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Comparative Analysis of the National Curriculum of Physical Education in Primary Education in Europe Based on Vector Model

A series of studies show the positive effects of physical education (PE) on students' development, the effective functioning of the school and school systems. Stead and Neville [12] highlight the positive effects of PE teaching on academic achievement, cognitive function, classroom behavior, psychological and social effects, and motivation for school. This understanding of the PE concept is not limited to the curriculum [7] but also refers to the aspect of children's thinking about the subject and the inclusion of cultural trends [2] in society. It is implicitly and explicitly based on orientation towards positive effects from a student's perspective [9]. Bailey [1] presented the results of PE's contribution to student development in the physical, affective, social, and cognitive domains of life. The potential of PE is evident from the contribution to the development of each of these domains, especially to the extent that young people feel connected to the school, the amount of positive social behavior within the school, and the development of skills that make them an active citizen. Generally speaking, consistent participation in physical activity is associated with a longer and better quality of life, with a reduction in the risk of illness along with the psychological and emotional benefits that physical activity provides. The particular relevance of PE to society today is based on specific physical activity opportunities and experience gained through exercise, play, and sports. This paper compares contemporary PE concepts, focused on the quality and standards of the PE curriculum. The purpose of this research is to compare national curricula of teaching PE on the primary education level as a basis for the determination of the status of this content in PE. Comparative analysis was used as a method on a sample of 27 official countries in the European Union. The obtained data provide a regional and individual national picture of PE in schools of EU countries, especially when looking at the findings of state bodies, although they do not detect all the problems that exist in practice. What contemporary research reveals, however, are congruent features in several areas of directing school policy toward PE and undoubtedly in some specific areas of practice.

Physical Education, Curricula, Vector Model, Comparative Analysis, Primary Education

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