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Sport and school

Vorlesen

School sport

Children and young people are our future – encouraging and supporting the next generation is always at the very centre of dsj’s work. The mission of securing, extending and enhancing spaces for physical activity in and outside school plays a decisive role in this context. After all, sport, games and physical activity make a fundamental and indispensable contribution towards the physical, intellectual and emotional development of children and young people.

In view of the current developments in the education system, such as full-day support and a reduction in the number of years spent at a Gymnasium [grammar school], also known as G8, this mission is becoming increasingly more important. The ever-increasing length of time that teenagers spend at school provides a new job for organised sport and brings new challenges, along with the many possibilities and opportunities.

The increasing cooperation and networking of schools, sports clubs, parents and other child and youth welfare organisations is in itself an important contribution to the solution. But it is important to continue to strengthen organised sport through partnerships in the future, so that it can act as a competent and confident partner.

Collaboration with the KMK

For many years there has been a partnership between the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK) and the DOSB/dsj in the context of sport. Once a year, the KMK and the DOSB/dsj meet in a contact committee and deliberate on current topics in the field of action of sport and school. Questions relating to the structure of all-day school with sports programmes offered by not-for-profit organised children’s and youth sport, and the joint jury for the German School Sports Prize awarded by the DOSB and dsj are on the joint agenda, along with quality assurance for elite sports schools and measures for improving the dual career pathway for top sportspeople. Furthermore, joint action is also required in relation to the continued development of the Bundesjugendspiele (Federal Youth Games) and the joint organisation and continued development of the two national competitions for schools, JTFO and JTFP, under the umbrella of the German Foundation for School Sports. Most recently, the constructive collaboration has also been evident in the joint “agreements on the organisation of sports competitions for children and young people by schools and sports organisations” and joint “recommendations for action for the further development of school sport”, which illustrate the shared concern of wanting to improve the quality of school sport for all schoolchildren.

Arguments for school sport

General information about school sport
  • School and PE lessons provide the framework for educational processes and also offer schoolchildren a positive learning environment
  • PE lessons open up the complex social field of the body, physical activity and sport for all young people – regardless of their cultural background, social class, physical condition and gender – with respect to understanding, active participation, value orientations and motivation
  • PE lessons tap into resources that are important for both the individual and society, such as education about, and recognition of, civic engagement; it makes a valuable contribution towards the participation, co-determination, identity and personal development (-> positive and healthy self-image, support with tackling developmental tasks, acquisition of skills) of schoolchildren
  • PE lessons contribute significantly towards developing, maintaining and enhancing the culture of sport, games and physical activity that is embedded in our society!
     

School sport in figures
  • PE has more timetabled hours than any other subject apart from German and Maths
  • PE is the most popular subject at school (according to a study, up to 59% of girls and 70% of boys say that it is their favourite subject)
  • PE is the only subject that focuses on physical activity and thus contributes towards promoting a holistic development and helps children to grow up in a modern society.
  • Afternoon programmes involving sport, games and physical activity are implemented and offered at almost 100% of all-day schools (sport is the front runner – after homework supervision)
  • Sport is one of the most frequent and most popular leisure activities of children and young people; more than 60% of children do sport in their free time.
     

Six justifications of school sport
  • Anthropological justifications: sport, games and physical activity as basic human phenomena
  • Development-theory justifications: sport, games and physical activity are of fundamental importance for the development of children and young people
  • Needs-oriented justifications: sport, games and physical activity meet the needs and requirements of most children and young people
  • Living-environment justifications: the school must pick up on and monitor changes to the living environment of children and young people (e.g. mediatisation and trend sports)
  • Compensatory justifications: sport, games and physical activity to counterbalance a sedentary everyday life -> health significance
  • School-culture justifications: sport, games and physical activity make a decisive contribution towards the rhythm of school life and a positive school climate
     

Functions and objectives of school sport according to Scherler
  • In-school functions: balance in everyday school life
  • Extracurricular functions: learning for life outside school
  • Subject-related justifications: education about sport
  • Generic justifications: education through sport

Wishes and requirements relating to school sport
  • The requirement for the daily hour of sport is more important than ever on account of the latest developments in the education system – schools need to build a profile as an “active school”
  • Schools have teachers with professional and educational qualifications to help PE to achieve its potential in the interests of a positive development of the young people and for the common good! It is therefore not acceptable that 50% of PE teachers at primary schools do not have specialist training - PE teacher training must be increased
  • Sport is more than aesthetic education. That is why PE as a subject and a corresponding teacher training is indispensable