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Progress and Lessons Learned
The fifth action point concerns the provision of physical education and opportunities for girls to learn sports skills, and make the transition from school to community sport. It is generally accepted that girls are more dependent on school physical education and sport than boys, because in most societies they have less opportunities to play sport outside school. United efforts at the international level have spurred national initiatives to lobby for and support quality physical education for all children. At a time when competition for financial resources is at an all-time high, advocacy to build a strong case with scientific foundations is the key. Progress Made / Success Stories ICSSPE - World Summit
on Physical Education The International Council of Sport Science and Physical Education (ICSSPE) organised a Summit to address the "world crisis in physical education" in Berlin from November 3-5, 1999. The aims of this event were to:
A total of 250 representatives from governments (including five Ministers), non-governmental organisations, inter-governmental organisations, universities, schools and research centres attended this action-oriented meeting from over 80 nations worldwide. Despite the diversity, there was unanimous agreement on two fundamental issues:
It is important to note that gender issues were successfully integrated and mainstreamed into all of the World Summit's discussions and follow-up documents. Men and women participated equally in the preparation of the event, both as presenters and as participants. Dr Ken Hardman and Dr Margaret Talbot made particular reference to the specific situation of girls, as highlighted below. Gender was one of the points of study in the World-Wide Survey on the State and Status of Physical Education in Schools that was presented at the event. Dr Ken Hardman (UK) reported that, in 84% of the countries/states in the study, gender equity is considered achieved in physical education. This finding must, however, be interpreted with caution because "levels of awareness about equity issues vary from high to low, and the extent of awareness is an important factor in the degree to which equity is practised in many countries." ( Doll-Tepper , G. & Scoretz, D (Eds.). 2001. World Summit on Physical Education Proceedings, Schorndorf: Hoffman Verlag, page 28) Issues such as legislation, culture and the preparations/preparedness of teachers were cited as the most relevant factors affecting gender equity in physical education. The benefits and importance of physical education for girls was emphasised by Dr Margaret Talbot, ICSSPE Vice-President and President of the International Association of Physical Education and Sport for Girls and Women (IAPESGW), in her presentation on the" Case for Physical Education." In addition to its proven physical, social and psychological benefits, quality school physical education is particularly important for those groups that are most likely to be excluded - including girls. Schools are a safe and accessible environment for girls to learn skills and healthy lifestyle habits develop confidence and benefit from potentially powerful and influential role models - physical education teachers (particularly women). The participants of the World Summit on Physical Education created and endorsed an advocacy statement: The Berlin Agenda for Action Part One for Government Ministers. Outlining why physical education is important, the document lists actions that governments should take to ensure that physical education is part of the development and life-long education process for all children. For more information, visit the ICSSPE Web site at www.icsspe.org. MINEPS III The 3rd International Conference of Ministers and Senior Officials responsible for Physical Education and Sport (MINEPS III) was organised by UNESCO immediately following the World Summit on Physical Education. Representatives from 62 Member States, 3 observer states and 38 Intergovernmental or Non-Governmental Organisations including ICSSPE gathered in Punta del Este, Uruguay from November 30 to December 3, 1999. More information is available on the UNESCO/MINEPS III Web site: www.unesco.org/education/educprog/mineps/ Physical education and sport opportunities for women and girls were part of the core discussion topics, and are mentioned specifically in Point 5 of the Declaration of Punta del Este:
ICSSPE is convinced that unified action on a world scale is necessary to enhance the situation of physical education for girls and boys worldwide, and is currently monitoring progress. Building on the current knowledge base, examples of good practice and the indisputable effects of quality physical education, co-ordinated action steps in the future can enhance the quality of life of children worldwide. Lessons Learned It was possible to mainstream gender issues successfully into the wider physical education debate. Specific considerations for girls, particularly in less-developed countries, were highlighted, but action-steps and strategies were aimed at enhancing opportunities for both girls and boys. Action at the local level is critical and success must be recognised and planned for with local contexts in mind. This World Summit was important in raising awareness of the importance of physical education, but real change is only possible at the local and national levels. Below are several initiatives that are making a difference. IAPESGW IAPESGW's core activities include the development of opportunities in and through physical education, and its work has included:
