Mr Balogh would like to speak about the numerous initiatives of Hungarian School Sport Federation that are aimed at Quality Physical Education and Physical Activity promotion and that were launched and developed under his leadership in recent years. He would also brief his views on why we have to rapidly and radically change our PA programs and why he thinks we have reached a tipping point where the recent bad physical activity trends may become irreversible.
Bio:
Gábor Balogh, an Olympic silver medalist and former eight-times world champion in modern pentathlon has a decade long experience in leading sport organisations and launching physical activity campaigns and sport initiatives both at national and international level. From 2010 he has worked as an advisor of the Hungarian government dealing mainly with grassroots sport and school sport. He is the president of the Hungarian School Sport Federation since 2012 and the Hungarian National School, University and Leisure Sport Federation since 2017. Under his leadership, a number of successful international projects were implemented by these organisations, most notably the European School Sport Day and the SHAP.E. project (funded by Erasmus + program of the EU) in which participating organisations formed recommendations to Member States and the EU to introduce a health-conscious, future-oriented life management key competence within the lifelong learning framework.
President of EUPEA (European Physical Education Association)
The Quality of Physical Education in the view of CEREPS
17 November, 10h05–10h35
CEREPS is a non-governmental, non-profit organization according Luxembourg law (a.s.b.l.). CEREPS offers individual and institutional memberships as a body of co-ordination of research items and cross-national projects in all physical education and physical activity settings of children and adolescents. CEREPS has the aim to become a major address for research development and applications. There seems to be only a marginal difference in formal terms when CEREPS takes the formulation of “The Quality of Physical Education” instead of “Quality Physical Education.” However, there is a major difference in the concept, because in our view “The Quality of Physical Education” is not restricted to the school subject of physical education. CEREPS follows a socio-ecological concept with three different levels – micro, meso and macro – of quality assessment, where the subject of physical education at school is only one, but the core level.
European projects with the European Physical Education Association
The European Physical Education Association (EUPEA) was founded in 1991 in Brussels and brings together as the umbrella organization of the national Physical Education Associations in Europe members from more than 30 countries in Europe. The mission of EUPEA is focusing on the promotion of and the advocacy for Physical Education in Europe, described in the Declaration of Madrid from 1991, amended in Brussels 2011, with the main slogan “No Education without Physical Education”. In the past years, EUPEA has participated in many European projects. Starting these activities in the Preparatory Actions for European Partnerships on Sport and continuing them in the frame of the Erasmus+ program, EUPEA was meanwhile able to develop successfully its own project applications together with its national members. In the future, EUPEA will continuously develop its strategy when it comes to a participation in European projects. As EUPEA is an association focusing on physical education as a learning subject in educational systems and as the challenges of EUPEA’s members are mainly situated in the implementation of Quality Physical Education, the Key Action 2 for Strategic Partnership in different fields of Education of the Erasmus+ programme will be the target area for EUPEA in the future.
Bio:
Dr. Claude Scheuer works as a research scientist at University of Luxembourg for the Institute for Teaching and Learning at the Department of Education and Social Work (DESW) and teaches in the primary school teacher education (BScE: Bachelor of Educational Sciences), this after having worked before as a Physical Education teacher in primary and secondary school for 13 years. Starting in the winter semester 2019/20, he is the study director of the new certificate Physical Activity and Physical Education in formal and non-formal educational settings. His research is focused on basic motor competencies of children and adolescents and on active schools. In 2017, he finished his PhD in educational sciences on the topic of Basic Motor Competencies. He is member of the board of the Luxembourgish teacher association (APEP; Association des Professeurs d’Éducation Physique) and since 2011 the president of EUPEA (European Physical Education Association), which is the umbrella organization for more than 30 European Physical Education teacher associations. In addition to this, he is the Vice-Delegate for Luxembourg for FIEP-Europe (Fédération Internationale de l’Éducation Physique) and since 2013 Executive Board Member in ICSSPE (International Council of School Sports and Physical Education). Since 2015, he is also the president of CEREPS (Conseil Européen de Recherche en Éducation Physique et Sportive), a European council for research in Physical Education based in Luxembourg that he founded together with Prof. Dr. Roland Naul.
