Physical Education in England and Germany: A Comparative Tale of Two Schools.

The value of comparative study lies partly in its capacity for creating a better perspective on one's own system, but also in its suitability for generating insight into cross-cultural problems and issues. This thesis is a comparative study of physical education (PE) in two schools, one from the former German Democratic Republic and one from England. Informed comparison is used to reveal the nature of PE as it is actually implemented in these schools, both of which offer a good representation of PE in their respective systems, and to make proposals for improving practice within these schools in particular and in PE in general. Using an adaptation of Holmes' (1965,1981,1991) model for comparative study in education, the socio-political contexts, economic circumstances and education systems are analysed with particular reference to the rapid social change evident in each society. This contextualises the examination of PE, which is conducted mindful of current problems, such as the identity of the subject in the latter part of the twentieth century and the requirements of adolescent pupils in contemporary society. Special importance is attached to Holmes' "mental states pattern", or the perspectives and deeply held beliefs of individuals. Teachers' and pupils' interpretations of PE are a central feature, therefore, especially those of the pupils which were revealed using a combination of repertory grid techniques, a like/dislike exercise and lesson observations. The relationship between pupils' interpretations of PE and teachers' intentions and beliefs, and between teachers' interpretations and official guidelines, emerged as critical issues. These tensions, together with other issues related to the pace of change in each system, provide a focus for recommendations for PE in terms of developing the teaching-learning environment, meeting adolescent incentive systems, and reviewing conventional wisdom on mixed sex PE lessons