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Lanuza Brosed, Raúl, Ana Ponce de León Elizondo, Eva Sanz Arazuri und Mª Ángeles Valdemoros San Emeterio. „La clase de educación física escolar como generadora de un ocio físico-deportivo (The School Physical Education class as a generator of Physical-Sportive Leisure)“. Retos, Nr. 22 (07.03.2015): 13–15. http://dx.doi.org/10.47197/retos.v0i22.34576.
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El presente artículo persigue conocer las relaciones que pueden darse entre la educación física escolar y la práctica físico-deportiva (PFD) de ocio en la población de adolescentes y jóvenes oscenses de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional, discriminando en función del género. En la presente investigación, el nivel de satisfacción referente a las clases de Educación Física (EF) vivenciadas se plasma a través del nivel de utilidad que se le asigna a dichas vivencias a la hora de introducirse en la PFD extraescolar. Entre las principales conclusiones se comprueba que, escasamente, la tercera parte del alumnado oscense afirma con rotundidad que le sirvió como vía de acceso a la práctica extraescolar. Asimismo, la consideración de que las clases de EF suponen una vía de acceso a la práctica físico-deportiva extraescolar es un factor asociado a las mujeres, exclusivamente. Cuanto más útiles les resultan las experiencias vividas durante las clases mayor es el número de alumnas que siguen practicando y menor el número de abandonos. De hecho, siete de cada diez alumnas que califican estas clases de muy útiles se mantienen practicando y tres abandonan. Esta relación no se establece en el género masculino. Palabra clave: Ocio, educación física, práctica físico-deportiva, comportamiento físico-deportivo.Abstract: this article tries to know the relationships that can be found between School Physical Education and Leisure Physical Sportive Practice among the population of teenagers and young people from Huesca who study Compulsory Secondary Education, Bachillerato, Professional Studies, taking into account the gender. In this research, the satisfaction level referred to the experienced physical education lessons is expressed through the level of benefit that is assigned to those experiences when young people start extracurricular physical-sportive practice. Among the main conclusions, it is checked that poorly one out three of students from Huesca, states that physical education lessons were useful to access extracurricular practice. As well, the consideration that physical education lessons are a way to access to extracurricular physical-sportive practice is mainly associated to women. The more useful are the lived experiences during P.E. lessons, the more is the number of feminine students who go on practicing and less is the number of people that give up sport. In fact, seven out of ten of feminine students who refer to these lessons as very useful, keep on practicing and three of them abandon physical activity. This relationship is not established taking about masculine genre.Key words: Leisure, physical education, physical-sportive practice, physical-sportive behavio.
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Sekot, Aleš. „Sport and Physical Activities in the Czech Republic“. Physical Culture and Sport. Studies and Research 48, Nr. 1 (01.06.2010): 44–65. http://dx.doi.org/10.2478/v10141-010-0006-0.
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Sport and Physical Activities in the Czech RepublicThe situation on the field of physical/sportive activities in Czech Republic has been affected in the course of recent decades with fundamental political, economical and cultural changes of transforming society and general situation of workforce in context of sedentary society in particular. To contribute to increasing knowledge of the present-day position of sport in the Czech Republic means to search the relevant relations of municipalities and their policies to various levels of sport. To discuss the situation of sport includes describing the present position and role of sport activities in different societal and demografic parts of society too. From the perspective of the situation in sport delivery at the municipal level it must be borne in mind that there are diverse voluntary sports organizations in existence within the municipality, and, naturally, there is also the private sector. Underlying health determinants of a socioeconomic nature play a major role in causing vulnerability to health risks, including obesity as relevant negative reflection of passive way of life. Representative documents retrieved on national and school policies reflected by findings of the PREVOB Project confirmed mutually dependent and interconnected topical issues like nutrition policy and physical activity policy. The phenomenon of physical/sportive activity is connected with lifestyle behaviours. The most critical policy area on physical/sportive activity is the sole fact of sedentary nature of contemporary society: a very high level of prestige of sport and sportive activities in Czech society is incompatible with a very low level of practical regular physical or sport activities.
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Souleymane Diallo, Par. „L EDUCATION PHYSIQUE ET SPORTIVE : DES VOLONTES ACTEES AUX DEFAILLANCES PRATIQUES“. International Journal of Advanced Research 9, Nr. 12 (31.12.2021): 201–9. http://dx.doi.org/10.21474/ijar01/13893.
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Physical and sports education, as well as legislative and pedagogical law, is characterized by its marginalization of which institutional causes are indexed in this study. Data on documentary research, participatory observation and maintenance with resource persons, state of the existence of general inspectors of education and training in EPS, of the deficit of specialty inspectors EPS, from the initial absence of training in STAPS from elementary school inspectors, school principals who do not require the practice of this discipline for the masters candidates in the CAP, principals validating the temporary transfer of hours of EPS in the disciplines of cognitive knowledge, exclusion of motor education in the promotion of quality, lack of adequate space for practice, time jobs and programs that reserve few time and coefficient factors to discipline in the fundamental cycle.
