Delegates discussed about activities of ASEAN and Japan in the field of PETE in the field of physical education and school sports in SEA countries.
Professor-Dr Yoshinori Okade, of the Nippon Sport Science University (Japan), who is also director of a project to develop physical education teachers and sport trainers for people with disabilities, directly hosted the conference.
Professor-Dr. Yoshinori Okade introduced an overview of the project, ASEAN-Japan's program and the results achieved in 2024. A plan was built based on the results to develop a comprehensive physical education teacher training program according to ASEAN standards in the period 2025 - 2027.
According to him, the main goal of the project is to promote the development and improve the ability for PETE and PSD throughout the years.
Therefore, an introduction of comprehensively quality physical education teacher training standards is of great significance in promoting the development of school sports in countries in the Southeast Asia region.
To explain the positive meanings of the project, Professor- Dr. Yoshinori Okade raised many questions for delegates to discuss and propose more effective solutions for the future.
Specifically, topics raised include: Competence, knowledge and standard skills for physical education teachers before they begin teaching? How to develop comprehensive ASEAN’s PETE standards?...
In the overview presentation of the project, ASEAN-Japan program, Professor, Dr. Yoshinori Okade especially emphasized the 6 national standards for physical education teacher training (from the initial implementation of the project in 2017). Specifically:
Standard 1 is the basic knowledge. Physical education teachers must understand the scientific foundations and theory of general and specialized knowledge in physical education for students from kindergarten to grade 12.
Standard 2 is about the dexterity and health of physical education teachers. Specifically, physical factors must be well ensured through basic movement skills; their dexterity in sport activities (e.g. games and sports, water sports, dance and rhythmic activities, exercising, outdoor activities, individual performance...).
Standard 3: planning and implementation. Accordingly, people working in physical education must be able to apply theory and basic knowledge to plan and implement their learning experiences that are developmentally appropriate to local and state standards, and/or SHAPE America National Standards and Grade Level Outcomes for K-12 Physical Education through the effective use of resources, adaptations and/or modifications, technology, and metacognitive strategies to address diverse needs of all students…
Standard 4: manage and provide guidance so that each physical education teacher must attract students to their subjects through experiential activities, body language skills as well as technology applications in learning to improve the quality of the subject.
Standard 5: assessing student learning. Accordingly, physical education teachers must make decisions and perform appropriate assessments to monitor student progress and guide them about decision-making in choosing appropriate learning methods and subjects (sports, sport activities).
Standard 6: Every physical education teacher needs to demonstrate good professional qualifications and ethics to become effective instructors for students. Along with that, they should regularly update knowledge and improve expertise to have many initiatives to promote the development of physical education...
The workshop received many opinions from delegates representing 10 Southeast Asian countries (except Timor-Leste).
The host representative from the Ministry of Education and Training said physical education and school sports always received attention from the government for many years in Viet Nam.
Regarding physical education, every year the Vietnamese Ministry of Education and Training coordinated with the Sports Authority of Viet Nam (SAV) to organize training programs for teachers in charge of physical education at schools from kindergarten to high school to ensure standards were met.
This training program was held annually throughout 63 cities and provinces nationwide, helping physical education teachers promptly update development trends, new and useful teaching knowledge which would lure students’ attention.
Regarding the tournaments and events organized within the framework of school sport activities, the Vietnamese Ministry of Education and Training always coordinated closely with the SAV, federations and associations of sports to provide professional advice and guidance of the highest quality.
In addition, Viet Nam actively mobilized social funding sources to successfully organize school sport events at national and international levels...
A representative from Cambodia also raised his notable opinion.
He said the ASEAN-Japan program’s statistics showed that comprehensive training for physical education teachers in Southeast Asian countries made remarkable increase in quality.
A physical education teacher training program was organized and implemented through the National Institute of Physical Education in Cambodia last year. This program attracted about 83.13 per cent of physical education teachers to attend the workshop (held online).
The candidates and physical education teachers attending the workshop and participating in training programs all had good working ability, high determination and passion for activities related to physical education.
These led to the high effectiveness of this program’s training courses and workshop.
In addition, Cambodia also regularly (annually) sent teachers and people working in physical education to participate in training courses abroad to improve their expertise and learn valuable experiences from model countries in physical education and school sports. In return they would deploy and apply what they learned in Cambodia.
A representative of Brunei said in 2024, this country conducted a survey of 160 physical education teachers, (including 88 primary schools and 72 secondary schools).
Brunei currently is home to 3,000 teachers/a population of more than 400,000 people. It means that less than 1 per cent of Brunei's population has physical education certificate.
This number is quite modest, which is why people working in the field of physical education here have established a group and will meet every month, quarter, and year to discuss the benefits if physical education in schools is spread wide in the community.
These people are mainly physical education teachers at schools. They regularly exchange and share their experiences in teaching along with new and effective methods and engaging lectures.
Brunei is currently developing a plan for a training program for physical education teachers in 2025 through different activities (practical classes, outdoor activities...) to improve and ensure the comprehensive expertise of physical education teachers.
This is very meaningful and useful when Brunei is honored to host the 14th ASEAN Schools Games in 2025.
The representative said the knowledge and skills gained from this ASEAN-Japan workshop were definitely useful lessons and valuable experiences to help Brunei better develop school sports in general and physical education in particular.
As in plan, the ASEAN-Japan Workshop 2025 will take place from February 24 - 27. Delegates will have a field trip and survey of physical education work at some schools in Viet Nam on February 25.
Thanh Ha