Myth or reality : quality physical education in Maltese state primary schools

Abstract

For a number of reasons, Physical Education has remained peripheral in the Maltese state Primary Schools, verging on becoming marginalized (Aquilina, 2004; Hardman, 2000, 2002). The Council on Physical Education for Children (COPEC) of the National Association for Sport and Physical Education (NASPE) recommends that quality, daily Physical Education be available to all children. Quality Physical Education is both developmentally and instructionally relevant for all children being served (NASPE, 2000). The main objective of this study was to investigate the presence of Quality Physical Education (as defined by NASPE, 2000) in Malta, particularly at Year 4 and Year 5. This study was carried out through structured interviews with class teachers and peripatetic/activity PE teachers teaching Year 4 and Year 5 and through the distribution of questionnaires among Year 4 and Year 5 pupils. The data collected contains evidence of different perceptions of PE. It also highlighted different attitudes towards the subject as presented by the participants coming from six schools. Differences between the various perceptions and attitudes were analyzed, compared, and discussed while reflecting whether Quality Physical Education is present in Maltese state Primary Schools. Guidelines offering appropriate instructional practices are suggested. These guidelines include practices derived from both research and teaching experiences, and form a pattern of instruction that maximizes chances for learning and achievement for all children.