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Koval, Rostyslav, Olha Romanchuk, Ulyana Protsenko, Andrii Sova und Olesia Tatarovska. „The peculiarities of elaboration of the French-Ukrainian and UkrainianFrench dictionary of physical education and sport“. XLinguae 14, Nr. 4 (Oktober 2021): 282–98. http://dx.doi.org/10.18355/xl.2021.14.04.19.
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In this article we analyze the principles of elaboration of the French-Ukrainian and Ukrainian-French dictionary of physical education and sport / PES. In the dictionary, we include the terms to name the sites where a sporting activity takes place; the names of players and sportsmen; medical professions; equipment and accessories; sports; competitions and rules; people and structures that follow these regulations; institutions and organizations; verbs related to sport; techniques and styles; results, procedures and reactions; sports medicine terminology. The practical results will improve the possibilities of teaching French for students of physical education and sport, and for those who want to learn French for specific purposes (PES).
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Léziart, Yvon. „Savoir savant et transposition didactique en éducation physique et sportive“. STAPS 18, Nr. 42 (1997): 59–72. http://dx.doi.org/10.3406/staps.1997.1086.
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Work on secondary school teaching methods in general and that of mathematics in particular has shown up the gap between mathematics at the research level as opposed to maths taught in schools. The principle of this type of research is known as teaching transferal. Internal debates as to the pertinence of this concept divide researchers in maths and specialists of the teaching of other scientific subjects show themselves to be equally critical of the strict application of the concept put forward by Chevallard in particular. The concept would appear to be more difficult to apply to academic subjects which carry a high social profile. This article pursues consideration of the application of this concept to Sports and Physical Education.
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Durand, Marc. „L'estimation de la difficulté des tâches motrices par des enseignants d'éducation physique et sportive“. STAPS 7, Nr. 14 (1986): 43–50. http://dx.doi.org/10.3406/staps.1986.1473.
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The accuracy of appraising the difficulty of motor tasks by physical education teachers, is studied in two experiments. The subjects must esteem the energy cost of forteen physical activities and sport, and twenty-seven motor tasks, on a seven points rating scale. The results show an accurate general estimation of this energy expenditure, some errors about the effect of recuperation, and a tendency to under-estimate the tasks when they are easy and to over-estimate them, when they are difficult.
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Venero Valenzuela, Juan Pablo. „La clase de Educación Física como motor de cambio social. Reflexionando sobre actividades en la naturaleza, curriculum oculto y valores (Physical Education class as a vehicle of social change. With regards to outdoor activities, hidden curriculum and“. Retos, Nr. 11 (28.03.2015): 51–53. http://dx.doi.org/10.47197/retos.v0i11.35048.
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Numerosos docentes piensan que el hecho de practicar actividad física contribuye, en sí mismo, a la educación en valores de nuestro alumnado. Con frecuencia la práctica de deportes (especialmente los que aparecen en los medios de comunicación) conlleva «contravalores» que reproducen modelos sociales que sería importante cambiar desde los centros de enseñanza. Es necesario que reflexionemos y planifiquemos los valores que queremos cultivar en nuestros discentes. Nuestras sesiones de Educación Física no nos aseguran una transmisión de valores correcta por el mero hecho de la práctica deportiva.Abstract: Numerous teachers believe that the fact of practicing physical activities contributes, by itself, to the values education of our students. Practicing sports (specially those which appear in mass media) involves «counter values» which reproduce social models which should be changed from education. There is a need to consider and plan the values we want to develop in our pupils. Our Physical Education sessions do not ensure a correct transmission of values by the mere fact of the sportive practice.
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Cojocaru, Adin-Marian, Marilena Cojocaru, Anca Jianu, Rocsana Bucea-Manea-Țoniş, Dan Gheorghe Păun und Paula Ivan. „The Impact of Agile Management and Technology in Teaching and Practicing Physical Education and Sports“. Sustainability 14, Nr. 3 (22.01.2022): 1237. http://dx.doi.org/10.3390/su14031237.
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The context of the COVID-19 pandemic has caused educational institutions and sports clubs to change their management strategy. Due to the modernization of computer technology, physical education and sports (PES) teachers decided to include this technology in their teaching activity to help students and athletes to acquire PES-specific transversal skills and digital skills, and also to increase the attractiveness of the lessons. The present research aims at assessing the challenges and opportunities of technology and adopting an Agile Management style to improve the teaching, learning, and practice of PES. Therefore, a survey was conducted on PES teachers and trainers, as they have a clear perspective on the field and their views are therefore very important and relevant to our study, even if they do not have solutions for all the challenges facing them. They were asked to share their professional opinions regarding the implementation of digital methods and applications on the sportive results of performance sportsmen, athletes, and students. The survey, conducted on 144 respondents, contained mostly multiple-choice questions rated on a Likert scale and open-ended questions allowing respondents to offer solutions and express their opinion freely. This article demonstrates the positive influence of Agile Management in the choice and implementation of technology dedicated to PES.
