Working in a school that prides itself of values has enabled me over the last couple of years to embed clear values within the P.E curriculum and into individual lessons. Each week the school has a specific value which is incorporated into lessons across the school and is then reflected upon at the end of the day as to how pupils have used that value in the day or at the end of the week. The language of learning is related to the values e.g. can we demonstrate respect whilst listening to each others comments about how your team is playing; can you demonstrate excellence in your effort and attitude whilst playing for your team, can you be creative when thinking of a new rule in your game or activity. The language of behaviour is also linked to the values where discussions with pupils about their behaviour is communicated via a value e.g. do you think it was respectful to talk over me whilst giving instructions and are you demonstrating self discipline by being late to the lesson. Incorporating a values based approach within lessons also helps pupils develop their skills and attitudes in the affective (personal) domain due to the many values such as teamwork and cooperationthat it can develop. As well as the whole school value of the week, PE have our own value of the week which we try to emphasise in all lessons. Focusing on values within lessons more explicitly not only helps with the P.E outcomes and aims but can also develop pupils holistic development.
Below are some examples of specific activities that I have used to focus on demonstrating and reflecting upon a value (s):
- Creativity – enabling pupils to come up with new ideas, tactics and strategies with game based activities. Pupils are able to create their own balances and sequences within gymnastics. Allowing pupils to create new games during the pupil designed games cooperative learning unit. During reflection/plenary, asking pupils how they have been creative.
- Courage – Encouraging pupils to try new things within and out of lessons. Being brave in the face of fear, overcoming difficult challenges e.g. trying a new adventurous sport.
- Determination – Not giving up, focusing efforts on a given task and sticking with it until it is finished. Having the will power to try something even when it isn’t easy.
- Confidence – Having trust in your own ability and that you can handle anything.Being willing to try new ideas or activities and thinking positively about own and others’ ability.
- Commitment – Caring about something wholeheartedly, being committed to a sports team or after school club. Always 100% effort and attitude in lessons. Going the extra mile in lessons or after school/local community.
- Respect – Behaving in a way that makes things more orderly for everybody. Appreciating each others abilities, ideas, opinions and cultures/backgrounds. Showing respect during competitions e.g. sportsmanship and fair play.
- Accountability – pupils are given specific roles during cooperative activities or sport education lessons, where they are responsible for ensuring a specific job is completed as part of their team. Pupils being accountable for ensuring they are prepared and organised for the lesson which includes arriving on time.
- Honesty – Being sincere, truthful and trustworthy. Admitting mistakes. Demonstrating etiquette, fair play and sportsmanship through no cheating.
- Excellence – Giving their best in everything they do. Desiring perfection. Setting realistic goals at school. Aiming high to continually improve skills and techniques. Attending school teams and clubs.
- Humility – Respecting the values and opinions of others. Asking for help when it is needed. Not being boastful during success and competition. Being humble. Asking pupils how can they change the game to enable quieter and less confident pupils to shine.
- Compassion – Understanding and caring for others, appreciating others abilities and experiences. Showing care through helping others achieve outcomes or complete tasks.Showing forgiveness when others make mistakes and placing others needs over their own.
This year we have also introduced a values in P.E board where pupils are nominated by each teacher each term who have demonstrated a value (s) in their PE lessons.
Ensuring that values are placed at the heart of the curriculum and ensuring that they are explicitly focused and taught within lessons will hopefully help pupils become better people with not only their physical education but also their holistic development, character, and resilience as they participate in sport and physical activity during school and in later life.