The relationship between Physical Education and Sporting Disciplines.

The relationship between Physical Education and Sports: Wherever possible a link should be developed between the Physical Education and the sporting in general.
During the athletics competitions ,the teacher should scheme and plan Physical Education lessons in athletics skills since children will involve in althletics sporting activities.
Educational gymnastics lessons in the Physical Education should lead to the formation of gymnastic clubs, which shall be competiting sporting competitions or gymnastics displays on parents' day,community functions ,national special holidays or other special occassions.
Physical Educationball game skills must help pupils to master essential skills necessary for playing in the sporting competition at school ,cluster,district ,reginal ,national or international competitions for every game situation.
Educational Gymnastics is generally referred to the basic skills and techniques for supporting ,transferring and managing the body's weight through activities such as running ,juming ,balancing ,rocking ,rolling ,weight on hands and suspension with or without apparatus.Gymnastics is concerned mainly with the performer to be flexible ,strong and aesthetics on movement with the purpose to achieve even more difficult skills.
The two major forms of gymnastics recognised worldover are Olympic Gymnastics which are basically competitive in nature as it demands a lot of prescribed movements to be performed, Educational Gymnastics which based upon the analysis of human movement.
In educational gymnastics all of us has a body and what are we moving of the body ,that's either the whole or parts. When we move in space this is where we move in general or own space.
In moving the body or body parts with a certain amount of speed ,tension and energy this is how body movement done. At the same time we move in relation to other people ,apparatus and so forth.
At infant level the pupils are at the stage where they learn mostly by doing , where the physical and mental development are closely aligned. Therefore teachers should make use of activities at this stage. The infants are developing underlying abilities such as perception .selective attention ,spatial number and language awareness,relationships ,schemes and so on.Which usually the future mental and physical progress will definitely rely on .
In juniors the needs become different. The childern now find specific skills more challenging and they are motivated to practice independently to achieve high standards. These pupils should exposed to essential opportunities as it is likely that at a later stage their progress will be hindered .
The most suitable methods of teaching are guided discovery and problem-solving in which the pupils learn about themselves, their capabilities and limitations and they learn to understand movement.This can provide a platform on which to build not only more skilled gymnastics movement at a later stage ,but also skilled movement in other areas.
At the same time as children are developing should be encouraged to select ,think ,practice and be creative in their own movements. However the teacher must emphasize the quality to ensure improvement in skill and give a sense of achievement.
Minor and Major Games are simpler activities chosen for infants and much complex physical activities are chosen for juniours.
Participation in games should meet the expectations of pupils to have fun ,development and improvement in basic skills. The children should increase body awareness and improve body image.
The provision of success ,confidence and sense of self-worth , overall improvements of muscle co-ordination and fitness.Pupils can develop awareness of potential in a variety of sporting skills as they develop the sense of sportsmanship ,fair play through co-operation and consideration for others.
Therefore the teacher can generally consider activities which is challenging ,stimulate and interesting to be realistic enough for success to be realised.
The teacher must ensure safety precautions are observed as pupils focus on participation ,learning and experience rather than on competition to win. The selected activities should involve all pupils ,who progress slowly from the known to the unknown and from the simple to complex. The repetition of activities is necessary and provides reinforcement of learning. The skills to be taught should be broken down into simple step by step components where children balance vigorously in passive activities. Pupils will be molded to be firm ,patient and kind to children to involve them in games as they making rules as possible.
Outdoor Physical Educationactivities should be done in a specially organised times in the afternoon or preferably during weekends. Children's attention should be drawn to the conservation of resources.
Most of the activities can be carried out in the school 's play centre .The school 's outdoor area with trees ,poles ,rocks ,ropes ,ladders etc . After proper organisation hiking expeditions involving a number of other activities can be carried out.
Infants outdor activities include:
swinging twisting climbing
turning balancing turning
hanging sliding donkey ,horse bicycle riding shooting with bow and arrow
Juniors involve in :
introductory orienteering canoeing
hiking bicycling camping
back packing .