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Coelho Teixeira, Mário, Diogo Gonçalo, Jordi Segui-Urbaneja und André Dionísio Sesinando. „Sport in the military context: A national and international analysis from the perspective of sport management“. Retos 49 (06.06.2023): 468–77. http://dx.doi.org/10.47197/retos.v49.99280.
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The regular practice of sport is today fully accepted as a condition for a more active life and healthier habits, as well as for a balanced physical and emotional well-being, assuming greater relevance in the military context and in the world peace between nations, where physical and psychological preparedness assumes special importance. The research aimed to explore military sport by analysing its main international characteristics, as well as to identify the socio-demographic profile of military personnel in the Portuguese Armed Forces, their sports practice habits and opinion about the development of military sport in Portugal. Methodologically, it is a quantitative-descriptive study of an exploratory nature, in which, in addition to the research of several official documents, a questionnaire was applied to military personnel about their sportive habits, obtaining 566 valid answers. The results show a high number of member countries (n=140) in the organisation of international military sport, as well as sport disciplines developed (n=38) and participants in the events held, contrasting with a not very significant Portuguese participation. The main reasons are: (a) insufficient support for athletes; (b) infrastructures that do not offer the best training conditions; and (c) insufficient recognition by military institutions. Regarding the sport routines, it was found that 19.6% do not practice any physical activity at all. We conclude that despite the interest in participating in military sporting events, the portuguese military personnel reported the need for greater investment and promotion to encourage their participation. The need for greater openness from the military institutions themselves is another of the reasons mentioned for strengthening their training conditions and recognising the potential of military sport. Keywords: Sport management, sports development, sport and active life, military athletes, military sport.
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Bretz, Kathrin, Harald Seelig, Ilaria Ferrari, Roger Keller, Jürgen Kühnis, Simone Storni und Christian Herrmann. „Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life“. International Journal of Environmental Research and Public Health 19, Nr. 21 (05.11.2022): 14537. http://dx.doi.org/10.3390/ijerph192114537.
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In (pre)school, children acquire and deepen their basic motor competencies (BMCs) and interact with peers and friends. BMCs are a central developmental goal in childhood and the prerequisite for participation in sportive aspects of social life. Both motor competencies and social integration are linked to children’s health-related quality of life (HRQoL). The aim of the present study was to describe the connection between BMCs, social relationships, and aspects of HRQoL in (pre)school children. In this study, the BMCs of N = 1163 preschool children (M = 5.7 years, SD = 0.57, 52% boys) and N = 880 first and second graders (M = 7.5 years, SD = 0.58, 51% boys) were tested. The children’s social integration was assessed by the teachers; the HRQoL was recorded from the parents’ perspective. In both preschool and primary school, children with better BMCs also showed higher values in their social integration. Moreover, the results indicated a connection between BMCs and general HRQoL in primary school and BMCs and physical well-being in preschool. As BMCs, social integration, and HRQoL seem to be connected in (pre)school, this should be considered both from developmental and health-oriented perspectives, as well as for physical education (PE) lessons.
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Antunes Júnior, Rogério Alves, und Admir Soares de Almeida Junior. „O avaliar na educação física escolar“. MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 4, Nr. 2 (31.08.2020): 180–89. http://dx.doi.org/10.29181/2594-6463-2020-v4-n2-p180-189.
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Resumo A avaliação na atualidade vem sofrendo questionamentos e novas possibilidades estão surgindo. Os documentos norteadores educacionais recentes apontam para uma avaliação qualitativa e processual. Na Educação Física escolar, esse movimento acontece na superação de um modelo avaliativo esportivista ou conservador, para um mais aliado às abordagens críticas. A dificuldade apresentada por muitos professores de Educação Física em relação à avaliação, reside em trabalhar com experiências corporais que não podem ser totalmente traduzidas nem pela fala, nem pela escrita. Dessa forma, é necessária a utilização de um modelo avaliativo que dialogue com a forma escolar e ao mesmo tempo abrace as especificidades da Educação Física, o que não ocorrerá sem tensionamentos.Palavras-chave: Avaliação. Educação Física Escolar. Aprendizagem. Evaluation in school physical education Abstract Evaluation today is being questioned and new possibilities are emerging. Recent educational guidelines point to a qualitative and procedural assessment. In school Physical Education, this movement occurs in overcoming sportive or conservative evaluative model, for a critical approaches closer model. The difficulty presented by many Physical Education teachers in relation to assessment, lies in working with bodily experiences that cannot be fully translated neither by speech nor by writing. Thus, it is necessary to use an evaluative model that dialogs with the school form and at the same time embraces the specificities of Physical Education, such a model will not occur without tension.Keywords: Evaluation. School Physical Education. Learning. Evaluación en la educación física escolar Resumen La evaluación de hoy está siendo cuestionada y están surgiendo nuevas posibilidades. Las pautas educativas recientes apuntan a una evaluación cualitativa y de procedimiento. En la educación física escolar, este movimiento tiene lugar en la superación de un modelo de evaluación deportivo o conservador, para un aliado más a los enfoques críticos. La dificultad presentada por muchos maestros de Educación Física en relación con la evaluación radica en trabajar con experiencias corporales que no se pueden traducir completamente ni con el habla ni con la escritura. Por lo tanto, es necesario usar un modelo evaluativo que dialoga con la forma de la escuela y al mismo tiempo abarca los detalles de la Educación Física, que no sucederá sin tensión.Palabras clave: Evaluación. Educación Física Escolar. Aprendizaje.
