Claude Scheuer

University of Luxembourg, President of EUPEA (European Physical Education Association), Member of the Executive Board of ICSSPE (International Council for Sport Science and Physical Education)
European perspectives of Quality Physical Education (QPE)
17 September 2014, 11:10–11:40

In the frame of the general discussion about quality in physical education (QPE), a first step is to determine the factors or criteria that have an influence on QPE. Several authors giving various structures for equivalent factors, a common concept can be identified by differentiating between structure, process and product factors having an impact on QPE. Besides this, these factors can work on different levels of the school system, namely the system level, the school level and the classroom level, whilst specific factors can impact on more than one level at a time. The view on these determining factors then can come from different perspectives: a practical perspective, a political perspective and a scientific perspective.
On the policy level, the main discussions on QPE are undertaken in the frame of the follow-up of the MINEPS V world conference for Ministers responsible for Sports from 2013 organized by UNESCO with the professional support of the International Council for Sport Science and Physical Education (ICSSPE). Thus, the UNESCO’s Guidelines for Quality Physical Education for Governments – which QPE’s benefits for health promotion is an integral part of – are to be published during 2014, this with reference to the international benchmarks for physical education systems published by ICSSPE in 2012.
In the frame of this initiative from UNESCO, the European Physical Education Association (EUPEA) organized in April 2014 a Seminar on QPE in cooperation with UNESCO and bringing together experts and practitioners from the field of physical education from all over Europe. By analysing several guidelines, positions statements and recommendations on QPE of physical education teacher associations in mainly in Europe, it can be concluded, that the contributions of PE teacher associations to the general discussion on QPE focuses on two perspectives. On one hand, it is the ask for securing the perquisites for QPE on a structural level, which points out the political perspective that PE teacher associations overtake by advocating for QPE and PE in general. On the other side, PE teacher associations give many statements that impact on the process level. These statements give mainly indications about learning processes and teacher practices and can be localized on the classroom level. What is discussed less are factors on the product level in relation with concrete outcomes of PE in relation with monitoring and assessment. Finally, the outcome of the EUPEA/UNESCO seminar leaded to a position statement on QPE published by EUPEA and pointing out the core aspects for the provision of QPE.