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OKULLARDA BEDEN EĞİTİMİNİN DURUMU VE SÜREKLİLİĞİ: KÜRESEL BİR YAKLAŞIM

SITUATION AND SUSTAINABILITY OF PHYSICAL EDUCATION IN SCHOOLS: A GLOBAL PERSPECTIVE

Journal Name:

  • Hacettepe Üniversitesi Spor Bilimleri Dergisi

Publication Year:

  • 2008

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Abstract (2. Language): 
This paper draws from a number of international and national surveys of the situation of physical education in schools and will report on the worldwide situation of school physical education as well as developments since the Physical Education World Summit held in November 1999 in Berlin. The data generated from the surveys provide an indication of patterns and trends in school physical education in countries and regions across the world. The evidence indicates that positive developments and policy rhetoric are juxtaposed with adverse practice shortcomings. Thus, the overall scenario is one of ‘mixed messages’ with intimations that national and/or regional governments have committed themselves through legislation to making provision for physical education but some have been either slow or reticent in translating this into action through actual implementation and assurance of quality of delivery. Essentially, the situation especially in economically under-developed and developing regions has changed little since the 1999 Berlin Physical Education Summit. Continuing concerns embrace: insufficient curriculum time allocation, inappropriate curricula, perceived inferior subject status, insufficient competent qualified and/or inadequately trained teachers (particularly in primary schools), inadequate provision of facilities and equipment and teaching materials frequently associated with under-funding, large class sizes and, in some countries, inadequate provision or awareness of pathway links to wider community programmes and facilities outside of schools as well as barriers to full and equitable gender and disability inclusion. However, current intergovernmental agencies’ initiatives (e.g. UNESCO (advocacy) and European Parliament (2007 Resolution) have placed physical education on the political agenda. With inter-governmental commitments to policy principles and action advocacy, a secure and sustainable future for physical education appears to be realisable. The paper concludes with suggestions for securing that sustainability.
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Abstract (Original Language): 
Bu makalede, okullarda beden eğitiminin durumunu araştıran ulusal ve uluslararası araştırmalar incelenerek, Kasım 1999’da Berlin’de düzenlenen Beden Eğitimi Dünya Zirvesi (Physical Educatıon World Summit)’nden günümüze okul beden eğitiminin dünya genelindeki durumu hakkında rapor verilecektir. Araştırmalardan elde edilen veriler dünyadaki ülkelerde ve bölgelerde okul beden eğitimindeki modellerin ve yönelimlerin göstergelerini sağlamaktadır. Kanıtlar, olumlu gelişmelerin ve politik söylemin bu olumluluğa ters uygulamalardaki noksanlıklarla yan yana durduğunu göstermektedir. Nitekim, içtenliklerin ve aynı zamanda ‘karışık mesajlar’ın da yer aldığı bütünlüklü senaryo, ulusal ve/veya bölgesel hükümetlerin yasalar yoluyla beden eğitimi için gerekli koşulları sağlama görevini üstlendiklerini fakat, bazılarının doğru yürütme ve kaliteli beden eğitimi sağlama güvencesi yoluyla doğru uygulamaların gerçekleştirilebilmesi konusunda yavaş ya da suskun kaldıklarını işaret etmektedir. Esas itibariyle, 1999 Berlin Beden Eğitimi Zirvesi’nden bu yana okul beden eğitiminin durumunda, özellikle ekonomik olarak az gelişmiş olan ve gelişmekte olan bölgelerde çok az bir değişiklik olmuştur. Var olmaya devam eden endişeler şunları kapsamaktadır: eğitim programına ayrılan yetersiz süre, uygun olmayan eğitim programı, beden eğitiminin algılanan düşük statüsü, yetersiz nitelikli ve/veya yeterli derecede eğitilmemiş öğretmenler (özellikle ilköğretim okullarında), sıklıkla yetersiz bütçe ve büyük sınıflarla ilişkilendirilen yetersiz tesis, araç-gereç ve öğretim materyalleri, bazı ülkelerde, okul dışındaki geniş toplum programlarına ve tesislerle kurulacak ilişkilere yönelik bir farkındalık eksikliği, toplumsal cinsiyet eşitliğini ve engelli öğrencilerin tam katılımını sağlama yönündeki engeller. Fakat şu anki ülkelerarası kurumların girişimleri (örneğin UNESCO, Advocacy-Savunu) ve Avrupa Parlamentosu (2007 Resolution-Kararlılık) beden eğitimini politik gündemlerine almışlardır. Politik ilkeleri ve eylem taraftarlılığını üstlenen ülkeler arası kurumlar ile birlikte beden eğitimi için güvenli ve sürekli bir gelecek gerçekleştirilebilir görünmektedir. Makale bu sürekliliğin sağlamlaştırılması için sunulan önerilerle son bulmaktadır.
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