By Susan Piotrowski

ISBN-10: 0203135717

ISBN-13: 9780203135716

ISBN-10: 0203185528

ISBN-13: 9780203185520

ISBN-10: 0415186897

ISBN-13: 9780415186896

ISBN-10: 0415237165

ISBN-13: 9780415237161

Annotation Pt. 1. creation : goals of actual schooling -- pt. 2. matters excited about your scholars -- pt. three. matters considering educating and studying -- pt. four. matters all for the curriculum -- pt. five. end

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Paradoxically, the view that has been arrived at is that the possibility of equality of opportunity in educational contexts requires that ‘the educational diet of every child is different from that of every other’ (Downey and Kelly 1986: 241). This raises practical concerns. How can this degree of differentiation be achieved in schools where, on average, there is just one teacher to every thirty pupils? Some allocation to categories and groups is likely to be necessary. The question is, how Gender equality in physical education 37 can the grouping process be handled with accuracy and sensitivity so that the physical learning needs of individuals can be addressed most effectively?

Paradoxically, the view that has been arrived at is that the possibility of equality of opportunity in educational contexts requires that ‘the educational diet of every child is different from that of every other’ (Downey and Kelly 1986: 241). This raises practical concerns. How can this degree of differentiation be achieved in schools where, on average, there is just one teacher to every thirty pupils? Some allocation to categories and groups is likely to be necessary. The question is, how Gender equality in physical education 37 can the grouping process be handled with accuracy and sensitivity so that the physical learning needs of individuals can be addressed most effectively?

Advocates of this view would argue that the subject must demonstrate outcomes that are economically in the interests of society. If the aim of physical education is for vocational preparation, what are the implications of this aim on the totality of the physical education programme? It could be the case that an appreciation of psychological and sociological perspectives would be essential as well as the understanding of principles of management. Those who would oppose this as the prime aim of the subject would argue that if pupils left school with a positive attitude towards physical education, they would have the motivation to develop the skills necessary to work in the industry.

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Issues in physical education by Susan Piotrowski


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