Antropomotoryka nr 55.indb - Akademia Wychowania Fizycznego w ...

Robert Szeklicki
3. BŁĘDY, czyli co robimy źle w konstruowaniu i interpretacji norm sprawności fizycznej dzieci i młodzieży.
4. POZYTYWNE PRZYKŁADY, czyli jak konstruować i wykorzystywać normy sprawności fizycznej dzieci i młodzieży.
Dodatkowym celem pracy było wprowadzenie do zagadnienia i zaproszenie naukowców reprezentujących
różne dziedziny nauki do dyskusji o tworzeniu i wykorzystaniu norm sprawności fizycznej dzieci i młodzieży.
INTRODUCTION
The present paper focuses on the issues of establishment
and usefulness of physical fitness norms in physical
education of children and adolescents. The usability
and, in particular, correct interpretation of physical
fitness normalization have been grossly neglected in
physical education practice. It is, after all, an aspect of
educational practice implying the efficiency of physical
education. As regards the common practice of regarding
results of physical fitness evaluation as the main
– or sometimes even the sole – assessment school
grade criterion at school, one can hardly resist an impression
that it is a great waste of efforts, not only those
of PE teachers. A change in teachers’ attitude as well
as a slightly increased teaching workload can bring
about educational outcomes which can greatly affect
students’ current and prospective life and health. How
can it be accomplished? Before providing some g o o d
examples of actions, let us consider first the o b l i -
gations of physical education related to the postulate
of physical fitness improvement. P r o b l e m s with
the establishment of physical fitness norms should be
analyzed since the awareness of them is also necessary
for interpretation of obtained results. Finally, valid
conclusions must be drawn from obvious m i s t a k e s
commonly made not only by PE teachers.
OBLIGATIONS
or endorsement of physical fitness development as
one of the basic aims of physical education
Regardless of the way it is understood, the appropriate
level of physical fitness remains a positive and much desired
human “property”. Taking care of proper development
of physical fitness in childhood and adolescence is
translated into undertaking appropriate actions as one of
the basic aims of physical education. From ancient times
it has been undoubtedly the most characteristic and
spectacular mission of physical education. The famous
quotation from Satire X by Juvenal: “A sound mind in
a sound body” has always been and still is the leading
maxim for generations of physical education teachers.
It has additionally emphasized the significance of man’s
physicality for his spiritual development. Such a philosophical
premise, justifying physical education acts, fulfilled
its function quite effectively a long time ago, when
life challenged man to undertake physical efforts at any
age and in any profession. Physical education should be
part of general education preparing man to live an independent,
adult life. Today, in the face of the scope of
demands of the modern world, the underlying assumptions
and principles of development of physical fitness in
physical education are in need of revision.
The starting point should be an analysis of the longer
line from Juvenal (not only its most known fragment
taken out of context): “Orandum est ut sit mens sana
in corpore sano”. Usually the second part of the line
is quoted but, in fact, the Roman poet explicitly stated
that: “I t i s t o b e p r a y e d that the mind be sound
in a sound body”. The line therefore is an expression
of a desire rather than an automatic interrelation, which
turns out to be a logical and semantic overstatement. Not
always is there a sound mind in a sound body, and not
always is there an unsound mind in an unsound body.
Once such a deliberation is projected onto the reality and
health hazards of the modern world, especially those
resulting from the sedentary lifestyle, we will easily notice
the obsoleteness of the aforementioned philosophical
premise. Thus, a reversed way of thinking has been
dominant in physical education for a few dozen years:
proper education (“sound mind”) causes the possession
of a fit and healthy body [1, 2, 3]. How does this translate
into the ways physical fitness is developed? Modern man
must be prepared to a take lifelong care of his body (including
maintaining a good level of physical fitness) since
no amount of gathered fitness and health is enough to
last for a lifetime. Physical education does not end once
one leaves school. Even the most athletic body and best
trained muscles will not remind us to be taken care of. The
decision to take care of the body lies in human awareness
and in the sphere of values, which are developed as
axiological competences in the process of education.
In view of the above a question should be asked
whether the traditionally exhibited biologistic trend in
physical education (with its priority given to physical fit-
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