ABSTRACT
PE, by its very nature, involves challenges, adventure and inherent risks. The importance of teaching safely and safety in PE is highlighted in numerous publications (e.g. BAALPE, 1999; Bailey, 2001; Capel, 2000; DfEE/QCA, 1999b; Kelly, 1997; Leask, 2001; Raymond, 1998, 1999; Severs, 2003; Williams, 2000). For example, Capel (2000) acknowledges that although safety considerations have always been of significant importance for PE teachers, in this era of litigation, PE teachers need to balance safety requirements with the need for pupils to engage in a wide range of PE experiences. Raymond (1999) emphasises the need for teachers to develop a culture of teaching safely and safety in PE (and, by implication, pupils learning safely and about safety), thereby creating and managing a safe learning environment that controls and minimises potential risks and maximises pupils’ learning experiences in PE activities and in all phases of education. Every tragedy, accident or injury that occurs highlights the importance of safe practice and the need to adopt procedures that minimise the likelihood of a recurrence of such incidents. The Concise Oxford Dictionary (see Thompson, 1995: 1213-14) defines ‘safely’ as: ‘free of danger or injury’, and ‘safety’ as: ‘the condition of being safe; freedom from danger or risks’.
