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A  professional development programme for implementing indigenous play-based pedagogy in  Grade-R’s.

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Good day everyone,  Today's presentation is  all about promoting professional development for teachers and  school sport coaches. This will include aspects of physical education and Olympic education within Grade-R's current school curriculum.  

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Pre-primary schooling is  children's educational foundation,  every stage of education that follows  relies on its success. Enrolling a child for Grade-R is  not only vital for laying a good foundation, but  it also sets the tone for the rest of their schooling life.  This is where Physical Education as well as the inclusion of Olympic Education comes  into play. Physical Education (PE) develops  students' competence and  confidence to take part in a range of physical activities that become  a central part of their lives, both in and out of school. A high-quality PE-curriculum enables  all students to enjoy and  succeed in many kinds of physical activity. They develop a wide range of skills and  the ability to use tactics,  strategies and compositional ideas to perform  successfully. Throughout history, sports have played  a variety of important functions in society as a form of recreation;  preparation for war or  the hunt; or later, as a substitute for war. Sports have undergone many changes;  some have stayed much the same (e.g. wrestling);  while others have adapted with the times. New sports are always being invented and developed. Physical Education was introduced  into the South African curriculum as PT drill that was  borrowed from the British system. This system comprised English ball games and  military manoeuvres on the one hand and  the gymnastic freestanding and  apparatus work from continental origin on the other. In the English public or  elite schools, ball games remained  popular, while gymnastics and  military manoeuvres never enjoyed the same status. The reverse was true for elementary or  the poorer schools.  

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The early 20th Century was  characterised by an increasing  interest in the gymnastics and drill aspect of PT. However, gymnastics and  drill were more popular in mission schools,  whereas the playing of games that later evolved  into organised sport, were  more popular at elite boys' schools. The PT drill that was introduced  in the mission schools had  as its main aim discipline for the purpose of social control. Many pupils at these schools therefore never valued  it as highly as playing games. In addition, PT was more widespread in girls' schools.  Boys' schools introduced PT much later into their curriculum and  organised themselves around sports leagues in team games. Mission schools in the Western and  Eastern Cape did the same. However, mission schools were  marginalised from mainstream school sport competition and  therefore PT and not school sport,  provided purposeful movement participation opportunity for these learners. In South Africa, PE underwent several policy-related  restructurings, from being  a stand-alone subject (prior to 1994) to Outcomes Based Education (Curriculum 2005,  cited in Van Deventer 2011),  resulting in the reduction of PE as one of the learning outcomes in Life Skills (LS) (Grades R– 6) and Life Orientation (Grades 7–12). Currently Physical Education is being  taught as part of the school-subject,  Life Skills, whereas school sport is  presented as an extra curricular activity either  individually or team-based. Physical Education today is  more theory-based and school sport is  practically-based. Physical Education is taught  by teachers and school sport by coaches. I see the future of PE and  school sport in South Africa progressing  and becoming more of a "big deal". I do also think that PE and  school sport will be implemented  from a younger age which is  essentially good for a healthy and balanced lifestyle.   

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The teaching model that I base  my Professional Development event on is the following: Cooperative Learning, In this model the students take  greater responsibility for their own learning and  also help their classmates learn. Unlike the other models,  the cooperative learning model is  less prescriptive in the layout of the lesson,  but rather provides a wealth of student-centered  activities that can be used either separately or  in conjunction with another model. The best example of cooperative learning in practice is  called 'Jigsaw', whereby students are  first put in to teams (base groups) at the start of the lesson. Student may then compete  in an activity or game with their base group After, students in each base group will be  assigned a specialist role/responsibility or number. Students will then meet  up in specialist groups with members from opposing  teams. Together they explore a skill or  tactic (or other area needing  improvement) until they feel  competent in their understanding. Students will then return  to the base groups with their new specialist knowledge in-hand and  take turns teaching each other what they've learnt. To wrap up the lesson, students return  to the task or game from the beginning of the lesson and  see if they have improved their performance. This approach to learning is excellent for developing  the whole-child (physical,  social and affective domains) and  places students solely at the center of their learning experience. In order to deliver this model effectively requires  careful and thorough planning (from groupings to resources),  a willingness to take risks,  and it is helpful if students have experienced  student-centered/independent learning strategies previously.   

