Supporting Learners
LO1
Sport as a whole in Britain is perceived as a positive influence, this has been true for decades from the FIFA World Cup win in 1966 to the recent success of the London 2012 Olympics. The importance of the subject is clear to see with the amount of governing bodies and funding that is put into sport, for example, Youth Sport Trust and Sport England. Using Sport England as an example, the organisation currently focuses on encouraging a sporting habit for life. From 2012 they will be investing over £1 billion of National Lottery and Treasury funding until 2017. The amount of funding clearly shows how highly sport is valued by the government.
Teaching sport not only practically but also theoretically, in my opinion, is crucial to the role that the government is trying to achieve in promoting sport to young people throughout Britain. A great deal of people perceive sport to be a 'doss ' subject where learners play sport and obtain level two and upwards qualifications with minimum effort, whereas infact there is a lot more to sport than people give the subject credit for. For example, modules that are taught as part of a course can include sport in society, organising events and coaching pedagogy. These modules whilst incorporating them with practical sport, provide the learner with a great all round knowledge of the subject, as well as the opportunity to achieve additional qualifications that other courses do not offer, such as first aid, safeguarding and coaching badges. Therefore, sport as a subject, in my opinion, offers learners much more once they have finished their qualification, than many subjects can.
Sport in schools is referred to as PE, the former government gave schools funding of £162 million a year to promote PE in schools, this money was used to buy new equipment or even fund trips for students. The aim of this funding was to increase the number of 8-16 years old participating in sport. By 2008 participation rose from 25% to 85%. The
Sport as a whole in Britain is perceived as a positive influence, this has been true for decades from the FIFA World Cup win in 1966 to the recent success of the London 2012 Olympics. The importance of the subject is clear to see with the amount of governing bodies and funding that is put into sport, for example, Youth Sport Trust and Sport England. Using Sport England as an example, the organisation currently focuses on encouraging a sporting habit for life. From 2012 they will be investing over £1 billion of National Lottery and Treasury funding until 2017. The amount of funding clearly shows how highly sport is valued by the government.
Teaching sport not only practically but also theoretically, in my opinion, is crucial to the role that the government is trying to achieve in promoting sport to young people throughout Britain. A great deal of people perceive sport to be a 'doss ' subject where learners play sport and obtain level two and upwards qualifications with minimum effort, whereas infact there is a lot more to sport than people give the subject credit for. For example, modules that are taught as part of a course can include sport in society, organising events and coaching pedagogy. These modules whilst incorporating them with practical sport, provide the learner with a great all round knowledge of the subject, as well as the opportunity to achieve additional qualifications that other courses do not offer, such as first aid, safeguarding and coaching badges. Therefore, sport as a subject, in my opinion, offers learners much more once they have finished their qualification, than many subjects can.
Sport in schools is referred to as PE, the former government gave schools funding of £162 million a year to promote PE in schools, this money was used to buy new equipment or even fund trips for students. The aim of this funding was to increase the number of 8-16 years old participating in sport. By 2008 participation rose from 25% to 85%. The
Bibliography: 2. Cameron, D. and Clegg, N. (2010) The Coalition: Our Programme f0r Government. London: Cabinet Office. 3. Department for Education (2012a) PE Teacher Release Funding. [Online] Available From: http://www.education.gov.uk/schools/adminandfinance/financialmanagement/a00202097/pe-teacher-release-funding [Accessed: 2nd October 2012]. 4. Department for Education (2012b) Department for Education (2012) About Academies. [online] Available From: http://www.education.gov.uk/schools/leadership/typesofschools/academies/b0061252/about-academies [Accessed : 2nd October 2012]. 5. Gove, M. (2012) Education Secretary Michael Gove 's Oral Statement About the Reform of Key Stage 4 Exams. [Online] Available From: ttp://www.education.gov.uk/inthenews/inthenews/a00213908/oral-statement-ks4-exam-reform [Accessed 2nd October 2012]. 6. Offir, B. Bezalel, R. Barth, I. 2007, "Introverts, Extroverts, and Achievement in a Distance Learning Environment", American Journal of Distance Education, 21, 1, pp.3-19. 7. Rodgers, S. 2011, The ethnic population of England and Wales broken down by local authority [online], Available from: http://www.guardian.co.uk/news/datablog/2011/may/18/ethnic-population-england-wales [Accessed: 9.1.2013]. 8. Skinner, B.F. 1974, About Behaviourism. Random House, New York. 10. Tusting, K. & Barton, D. 2003, Models of adult learning: a literature review, NRDC, London 11