You are on page 1of 67

Global Perspectives in New Direction of

Physical Education & Health: The Role and


Application of Interactive Technology

Ming-kai Chin, Ph.D. MBA


Co-Founder, GoFPEP
Vice President, Global Affairs
and Research
HOPSports Inc., USA
Importance of Physical Activity

“In order for man to succeed in life, God


provided him with two means, education
and physical activity. Not separately, one
for the soul and the other for the body, but
for the two together. With these two means,
man can attain perfection”
(media.partneryahoo.photobucket.com, 2012)

~ Plato
Swami Vivekananda
Patriotic Saint in Introducing Hinduism to USA, England, & Europe

(Chin, 2012)
Luther Halsey Gulick, MD (1865~1918)
New York Medical School

In 1890, he declared physical education to be a


new profession “involving for its fullest
appreciation a profound knowledge of man
through physiology, anatomy, psychology,
history and philosophy” and “Few scientific
fields which offer opportunities for the study
of problems of greater value to the human race”

Integration and Inter-disciplinary Approach


Thomas Denison Wood, MD
Director of Hygiene and Physical Training, Stanford University

Some Unsolved Problems in Physical


Education in 1893 Congress

“The Great Need in Physical Education


Today is the Scientific Spirit ~ the Spirit
which Inspires the Student to Seek for Truth
and for its Useful Application”
Hong Kong Institute of Education
(1995-2005)

600 PE lessons (60 teaching practice per


year)
80% of PE lessons: Students did not enjoy
and have no fun
-- No change of curriculum (contents)
& teaching style since 1969-71 (26
years later)
-- Faculty (14/15) resist to change
-- Model school concept
(Chin, 2002)
(Chin, 2012)

Research has established that both


students and teachers rate “fun” at or
near the top of their lists of goals for
physical education (Garn & Donetta, 2006; OʼReilly et al., 2001)
(Chin, 2013)
(Chin, 2012)
(Classicalindiandancer.com, 2012)
School Bicycling Studying Trip
Budapest, Hungary

(Chin, 2013)
Roller Skating in PE Lessons in China

(Chin, 2013)
(Chin, 2013)
 Today’s children and youth represent the largest
cohort group in the history of humankind
 Currently worldwide there are 2.2 billion children
and 1.5 billion youth. Of this number, 1.9 billion
children and 1.3 billion youth reside in developing
countries (World Bank, 2007)

(Chin, 2008) (Hayashda, 2012)


 10% of children are now overweight and obese
worldwide (The Lancet, 2006)

 More than 40 million children under the age of


five were overweight in 2010 (WHO, 2012)

 By 2020, 9 percent (nearly 60 million children)


of all preschoolers will be overweight or obese
(de Onis et al, 2010)
 It has been noted that by age 16, most adolescents
have adopted a pattern of leisure activities and sport
participation that will form the foundation of their
adult leisure lifestyle (Roberts, 1999)

(colourbox.com, 2012)
(Chin, 2012)
WHO (2009): Guiding Principles for Policy Development on
Preventing Childhood Obesity & Promotion of Physical Activity

 Global forums: WHO/other UN agencies


developing global guideline for action;
platforms for sharing of evidence and best
practice

 Academia: Disseminate “good practice”


models, particularly for multi-stakeholder
interactions
UNESCO: Quality PE

Worksites for Quality Physical Education and Sport

Pilot projects have been designed for Africa, which will be


extended to other regions:
 Evaluate teacher training and PES facilities
 To bring educational structures up to a university level
 Initiate PES teaching at the primary school level
 Improving human resources
 Progress on UNESCO’s Education for All initiative
(Vivriumnovum.net, 2014)
5th International Conference of Ministers & Senior
Officials Responsible for PE and Sports, 2013

DECLARATION OF BERLIN

 Highlighting that impact-oriented physical education and


sport policy must be developed by all concerned stakeholders,
including national administrations for sport, education, youth,
and health; inter-governmental and non-governmental
organizations; sport federations and athletes; as well as the
private sector and the media
 Emphasizing the need for further
research, evidence-based policy and
knowledge sharing at national, regional
and international levels
(fisu.net, 2014)
Commission II: Promoting Investment in Sport
and Physical Education Programmes

 2.1 Being aware that increasing levels of physical inactivity


in many countries have major implications for the prevalence
of non-communicable diseases and the general health of the
global population
 2.31 Share comparable data on the socio-economic benefits
of physical education and sport, as well as good practices of
successful physical education and sport programmes
 2.33 Improve initial and continued professional development
for teachers responsible for providing physical education
 2.8 Noting the increasing significance of private sector
support for physical education and sport
(Murra, 2010)
Historical Global Forum held in a Primary
School in Iowa, USA!

