FÉDÉRATION INTERNATIONALE
D´ÉDUCATION PHYSIQUE
Fondée en 1923
FIEP
EUROPE
FIEP EUROPE
- Contact
- History
- Management
- Delegates
- Events
- Documents
- Awards
- Prince Faisal Prize
- Photogallery
- Videos
NEWS
7th European Congress, Barcelona, Spain, June 2012BECOME A MEMBER
You are 119111. visitor.
FIEP EUROPE: ACTION PLAN 2008 - 2012
FIEP has evolved from European antecedents in the 1920s. Over those 8 decades and particularly during the second half of the 20th century, a complex network of international organisations functioning in the domain of Physical Education and Sport-related activity and often with overlapping spheres of interest has emerged. Whilst FIEP has become strong in some economically developing regions of the world, in Europe there has been a gradual decline of FIEP Europe’s sphere of influence as tacitly recognised by a Discussion Paper (“the Future of FIEP Europe”, prepared in 1989 by then FIEP Vice-President, Europe, Walter Dufour and FIEP President, John Andrews
At the 4th FIEP European Congress hosted by Comenius University, Bratislava, Slovakia, 29-31 August 2007, it was agreed to prepare a visionary Action Plan for future FIEP activities within the Europe. To this end, Ken Hardman was asked to set up an Action Plan Working Group and present details of the proposed Action Plan at the FIEP World Congress in Vierumaki in August 2008. In addition to promoting FIEP parent body’s mission ideals and activities, FIEP Europe could undertake regional specific responsibilities to initiate, promote and foster Physical Education-related activities in the region proactively through events, publications, research, information communication and dissemination as well as through advisory, patronage remits. Formulation of an Action Plan affords opportunities to provide FIEP Europe with a strong ‘individual’ identity, to make a clear statement on the place and the role of FIEP Europe and to build bridges and create pathways for future initiatives and developments. These opportuni ties, however, will need to be grounded in an appropriate structure, facilitating easy information etc. communications exchange and interchange as an essential element for the proper development of future activities within the European region.
Bridges
1. Management/Administrative Structure
In order to facilitate any FIEP Europe’s continental region activity remit, a strategically and fundamentally important bridge to be built is the creation of a Management and Secretariat structure. This structure will need to be aligned with that of the FIEP international parent body but also will need accord with specific needs of the European region in relation to activities, projects and issues in a changed (and changing) Europe, particularly with an expanded European Union and extended co-operation between EU and Council of Europe countries. For functional administrative purposes, the creation of a secretariat will require office space. To this end, Comenius University, Bratislava, has already offered office space and funding is being sought from EU sources.
Action:Establish a FIEP Europe ‘management’ structure with authority vested in an Executive Committee (or an Executive Commission), the mission of which will accord with FIEP International (Parent Body) and specific European needs and issues. This Executive Committee to comprise elected/appointed officers, advisory representatives of 4 geographical entities (North, East/Central, South and West Europe) and co-opted members for specific purposes, operating under the chairpersonship of FIEP European Region Vice-President and administered by the dedicated Secretariat in Bratislava. NB. In order to expedite the development of the Management Structure, an Interim Management Group (or Working Group), chaired by the FIEP Regional Vice-President for Europe, could be established with a mandate to make recommendations for next step actions at an early-prescribed date.
2. Area/Special Interest Groups
Structurally it is important to have links, which facilitate a ‘giving voice’ to members approach in the region. One means to achieve wider involvement of members is through the establishment of discipline and area-based interest groups (e.g. Sports Psychology; Sports Sociology; Exercise Physiology; Biomechanics; Sports Management; Teaching Games for Understanding, Adapted Physical Activity; PE & Sport for the Senior Citizens etc.) with co-ordinating chairpersons. Establishment of such groups will assist not only in giving voice to a wider constituency of members but also in planning congress/seminar etc. programme schedules and contents. Currently the FIEP Parent Body has seven “International Sections”. FIEP Europe could adopt these Sections but with sub-divisions to extend specific fields of interest, for example the Scientific Section could have sub-sections in Biomechanics, Exercise, Physiology, Sports Psychology etc.
Action:Appointment of appropriately qualified or experienced Area/Special Interest Groups’ (A/SIGs) chairpersons (or co-ordinators), who will be responsible initially for establishing and developing Area/Special Interest Groups in accord with the FIEP International Sections together with appropriate sub-divisions, and subsequently for liaison between the Executive Committee and the A/SIGs and between A/SIGs and Conference etc. Programme Committees.
