By Richard Ward
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Additional resources for Aerobatic teams
Gender equality in physical education 31 Gender example 3 : gender equality in physical education requires more than equal access de jure Boys and girls could be given equal access de jure to the physical education curriculum. All pupils could have the right to choose to follow any aspect of the curriculum, such as rugby or triple-jump for girls or netball, dance or synchronised swimming for boys. Even under these circumstances, however, it may not follow that the sexes do in fact have equal opportunities to follow the curriculum of their choice.
Other extrinsic aims could also be considered, such as cognitive development and aesthetic and artistic awareness. (See, for example, Capel and Whitehead 1997. For discussion of cognitive development as an aim in physical 16 Aims of physical education education see, for example, Best 1976. ) Approaches to presenting physical education as intrisically valuable Excellence versus inclusivity Among those who advocate physical education as of value in its own right, one of two broad aims may be identified as paramount.
Ambience/climate: This is performance oriented. Pupils are challenged to work hard, set themselves ambitious goals and beat others. Praise has to be earned through clear improvement. Extra-curricular programme: Team practices are held in the lunch hour and after school. They are open only to the most able. There is concentration on fewer rather than more activities. The emphasis is on involvement in matches against other schools and in local, regional and national tournaments. There is encouragement for the most able pupils to move on to elite regional squads.