Sustainable Development Perspectives in Physical Education Teacher Education Course Syllabi: An Analysis of Learning Outcomes
Abstract
:1. Introduction
The Present Study
- What learning outcomes in PETE course syllabi are explicitly related to sustainable development perspectives?
- What learning outcomes in PETE course syllabi can be linked to SDG-oriented learning objectives and competencies?
2. Material and Methods
2.1. Source of Data
2.2. Guiding Framework
2.2.1. Education for Sustainable Development Goals: Learning Objectives
2.2.2. Curriculum Framework for the Sustainable Development Goals
2.3. Qualitative Analysis
2.3.1. The First Step of the Analysis
2.3.2. The Second Step of the Analysis
3. Findings
3.1. Learning Outcomes That Explicitly Relate to Sustainable Development Perspectives
3.2. Sustainable Development Goals Oriented Learning Objectives and Competencies
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Cognitive | Socio-Emotional | Behavioural |
---|---|---|
“The learner knows conceptions of health, hygiene, and well-being and can critically reflect on them, including an understanding of the importance of gender in health and well-being”. | “The learner is able to encourage others to decide and act in favour of promoting health and well-being for all”. | “The learner is able to include health-promoting behaviours in their daily routines”. |
“The learner knows relevant prevention strategies to foster positive physical and mental health and well-being, including sexual and reproductive health and information, as well as early warning and risk reduction”. | “The learner is able to create a holistic understanding of a life of health and well-being and to clarify related values, beliefs, and attitudes”. | “The learner is able to plan, implement, evaluate, and replicate strategies that promote health, including sexual and reproductive health and well-being for themselves, their families, and others”. |
Knowledge and Understanding | Skills and Applications | Values and Attitudes |
---|---|---|
“Development of expertise and research in health-related issues and policies”. | “Promotion in attitudes and skills with reductions in risk behaviours”. | “Understanding the health, social, and economic benefits of sport and physical activity participation across the lifecycle”. |
“Understanding of complex links between health, vulnerabilities, and environmental factors (e.g. climate change)”. | “Ability to use sport as a tool to contribute to broader development outcomes”. | “Commitment to inclusive physical education and activity and regulation to promote inclusive and equitable participation”. |
Themes of Learning Outcomes | Descriptions |
---|---|
Health-related areas and issues | Be knowledgeable and have expertise in various health-related areas and issues, including physical activity and exercise, motor development, physiology, anatomy, biomechanics and ergonomics, health-related test methodologies, and knowledge of food, diet, and nutrition. In addition, knowledge of health, health education, and health pedagogy, as well as knowledge related to health and exercise psychology |
Motivation | Describe and explain basic concepts in exercise psychology, and describe different processes that initiate and maintain motivation in relation to physical, movement, and sports activities |
Movement activities | Be able to perform and demonstrate various movement activities, such as ball and net games, movement activities to music and dance, as well as gymnastics and “friluftsliv” 1 and related activities, such as swimming, orienteering, skating, and skiing |
Safety issues | Be knowledgeable and be able to demonstrate skills in the area of sport-related injuries, such as causes, symptoms, and treatment of the most common injuries to the musculoskeletal system, as well as cardiopulmonary resuscitation and abilities to consider safety aspects when teaching indoors and outdoor |
Inclusion | Be knowledgeable in the area of inclusive teaching methods, disabilities, and special education, and be able to create conditions for an inclusive teaching and learning environment |
Teaching, didactics, and professionalism | Reflect on and critically discuss, review, and problematise different didactic perspectives, as well as implement teaching in physical education and health, and abilities to translate knowledge about governing documents, feedback, and assessment and grading into practice. In addition, knowledge of concepts, theories, and perspectives in the area of sport science and educational science, as well as abilities in scientific theory and method |
Norms | Analyse and problematise views of norms and ideas about sex, gender, and body, and problematise norms in relation to various movement cultures from a norm-critical perspective |
Sex and gender | Reflect on, problematise, and motivate teaching content and working methods in physical education and health in relation to gender perspectives |
Type of Course (Focus Area) | Learning Outcomes |
---|---|
Outdoor education 1 | Account for and reflect on perspectives on sustainable development and adapt teaching to different rooms and learning environments with special focus on “filuftsliv” 1 Analyse and evaluate different styles of “friluftsliv” 1 from a health and sustainability perspective Problematise and critically process differences between “filuftsliv” 1 as a goal and “filuftsliv” 1 as a means from a pedagogical, physiological, and historical perspective in relation to sustainable development Discuss how summer-oriented “filuftsliv” 1 can contribute to sustainable development from an environmental perspective |
Movement and health didactics | Account for and evaluate the different dimensions of the health concept from a holistic perspective in relation to the profession and sustainable lifestyle Discuss the importance of general movement competence for health from a gender-equality and sustainability perspective |
Work environment and ergonomics | Account for and discuss work environment aspects for teachers in physical education and health and how teachers can conduct a sustainable work environment Problematise physical ergonomic conditions and their consequences for sustainable health |
SDG | Examples of Learning Outcomes and Competencies (From the Guiding Frameworks) | Themes of Learning Outcomes (Physical Education-Specific Courses) | Example of Learning Outcomes (Physical Education-Specific Courses) |
---|---|---|---|
Good health and well-being (#3) | “The learner knows relevant prevention strategies to foster positive physical and mental health and well-being, including sexual and reproductive health and information as well as early warning and risk reduction” 1 “The learner is able to communicate about issues of health, including sexual and reproductive health and well-being, especially to argue in favour of prevention strategies to promote health and well-being” 1 “Development of expertise and research in health-related issues and policies” 2 “Understanding the health, social, and economic benefits of sport and physical activity participation across the lifecycle” 2 | Health-related areas and issues | Argue for the importance of physical activity and different forms of exercise from a health perspective Describe how physical activity and exercise relate to mental health Describe how physical activity can promote body perception, self-confidence, and self-esteem Analyse and evaluate the importance of food and nutrition for the body’s growth, function, and health |