NB. The A/SIGs’ chairpersons/co-coordinators could also serve on the Executive Committee in an advisory capacity.
3. Website
For communication with the wider world as well as with members, it is an imperative to have a dedicated website to disseminate and exchange information, share knowledge, promote the organisation and its activities. In addition to a Home Page on the FIEP Network and Structures (‘About Us’), the site should embrace Membership details including a Membership Data Base, General and Sector Specific Activities (conferences, seminars, projects, good academic/professional practices etc.), Publications, Awards, Latest News/Newsletter, Partnership Networks and associated portal links etc.
Action:Creation and maintenance (by the FIEP Europe Secretariat) of a dedicated dual language (English, Slovak) FIEP Europe website with portal links to the Parent Body and other relevant agencies and associations.
NB. This website would also include reference to the FIEP interactive on-line site accessed via www.fiepbulletin.net
4. Data Base
A membership data base is essential for the communication information interface both internally within FIEP Europe and FIEP International Federation and externally for contact and information etc. exchange.
Action:Management Secretariat to establish as soon as possible and regularly update a data base of FIEP European members (individual and institutional) comprising contact addresses and spheres of interest or enterprise.
5. Membership
Membership retention and attraction of new members are important in capacity building. Existing members can be retained and new members can be attracted by a range and quality of services and activities available and rendered. Experience of those countries such as Finland where FIEP has a strong constituency of members can be utilized to formulate an increased membership strategy within and across countries. Consideration of the interface relationship between the FIEP parent body and FIEP European membership will be necessary.
Action:Executive Committee to formulate a strategy to retain existing, and attract new, members, in which the FIEP parent body-FIEP Europe interface will need to feature. The Committee should also explore ways and means of sharing membership funds between FIEP Europe and FIEP parent body.
6. Finance
Commitment to enterprise often relies on voluntary engagement, goodwill and ‘in-kind’ support but is difficult to sustain with financial resources. This Building Bridges-Creating Pathways Action Plan may draw upon such engagement and support but financial resource assistance is essential to successful implementation. For Projects, it may be possible to draw from European institutional research funding sources. However, for overall sustainability, other sources of finance are necessary.
Action:Identification of viable financial sources to fund administrative etc. and other dedicated activities. Identification should be followed up by attraction of potential investors/sponsors (European-wide institutions, e.g. banks, sportswear companies) to assist in funding activities organized by FIEP Europe.
Pathways
The above bridges provide an essential infrastructure for FIEP Europe to engage in and deliver services and activities within the European framework to the benefit of the membership and wider international communities. The services and activities can be framed as ‘Strategic Pathways’, which separately and collectively promote, foster and positively influence developments in, and of, PE and related activities.
1. Network Partnerships
Strategic collaborative partnerships with intergovernmental/governmental agencies (e.g. EU, Council of Europe, UNESCO, national agencies for PE/Sport/Physical Activity/Health), and non-governmental academic/scientific and professional European/National organisations (e.g. ENSSEE, ECSS, ENGSO and EUPEA), which have common and/or similar vested interests, are important in the processes of influence on policies and practices.
Action:Identification of relevant agencies and organisations and strategic development of mutually beneficial partnerships.
2. School PE and Sport Monitoring Clearing House.
UNESCO, WHO, Council of Europe and European Parliament have advocated regular monitoring of school physical education and sport. FIEP has potential as a key European Network organisation to contribute to the process of monitoring PE and Sport Programmes across the region by assisting in identifying Higher Education Institution (HEI) or Professional PE Association-based national and/or regional Centres. The identified Centres would provide annual update reports on developments. Additionally, the Centres would undertake regular monitoring surveys every five years in accordance with the various intergovernmental agencies’ recommendations. Collation and dissemination of annual monitoring reports and 5-yearly surveys’ findings would be undertaken by University of Worcester, UK, which has been status of UNESCO Monitoring Advisory Centre for the Physical Education and Sport Programme, in collaboration with the FIEP Europe Secretariat.
Action:FIEP Europe collaborate with the University of Worcester PE Monitoring Advisory Centre in monitoring School Physical Education and Sport across the region and assist in establishing a network of institutions in each country to inform the process annually and every 5 years by participating in a School PE Situation Survey.