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The value that Physical Education has  for Grade-R learners are  that they develop the confidence to take  part in different physical activities and  learn about the value of healthy, active lifestyles. It helps students develop personally and socially,  they work as individuals, in groups and in teams,  developing concepts of fairness and  of personal and social responsibility. Physical education allows the child to develop skills,  especially in sport such as the following  physical aspects in sport: Movement Performance Agility Balance Co-ordination Strength Although Physical Education is  vital for these children, so is Olympic Education. Olympic Education needs  to be included in the curriculum of these young children,  as it not only introduces  them to the Internationally recognised  Olympic Games but to their values as an entity. Olympic Education can teach  these children about strong values that they can use  not only in sport but also in their everyday social lives. These values of Olympism are three core values of and  are a central focus at the Olympic Games and  Youth Olympic Games and include: Excellence Respect Friendship   

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Pierre de Coubertin's influence on Educational,  Sport and Physical Education: Pierre de Coubertin (1863– 1937), the founder of the modern Olympic Games,  understood the importance of emotion and  imagination as educational tools. In organising the Games,  he integrated sports with culture. He created symbols and encouraged  ceremonies, music, and pageantry. These artistic and cultural experiences help  to make the Olympic Games different from all other sporting events and  provide a basis for values education activities in a variety of curriculum areas as well as sport and  physical education. He believed that young people needed  to train their bodies as well as their minds and  advocated for the practice of sport and  physical activity at schools in his country. He thought that his ideas would receive  good publicity if he organised  an international sporting event based  on the ancient Olympic Games of Greece,  to promote the development of those physical and  moral qualities which are the basis of sport.  He wanted to educate young people through sport in a spirit of better understanding between each other,  and of friendship, thereby helping  to build a better and more peaceful world as well as to spread  the Olympic principles throughout the world,  thereby creating international goodwill. He also wanted to bring  together athletes of the world in the great four-yearly sports festival, the Olympic Games. 

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The educational values of the Olympic Movement,  the joy of effort in sport and  physical activity, fair play,  respect for others, striving  for excellence, and balance between body,  will and mind—have relevance and  application far beyond the context of sport.  Activities that focus on the development of these values can contribute  to the development of learning outcomes in many different subject areas.  We can use this in today's current education curriculum when educating  these young children on the importance of physical education and  implementing the values of Olympism and  that what Pierre de Coubertin believed in.  The Olympic Charter is the codification of the fundamental principles of Olympism,  and the rules and bye-laws adopted  by the International Olympic Committee. It governs the organisation,  actions and functioning of the Olympic Movement and  establishes the conditions for the celebration of the Olympic Games. Its view on physical education is  to promote the fundamental principles and  values of Olympism in the respective countries,  in particular, in the fields of sport and  education, by promoting  Olympic educational programmes in all levels of schools,  sports and physical education institutions and  universities, as well as by encouraging  the creation of institutions dedicated  to Olympic education, such as National Olympic Academies,  Olympic Museums and other programmes,  including cultural, related to the Olympic Movement.   

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The Olympic moto which is "Citius, Altius, Fortius"  are Latin words, they mean "Faster, Higher, Stronger". This motto sums up the Olympian value of striving  for excellence, and being the very best that one can.  It expresses the aspirations of the Olympic Movement not only in its athletic and  technical sense but also from a moral and  educational perspective. The Olympic Oath which is  "In the name of all competitors,  I promise that we shall take  part in these Olympic Games, respecting and abiding  by the rules which govern  them, committing ourselves to a sport without doping  and without drugs, in the true spirit of sportsmanship,  for the glory of sport and the honour of our teams." This oath is put in place to deter  athletes from cheating which is  morally wrong, the oaths taken  by athletes, coaches and  officials during the opening ceremony are  an important Olympic protocol. The Olympic oath can be  used as the basis for an activity to explore  the problems of cheating in sport in both ancient and  modern times. By instilling these oaths, the integrity of the games is  upheld and everyone is treated fairly and with respect. Olympism is a philosophy of life,  exalting and combining  in a balanced whole the qualities of body,  will and mind. Blending sport with culture and  education, it seeks to create  a way of life based on the joy found  in effort, the educational value of good example and  respect for universal fundamental ethical principles (Olympic Charter, 2020). Teachers and learners can both benefit  from this philosophy as it can be seen as a way of life. Olympism as a philosophy of life,  benefits all in following  a balanced lifestyle, when teachers,  teach this way, learners will start  their life philosophy the correct way. Olympism can be seen as a guide for teachers to follow  not only for themselves but also to teach from and  improving their overall performance as an individual and  as a teacher.  