President of AIESEP (Association Internationale des Écoles Supérieures d’Éducation Physique – International Association for Physical Education in Higher Education )
A model to guide PE teachers to become changing agents
17 November, 10h55-11h25
School is definitely important for a society. In each country, ambitious
missions are entrusted to the education system to prepare youths for the
future. Measuring learning outcomes is a common approach to determine the students’
capabilities in a way to fine-tune the education policies. With PISA surveys,
OECD measures 15-year-olds’ ability to use their reading, mathematics and
science knowledge and skills to meet real-life challenges (Schleicher, 2019). Such
approach underlines that schools and teachers should propose an authentic instruction
(Newmann & Wehlage, 1993) promoting a connectedness between what is taught/assessed
and the out-of-school world. Since the beginning of the 21st century, physical
education (PE) teachers have been increasingly identified as the cornerstones
of the promotion of a healthy and active lifestyle at
school. As for other disciplines, it would be logical that experiences students
accumulate during their schooling would contribute to concretely improve their
habits once they leave the school environment. PE should be integrated into the
international comparisons. On that perspective, PE teachers should implement
teaching approaches aiming to increase societal transfer and accountability
(Cloes, 2017). If the literature offers a wide variety of resources from which
PE teachers can draw inspiration to reach these goals, it would be interesting
to propose them a model designed to organize their action on the field. This
presentation will describe such model based on four integrated levels
illustrating the stages where PE teachers intervene at school.
Prof. Dr hon. Marc Cloes pursued his career in the Department of Sport and Rehabilitation Sciences at the University of Liege (Belgium). He was in charge of the physical education teacher education programme. His research interests focused directly on sport pedagogy and referred to the integrative model of the teaching-learning process. That model advocates an ecological approach to the educational relationship. A great transversality of the practice contexts of physical and sporting activities characterizes his work (http://orbi.ulg.ac.be/ph-search?uid=U012570). Since the beginning of the 21st century, promoting an active and healthy lifestyle became one of his priorities. At the academic level, he still defends an approach that strengthens the meaning of physical education and the role of the school in the preparation of physically educated citizens (physical literacy, societal transfer, quality physical education, principles of PAMIA). His involvement in several international associations represented a specific aspect of his career. Since 2014, he is the President of AIESEP (Association Internationale des Écoles Supérieures d’Éducation Physique – International Association for Physical Education in Higher Education – www.aiesep.org).
Assistant professor at the University of Zagreb and a research associate at Institute for Anthropological Research, Croatia.
Quality Physical Education in Opinions of High School Students in Slovakia, Croatia and Czech Republic
17 November, 11h25–11h55
Our presentation is focused on selected results of research made in Slovakia, Croatia and Czech Republic focused on evaluation of selected Indicators of quality physical education in opinions of high school students. Research sample was 555 pupils 18 years old, used research method was questionnaire focused on 5 basic areas:
PE popularity, PE importance, PE demandingness and next selected indicators of quality physical education;
Social capital;
New technologies in physical education teaching;
Health and heathy lifestyle;
Inclusion in physical education.
Most important statistical differences we found in opinions of students related inclusion in PE. Croatian students look at this topic more positively as students from Slovakia and Czech Republic. This study was supported by ICSSPE biannual grant and scientific grant of Slovak scientific agency VEGA 1/0523/19 entitled “Physical and Sports Education and its Quality and Potential in Promoting Health from the Perspective of Pupils, Teachers and Parents”
Dr. Dario Novak is an assistant professor at the University of Zagreb and a research associate at Institute for Anthropological Research, Croatia. He received his Ph.D. in sports science from University of Zagreb in 2010. He is a postdoctoral fellow of Columbia University, New York and Harvard University, Boston. Doctor Novak’s research interests lie in integrated and holistic approaches in the field of human health & performance. An editor of one book and author of over 200 publications in scientific and sports journals, Doctor Novak has offered several keynote and invited presentations and over 50 conference paper presentations. He has received both the FIEP Europe Thulin Award 2011 from the International Federation of Physical Education (FIEP Europe) and InternationalFIEP Cross of Honor Award from the International Federation of Physical Education (FIEP World). In 2017 was recognized by the FIEP Mexico at Mexico City where he has received the Medalla Prof. Adolfo Pérez Acosta as an outstanding scholar for his contributions to educational research. In addition, he was the recipient of 2015, 2016 and 2017 University of Zagreb, Faculty of Kinesiology, Best Young Scientists Award. In 2018 the National Science Awards Committee, formed by the Croatian Parliament, has selected Doctor Novak for precious Annual Award for Junior Researcher. It is granted to the outstanding young scientists in recognition of their scientific and research activities. In 2019 he received the Ambassador of Physical Education Award for human health and performance promotion.