3. Publications
(i) FIEP Bulletin
The FIEP Bulletin was first published in 1931 and is now distributed in over 120 countries. Hence, the parent body’s publication provides an excellent opportunity to reach a worldwide readership, inform an international constituency and contribute to debate on issues of international significance.
Action:Encourage European submissions to the FIEP Bulletin and establish a ‘Regional News’ corner in the FIEP Bulletin. Any such submissions should be included in the planned FIEP on-line publication. The action to be initiated by the FIEP Europe Management Secretariat.
(ii) Bi-annual FIEP Europe “Newsletter”/“Bulletin”
A regular “Newsletter” would represent an important pathway interface communication with members. Content would reflect FIEP Europe’s sphere of interests, especially European initiatives and developments, area/special interest group contributions, news from FIEP International and other FIEP Regions, conferences’ and seminars’ information etc., and sharing examples of good academic and professional practices. This publication would be produced by a designated “Newsletter” editor and would be distributed by the FIEP Europe Secretariat either in ‘hard copy’ or electronic format through the dedicated FIEP Europe web-site.
Action:Appointment of a designated “Newsletter” editor and distribution by FIEP Europe Secretariat via the planned website communication platform.
(iii) Journal
Apart from purposes related to dissemination of, and informing on, academic, pedagogical and professional knowledge and applied practices, a journal can serve to reinforce and foster identity of its constituent ownership. There are various types of journal, which could be developed by FIEP Europe, examples of which are as follows:
- A PE Impact Factor Journal- A Sport Science Impact Factor Journal
- A Professional Journal in PE
- A Professional Journal in Sport Science
- A Generic Scientific/Pedagogical Journal
In taking initiative in journal development, there are several considerations: the market, the competition, financial investment costs, editorial expertise and other human resource commitment, including time and energy consumption inter alia. It should also be borne in mind that the parent FIEP body already has an international journal (Journal of the International Federation of Physical Education – FIEP Bulletin). Internationally and specifically in the Europe region, there are several very well established journals variously concerned with Physical Education, Sport Pedagogy, and a range of Sports Science disciplines and/or areas and journals’ Publishing Houses are not easily persuaded to take on a new journal in what is increasingly being perceived as a highly competitive and somewhat saturated market and with high start-up costs (estimated at 140,000+ euros over the first 5 years). With such considerations in mind, realistically, therefore, it might be more pragmatic and expedient to explore alternative pathways to involvement with journal publication. One pragmatically expedient pathway solution may be to collaboratively work with, or ‘adopt’, an existing or proposed new journal. Recently, University of Worcester academics identified a niche market and submitted a proposal for a new journal (tentatively entitled (International) Graduate Journal of Sport (Science) & PE-related Studies) to several international publishing houses based in England. Routledge (Taylor & Francis group) and Sage Publications have shown serious interest in the proposal and the former has offered to publish the journal subject to its ‘adoption’ of the Journal by an international organisation. Such adoption would NOT involve any financial commitment by the international organisation.
Action:FIEP Europe Executive Committee/Management Secretariat signal its willingness to co-operate with the University of Worcester in publication of the (International) Graduate Journal of Sport (Science) & PE-related Studies) by ‘adopting’ the proposed Journal and recommending its membership to take out subscriptions (normally at publisher discounted rates) and collaboratively work with University of Worcester editorial and administrative personnel in the journal’s immediate and longer term development.
4. Conferences, Seminars, Meetings
There are numerous forms and types of ‘gatherings’ of academics, professionals and practitioners ranging from ‘real’ highly specific and scientific through hands-on practical workshop sessions to ‘virtual reality’ Internet forums etc.
The Biennial FIEP Europe Congress not only provides opportunities for disseminating research findings and illustrations of good professional practices, engaging in practical workshops and the like but also offers a platform for round-table discussions on, and/or forums for, relevant PE/Sport/Physical Activity and Exercise-related issues and exchange of ideas. In order to stimulate and support young people’s involvement in research, the biennial congress could also be an occasion to celebrate excellence in scholarly activity through an overall award or dedicated category awards, for which sponsorship could be sought.
Action:Continuation of the FIEP Europe Biennial Congress as the ‘flag-ship conference with proactive and advisory involvement of designated Special Interest Groups’ representatives in Programme Content/Schedule. Consideration be given to holding smaller scale Seminars/ Workshops in the year between biennial congresses and to development of internet forums through the website.