(Murra, 2010)
GoFPEP 2010 Consensus Statement has been Translated Over 20
Languages and Published in 29 Academic Articles (2011-2012)

(Chin, 2012)
Global Forum for Physical Education Pedagogy 2012
(GoFPEP 2012)
Sportschloss at Velen, Germany (May 9-11)
Revitalizing Physical Health and Education
through Community Based Networking

Hosted by University of Duisburg-Essen (Naul, 2012)

 70 delegates from 42 countries


Health-Optimizing Physical Education (HOPE)

 “The term HOPE implies that physical education will


encompass a curriculum and lessons that focus on “health-
related physical activity and fitness … [keeping]. . .
students active for 50% of class time; engaging all students,
regardless of physical ability; and significantly contributing
to students’ overall physical activity preparation, thereby
improving their health” (Sallis et al., 2012, p. 131-132)

(Naul, 2012)
GoFPEP 2012 (Cont.): Group Discussion

(Naul, 2012)
GoFPEP 2014
North West University-Potchefstroom, South Africa

Health and Physical


Education: Promoting
Best Practice

(Naul, 2012)

(internationaleducationmedia.com, 2012)
GoFPEP 2014 Group Discussion

(Chin, 2014)
Data Summary of GoFPEP

115
120

100 86

80 70
53 48
60 42 40
40 23
17
20

0
GoFPEP 2010 GoFPEP 2012 GoFPEP 2014
No. of VIP No. of Countires/Regions No. of Inter. Endorsements
GoFPEP 2016
Hacettepe University, Ankara, Turkey

(Hacettepe University Website, 2014)

Prof. Dr. Giyasettin Demirhan


(H.U. Faculty of Sport Sciences Website, 2014)
Physical Education and Health
Global Perspectives and Best Practice
(40 countries, 109 authors and 67 universities & institutions)
Physical Education and Health:
Global Perspectives and Best Practice

 Introduction
 History
 Current State of Wellbeing of Children and Youth
 Current Practices
 Unique Curricular Models and Community Programs
 Future Visions
 Summary
40 Chapters & Consensus Statement (CS) of GoFPEP 2010

 ALL countries indicated child obesity problems


 ALL countries are looking for change in PE
 Match many goals set in the country policy or new programs
Vs CS (22 /40 refer to CS)
- In line with government policy, diversity and rural
- Multi-disciplinary approach – Integration and connection of
other subjects (physical/sports literacy)
- Environment – Safe and air pollution
 Less than 3 chapters described in details about model school
for illustration of BP
Jordan is committed to building a society in which
“children are nurtured in a safe environment that
enables them to be physically health, mentally alert,
emotionally secure, socially competent and able to
learn” (Skatvedt, 2004)

(Chin, 2012)
Baptist Lui Ming Choi Primary School (Hong Kong)
& North Vista Primary School (Singapore )

(LMC, 2010)

(Futuregov.asia . 2014)
Dynamic and Creative Principal with Determination to
Change is One of the Most Important Factors of Success

(LMC, 2010)
Comprehensive School Physical Activity Program (CSPAP)
modified from the National Association for Sport and
Physical Education (NASPE) (2003)

Four Key Components:


 Quality physical education
 School-based physical activity
opportunities (recess, extra-curricular
activity and interscholastic sports
programs)
 School employee wellness and
involvement
 Family and community involvement

(LMC, 2010)
Heart Rate Monitoring in Swimming for School
Children: Promoting Life-Long Active Living
North Vista Primary School, Singapore

(Chin, 2010)

(Phau, 2007)
 Multiple times throughout each school day, students
engage in classroom Brain Breaks consisting of short
2- to 5-minute physical activities

 Benefits: recharging the brain and readying it for


learning, engaging all learning and working styles,
reducing BMI, reducing absenteeism and behavioral
referrals, and empowering individuals to make
healthy lifestyle choices (Batt, 2009; Brown & Summerbell, 2009)

(Chin, 2012) (Naul, 2012)


Together we can make a difference….
“Exercise influences learning
directly at the cellular level,
improving the brain’s potential to
log in and process new
information.”
-- John J. Ratey
(EUPEA, 2012) (Georgescu, 2012)

 Recent studies indicate that physical activity is central


to cognitive development and improved functioning,
readiness, concentration, and motivation to learn.
Structured physical activity like Brain Breaks stimulate
an individual’s potential to access and process new
information (Davis et al., 2011; Hillman, Erickson, & Kramer, 2008)
BRAIN AFTER SITTING QUIETLY BRAIN AFTER 20 MINUTE WALK

Research/scan compliments of Dr. Chuck Hillman University of Illinois


Exercise & Lecture Reviewing

(Root, 2011)
Brain Breaks at Home

(Chin, 2012)
HOPSports On Line Streaming “Brain Breaks”
International Contents Creation Project (2014)

 57 countries/regions: Albania, Australia, Belgium, Brazil, Bulgaria, Canada,


China, Croatia, Czech Republic, Germany, Greece, Hong Kong-China,
Hungary, Ireland, India, Indonesia, Italy, Jamaica, Japan, Jordan,
Kazakhstan, Kenya, Korea, Kosovo, Lithuania, Macedonia, Malaysia, Mexico,
Montenegro, Mozambique, New Zealand, Nigeria, Norway, Philippines, Oman,
Poland, Portugal, Romania, Russia, Saudi Arabia, Serbia, Singapore, Slovakia,
Slovenia, South Africa, Spain, Sri Lanka, Sweden, Taiwan, Thailand, The
Netherlands, Turkey, Uganda, United Arab Emirates, Venezuela, and
Zimbabwe
 The action should be simple, repeatable with engaging students in moderate to
vigorous physical activity (MVPA)
Internationally Created Brain Breaks
Korean Health Dance Brain Break
Chinese Students Doing Korean Health Dance BB

(Chin, 2012)
Mexican Sport Mix Brain Break
Chinese Wushu (Animal Dance ) Brain Break
Chinese Wushu (Animal) Dance
Brain Breaks and Sing in South Africa

(Chin, 2014)
(Chin, 2014)
Thank You!

(i.dailymail.co.uk, 2014)

You might also like