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Cece, Valérian, Cédric Roure, Patrick Fargier und Vanessa Lentillon-Kaestner. „L’effet des jeux vidéo actifs sur les élèves en éducation physique et sportive : une revue systématique“. Movement & Sport Sciences - Science & Motricité, Nr. 119 (2023): 29–45. http://dx.doi.org/10.1051/sm/2022027.
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Les outils numériques sont omniprésents dans notre société et occupent aujourd’hui une place centrale à l’école. Dans ce contexte, les jeux vidéo actifs (JVA) peuvent constituer une ressource pour l’enseignement de l’éducation physique et sportive (EPS). L’objectif de cette revue systématique est de synthétiser les études proposant des JVA dans le contexte du cours d’EPS afin d’explorer les différents effets de leur utilisation sur les élèves. Les normes PRISMA ont été utilisées pour identifier les études qui proposaient des JVA en cours d’EPS via les moteurs de recherche Science-Direct, Education Resources Information Center (ERIC), Web of science, Pubmed, PsycINFO, CAIRN et OpenEdition jusqu’à octobre 2021. Les résultats issus des 28 études retenues soulignent que les JVA sont majoritairement reliés à des résultats bénéfiques sur les élèves, sur des effets psychologiques (e.g., plaisir) et l’activité physique en classe, en particulier à court terme. Pour autant, certains aspects de la littérature demeurent peu explorés, comme l’effet des JVA sur les apprentissages transversaux, les capacités cognitives, et sur les élèves de degré secondaire. Finalement, l’ensemble de ces résultats confirme que les JVA offrent une opportunité supplémentaire pour les enseignants d’EPS. À la condition d’une utilisation d’outils et de protocoles adaptés, les JVA semblent permettre aux enseignants de répondre à des problématiques précises et ciblées.
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Caetano, Cristiano Israel, Rafael Gomes Sentone, José Francisco López-Gil, Hallyne Bergamini Silva Caetano und Fernando Renato Cavichiolli. „Influência do tamanho e densidade populacional no rendimento esportivo da ginástica artística brasileira (Influence of population size and density on sports performance of Brazilian artistic gymnastics)“. Retos, Nr. 38 (23.11.2019): 66–70. http://dx.doi.org/10.47197/retos.v38i38.74338.
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Resumo. A pesquisa investigou por intermédio do levantamento dos atletas federados da ginástica artística brasileira que participaram de ao menos um dos dois campeonatos nacionais (n=620), se o tamanho da população (estratificada em cinco categorias) é um fator que influenciam no sucesso esportivo, utilizando para tanto regressão logística binaria. Por segundo, utilizando o teste de Kruskall-Wallis, classificando o ranking de atletas em quartis buscou identificar se a densidade populacional é um fator de influência para ter rendimento esportivo. Os resultados indicam que no Brasil, pertencer a cidades maiores (100001 até 500000 habitantes) faz com que atletas possuam 7,51 vezes (IC95%=6.30-8.96) mais chances de ter resultados esportivos de rendimento, com destaque para os homens em cidades com densidade populacional mais baixa em comparação com as mulheres, sendo um possibilidade explorar a influência das políticas públicas de icentivo ao esporte nestas cidades.Abstract. The survey investigated through the survey of federated athletes of Brazilian artistic gymnastics who participated in at least one of the two national championships (n = 620), whether the population size (stratified into five categories) is a factor that influence the sporting success, using binary logistic regression. Second, using the Kruskall-Wallis test, ranking the ranking of athletes in quartiles sought to identify whether population density is an influencing factor for sports performance. The results indicate that in Brazil, belonging to larger cities (100001 to 500000 inhabitants) makes athletes have 7.51 times (95% CI = 6.30-8.96) more chances to have sportive performance results, especially men in cities. with a lower population density compared to women, and it is possible to explore the influence of sport-promoting public policies in these cities.
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Gutiérrez Díaz del Campo, David. „Revisión y propuestas de intervención sobre el Efecto de la Edad Relativa en los ámbitos educativo y deportivo (Review of relative age effects and potential ways to reduce them in sport and education)“. Retos, Nr. 23 (07.03.2015): 51–63. http://dx.doi.org/10.47197/retos.v0i23.34568.
