promoting healthy diets and physical activity: a European dimension for the prevention of overweight, obesity and chronic diseases". ; across the entire EU27, overweight affects almost 1 in 4 children.
Spain, Portugal and Italy report overweight and obesity levels exceeding 30% among children aged 7-11.
Spain, Portugal and Italy report overweight and obesity levels exceeding 30% among children aged 7-11.
The rates of the increase in childhood overweight and obesity vary, with England and Poland showing the steepest increases.
The rates of the increase in childhood overweight and obesity vary, with England and Poland showing the steepest increases.
In overall terms, children are less fit compared to the generation of the 1970s and 1980s.
In overall terms, children are less fit compared to the generation of the 1970s and 1980s.
It is not such much a higher calorie intake that causes overweight, but physical inactivity: children do not eat more - they move less.
It is not such much a higher calorie intake that causes overweight, but physical inactivity: children do not eat more - they move less.
There is a strong tendency for excess weight to continue to accumulate from childhood through to middle age.
There is a strong tendency for excess weight to continue to accumulate from childhood through to middle age.
It is therefore important to achieve an optimum body weight throughout life.
It is therefore important to achieve an optimum body weight throughout life.
Apart from the human suffering it causes, the economic consequences of the increasing incidence of obesity are considerable.
Apart from the human suffering it causes, the economic consequences of the increasing incidence of obesity are considerable.
It is estimated that in the EU obesity accounts for up to 7% of health care costs, and this amount will further increase given the rising obesity trends.
It is estimated that in the EU obesity accounts for up to 7% of health care costs, and this amount will further increase given the rising obesity trends.
Furthermore a number of 'adult' conditions, such as osteoporosis and coronary heart diseases have their origin in childhood, and could be aided in part by regular physical activity in the early years
Furthermore a number of 'adult' conditions, such as osteoporosis and coronary heart diseases have their origin in childhood, and could be aided in part by regular physical activity in the early years
There is also fairly consistent evidence that regular activity can have a positive effect upon the psychological well-being of children and young people, in particular with regards to children's self esteem, especially in disadvantaged groups such as those with learning difficulties or low self-esteem.
There is also fairly consistent evidence that regular activity can have a positive effect upon the psychological well-being of children and young people, in particular with regards to children's self esteem, especially in disadvantaged groups such as those with learning difficulties or low self-esteem.
Social competences, moral education, integration and crime reduction
Social competences, moral education, integration and crime reduction
Sport with its underlying concepts of 'fairness' and 'freedom' provides a rich context for the advancement of socio-moral development.
Sport with its underlying concepts of 'fairness' and 'freedom' provides a rich context for the advancement of socio-moral development.
Sport and physical education can offer an effective context within which personal and social responsibility can be furthered.
Sport and physical education can offer an effective context within which personal and social responsibility can be furthered.
It has been pointed out that there is a relationship between the participation in sport and physical activities and social relationships and social integration.
It has been pointed out that there is a relationship between the participation in sport and physical activities and social relationships and social integration.
In modern societies young people are less able to fall back on enduring social ties than in the past.
In modern societies young people are less able to fall back on enduring social ties than in the past.
This renders social networks - including the school and the class - increasingly important.
This renders social networks - including the school and the class - increasingly important.
Exclusion from the group, social isolation, leads to extreme stress; conversely, integration is good for self-esteem.
Exclusion from the group, social isolation, leads to extreme stress; conversely, integration is good for self-esteem.
Physical education and sport in general are viewed as an important means of counteraction disintegrating trends because sport provides the chance to belong, to experience the 'we' feeling, community spirit and solidarity.
Physical education and sport in general are viewed as an important means of counteraction disintegrating trends because sport provides the chance to belong, to experience the 'we' feeling, community spirit and solidarity.
Through sport, one appropriates the norms, values and skills that may be very useful in another context.
Through sport, one appropriates the norms, values and skills that may be very useful in another context.
There is even strong evidence that sport has a part to play in preventing crime, both in rehabilitation and crime prevention.
There is even strong evidence that sport has a part to play in preventing crime, both in rehabilitation and crime prevention.
However, this depends to a large extent on how sport and physical education is taught and organised: also separation and marginalisation can be effects of sport!