“The learner is able to include health-promoting behaviours in their daily routines” 1 “The learner is able to plan, implement, evaluate, and replicate strategies that promote health, including sexual and reproductive health and well-being for themselves, their families, and others” 1 “Promotion in attitudes and skills with reductions in risk behaviours” 2 | Movement activities | Move in a versatile way, practice, and adapt movements and activities to different contexts and environments Design, carry out and evaluate endurance training, strength training, and flexibility training for different target groups based on human biological knowledge Demonstrate the ability to teach and perform elements in ball games, dance, swimming and lifesaving, and gymnastics and athletics | |
“The learner is able to encourage others to decide and act in favour of promoting health and well-being for all” 1 “Applied knowledge and understanding to promote active living (e.g., design, implement, and evaluate inclusive physical activity)” 2 | Motivation | Describe how work can be performed so that students develop interest in different movement activities (motivation) | |
“Understanding of social determinants of health and social environments affecting health and well-being and of how behaviours are shaped/constrained by contexts” 2 | Norms | Analyse different movement cultures from a norm-critical perspective Demonstrate the ability to problematise sex, gender, body, and normativity in relation to teaching in physical education and health | |
“The learner has the capacity to perceive when others need help and to seek help for themselves and others” 1 “Applied knowledge and understanding to promote active living (e.g., design, implement, and evaluate inclusive physical activity)” 2 “Commitment to inclusive physical education and activity and regulation to promote inclusive and equitable participation” 2 | Inclusion | Demonstrate in-depth knowledge of inclusive working methods in physical education Design teaching with a focus on inclusive working methods Design teaching based on different forms of functional variations and disabilities | |
“The learner knows relevant prevention strategies to foster positive physical and mental health and well-being, including sexual and reproductive health and information as well as early warning and risk reduction” 1 “Promotion in attitudes and skills with reductions in risk behaviours” 2 | Safety issues | Describe and understand the origin behind the most common sports injuries Demonstrate the ability to consider safety issues when teaching indoors as well as outdoors Design and carry out training in cardiopulmonary resuscitation Design, implement, and motivate different choices of “friluftsliv” 3 techniques and “friluftsliv” activities in different environments, taking into account safety aspects and the teacher’s responsibilities | |
Quality education (#4) | “The learner is able to promote the empowerment of young people” 1 “The learner is able to recognise the intrinsic value of education and to analyse and identify their own learning needs in their personal development” 1 “Application of knowledge to create age-appropriate learning environments for preschoolers and primary-school pupils” 2 | Teaching, didactics, and professionalism | Be able to create good environments for learning that contribute to good movement experiences and knowledge formation for all students in physical education and health Critically reflect on and evaluate one’s own and others’ choice of didactic perspectives in order to take responsibility for one’s own lifelong learning with relevance to the profession Work independently with physical education and health, and motivate one’s design, organisation, implementation, and evaluation of teaching in physical education and health based on current governing documents |
Gender equality (#5) | “The learner is able to evaluate, participate in, and influence decision making about gender equality and participation” 1 “The learner is able to observe and identify gender discrimination” 1 “The learner is able to plan, implement, support and evaluate strategies for gender equality” 1 “Give equal attention and treatment to boys and girls” 2 “Ability to develop gender-neutral curricula and implement gender-neutral teaching practices” 2 “Better design and implementation of programmes and policies that support marginalised girls and women” 2 | Sex and gender | Demonstrate in-depth knowledge of sports didactics and an understanding of how the teacher, based on the knowledge objectives, can develop all students’ learning with regard to sex, gender, and disability Problematise and motivate teaching content and working methods in the subject of physical education and health in relation to different norms and gender perspectives Reflect on and support students’ identity creation in a social and cultural context, where stereotypical gender patterns, discrimination, oppression, and abusive treatment are counteracted |
Reduced inequalities (#10) | “The learner is able to identify and analyse different types of causes and reasons for inequalities” 1 “The learner is able to plan, implement, and evaluate strategies to reduce inequalities” 1 “Understand the impact of inequalities across income, age, sex, disability, race, ethnicity, origin, religion, and economic or other statuses” 2 | Inclusion Sex and gender | Demonstrate in-depth knowledge of inclusive working methods in physical education and health Problematise, evaluate, and implement inclusive teaching and learning strategies Identify and analyse how learning and teaching in physical education and health can be adapted for all students |
Peace, justice, and strong institutions (#16) | “The learner understands the importance of the international human rights framework” 1 | Inclusion | Discuss and analyse the living conditions of children and young people with special regard to democratic values and children’s rights |
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Fröberg, A.; Lundvall, S. Sustainable Development Perspectives in Physical Education Teacher Education Course Syllabi: An Analysis of Learning Outcomes. Sustainability 2022, 14, 5955. https://doi.org/10.3390/su14105955
Fröberg A, Lundvall S. Sustainable Development Perspectives in Physical Education Teacher Education Course Syllabi: An Analysis of Learning Outcomes. Sustainability. 2022; 14(10):5955. https://doi.org/10.3390/su14105955
Chicago/Turabian StyleFröberg, Andreas, and Suzanne Lundvall. 2022. "Sustainable Development Perspectives in Physical Education Teacher Education Course Syllabi: An Analysis of Learning Outcomes" Sustainability 14, no. 10: 5955. https://doi.org/10.3390/su14105955