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Through the range of experiences that PE offers , these children learn how to be  effective in competitive,  creative and challenging situations which goes  hand-in-hand with the aspects of Olympic Education. Our aims as teachers and coaches should be to: nurture sportsmanship in all aspects of competition widen each student's sporting experience and enjoyment create a passion for active recreation and sport assist students in reaching  their physical potential in a variety of sporting environments.  The purpose of this event is  to up skill you as teachers and  coaches in the above-mentioned aspects of sport. We want you to gain the adequate knowledge to teach  or coach these children effectively and  to the best of your teaching abilities. The question is where do we begin?   

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Firstly we need to understand  the rationale behind this professional development event,  which is why educators need  the extra support such as the professional development event?  New teachers juggle an overwhelming number of unfamiliar issues,  such as classroom management,  instruction, curriculum,  school culture and operations,  administration, parent relations,  and interactions with other teachers. This takes up staggering amount of their time,  leaving little or none time available for them to apply  themselves physically to their learners curriculum. Thus with extra support, however, new teachers learn  more effective practices to apply  to daily challenges, it also helps  retain new teachers and  set them on the path to becoming effective educators. Many school systems provide  mentors and induction programs for novice teachers. Most importantly, new teachers who receive  intensive mentoring have  a significant effect on student achievement. It is important as teachers and  coaches to understand the interests and  needs of our learners and based on that to design  and create relevant pedadogical outcome. We as teachers need to update  our knowledge on these current interests and  needs in order to be effective educators to our students and  to accomplish this we can create  certain physical activities or  programs for our students to complete  during their Physical Education Curriculum.  

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  Sport pedagogy is interested in the ways in which children and  young people can be supported  to learn sport-specific skills and , importantly, how that learning can be  structured and managed to ensure they also gain  wider personal, social and  health benefits from their participation. The wider benefits to be  gained from participation in sport are  not insignificant. In the learners and learning dimensions of pedagogy,  children and young people are  diverse learners and the ways in which they can be  supported to learn must be  effective in and through sport. Effective teachers and coaches are  lifelong learners themselves who continuously and  critically reflect upon their personal capacities to meet  the needs of young learners As a true 'professional' , teachers and coaches must commit  to 'growing' their expertise continuously in the sport-related  knowledge available to be  taught or coached and in the range of pedagogical tools and  models from which to draw  in order to harness the power of sport. In this way, teachers and  coaches model lifelong learning for children and  young people. Teachers need to ensure  that there is holistic development within the learners as it involves  play and social engagement.  

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Photo by Muhammad Raufan Yusup on Unsplash

  Physically active play,  such as running or climbing involves  large body movements, when children are  in supportive learning environments,  exploration and appreciation of movement through play challenges  the body's capacity to respond  in creative and skilful ways. Play should not only be  during break times in school playgrounds,  nor should it be replaced  too early in the lives of young children by structured,  formal sport, but more of a day-to-day activity that is  fun and constructive at the same time. It is particularly important to consider  the role of competition when children move  from unstructured to more structured play environments.  Physical education is a vital part of school life as it may be  the only place on the curriculum where children can learn  in and through movement. This learning can be significant in developing  a child's physical literacy.  It provides opportunities for the development of knowledge and  understanding of specific activities,  the skills needed to participate  and the foundations for future successful participation. Physical Education contains aspects of sport that have  extreme value to children. There is educational value where sport is  an instrument in the hands of education that helps  to develop children's characters and  personalities, it also has  the possibility of transferring  certain qualities to children such as honesty,  integrity, discipline and  respect which is essential to have.   

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 Sport includes a social aspect where forming  friendship bonds and being part of a group is desired  by many. It helps influence growth and  the development of social relationships between children that benefit  individual health and social benefits. Sport, therefore integrates children into society and  form bonds with others. Sport has a psychological value which consists  of building children's self-confidence that improves  an individuals own personal development. Sport can relieve stress and  thus has therapeutic value for children who are going  through difficult times at home, school or both. Ethical value is another aspect of sport that can build  sportsmanship in children and  teach them the importance of fairness in play. Lastly we take a look at the political value of sport,  this link with Olympic Education where sport can be  used to bring different countries together and  be a nation builder.  This teaches children the importance of political fairness and  equality among all who chose to take part in sport. While play, physical education and  sport settings provide  opportunities for children to learn  and develop, this learning does not happen  automatically. Children need to be supported, encouraged and guided  through a range of developmentally appropriate activities to facilitate  this learning.  This task is made more complicated by the need to consider  and accommodate the complex and  varying needs and interests of the children during the activity and  this is where teachers and  coaches come in play in order to provide  this to learners. Physical Education needs  to include Olympic Education within its curriculum in order for holistic development to realize. Olympic Education is based on the values, morals and  motto's of that of the Olympic Games.   