Lessons learned: The evidence to support the case for physical activity and physical education as ways of fulfilling other development needs is patchy and needs to be strengthened, if advocacy is to be effective and there is to be spending from education, health and equity budgets on physical activity programs. Many practitioners in these areas work in isolation, without the support of knowing that others are in the same position and are able to share experiences and good practice. Hard data are difficult to find, but the collection of case data from a wide range of countries and cultures could provide persuasive evidence of the effectiveness of these programs. IAPESGW members have attempted to find financing for this kind of data collection, but have realised that government departments are reluctant to invest in projects related to physical activity. It is difficult to break this circle, but it is very important that it is done! (See Point 11 of the Windhoek Call for Action.) The links with practitioners working in health promotion and gender equity should be strengthened, at both national and regional levels. Women working in physical education require further support and help to protect and develop the place of physical education in schools and education, and there need to be stronger links between school practice and sport development work. The national and regional groups on women and sport, especially those promoted by National Olympic Committees, should ensure adequate representation of - and support for - women working in physical education. New Zealand The Hillary Commission has established the Winning Women Role Model Program, which involves getting talented and high profile women into schools to talk to students. The 2001 program was revamped and now includes:
Austria A Women's Forum for Physical Education has been formed at the national level, which aims to support movement and sport for girls in schools. This initiative sees school physical education as an opportunity for teachers to enhance the health and self-confidence of girls. The focus is on the specific needs of girls, and women as physical education teachers (and role models) for girls. Training is offered to physical education teachers wishing to make more out of their physical education classes. USA - Girls
Scouts USA Girl Scouts has developed and implemented a GirlSports Basics project for girls aged 5-8 years old. The purpose of this project is to teach girls all the basic sports skills such as throwing, catching, kicking, volleying, dribbling, striking, batting and locomotion skills, which are necessary for success in organised sports. Launched in summer 2000, the project enables adults with little experience in sports to conduct the project and build their confidence in leading sports activities. Fun and Fit (working title) is an exciting sports and fitness project for girls ages 9-11. Designed to boost girls' interest and participation in sports, it also helps them develop lifelong health and fitness habits. In addition to learning valuable sports skills, girls learn the importance of warming up, cooling down and stretching. Other activities include jumping rope, fitness games, cooperative games, relays and obstacle courses. Project materials are scheduled for release in fall 2002. Lessons Learned
USA - Women's
Sports Foundation In 1998, the Foundation obtained sponsorship to present the Meet a Champion project: a series of clinics that delivered sports programming to economically disadvantaged youth. In each clinic, a champion athlete delivered a motivational talk to the students that stressed the importance of academic performance as well as athletic goals and achievements. This program continued through 2000. The Spirit of Sports Awards program launched in 1999 was designed to recognise the coaches, athletes and "sportsmoms" who demonstrate the benefits of sport, fitness and physical activity. The Foundation's Community Action Program (CAP) has become the principal component in the development of community support for grassroots participation of girls and women in sports. CAP promotes opportunities and achievements of girls and women in sports and physical activity, as well as bringing attention to women's sports issues to the local level. CAP exists in 91 communities in 87 cities across 34 of the 50 United States. Sports Council
for Wales In April 2001, the Sports Council For
Wales launched a new program called Girls First. Girls First is
a challenge to each of the 220 state secondary schools in Wales
to produce an extra curricular program that will raise the level
of girls participation in sport. Funded by an extra allocation of
money that the Sports Council For Wales received from the National
Assembly of Wales, the challenge provides £1,000 available
for each school in the form of a grant. Within the challenge, schools
must be innovative and provide opportunities that appeal to those
girls that are not attracted to sport. To date 80 schools have responded
to the challenge with schemes providing football, rugby, aerobics,
water aerobics, self-defence and martial arts as well as some outdoor
pursuits such as canoeing. Lessons Learned The lack of media coverage and images of girls actually taking part in sport is a regular complaint that Sports Council For Wales receives. The poster series that accompanies Girls First has received strong support. These are to be made freely available to all schools and local authorities, National Governing Bodies and clubs. Early indications from Girls First are good, and there are already examples of good practice beginning to emerge. As the first year's programs come to an end and we collect our monitoring data, we will be able to gauge the full impact that the scheme is having.
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