Programme Manager–Sport for Development and Peace (The Commonwealth)
Monitoring the contribution of Physical Education, Physical Activity and Sport to the SDGs
17. November, 11h55–13h25
A collaborative international project is underway to develop, test and validate a measurement framework and model indicators for measuring the contribution of sport, physical education and physical activity to prioritised SDGs. This project delivers on Action 2 of the Kazan Action Plan and aims to support member countries, sporting bodies and other stakeholders to measure, evaluate and enhance this contribution.
This project is being led by the Commonwealth Secretariat with the support of a high-level Steering Group made up of UN agencies, leading member countries and sector experts. An Open Ended Working Group structure has also been established with the third annual meeting taking place in December 2020.
Through an iterative process of design, testing and revision, a preliminary measurement framework, model indicators and an accompanying toolkit have been developed with version 4 now available. The framework identifies and emphasises coherence and convergence between the sport and SDG indicators and aligned initiatives such as UNESCO’s Quality Physical Education Indicators and the Global Action Plan on Physical Activity.
Articulating with robust data the contribution of sport, PE and (organised) physical activity to sustainable development has been recognised as a necessary precursor for cross-government and multi-stakeholder support. This is key to justifying investment in these policy areas and important in credibly linking sport-related policy priorities to national development plans, regional priorities and the SDGs. There is a need for further research in this area to establish and strengthen the links between physical education and school sport and the SDGs and how these contributions can be maximised.
Now more than ever the contributions of sport to sustainable development need to be closely monitored due to the significant impacts and threats to progress due to the COVID-19 pandemic. In 2020, Commonwealth Ministers underscored the importance this common measurement approach to quantifying the value of sport and effectively targeting future investment in the sector, particularly to ensure a sustained recovery following the impact of COVID 19.
Bio:
Mike
Armstrong is Sport for Development and Peace Programme Manager at the
Commonwealth Secretariat where he manages the Secretariat’s technical
assistance programmes. Mike also manages the Commonwealth Secretariat’s work
leading an international project to develop, test and validate a measurement
framework and model indicators to support member countries, sporting bodies and
other stakeholders to evaluate the contribution of sport, physical education
and physical activity to prioritised Sustainable Development Goals.
The Commonwealth Secretariat is the
intergovernmental organisation of the 54 member states of the Commonwealth. The organisation provides policy guidance,
technical assistance and advisory services to member countries. The Sport for
Development and Peace Section supports Commonwealth countries to strengthen
policy and strategy aimed at promoting and protecting the contribution of sport
to sustainable development,
Mike has extensive experience working
with public and private institutions to maximise the positive social and
economic outcomes from sport and major sporting events. This has included leading
bids and legacy programmes for New Zealand Major Events, and providing
strategic leadership over municipal investment decisions as Senior Investment
Advisor for Auckland Tourism, Events and Economic Development. Mike has a
master’s in sport economics and management from Florida State University as
well as undergraduate degrees in psychology, economics and physical education.
What is it and what does it look like? WHO perspectives
17 November, 12:25–12:45
Bio:
Prof. Fiona Bull is the Head of the Physical Activity Unit in the Department of Health Promotion situated within the new Division of Healthier Populations at the World Health Organization based at headquarters in Geneva, Switzerland. Primary focus is on supporting countries implement the recommendations the Global Action Plan on Physical Activity 2018-2030, which includes an emphasis on whole of system approach and improving environment to promote and retain safe walking and cycle for people of all ages and abilities. Other work includes development of global normative standards such as updating the global guidelines on physical activity and sedentary behaviour, extending global partnerships and providing specialised technical support to countries through WHO Regional and Country Office, particularly to low- and middle-income countries. Before joining WHO, Fiona was Professor of Public Health and Physical Activity at the University of Western Australia and Director of the Centre for Built Environment and Health. Her professional interests cover global and national health policy on NCDs, epidemiology of physical activity and health, innovation, technology and systems approach to national actions on promoting physical activity. Dr Bull’s work has been recognised with the award of Member of the British Empire (MBE) for services to public health.
Lessons learnt from piloting UNESCO’s Quality Physical Policy Guidelines in Fiji, Mexico, South Africa, and Zambia
17 November, 14h00–14h30
The Quality Physical Education Guidelines for policy makers had been developed in a joint effort by UNESCO and 6 international partners – European Commission, ICSSPE, IOC, Nike, UNDP, WHO – and were launched in 2016. They included a policy revision methodology outlining the key steps to take in a policy revision process and an interactive training module for national policy revision teams.
