Reference : The History of Physical Education in Luxembourg
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/22965
The History of Physical Education in Luxembourg
English
Scheuer, Claude mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2015
History of Physical Education in Europe. Volume I
Zivanovic, Nenad
Pavlovic, Petar
Antala, Branislav
Pantelic Babic, Kristina
University of Pristina / FIEP Europe
I
156-172
Yes
978-86-82329-52-7
[en] Physical Education ; Luxembourg ; Curriculum ; International relations
[en] Physical education was established in Luxembourg in the 19th century by the Germans Euler and Stammer, based on the ideas and conceptions of Spieß. At that time, lessons in gymnastics were first held on an optional basis (1848), then compulsory for preparatory classes (1860), and finally compulsory for classes of lower secondary school (1892). Back then, Gymnastics were recognized as a subject mainly because of their recreative quality compared to intellectual activities. In 1908/1909, physical education became compulsory in all school grades at all levels. Objectives, content, and methods were inspired by the Belgian example and postulated the rational method of the Swede Per Hendrik Ling. This concept did not experience significant changes until the beginning of the 1970s, when the Ministry of Education defined two major strands in the physical education curriculum: basic activities and sport-oriented activities. This curriculum had different parts for boys and girls, with a focus on traditional cooperative games for boys and rhythm and dance activities for girls. It was only in 1980 that the dualistic, utilitarian, and rational conceptions of the 19th century were replaced by a new curriculum based on actual scientific and pedagogical findings. This process led to a sport-oriented concept – similar to the concepts in place in German-speaking countries at that time – which was implemented in 1985 and remained in place until 2009, considering physical activities with educating, competitive, exhilarant, and prophylactic aims. A new and very innovative curriculum concept was finally implemented in 2009.
http://hdl.handle.net/10993/22965

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