5. Projects
The Bologna Declaration and subsequent European inter-governmental policy Agreements and Commitments inter alia have provided an opportunity to harmonize programmes’ provision in a concomitant context of respect for diversity. The recently completed AEHESIS Project (2003-2007) facilitated an opportunity to undertake an audit of Physical Education Teacher Education (PETE)-related practices in Europe, from which it was readily clear that diversity in provision embedded in a complex range of antecedent and contemporary variables is prevalent. Throughout the four years of the AEHESIS Project, the PE Area Research Group adhered to harmonisation and diversity by framing core sets of principles intended to cross national and institutional boundaries through their inherent flexibility and adaptability to suit ‘local’ circumstances, conditions and traditions in PE-related developments. Conceptually and contextually, these core principles provide a template for a meaningful benchmarking basis for European-wide har monisation in degree level academic studies also leading to professional qualifications, PE Teacher Education Standards and European-wide accreditation, relevant to harmonisation processes of job market place qualifications. FIEP Europe has the potential to lead and/or be involved in a range of Projects. In the short/intermediate term, two project areas directly relate to European-wide issues: PETE Standards and Accreditation; and Continuing Professional Development.
(i) PETE European Accreditation and PE Teacher Education Standards
Whilst the concept of European-wide Accreditation of PETE programmes and consensus on PE Teacher Standards are idealistic possibilities, the harmonisation process involved presents a number of potentially problematic issues. These issues include:
- State legislation
- Diversity of practice
- Benchmark standards
- Accreditation agency
AEHESIS Project data pertinent to some of these issues are already ‘banked’ and would form a useful starting point for investigative research into Accreditation of PETE programmes and uniformity in PE Teacher Standards. The AEHESIS PETE Model Curriculum addressed ‘Standards’ through core principles of Programmes of Study learning outcomes and occupational competences. For European-wide recognition of required Standards, some refinements are desirable in terms of what teachers should know and be able to do.
Action:FIEP Europe engage with ENSSEE to seek European funding for Project(s) concerned with exploring (feasibility of) European-wide PETE Accreditation and making recommendations for a framework of Accreditation Benchmark Standards as well as for formulating definitive European PE Teacher Education Standards.
(ii) Continuing Professional Development (CPD): a European PE Master’s Programme
Professional development should not cease on completion of initial teacher training. Across Europe, there is increasing recognition of the need for CPD as a continuous process throughout an individual’s professional career, especially as it has a key role in raising and/or enhancing educational practices and standards. Such a role acknowledges the need for keeping up with subject and its delivery-related developments and/or career specialisation (for example as a PE advisor or supervisor, inspector, curriculum development planner/policy-maker, school/youth sport organiser etc.) for which further qualification(s) may be required. The already established European PE Master’s programme is one example of continuing education leading to further qualification, which combines academic and professional development. However, this Programme now only attracts a few students from two European Universities on a biennial basis and there are doubts whether the Programme in its present format is sustainable. Because of t he latter situation as well as pan-European developmental changes in higher education provision and programmes, especially since the Bologna Declaration, intergovernmental political interventions (e.g. Council of Europe, European Parliament, EU White Paper on Sport and subsequent recommendations adopted by both the European Parliament and Council of Europe) and growing recognition of various/different ‘Pathway Routes’ to qualification connected with employability, the time is ripe to revisit the European PE Master’s Programme.
Action:The proposal is that EU (or similar) funding be sought by a group of experts (comprising representatives of the original European PE Master’s Curriculum Development Committee and vested interest FIEP Europe HEI members) co-ordinated by the University of Worcester
6. Awards
A system of awards has the propensity to publicly celebrate excellence in practice and distinction in service as well as raise the general profile and image of the award-making agency. At present the FIEP Parent Body offers two awards: Prince Faisal Prize; and FIEP Cross of Honour.
Action:FIEP Europe Executive proactively encourage its membership to compete for the Prince Faisal Prize and recommend outstanding achievements of European scholars and practitioners in the field of PE for the award of "FIEP Cross of Honour". FIEP Europe Executive Committee should consider specifically European awards such as, for example, celebration of excellence in scholarly or professional activity through an overall award or dedicated category awards, for which sponsorship could be sought. The Thulin Prize could be re-instituted as one such European award.
7. Patronage
Patronage support is not only an indicator or external perception of agency esteem, but also provides opportunities for raising profile and image within the wider public community.
Action:FIEP Europe Executive Committee to encourage applications for patronage support for relevant PE/Sport-related (education) activities/events within and across European countries.
____________________________________________________________