With backstopping from UNESCO’s international Secretariat and its field offices, the Guidelines were rolled-out in four pilot countries: Fiji, Mexico, South Africa and Zambia. The objective was to test the methodology of a multi-stakeholder approach and analyze the gaps that exist in aligning various authorities – education, health, youth and sport – together with the National Olympic Committees, in designing coherent and consistent policies, and concrete measures to improve sustainable sport provisions in schools.
The independent project evaluators – the Institute of Sport and Development (South Africa) – recommended that the project be promoted as a case-study for use by other UN agencies and multi-lateral donors working on policy development. There were several success factors:
tailored country implementation which resulted in a diverse range of policy instruments which will support additional country pick-up in all world regions.
the inclusive and participatory policy design process which engaged diverse stakeholders from education, youth, sport and health sectors, anchoring national ownership and strengthening intersectoral interfaces.
concrete provisions on the value of community partnerships, creative communications and results-based monitoring and evaluation mechanisms integrated in each policy instrument
The consistent involvement of National Olympic Committees together with Young Olympic Ambassadors
Bio:
Alexander Schischlik is currently Chief of UNESCO’s Youth and Sports Section. Alexander joined UNESCO in 1993, where he has been overseeing international programs in a number of fields, including music and the arts, cultural industries and human rights. He has been working on the sports portfolio since 2012 and the youth portfolio since 2014. Born in Austria, Alexander holds a Master degree in Economics and a Doctorate in Law from the University of Vienna. He started his career in the insurance business, based in Buenos Aires, and then moved on to manage international projects in music production and artists promotion working in Vienna and Brussels.
Towards QPE in Hungary 2016-2020 – the strategy and its outcomes
17 November, 14h30–15h00
The Hungarian School Sport Federation (HSSF) has developed and implemented several programmes in the field of physical education and school sport which are connected to the „Physical Education in Health development Strategical Actions” (T.E.S.I. 2020) government resolution. The aims of our presentation are (1) to introduce the structure and the collection of actions and interventions for quality physical education; (2) to present the implementation of the strategy and draw conclusions from HSSF’s point of view; (3) to preview project activities, which have direct connection with the strategy. We will highlight our educational framework of QPE, publications, books and teaching materials, which are available in our webshop, and searchable in the TESIM.hu online methodological center for teachers. Further information will be available from our in-service trainings, the adaptation of the Hungarian National Students Fitness Test for children with special educational needs. Finally, we will present some insights from our regional workshops for the educational advisors.
Bio:
Head of the strategic planning department at the State Secretariat for Sport of the Ministry of Human Capacites from 2010 and later head of cabinet of the State Secretary for Sport until 2012. Since 2012 he is the strategic director of HSSF. In this capacity he contributed to the development of T.E.S.I. 2020 National PE Strategy. In Hungary, he represents HSSF at the Council of the National Programme for Children and Youth since 2015. He is member of the board of National School, University and Leisure Sport Federation as well since 2017. In the recent years he contributed to every legislative preparation related to NETFIT®, the national fitness assessment system in school settings and also to conceptual and financial recommendations in the field of PE and school sport activities. Permanent lecturer on HIPE conferences.
Towards QPE in Hungary 2016-2020 – the strategy and its outcomes
17 November, 14h30–15h00
The Hungarian School Sport Federation (HSSF) has developed and implemented several programmes in the field of physical education and school sport which are connected to the „Physical Education in Health development Strategical Actions” (T.E.S.I. 2020) government resolution. The aims of our presentation are (1) to introduce the structure and the collection of actions and interventions for quality physical education; (2) to present the implementation of the strategy and draw conclusions from HSSF’s point of view; (3) to preview project activities, which have direct connection with the strategy. We will highlight our educational framework of QPE, publications, books and teaching materials, which are available in our webshop, and searchable in the TESIM.hu online methodological center for teachers. Further information will be available from our in-service trainings, the adaptation of the Hungarian National Students Fitness Test for children with special educational needs. Finally, we will present some insights from our regional workshops for the educational advisors.
Bio:
Graduated from the Faculty of Physical Education and Sports Sciences of Semmelweis University as physical education teacher and football coach. Obtained his PhD in educational science in 2011, obtained his doctoral degree at Eötvös Loránd University in 2017. Author/co-author of more than 240 research articles, lectures, books and scientific works in the field of physical education and school sport. His main field of study covers the specific didactics of kindergarten and school physical education. Lead expert of Hungarian School Sport Federation, senior technical manager and expert of multiple domestic and international projects. Member of the Board at European Physical Education Association, representative of FIEP in Hungary.