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We will be focusing on excellence,  respect and friendship. Excellence means doing the best we can , on the field of play or in our professional life. Here the teachers and coaches need  to strive in building up confidence within these young learners,  in order for them to strive  for their own excellence on the field of play or  in their social life. Respect is a given whether in sport or in life. Educators need to teach the importance of having  respect not only for yourself but for others as well. Respecting yourself is important as this builds  up self-confidence which leads  to striving for self-excellence. Respecting others is even more important as it brings  people together and builds  connections between one another which can essentially lead  to friendships. It is however important, when a teacher teaches  respect, it is important to start  with having respect for the learners. Learners essentially at such a young age,  mimic what teachers or coaches do, therefore treating  the learners with respect will ensure  that they treat yourself and others with respect. Friendships are important as it forms  part of the social aspect of learners lives. Creating friendship bonds will ensure  that learners learn about themselves as well as others and  develop certain skills that they didn't have initially. Friendships are good for promoting  good mental health, gives a sense of belonging and  it provides you with a good support system which is  essential when growing up.  

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Photo by RhondaK Native Florida Folk Artist on Unsplash

Teachers are expected to follow  differentiated pedagogical practices,  unlike the curriculum cantered  education approach, today, focus is on learner. We can say that the kind of education needed  and taught today requires  teachers to constantly advance  their professional knowledge and skills. Teachers need to stay updated  with the advancements in different fields,  skills in demand, future of work and  potential careers for students. They are required to be  agents of innovation because innovation is  critically important for generating  new sources of growth through improved  productivity and efficiency. Upskilling the teachers is  of utmost importance to guide  them on what the best practices are  to use when it comes to Physical Education as well as Olympic Education. Effective professional development enables  educators to develop the knowledge and  skills they need to address  students' learning challenges,  to be effective, professional development requires  thoughtful planning followed  by careful implementation with feedback to ensure  it responds to educators' learning needs.  Educators who participate in professional development then must put  their new knowledge and skills to work. Professional development is  not effective unless it causes  teachers to improve their instruction. Whether students are high, low, or average achievers,  they will learn more if their teachers regularly engage  in high-quality professional development. The effectiveness of professional development depends  on how carefully educators conceive , plan, and implement it.  

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In effective professional development,  teachers or coaches analyses  students achievement to identify  learning problems common to students in their particular grade. This then determines which problems educators have  the most difficulty addressing , and identify what they need  to know and do to be more successful in helping  students overcome these learning challenges. Evaluation is a systematic process you can use  to learn if your activities are achieving  their intended purpose. The results of evaluation can be used to: demonstrate successful outcomes to your school gain additional support for your activities identify specific ways to improve  implementation of your programs  make strategic decisions about what activities to continue  or change moving forward  The type of mode that we will be using  during this professional development event will be: Observation, where teachers observe other teachers Coaching an expert teacher, one or more colleagues Team meetings to plan lessons,  problem solving, performance improvement,  and learning a new strategy Faculty or grade-level meetings Workshops to dig deeper into a specific subject  

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My evaluation plan is to evaluate  teachers on their professional development,  to see whether these young children will benefit  from their knowledge and skills.  I will have a number of assessments on the teachers to see  whether or not they have grown  and upskilled their knowledge. If not, they will have workshops to promote  this at the schools in order to provide  the best learning outcomes to these Grade-R learners. We will also have the learners participate  in the evaluation plan,  by asking them what their changing  interests are in order for us to meet  their needs, we will evaluate  their progress with the curriculum as well in order to evaluate  the teachers performance to the maximum. When we sample all the data after the assessments,  we can analyses the data, see what to improve or  what to change, make modifications to the programs of the children and  the teachers, put it back into play,  evaluate again until we are  satisfied with the end product. 

A professional development programme for implementing indigenous play-based pedagogy in Grade-R's.

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