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La diferencia de edad cronológica entre los sujetos de un mismo grupo de edad es conocido como edad relativa (relative age) y sus consecuencias como efecto de la edad relativa (RAE: Relative age effect). Esta expresión ha sido en diversos trabajos mal traducida al castellano como efecto relativo de la edad. En el presente trabajo se exponen las investigaciones más relevantes realizadas en torno a este tema tanto en el ámbito deportivo como en el educativo a nivel mundial, con especial atención a los estudios en español. Se ha elegido realizar una revisión conjunta de los ámbitos educativo y deportivo por existir nuemerosos puntos en común, así como de tratarse en ocasiones de los mismos sujetos los incluidos en unos y otros estudios, pues todos los deportistas han formado parte del ámbito educativo en su etapa obligatoria. Este trabajo no pretende ser una revisión exahustiva del RAE, sino de aquellos trabajos más representativos en cada uno de los ámbitos revisados y los subámbitos que aparecen en cada uno de llos. En la parte final del artículo se exponenen y analizan las hipótesis barajadas como origen de este problema, así como las soluciones propuestas en la bibliografía, además de propuestas propias elaboradas por el autor. Más allá de aportar soluciones genéricas, se pretende generar sensibilidad hacia este problema y voluntad de intervención en educadores y responsables deportivos.Palabra clave: efecto de la edad relativa; efecto relativo de la edad; detección de talentos; procesos de selección.Abstract: Differences on chronological age within a peer/age group are known as Relative Age, and its consecuences as Relative Age Effec (RAE). This article is a review of the most relevant publications in both the educative and sportive contexts. The decision of reviewing both contexts in the same article is based on the existence of many points in common between them. Furthermore when research is made on youth sport, all the participants are at the same time in the educational system. The hypothesis of the origin of RAE and possible solutions are discussed and analysed at the end of the paper. Besides the objective of compiling and analyse what literature says about RAE, this article has the aim of raisig awareness about this problem and wish of intervention in educators and sportive managers.Key words: relative age effect; season-of-birth bias; selection processes; talent identification.
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Rodrigues dos Santos, José Augusto. „Usain Bolt. A “hopeful monster”? A descriptive case study (Usain Bolt. Un "monstruo esperanzado"? Un estudio de caso descriptivo)“. Retos 42 (26.05.2021): 535–48. http://dx.doi.org/10.47197/retos.v42i0.87563.
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Usain Bolt's stunning sportive achievements sparked admiration from around the world and raised the question of the genesis of his sport excellence. In the light of the various theories of evolution, we try to understand whether there are evolutionary grounds for considering Usain Bolt a “hopeful monster”, i.e. a transgressive phenotype beyond the range of parental phenotypes. This hypothesis would call into question the gradualism defended by Darwin and would give room to saltationism by which profound changes can occur in one or a few generations. It seems that the saltational hypothesis is not scientifically adequate to justify Usain Bolt’s sport performance. Not knowing the genetic profile of Usain Bolt and his ancestors, we can hypothesize that his sporting excellence is the result of a given polymorphism or phenotypic changes induced by ecological determinants, among which training and nutrition stand out.We can admit that Usain Bolt is a rare case of developmental plasticity that enables his genome to generate a phenotype associated with a specific competence for sprinting.In the current state of scientific knowledge, there is no way to associate any polymorphism with performance in sporting events related to strength and speed but a challenging field is open for science. Aware of the difficulties in characterizing Usain Bolt, he is undoubtedly the result of an extraordinary combination of genetic and environmental factors.
Resumen. Los impresionantes logros deportivos de Usain Bolt despertaron la admiración de todo el mundo y plantearon la cuestión de la génesis de su excelencia deportiva. A la luz de las diversas teorías de la evolución, tratamos de comprender si existen bases evolutivas para considerar a Usain Bolt como un "monstruo esperanzado", es decir, un fenotipo transgresor más allá del rango de fenotipos parentales. Esta hipótesis pondría en tela de juicio el gradualismo defendido por Darwin y daría lugar al saltacionismo mediante el cual pueden ocurrir cambios profundos en una o pocas generaciones. Parece que la hipótesis saltacional no es científicamente adecuada para justificar el rendimiento deportivo de Usain Bolt. Sin conocer el perfil genético de Usain Bolt y sus ancestros, podemos plantear la hipótesis de que su excelencia deportiva es el resultado de un determinado polimorfismo o cambios fenotípicos inducidos por determinantes ecológicos, entre los que destacan el entrenamiento y la nutrición. Podemos admitir que Usain Bolt es un caso raro de plasticidad del desarrollo que permite que su genoma genere un fenotipo asociado con una competencia específica para correr. En el estado actual del conocimiento científico, no hay forma de asociar ningún polimorfismo con el rendimiento en eventos deportivos relacionados con la fuerza y la velocidad, pero hay un campo desafiante para la ciencia. Consciente de las dificultades para caracterizar a Usain Bolt, es sin duda el resultado de una extraordinaria combinación de factores genéticos y ambientales.
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Kayhan, Recep Fatih, und Ümit Doğan Üstün. „Analysis of the Health Beliefs of Physical Education and Sports Teachers Regarding Sportive Recreational Activities“. Journal of Educational Issues 5, Nr. 2 (27.11.2019): 182. http://dx.doi.org/10.5296/jei.v5i2.15603.