However, this depends to a large extent on how sport and physical education is taught and organised: also separation and marginalisation can be effects of sport!
Problems identified
Problems identified
There are a number of problems surrounding physical education in the EU:
There are a number of problems surrounding physical education in the EU:
Ø General orientation of physical education: existing curricula often do not provide personally meaningful and socially relevant experiences and are contrary to societal trends and tendencies in out-of-school activities: there is an orientation towards sports-dominated competitive performance-related activity programmes.
Ø General orientation of physical education: existing curricula often do not provide personally meaningful and socially relevant experiences and are contrary to societal trends and tendencies in out-of-school activities: there is an orientation towards sports-dominated competitive performance-related activity programmes.
If physical education is to become an instrument to effectively combat obesity and overweight of children curricular elements which appeal to all groups of pupils need to be promoted.
If physical education is to become an instrument to effectively combat obesity and overweight of children curricular elements which appeal to all groups of pupils need to be promoted.
With computer games gaining ground as a preferred hobby of children, there is growing need for the endorsement of an active, healthy lifestyle among children and young people.
With computer games gaining ground as a preferred hobby of children, there is growing need for the endorsement of an active, healthy lifestyle among children and young people.
For these young population groups, the traditional content of PE has little relevance to their lifestyle;
For these young population groups, the traditional content of PE has little relevance to their lifestyle;
Ø Physical education is at risk of increased marginalisation within the school day; over the last years the time allocated to PE across the EU has been gradually eroded: since 2002 time allocation has been reduced from 121 to 109 minutes per week for primary school, and from 117 to 101 minutes for secondary school
Ø Physical education is at risk of increased marginalisation within the school day; over the last years the time allocated to PE across the EU has been gradually eroded: since 2002 time allocation has been reduced from 121 to 109 minutes per week for primary school, and from 117 to 101 minutes for secondary school
see "Current situation and prospects for physical education in the European Union". - research recommends that children and adolescents perform some form of physical activity for 60 minutes every day!
see "Current situation and prospects for physical education in the European Union". - research recommends that children and adolescents perform some form of physical activity for 60 minutes every day!
There are signs that the officially announced amount of PE in school does not correspond to the reality on the ground, as implementation does not meet with legal obligations or expectations.
There are signs that the officially announced amount of PE in school does not correspond to the reality on the ground, as implementation does not meet with legal obligations or expectations.
A reality check is necessary!
A reality check is necessary!
Ø Linked to the above issue there is under-funding of sport facilities; inadequate funding for facilities, equipment and their maintenance and teaching materials is particularly widespread in central, eastern and southern Europe; pupils with disabilities suffer even more the consequences of this lack of financial support.
Ø Linked to the above issue there is under-funding of sport facilities; inadequate funding for facilities, equipment and their maintenance and teaching materials is particularly widespread in central, eastern and southern Europe; pupils with disabilities suffer even more the consequences of this lack of financial support.
Ø A closer look at the curricula of PE teachers in order to support quality teacher education , training and support is necessary.
Ø A closer look at the curricula of PE teachers in order to support quality teacher education , training and support is necessary.
There needs to be competent and confident teaching staff which is capable of designing PE classes that respond to health issues and that motivate all children to participate.
There needs to be competent and confident teaching staff which is capable of designing PE classes that respond to health issues and that motivate all children to participate.
Effective and successful PE requires well-trained specialist PE teachers.
Effective and successful PE requires well-trained specialist PE teachers.
Ø There is a gap between PE in school and out-of-school and post-school activities.
Ø There is a gap between PE in school and out-of-school and post-school activities.
The link between school and out-of school activities could be strengthened.
The link between school and out-of school activities could be strengthened.
Ø Inclusion : ethnic minorities have especially low rates of participation in sport activities.
Ø Inclusion : ethnic minorities have especially low rates of participation in sport activities.
The problem of participation is arsing already during school time; Muslim girls are an especially sensitive group in this respect.
The problem of participation is arsing already during school time; Muslim girls are an especially sensitive group in this respect.
A similar pattern of restricted access is evident among disabled young people.
A similar pattern of restricted access is evident among disabled young people.
