2024, Volume 20
The 'physiotherapist in every school' project is the first step in replacing the physical education paradigm with the subject of preventive medicine in every type of school – a perspective to improve public health and safety in a rational community
Wojciech Dobosz1, Bartłomiej Gąsienica-Walczak2, Artur Kalina3, Roman Maciej Kalina4, Michał Kruszewski5, Elizabeth Waszkiewicz6, Patryk Wicher7
1Academy of Applied Sciences in Nowy Sącz, Nowy Sącz, Poland
2Health Institute, University of Applied Sciences in Nowy Targ, Nowy Targ, Poland
3Plus-Rehabilitation Services Ltd., Cristal Lake, United States
4EKO-AGRO-FITNES Prof. Roman M. Kalina, Piwniczna-Zdrój, Poland
5University of Physical Education J. Pilsudski, Warsaw, Poland
6State School of Music I and II Degree, Suwałki, Poland
7Wyższa Szkoła Biznesu – National Louis University in Nowy Sącz, Nowy Sącz, Poland
Author for correspondence: Roman Maciej Kalina; EKO-AGRO-FITNES Prof. Roman M. Kalina, Piwniczna-Zdrój, Poland; email: kom.kalina@op.pl
Abstract
This article belongs to the category ‘perspective’. The cognitive goal is a hypothesis that we believe to be true: tolerating the paradigm of physical education as a subject in schools of various types is counterproductive with regard to all dimensions of personal health and safety, while the simplest of the necessary interventions in rational communities is the implementation of the 'physiotherapist in every school' project we recommend.
The application goal is to intellectually challenge this hypothesis to be verified by both artificial intelligence and unlimited independent research entities. The complementary approach, as the core method of INNOAGON, offers open sets of indicators that cover the following sectors: I of existing regulations on education (from kindergarten to universities of the third age), health and science; sector II of monitoring evidence-based knowledge, which deals with the three dimensions of health (somatic, mental, social) and personal security; sector III of coordinating and economization of activities; sector IV of legislative practice, i.e., lawmaking, the idealization of which we link to the fulfillment in a balanced way of concern for individual and public health and personal and collective security; sector V of innovation that remains in relation to the object of exploration of the aforementioned sectors.
The most general results are based mainly on data from Poland. In our opinion, these are examples of simple indicators suitable as criteria for analysis and synthesis in sundry countries or local communities. Attention is drawn to the obligation of four lessons of physical education (PE) in primary schools from 4th to 8th grade (from the 2009) and 60 hours of lessons during first year of full-time studies (once a week for 90 minutes). We dedicate the broadest message to the innovation sector by concluding with a model of the weekly structure of physical education lessons, which, on the one hand, accumulates the most important recommendations of science, and on the other – by remaining only a model – compromises those responsible especially for the quality of coordination of public health issues.
The conjunction of the data from all the examples leads to the elementary conclusion that continuing to ignore Arnold Whitehead's perspicacity, instead of the expected social progress, will end in its negation. Whitehead does not articulate this so directly, but in Chapter 13 of Science and the Modern World he states: 'The tasks of coordination are left to those who lack the strength and character to succeed in any particular field’. The fulfillment of the social mission of science in the area of training competent coordinators of public health and personal security of the future is precisely combined with preventive medicine, which in educational terms should replace as soon as possible the counter-effective paradigm of physical education. However, this is already a separate project.
Key words: aggressiveness, bad posture, safe fall, INNOAGON, musical prevention, self-defence, survival, violence