In Participation in physical education is considered to be a fundamental right of pupils all over the world. In Hungary, where the rich elite sports traditions of the country are paralleled by the population’s moderate physical activity, the challenge posed by non-communicable diseases and growing obesity figures among youth was addressed by the introduction of daily P.E. in public education starting in the 2012/13 academic year. The objective of the present paper is to discuss, based on empirical research, the intended and unintended consequences of this measure in an educational and social context using the qualitative analysis of the views of key stakeholders and the quantitative analysis of statistical data on the infrastructural and personal conditions of P.E. The results indicate that neither before nor after the enforcement of the Act on Public Education were the infrastructural and personal conditions of daily P.E. created and, in addition to the intended consequences, a number of unintended consequences have also been encountered by various stakeholders. The study can also be regarded as an attempt to reveal these dysfunctions in order to contribute to positive changes in the area.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Christodoulou D. (2011).The Status of Physical Education in Cypriot Schools. Physical Culture and Sport. Studies and Research 50 110-117. DOI: 10.2478/v10141-010-0028-7
Elbert G. (2010a). Az iskolai testnevelés helyzetének és szerepének változása az 1990-es rendszerváltás után Magyarországon. Changes in the Situation and Role of School Physical Education After the 1990 Transition in Hungary. PhD thesis.Budapest: Semmelweis University.
Elbert G. (2010b). The Effect of the Amendments of the Public Education Act on the School Activity of the Physical Education Teachers. Physical Cultureand Sport Studies and Research 46 123-129. DOI: 10.2478/v10141-009-0010-4
European Commission (2007). White paper on sport. Brussels 11 July 2007.
European Commission/EACEA/Eurydice (2013). Physical Education and Sportat School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.
European Union (2008). EU Physical Activity Guidelines. Brussels 10 December 2008.
Green K. Hardman K. (2005). Physical Education: Essential Issues. London:Sage Publications.
Hamar P. Peters D.M. Van Berlo K. Hardman K. (2006). Physical education and sport in Hungarian schools after the political transition of the 1990s. Kinesiology 38 86-93.
Hamar P. (2012). MindenNATos testnevelés (Daily PE classes). Új Pedagógiai Szemle 62(11-12) 87-97.
Hardman K. Marshall J. (1999).Worldwide Survey of the State and Status of School Physical Education: Summary of Findings. ICSSPE.
Hardman K. (2004). Physical Education in Schools: A Global Perspective. Kinesiology 40 5-28.
Merton R.K. (1949). Social Theory and Social Structure (pp. 73-139). New York: Free Press.
National Physical Education Congress (1930). Decision of the National Physical Education Congress. Testnevelés 12(3) 924.
Pühse U. Gerber M. (2004). International Comparison of Physical Education: Concepts Problems Prospects. Aachen: Meyer und Meyer Verlag.
UNESCO (2012). Empowering Girls and Women Through Physical Education and Sport: Advocacy Brief. Bangkok: UNESCO.
UNESCO (2013).World-Wide Survey of School Physical Education: FinalReport.Paris:United Nations Educational Scientific and Cultural Organization.
WHO (2008). School Policy Framework: Implementation of the WHO Global Strategy on Diet Physical Activity and Health. Geneva: World Health Organization.