Young people with disability are far less likely to take part in extra-curricular or out-of-school sporting activities.
Young people with disability are far less likely to take part in extra-curricular or out-of-school sporting activities.
Ø There is still a lack of empirical data in many areas related to sport, physical education and their effects on health and social trends.
Ø There is still a lack of empirical data in many areas related to sport, physical education and their effects on health and social trends.
These observations are the basis for the recommendations that the rapporteur suggests in his report regarding measures to be taken by the responsible bodies, be it on European level or within Member States in order to improve the role of sport in education.
These observations are the basis for the recommendations that the rapporteur suggests in his report regarding measures to be taken by the responsible bodies, be it on European level or within Member States in order to improve the role of sport in education.
на вниманието на комисията по култура и образование
for the Committee on Culture and Education
Комисията по заетост и социални въпроси приканва комисията по култура и образование, като водеща комисия, да включи в предложението за резолюция, което ще приеме, следните предложения:
The Committee on Employment and Social Affairs calls on the Committee on Culture and Education, as the committee responsible, to incorporate the following suggestions in its motion for a resolution:
Потвърждава основателния интерес на ЕС към спорта, по-специално неговите социални и културни аспекти, както и образователните и социални ценности, които спортът предава, като самодисциплина, преодоляване на личните ограничения, солидарност, здрав състезателен дух, уважение към противниците, социално приобщаване, противопоставяне на всякакъв вид дискриминация , дух на колективност, толерантност и честна игра;
Reaffirms the European Union’s legitimate interest in sport, in particular its social and cultural aspects, as well as the educational and social values that sport transmits such as self-discipline, challenging personal limitations, solidarity, healthy competition, respect for opponents, social inclusion, opposition to any form of discrimination, team spirit, tolerance, and fair play;
Подчертава важността на прилагането на декларациите от Амстердам и Ница, особено по отношение на специфичните характеристики на спорта в Европа и неговата обществена функция, които трябва да се имат предвид при прилагането на общите политики;
Stresses the significance of implementing the Amsterdam and Nice declarations, especially concerning the specific characteristics of sport in Europe and its social function, of which account should be taken when implementing common policies;
Признава съществената социална и културна роля, която спортните клубове и асоциации могат да изпълняват в техните местни и национални общности; счита, че училищата, тренировъчните центрове, спортните клубове и асоциации трябва в по-голяма степен да бъдат включени в различни форми на ангажиране и участие на местното население, посредством по-добър социален диалог, за предпочитане подет от местните органи (отдели по здравеопазване, социални въпроси и образование); призовава вниманието да се съсредоточи върху гарантиране на функционирането на спортните клубове без прояви на фанатизъм, в съответствие със спортните и обществени идеали ;
Recognises the vital social and cultural role that sport clubs and associations are able to play in their local and national communities; considers that schools, training centres, sport clubs and associations should be more involved in various forms of engagement and participation of the local population through a better social dialogue, preferably initiated by local authorities (health, social affairs and education departments); asks for attention to be focused in order to ensure that sport clubs function without fanaticisms in compliance with the sporting and social ideals;
Подчертава необходимостта европейската общественост да бъде по-добре осведомявана относно съвременната роля и образователното значение на спорта, като се насърчават образователните и спортни организации да установяват и развиват тясно сътрудничество и да преследват съвместни цели, подкрепяйки солидарността между професионалния и любителския спорт, както и необходимостта от изостряне на чувствителността на образователната общност относно нуждата от решаване на проблемите, свързани със заседналия начин на живот, чрез насърчаване на спорта в училищата;
Emphasises the need to make European society more aware of the modern role and educational importance of sport, by encouraging educational and sports organisations to establish and develop close partnerships and joint objectives and promoting solidarity between the professional and amateur sectors, and to sensitise the educational community to the need to address the problems of a sedentary lifestyle by promoting sports at school;
Счита, че спортното образование и обучение, особено като се отделя специално внимание на олимпийските идеали, представляват един ефективен инструмент за социална интеграция на групите в неравностойно положение и за мултикултурен диалог, както и за насърчаване на доброволния труд, и играят активна роля при противодействието на дискриминацията, нетърпимостта, расизма, ксенофобията и насилието;
