ABSTRACT
We have chosen to call this chapter Participation and Learning as we believe that these are the objectives of any physical education (PE) programme and they are intrinsically related to each other. Participation as an objective is a pretty obvious one and indeed is probably the primary one, in that all others stem from it: put another way, it is difficult to see how other objectives can be attained if participation is not achieved in the first instance. Participation comes in many forms: it can be in the usual manner where the children are all engaged in the physical activity prescribed by the teacher, and all are participating either individually or in groups, but participation can also be achieved by supporting another child in some activity; simply by acting as a support, such as holding another child in a balance. This too is a participatory experience, with the child being actively involved in the lesson. The child is included and, as such, is participating: even if he is observing, as long as it is active observation rather than passive waiting, he is still participating. Part of this chapter will outline ways in which children can be included in activities in order that their participation is real. This involves adaptation of activities, equipment, rules, playing areas and grouping as well as support. Active participation becomes a necessary condition for learning to occur, but it is not a sufficient condition.