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This paper aimed to analyze the health beliefs of physical education and sports teachers regarding sportive recreational activities in the extent of their socio-demographic features. The study sample consisted of 286 (101 male & 185 female) physical education teachers. In the study to collect data, we used the “Health Belief Scale for Sportive Recreational Activities” scale. In analyze of the data, first, we calculated Cronbach’s Alpha, Skewness and Kurtosis values. Then we used One Way Anova and Independent samples t-test at 95% confidence level. We used Tukey’s HSD as second degree test. Analyze results showed that the participants had a high level of health belief regarding sportive recreational activities. Besides, there were significant differences in the variable health belief according to marital status, and believe in the ideas that sportive recreational activities are useful for mental and physical health as well as the treatment of chronic diseases. However, there was not any significant differences according to gender and number of weekly activities performed. As a conclusion present study showed that PE & sports teachers see sportive recreational activities as a preventive against diseases and better health.
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Lobo, Joseph, Ramon Carlo Masagca, John Mathew Serrano, Jessie Reyes und Martín James Esteban. „Perceived Physical Education Instructor’s Autonomy Support to Students’ University Engagement: Deciphering an unexplored issue in the case of a State University in the Philippines“. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 10, Nr. 3 (01.09.2024): 437–63. http://dx.doi.org/10.17979/sportis.2024.10.3.10642.
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Scholarly articles from various disciplines have established that instructor’s autonomy support positively influences students’ university engagement. On the one hand, studies that were conducted in relation to this current topic in the field of Physical Education, most specifically in the Higher Education context in the Philippines remain unexplored. In this regard, this present study investigated the direct influence of perceived instructor’s emotional support to students’ university engagement. Additionally, it also examined the direct influence of IAS to the three components of UE namely, vigor, dedication, and absorption. After surveying 702 students enrolled in Physical Education courses in a State University, it was unraveled that IAS has a significant and direct influence to UE. IAS also has a significant and direct relationship with VI, DE, and ABS. Based on the findings, PE instructors’ autonomy support is crucial as it enables students to assume responsibility for their fitness progress, cultivating a feeling of purpose and motivation. Autonomy-supportive instructors promote increased engagement and commitment in physical education classes by offering choices and encouragement in goal setting, potentially encouraging students to embrace a healthy active lifestyle even outside university. Recommendations and future research directions are also presented in this paper.
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Penney, Dawn. „Physical Education, Sporting Excellence and Educational Excellence“. European Physical Education Review 6, Nr. 2 (Juni 2000): 135–50. http://dx.doi.org/10.1177/1356336x000062003.
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Turgut, Murat. „Sportive university students and life satisfaction“. Cypriot Journal of Educational Sciences 16, Nr. 1 (25.02.2021): 423–35. http://dx.doi.org/10.18844/cjes.v16i1.5545.
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The aim of this study was to investigate the levels of life satisfaction of individuals participating in sports or physical activity within the scope of gender, age, income status, parental education level and active sports. The sample of the study consisted of 442 people from Kastamonu Province. Parametric analysis methods were used to analyse the data. Independent t-test was used to determine the difference between two groups and one-way analysis of variance was used to determine the difference between two groups. According to the findings, there was no statistically significant difference between age and income status. In other words, life satisfaction levels of the participants were found to be high. The highest mean subscale was found to be the relationship satisfaction dimension with a mean of X̄ = 4.90 and the lower mean was the overall life satisfaction sub-dimension with a mean of X̄ = 3.50. In parallel with this situation, it was determined that life satisfaction levels of the participants varied according to different variables.
Keywords: Life satisfaction, physical activity, sport, students, university.
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Ferez, Sylvain, Athanasios Pappous und Sébastien Ruffié. „Activité physique et sportive des PVVIH: de l’intérêt de la pratique à l’accès à la pratique (revue de littérature) (La actividad física y deportiva de las PVVIH: Del interés por la práctica al acceso a la práctica (Revisión de la bibliografía))“. Retos, Nr. 18 (09.03.2015): 77–82. http://dx.doi.org/10.47197/retos.v0i18.34657.
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La cuestión de la calidad de vida de las Personas Vivas con el VIH (PVVIH) es un objetivo que se toma con cada vez más seriedad, y se puede observar una proliferación de trabajos en el ambito de ciencias de la vida que toman fundamento en la hipótesis de los efectos positivos de la actividad física y deportiva. La mayor parte de los estudios que se resumen en la presente revision de literatura han sido llevados a cabo desde el punto de vista de la fisiología del ejercicio y buscan identificar los tipos de prácticas seguras que proporcionen los mayores beneficios en términos de salud y de calidad de vida. No obstante hasta la fecha ningún estudio específico ha tratado ésta tematica desde el punto de vista sociologico. Los autores de ésta revision de literatura hacen una llamada para futuros estudios que enfoquen en el modo en el que el acceso a la práctica física y deportiva se ve afectada por la sepositividad. Se subraya la importancia que los paradigmas de la sociología de la salud y la sociología del ocio de la actividad física puedan tener para el estudio de la práctica deportiva de las personas seropositivas.Palabra clave: Personas seropositivas, actividad fisica, exclusion, sociología de la salud.Abstract: The scientific literature about AIDS and physical exercise has been traditionally dominated by biomedical approaches. The first studies which were published in the beginning of the nineties focused mainly on the transmission risks of the virus during sports. Later studies were concerned with the physiological logics of the exercise on HIV-positive persons. Since the end of the nineties the therapeutic progress contributed to envisage sport as a way to mediate the side effects of medical treatments. However the present review highlights a serious gap in the literature on Sport and HIV using a sociological point of view. The authors of this article argue that the time has come to consider sociological data linked to the experiences of HIV/AIDS in order to understand the difficulties and barriers that seropositive persons have to face when participating in sport.Key words: seropositive persons, physical activity, exclusion, sociology of health.
