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Play. Learn. Grow.

Introduction

Physical literacy is the foundation of physical education. It is not a programme, but an outcome of any structured physical education provision, which is achieved more readily if learners encounter a range of age and stage appropriate opportunities. Quality in primary Physical Education (QPPE) should enable children and young people to become physically literate, and the provision to be physically active should feature from the early years through the entire school journey.

Fundamental movement skills are a vital aspect of physical literacy and to the development of healthy, able, and active citizens. Considering this importance to rounded human development this project will place emphasis on supporting physical literacy through the encouragement of active play, such as running, jumping, climbing, dancing, and skipping. This environment will prepare and up-skill teachers of primary physical education to provide engaging, challenging and safe physical activities that ultimately will assist the development towards a physically literate young adult.

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VIRTUAL LEARNING ENVIRONMENT

The innovative characteristic of the EQuiPPE project is the development of a free-to-use set of resources for non-specialist primary teachers of Physical Education. This website provides content management (creation, storage, access to and use of learning resources); curriculum mapping and planning (lesson planning, assessment and personalisation of the learning experience); teacher engagement and administration (access to information and resources and tracking of progress and achievement); and communication of information (academic papers, blogs, news).

Priorities for Europe

The project will enable teachers of Physical Education to raise standards by providing information and exemplars to improve rates of attainment and achievement in physical education; it will close achievement gaps by revealing the means to tailor physical education to the needs of individual pupils so that no child is held back from reaching his/her potential; it will motivate and inspire teachers to improve the quality and relevance of the physical education curriculum by providing examples from around Europe by preparing them for future education, employment and leisure; and developing young people as active individuals; and finally by delivering choice and diversity in order to give pupils and their communities power to express a choice and an engagement.

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OUR TEMPLATES

“Physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.”

If Physical Education is to have any impact upon the ways in which individuals engage in lifelong physical activity there are significant implications for the way in which we teach and the way we construct pupils/students learning experiences.

QUALITY BENCHMARKS

Following an evaluation of teachers’ concerns across Czech Republic, England, Greece, Poland and Romania; a review of existing research; and in consultation with physical education and health experts across the above five countries the EQuiPPE project outlines the following benchmarks for quality primary physical education:-

It should be inclusive, interactive and energetic. It should be challenging and reflective, with facilities and equipment matching ability. Also schools should ensure that physical activity facilities including changing areas are well managed, clean and safe.
Teachers should know the purpose of any physical activity and it should be planned and executed so it is effective and integrated with other learning experiences. Be ready to move the lesson in a different direction, if it leads to important learning or re-engages the pupils. See every child as a learner – there should be no barriers to learning. Value the game/activity/practice/skill as teacher. Explore the content with energy and enthusiasm and lead through guided discovery in order to nurture different kinds of learning.
Teachers should have continuing subject specialist training in the subject and age range they teach, so that they can carry out games and activities with confidence in and competence of the underlying principles. Teachers should give positive feedback, ask effective questions be patient and encouraging. If skill interjection can be introduced within the game context, so much the better. Deciding when to interject to all or some, to prompt thought and/or action. Ask questions to set up problems to be solved in game/activity play; ask questions in activity/game context and ask questions to aid reflection. Introduce rules, regulations and tactics when appropriate. Constantly observe if all players are involved. Ensure safety at all times.
Discover what learners can do and what they know. Help students understand their progress. Assess learners’ progress relative to their starting points for skill development and understanding game play. Engage students in their own learning. Assess knowledge of tactical concepts in context (declarative & procedural). Assess skill development (not just technique development). Observe individuals during game play and as they create games.