Preparing the Boys for War Compulsion or Coercion? Physical Education and Training, 1919-1939
Post 1919 saw an emerging organisation of national resources as anticipation of a potential second major war became more widespread. One prime resource was the youth of the nation – and much was achieved through massive investment in physical activity. This paper demonstrates how – through the mechanisms of sport, physical education and outdoor activities – such changing perceptions initiated major developments in schools from curricula to the establishment of school medical services. Evidence is collated from academic research, personal testimonies and records of schools. In the past the widespread view was that fascist and communist states coerced their young men, whilst UK developments were purely voluntary. This paper seeks to challenge that, demonstrating that whilst UK changes might not have been overly directed by law, the full machinery of the state was extensively and actively involved in changing attitudes, beliefs and pursuits.
Intersecting the body and curriculum: Nineteenth-century dandyism and physical training
Abstract The purpose of this paper is to situate the body's place within school curriculum as a product of history. In doing so, this paper explores nineteenth century historical archives, documenting early approaches to physical exercise and activity in schools. In reading the writings of Dio Lewis and Dudley Sargent, early advocates for physical exercise in schools, I argue that early approaches to physical activity in schools glimpse not only the struggle over the body as it intersects with university curriculum but also an alternative orientation toward the fashioning and disposition of the self, one that resembles the esthetic of nineteenth-century Dandyism. It is this alternative, perhaps subjugated, orientation that provides an opportunity to reconsider the current status of the body within school curriculum.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.