Increasing pupils' motivation to be active - Oblomov project
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Increasing pupils’ motivation to be active
- Focus of Finnish PE curriculum
> Presentation is based on and modified from
presentation in CIAPSE 2 congress in Jyväskylä,
Matti Pietilä & Arja Sääkslahti
Finnish National Board of Education January 2017
National Core Curriculum for Basic Education 2014
Physical Education
For learning and competence
Finland
► Inhabitants: 5.5 million (Italy: 61
million)
► Area: 338,424 km2 (Italy: 300,000
km2)
At a glance: schooling
JYVÄSKYLÄ ► All 6-year-old children are in preschool
► Obligatory school starts at the age of 7
► Primary school, grades 1-6 (children 7-12-
years)
► Secondary school, grades 7-9 (children 13-
15-years)
For learning and competence
Goal set for the core curriculum process
Reform of the National Core Curricula aims to create better
conditions for the school’s educational work, for every pupil’s
meaningful learning and for a sustainable future.
Core of reform:
WHAT? HOW?
TEACHING LEARNING
The school will be developed both as a growth
community and as a learning environment.
For learning and competence
Example
What? How?
• If you want to build up curiosity, allow questions
• If you want to develop problem-solving skills, link topics to
real-life problems and encourage pupils to seek solutions
together
• If you want to promote understanding, connect topics from
different subjects together
• If you want to educate citizens who will build society, promote
everyone’s involvement and participation, give them
opportunities to influence and advance positive – not negative
– critical thinking
• If you want to consolidate a learner’s self-esteem and
motivation for learning, give constructive and honest
feedback. Never humiliate a learner.
For learning and competence
Psychological functional
capacity (O1, O2, O3)
Physical functional capacity
National goals of Cultural
(O1, O3, O4, O6, O7)
education/ Thinking and
learning to
competence,
interaction and
Transversal learn (T1) self-expression
(T2)
competences in
Participation, Taking care of
Basic Education involvement and
Aiming for
oneself and
building a managing daily
sustainable transversal life (T3)
future (T7) competence
Working life
Social functional competence Multiliteracy
capacity and (T4)
entrepreneursh
(O2, O3, O6, O7) ip (T6)
ICT
competence
(T5)
For learning and competence
Basic Education Act 628/1998
2 § Objectives of Education
The purpose of education referred to in this Act is to support
pupils' growth into humanity and into ethically responsible
membership of society and to provide them with knowledge and
skills needed in life.
Education shall promote civilisation and equality in society and
pupils' prerequisites for participating in education and otherwise
developing themselves during their lives.
For learning and competence
”Brain break”
https://www.youtube.com/watch?v=lXTpAcpYSyk
Regognizing own body and body parts:
Pää - Capo/ testa
Olkapää - Spalla
Peppu - Chiappe
Polvet - Ginocchio
Varpaat - Dito
For learning and competence
Reinforcing the pupils’ intrinsic motivation
Deci & Ryan’s (2000) theory of self-determination
- one of the latest frames of reference in motivation research
- a tried and tested scientific theory that has been approved globally
- basic psychological needs that people strive to satisfy in their daily
interaction with the surrounding world.
Experienced self-efficacy
An individual’s experience of his or her own skills and their adequacy
for coping with different tasks and challenges.
Experienced autonomy
An individual’s possibility of influencing his or her own actions and
regulating them.
Social cohesion
Experience of belonging to a group and feeling secure and accepted
when acting within the group.
For learning and competence
”The pupils are guided in adopting a physically active lifestyle and educated
through physical activities” (Objectives of learning and working in grades 7 – 9)
Physical functional capacity
O1 Practising while giving one’s best effort.
O2 Skills in making observations and finding solutions
O3-O4 Fundamental movement skills
O5 Physical fitness (strength, speed, endurance, and flexibility)
O6 Swimming and water rescue skills
O7 Safe and appropriate action in physical education lessons
Psychological functional
capacity
O10 Encouraging the pupil to take
responsibility for his or her actions
Social functional capacity and to support the pupil's skills in
O8 Working together with everyone working independently
and taking others into account O11 Pupils’ positive experiences of their
O9 Following the principle of fair own body, self-efficacy, and
play and taking responsibility for togetherness
shared learning situations O12 Understanding the significance of a
physically active lifestyle
O13 Information on possibilities for
recreational physical activities
For learning and competenceFundamental movement skills
Gallahue’s classification of fundamental movement skills
O3 O3 O4 (O3 grades 1-2)
Balance skills Locomotor skills Manipulative skills
Static and dynamic postural control Fundamental skills and Propulsion and reception
• upright postures movement combinations • rolling
• head-down postures • walking • throwing
• twirling • running • kicking
• swaying • leaping • pushing
• stopping and landing • jumping in rhythm • hitting
• dodging • jumping • dribbling
• flexing • climbing • catching
• extending • galloping
• rolling • sliding
• hopping
↓
Sport-specific skills e.g. in swimming, team games, gymnastics, games played on
ice, skiing, athletics, stick and racket games, dancing etc...
For learning and competenceEDU.fi / Phys Ed, support material
http://www.edu.fi/ops2016_liikunnan_tukimateriaalit
Gliding phase in cross-country skiing, skating in bandy, downhill
skiing, skateboarding, skating in ice hockey, skating in ringette,
snowboarding, figure skating, roller skating, ski jumping, surfing,
sliding tackle in soccer, dig in volleyball, glide in swimming, hitting a
tennis ball on a clay court, dive in baseball....
Sliding at speed and using equipment
Sliding using different body parts
and on different surfaces
MOVEMENT SKILL:
SLIDING
For learning and competence2. Physically diverse exercise
IN TERMS OF PHYSICAL IN TERMS OF BODY
FITNESS: SYSTEMS:
Versatile skills and • Diverse loading of the
techniques nervous system
Versatile speed • Diverse loading of the
Versatile endurance cardiovascular system
T5 and metabolism
3-6 and 7-9 Versatile flexibility
Versatile strength • Diverse loading of the
musculoskeletal system
T5/grades 7-9: ”To encourage and guide the pupil to assess, maintain, and develop his or her physical fitness”.
For learning and competenceSection 2 of the Basic Education Act:
”…to provide them with knowledge and skills needed in life.”
The purpose of Physical Education at school is promoting the pupils’
functional capacity, interest in exercise and growth as human beings:
From teaching and learning based on specific sports, Physical
Education returns to its roots:
guiding the pupils in adopting a physically active lifestyle
and educating them through physical activities
For learning and competenceThe great potential of Physical Education at school...
A higher share of pupils enjoy Physical Education at school?
Physical Education becomes a leading well-being subject at school?
www.liikkuvakoulu.fi www.edu.fi/move
Over the next few years, Physical Education will become clearly the
most popular subject in basic education?
For learning and competenceNCC 2014: “Each pupil has the right to a good
education and success in their studies”.
Caring is what matters!
THANK YOU
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