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GARCÍA MAS, Alexandre, und Fernando GIMENO MARCO. „La Teoría de Orientación de Metas y la enseñanza de la Educación Física: consideraciones prácticas“. Apuntes de Psicología 26, Nr. 1 (02.04.2008): 129–42. http://dx.doi.org/10.55414/89k2q224.
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This study intended to analyse if the sportists’ motivational evaluation using the Theory of Goal Orientation differs according with the use of simple or combined motivational profiles, and also to know its relationship with several variables, such the level of sportive practice, or the competition and sportive success. We use the Spanish adaptation (Guivernau and Duda, 1994) of the Task and Ego Orientation in Sport Questionnaire, TEOSQ (Duda, 1989). Participants were 72 men and woman, students of Sport and Physical Activity Sciences from Saragosse (Spain). Results indicated differences between the motivational profiles considered, respect to the sportive practice variables. Finally, we discuss the practical implications of these results attending the Motivational Climate generated at the Physical Education classrooms.
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Turelli, Fabiana Cristina, David Kirk und Alexandre Fernandez Vaz. „“We could perform much better if we had specific training for girls” – Impacts of the embodiment of tradition for elite-level karateka women“. Retos 55 (22.03.2024): 47–56. http://dx.doi.org/10.47197/retos.v55.102364.
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Despite several struggles to achieve equality in society, a fight embraced first and foremost by feminist movements, women remain being seen, addressed, and treated as other in sport. Women who practice martial arts and combat sports to some extent disrupt the normative social and sportive order. But to be able to remain in environments where their presence is challenging, they are also challenged in their disruptive acting. They end up embodying the internal dynamics of dojos, adapting to and often reproducing the traditional teachings that discipline practitioners. It is not enough to became equal. Some athletes who can be reflexive and critical of their experiences may start a movement of raising their voices to advocate for equity instead of, or in combination with equality. We carried out a study with the Spanish women’s squad in preparation to attend the unique, to date, Olympic Games that karate was included into, Tokyo 2020 (2021), seeking to understand how they were subjectively dealing with overlapping issues that compose karate. In this paper, we focus on the gendered embodiment that women high-level athletes make of the so-called tradition in their practice of karate and how they reproduce or oppose to such tradition. Their possible resistance is configured as a claim for transformation of the environment through equity and respect for their own fighters’ and personal features, however, the process is challenging. They may reproduce and continue the stream of tradition; face personal confusion in trying to understand the contradictions of resisting domination and just remain in the team or as karateka; they still can be challenged by being named traitors and be conflicted with feminist positionalities; and yet some seem to start a movement of new internal disruption, making it loud that women are ignored, and posing a claim for more women in sport, showing that change has not been achieved enough. Key words: gender, equity, challenges, change, social justice.
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Morlán Luna, Virgilio, und Eva Sanz Arazuri. „Promoción del pádel de competición desde las primeras etapas deportivas (6-12 años): un proyecto de intervención (Promotion of competitive paddle since the first sportive stages (6-12 years old): an intervention project)“. Retos, Nr. 13 (28.03.2015): 46–49. http://dx.doi.org/10.47197/retos.v0i13.35027.
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El paddle es un deporte cada vez más de moda en la sociedad española, cada vez son más los aficionados adultos de este deporte. Pero,… ¿qué pasa con los niños y jóvenes? En torno a esta pregunta surge la motivación de intentar promover el paddle entre los niños y jóvenes incluyéndolo en la oferta extraescolar y desarrollando, fundamentalmente, su ámbito competitivo con el fin de generar cantera para el paddle de alto rendimiento en España. Este artículo, muestra paso a paso las fases que se pretenden seguir en un proyecto de intervención puesto en marcha en la Comunidad Autónoma de La Rioja con ese fin de promover el paddle de competición desde la infancia.Abstract: Paddle is a sport more and more popular in Spanish society. The number of amateur adults is increasing more and more. But,… What is happen with children and young people? Around this question, our motivation is to try to further paddle in children and young people, to include this sport in extra-school offer and to develop its competitive ambit. Our purpose is to engender a Spanish high performance paddle genius. This article show, step by step, the different phases to proceed in an intervention project in La Rioja with the purpose to promotion competitive paddle since childhood.