Vice-President of the EUPEA (European Physical Education Association)
Physical Education Quality: the EUPEA experience on the construction of The European Physical Education Observatory
17 November, 15h00-15h30
In this presentation, an experience from which EUPEA became involved as an active partner in the construction of a digital platform to collect and systematically analyze information on the quality of European Physical Education will be analyzed. This Erasmus Plus Sport project, funded by the European Commission, has been developing for 3 years, since January 2018, and is now in its terminal phase. Several countries are participating by partners as associations of Physical Education teachers and higher education and research institutions. This presentation will focus on the content of the platform (dimensions and indicators of quality Physical Education), the system (instruments) for collecting and analyzing information. The most significant results of the pilot study will also be presented. Moreover, the process partnership has undertaken to carry out the project will also be analyzed. Co-authors: João Costa, Dora Carolo and Claude Scheuer.
Bio:
Born in Lisbon, Portugal, in 1962
1986, Bachelor in physical education (ISEF/University
of Lisbon).
1991, Master of Science in Education, specialty of
Physical Education Methodology (Faculty of Human Kinetics/University of
Lisbon).
2000, PhD in Educational Sciences, specialty of
Analysis and Organization of Educational Settings (Faculty of Human
Kinetics/University of Lisbon).
Between 2001 and 2010, Assistant Professor at Faculty
of Human Kinetics/University of Lisbon.
Since 2001, Coordinator of the specialty of
Pedagogical Supervision of Master Education Sciences (Faculty of Human
Kinetics/University of Lisbon).
Between 2007 and 2014, President of the Portuguese
Society of Physical Education (SPEF).
Between 2006 and 2010, representative of the countries of Southern Europe in the Board of the European Physical Education Association.
Since 2010, Vice-President of the European Physical
Education Association.
Since 2010, Associate Professor (Faculty of Human Kinetics/University of
Lisbon).
Since 2011, member of the Committee of Directors of AIESEP – Association International de Ecóles Superiores de Education Physique.
Since 2008, Coordinator of the Master in Teaching of
PE (Faculty of Human Kinetics/University of Lisbon).
Since 2010, member of the Scientific Board of the
(Faculty of Human Kinetics/University of Lisbon).
Since 2018, Head of the Department of Education,
Social Sciences and Humanities (Faculty of Human Kinetics/University of
Lisbon).
Since 2012, Coordinator of the Laboratory of Pedagogy
of the Department of Education, Social Sciences and Humanities (Faculty of
Human Kinetics/University of Lisbon).
Since 2012, Coordinator of the area of Educators’
Education of the Educational Sciences Doctorate (Faculty of Human
Kinetics/University of Lisbon).
Since 2014, Researcher in the Research Unit in the
Education and Training Institute of Education, University of Lisbon.
Since 2019, Head of FMH’s Pole of the Research Unit in
the Education and Training Institute of Education, University of Lisbon
Between 2010/14 Director of SPEF (Portuguese Society for Physical Education) Bulletin (National Scientific Journal for PE and PETE).
Member of the Board of National and International
Journals in the field of Pedagogy, Education, and Physical Education
Several publications in journals and books, and
presentations at scientific events on two main research areas: quality of PE
teaching and study of PE teachers Education and professional development.
Advisor of more than 60 master theses in the masters of Education Sciences, European PE, PE Education, Child Development, Special Education, Teaching Observation, and Educational Relationship.
Advisor of 9 doctoral theses in Sciences of Education (8 sponsored by The Portuguese Scientific Foundation Scholarship), in the areas of PE Teacher Education and PE Teaching.
Member of more than 90 public juries of master’s degree and in 15 juries of doctorate in educational sciences, sport sciences, and physical education at the Faculty of Human Kinetics/University of Lisbon and other universities
Member of the organizing and scientific committees of
several national and international congress on PE and PETE.
Consultant of the Ministry of Education on the reform
of PE and school sports programs. Auditor of the Ministry of education for
specific admission exams to PE teaching profession.
Invited specialist in Organisation for Economic
Co-operation and Development (OECD) experts meetings on the evaluation of the
Portuguese national curriculum and teacher.
Coordinator or partner in six international research
projects (three sponsored by Erasmus + Sport)
