dr. Tamás Csányi, PhD

Head of School Sport Department, HSSF
Quality physical education in Hungary
17 September 2014, 13:30–14:10

One of the main objectives of EU 2020 strategy is to invest in education and training in order to foster the implementation of Life Long Learning and to increase employment rate. Health promotion is a key issue for European ageing society. School and especially physical education classes are the educational scope of health-conscious, physically active lifestyle. According to international and Hungarian trends, quality education must achieve an added value in student performance, use resources efficiently and at the same time grant all students the possibility to improve and learn equally.
During international developments, European and American professionals and institutions (EUPEA, ICSSPE, NASPE, Shape America, UNESCO) endeavour to develop indicators within physical education that have a positive effect on policy making, teacher training and school practice. The identification of such indicators is a very complex task, especially in countries where P.E. classes are traditionally honoured within the education system. Hungary is relevant from this point of view, as daily P.E. classes have been introduced as of school year 2012/2013. Quantity increase however, especially because of infrastructural deficiencies, might deteriorate the quality of P.E. classes, as poor infrastructure in schools and in gyms are core factors influencing quality. Furthermore, P.E. teachers are also the responsible for the implementation of quality education processes.
According to our philosophy, quality physical education provide young people with competencies that enable them to become citizens living according to health-conscious, physically active and forward-looking life management. The basis of such process must be a methodological culture that is able to efficiently implement a planned curricular content framework. During the teaching-learning process it is necessary to create learning contents and environment that allow to take into consideration the psycomotor, cognitive and affective skills of students together with the development of their personality. Consequently, it should create a positive, inclusive and multicultural learning environment that is developmentally appropriate and learning/student centered.
On one hand, this presentation will summarise the achievement of the research focusing on the infrastructural and human resources aspects of the Hungarian physical education; on the other hand, it will indicate the fields that might be considered as the conditions of efficient teaching-learning process in order to guarantee quality physical education.