Considers that sports education and training, particularly with an emphasis on olympic ideals, is an effective instrument for social inclusion of disadvantaged groups and multicultural dialogue, and for the promotion of voluntary work, and plays an active part in counteracting discrimination, intolerance, racism, xenophobia and violence;
Признава, че спортът е сектор, който създава работни места, и че други области - като образование, медицина, средствата за масова информация, производството и продажбата на специализирано оборудване и продукти, са пряко свързани с този сектор;
Recognises that sport is an employment-creating sector and that other areas, such as education, medicine, the media and the manufacture and marketing of specialised equipment and products, are directly linked to this sector;
Насърчава държавите-членки да осъвременяват и подобряват политиките си в областта на физическото възпитание, преди всичко, за да осигурят постигането на равновесие между физическите и интелектуалните дейности в училище, да инвестират в качествени спортни съоръжения, както и да предприемат подходящи мерки, с цел спортните зали и спортните програми в училище да бъдат достъпни за всички ученици, обръщайки съответно внимание на нуждите на учениците с трайни увреждания; предлага да бъде осигурена подкрепа за широка гама от спортни дейности, така че всеки ученик да получи реална възможност да практикува различни спортове ; призовава държавите-членки да подкрепят изискването за увеличаване на часовете, посветени на физическото възпитание в училищата ; призовава държавите-членки да насърчават юридическото признаване на институции и организации, които допринасят за по-добрата интеграция на спортните дейности в училищата и предучилищните заведения; подкрепя предоставянето на стимули на спортни клубове, които имат споразумения за сътрудничество с училища, образователни заведения, младежки центрове и други обществени или доброволчески организации, ангажирани с проекти за обучение през целия живот ;
Encourages Member States to modernise and improve their physical education policies - principally to ensure that a balance is struck between physical and intellectual activities in schools - to invest in quality sports facilities and take appropriate measures to make sports premises and sports curricula at schools accessible to all students, with proper regard being paid to the needs of disabled students; suggests that support is forthcoming for a wide range of sporting activities so that every student has a real opportunity to participate in different sports; calls on the Member States to support the requirement to increase the time spent on physical education in schools; to promote the legal recognition of institutions and organisations which contribute to better integration of sports activities in schools and preschools; favours granting incentives to sports clubs having collaboration agreements with schools, educational establishments, youth centres, and other community or voluntary organisations involved in lifelong learning projects;
Признава, че спортът играе важна роля в обучението през целия живот и че е необходимо да се даде възможност на ученици от всички възрасти да го практикуват;
Recognises that sport plays an important role in lifelong learning, and that students of all ages should be enabled to participate;
Настоятелно призовава държавите-членки, в сътрудничество със спортните училища, да осигурят висококачествено и всеобхватно обучение, като предоставят на спортистите всички необходими умения, за да могат те да се реализират на пазара на труда или да продължат образованието си във висши учебни заведения и на още по-високо ниво;
Urges the Member States, in cooperation with physical education colleges, to provide high-quality, all-round education, equipping athletes with all the necessary skills to enter the employment market or pursue their studies in higher education institutions and beyond;
Подчертава ролята на спортните организации и инициативи като Специалните олимпийски игри, които допринасят за приобщаването посредством спорта на хора с трайни увреждания в спортни дейности, както и в обществото; решително насърчава държавите-членки и ЕС да продължат да подкрепят и разширяват дейността на тези организации и инициативи;
Emphasises the role of sport organisations and initiatives such as the Special Olympics, that contribute to the integration of people with disabilities in sport as well as in the society though sport; strongly encourages Member State and EU support to continue and expand the work of those organisations and initiatives;
Приветства работата на доброволците във всички спортни организации и признава, че повечето от тези организации не биха могли да съществуват без доброволци; поради това препоръчва въвеждането на европейско равнище на „признание за заслуги“ или на някаква форма на благодарност за дейността на доброволците, така че тази работа да получи признание и поощрение;
Applauds the work of volunteers in all sporting organisations and recognises that most of these organisations could not exist without volunteers; therefore recommends that 'credits' or some form of commendation for voluntary service be put in place at a European level to recognise and promote this work;