Question 8459 — teaching

Summary

Physical and sports education (PE) plays an essential role throughout schooling. It contributes to learning team spirit, a taste for cooperation, respect for rules, and self-esteem and respect for others. It also contributes to healthy living. In addition, surpassing oneself, inherent to sporting practice, helps to arouse in students a taste for effort which is essential to the success of anything. school career.  Playing sport at school trains future adults concerned about their personal achievement but also future citizens. It confronts each student with the rules necessary for acquiring the knowledge of living together respectful of the values ​​of the Republic, which includes respect for others, the values ​​of loyalty and collectively shared effort. PE at school also contributes to the development of each student who can enrich their experiences and skills through physical, sporting and artistic practice. It also helps to develop a culture of regular physical activity. In nursery school, the learning area “act, express oneself, understand through physical activity” contributes to the motor, sensory, emotional, intellectual and relational development of children. Physical activities contribute to education in health by leading all children to experience the pleasure of movement and effort, to know their body better in order to respect it, to refine their motor skills and to master new balances.  In elementary school and middle school, the common core of knowledge, skills and culture takes PE fully into account with the component “understanding, expressing oneself using the languages ​​of the arts and the body”. This one specifies that through physical, sporting or artistic activities involving the body, the student learns control and self-mastery. The common base is presented in the teaching programs from CP to 3rd grade, which specify that physical and sports education develops “access to a rich field of practices, with strong cultural and social involvement, important in the development of the personal and collective life of the individual”. Thus, throughout schooling, physical and sports education aims to form a lucid, autonomous, physically and socially educated citizen, with a concern for living together. It encourages children and adolescents to seek well-being and care about their health. It ensures the inclusion, in the class, of students with special educational needs or disabilities. Physical education and sports also introduces you to the pleasure of practicing sports. The objectives defined for high school students are not set back: the new physical education and sports programs published in special BO No. 1 of January 22, 2019 came into force at the start of the 2019 school year in second and first grades. They specify that physical and sports education aims to enable all students to enrich their motor skills, to build the conditions of their health, to develop their citizenship and to access a broad cultural heritage through physical, sporting and artistic practice. The organization and hourly volumes of teaching at the general and technological high school (decrees of July 16, 2018 published in J0 n° 162 of July 17, 2018) provide for the maintenance, from second to final year and for all paths and series, of compulsory common teaching of two hours weekly lessons in PE, as well as optional three-hour teaching. Thus, PE is the only discipline to be open under the same conditions, both in common and optional education, to all students of the general and technological education high school. As an optional education, PE therefore remains a discipline that all students of the general and technological high school can choose until the final year, regardless of their orientation projects. This configuration allows the in-depth study of EPS to remain accessible to as many people as possible. On the professional track, the organization and hourly volumes of lessons (decrees of November 21, 2018 published in the Official Journal of December 20, 2018) provide for a weekly schedule of 2 hours 30 minutes for all students. EPS is an integral part of the awarding of school diplomas. The five general EPS skills each participate in a core area whose assessment contributes to the national patent diploma. Likewise, the EPS is evaluated for the award of the baccalaureate. The Ministry of National Education and Youth issues the “swimming skills” school certificate provided for in Article D. 312-47-2 of the Education Code, which recognizes “the ability to swim safely”. It is included in the school booklet of the student. The problem of aquatic ease still stands out as a public policy issue. A national consensus conference will be dedicated to it in January 2020. Regarding the number of positions at external CAPEPS, it actually decreased between 2017 and 2018 but it increased again in 2019, going from 630 to 650. The number of positions at internal CAPEPS remained stable between 2017 and 2018 (70 positions) and increased in 2019 (80 positions). Furthermore, in addition to PE lessons, school sport offers voluntary students the opportunity to practice physical and sporting activities within the framework of the sports association of their school or their educational establishment. The Primary Education Sports Union (USEP) and the National School Sports Union (UNSS) lead this network of associations respectively at school primary and in secondary schools. They organize sports meetings and competitions, and encourage student volunteers to get involved in the sports association movement by becoming “young officials” (referees, organizers, coaches, reporters, etc.). The organization of the Olympic and Paralympic Games in Paris in 2024 is also an opportunity to promote the values ​​of Olympicism, which are also those of the school of trust: excellence, friendship and respect. The Ministry of National Education and Youth is mobilizing to support this momentum. He therefore decided to rely on the designation of Paris as host city to develop sports practice and promote civic and sporting values ​​in the school and extracurricular environment. In 2019-2020, for establishments that wish to do so, a call for “courses” projects in the morning, PE and sport in the afternoon” makes it possible to develop sports practice: 91 schools for a total of 250 classes and 27 colleges for a total of 159 classes are concerned. The creation of USEP sports associations is encouraged in primary schools. There were 3,713 school sports sections for just over 100,000 students in this system at the start of the 2019 school year. By 2024, there will be 1,000 new sections school sports as well as classes with flexible sports schedules which will be put in place. A “sport professions” sector has also been created in the professional sector. Furthermore, and in support of the lessons learned, a “generation 2024” labeling process was launched among voluntary schools and educational establishments in January 2018. More than 2,000 schools and establishments are already labeled to date. Likewise, large School sports competitions will be organized ahead of the Olympic and Paralympic Games. This is how the UNSS obtained the organization of the School Summer Games 2022, school Olympics which bring together 60 countries and 4,000 participants in around fifteen disciplines for each edition. Finally, in partnership with the Ministry of Sports and the sports movement, several actions such as the “Olympic and Paralympic week”, including the last edition took place from February 4 to 9, 2019, will be renewed each year until 2024. The appointment of a ministerial delegate to the 2024 Olympic and Paralympic Games, Rector Thierry Terret, makes it possible to coordinate the proper implementation of the various measures taken for a real development of sporting practice in the run-up to the year in which France will host the Olympic Games on its soil.

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