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Gençoğlu, Celal, Hikmet Gümüş, Fırat Özdalyana, Sercin Kosova und Egemen Mancı. „Physical activity and fitness levels of Physical Education and Sports teacher Department students during the graduation“. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 6, Nr. 1 (21.12.2019): 166–80. http://dx.doi.org/10.17979/sportis.2020.6.1.5843.
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This study aimed to compare physical activity and fitness of physical education and sports teacher department students and investigate the relationship between physical parameters and academic success. Twenty-five (12 male and 12 female) students volunteered to participate in this study. Sportive background and higher education examination points, shuttle run test scores, and academic success pieces of information of students were taken from the personal folder with the permission of faculty administration. Body composition measured via bioelectric impedance method, shuttle run test performed. Self-admitted international physical activity questionary (long form) was performed. Sportive background and higher education examination points, physical activity levels, and academic success have founded similar within both sexes. However, aerobic capacity results decreased when compared to the entrance of the college with graduation in both male and female students. Also, there was a correlation between VO2max change percentage and academic success. Requirements of physical education and sports department cannot maintain until graduation. These results indicate that there is not an impact of physical tests to graduation quantities of the physical education teacher. However, the relationship between VO2max change percentage and academic success is important indicator that active playing sports and physical activity may be beneficial. To grow up better and more quantitative physical education teachers, future studies require to investigate current physical test which performed the entrance of physical education and sports teacher education and querying that do physical tests a good method to attain requested goals.
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Amans-Passaga, Christine, und Ingrid Verscheure. „Construire des pouvoirs moteurs en volley-ball en EPS : étude didactique au cycle 3 de l’école primaire“. Staps Pub. anticipées (01.06.2023): I18–18. http://dx.doi.org/10.3917/sta.pr1.0018.
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Inscrite dans le paradigme de l’action didactique conjointe, cette étude s’intéresse à l’évolution des prestations motrices d’élèves au cours d’une séquence de volley-ball menée par un professeur des écoles en Éducation Physique et Sportive (EPS) au cycle 3 de l’école primaire (10-11 ans). Elle met en lien ces éventuelles transformations avec les milieux didactiques que l’enseignant a proposés et que les apprenants ont investis de façon singulière. Entretiens et observations sur la durée de la séquence ont permis de mener des analyses qualitatives et quantitatives, à la fois sur l’action didactique de l’enseignant et sur les prestations motrices des élèves. Les analyses comparées entre début et fin de séquence permettent de mettre au jour des indices d’acquisitions dans les domaines tactiques et techniques qui renvoient à de nouveaux pouvoirs moteurs. Elles confirment que cette activité sportive, relativement peu programmée à l’école élémentaire, peut être le support d’une EPS riche, à condition toutefois que soit opéré par l’enseignant un traitement didactique donnant la priorité à la construction des habiletés tactiques.
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Flores Allende, Gabriel, und Francisco Ruiz-Juan. „Motivaciones de los estudiantes universitarios para nunca realizar actividades físico-deportivas de tiempo libre. El caso de la Universidad de Guadalajara (Reasons why the university students do not do any physical activity during their free time. In spec“. Retos, Nr. 17 (09.03.2015): 34–37. http://dx.doi.org/10.47197/retos.v0i17.34665.
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Varias han sido las investigaciones para conocer los motivos por el cual el alumnado universitario realiza o a ha abandonado la práctica de actividad físico-deportiva de tiempo libre. Sin embargo, han indagado las barreras en aquellos que no han participado nunca en dicha actividad, debido a las repercusiones negativas que genera la inactividad física. Sobre una población de 65.700 estudiantes de Educación Superior de la Universidad de Guadalajara México, se ha realizado un muestreo polietápico estratificado con afijación proporcional, resultando un muestra de 1.207 sujetos, lo que significa un margen de error de ±3% y un nivel de confianza del 95,5%. Para la recogida de datos se ha utilizando un cuestionario estandarizado aplicándose de forma auto-administrada. Entre los principales resultados, destacar qué, los sujetos inactivos mencionan como principal barrera para ser sedentario el no tener aptitudes para el deporte, la falta de tiempo, la flojera o pereza y la carencia instalaciones deportivas cerca del hogar. Siendo similares a los que afectan a otras investigaciones en poblaciones universitarias. Además, realizar estudios en algún centro temático o regional, pertenecer a uno u otro Centro Universitario no influye o determina los motivos por el cual, los estudiante no han practicado nunca actividades físico-deportivas en su tiempo libre. Siendo únicamente sedentarios, los alumnos que realizan estudios de licenciatura. Situación que obliga a poner mayor atención a este grupo de sujetos que en caso de no adherirse a la práctica, incrementara las posibilidades de mortalidad, inhabilidad y morbilidad.Palabra clave: motivaciones, universitarios, inactividad física.Abstract: There has been several investigations that try to explain why the university students barely do exercise or most of them have dropped all the outdoor activities during their free time. However, this investigations have gone beyond the walls specially with the students that never do any activity, the reason of this, is due to all the side effects that the physical inactivity has. From the University of Guadalajara in Mexico, a 65.000 college student population, it was taken a sample of 1.207 individuals. The sampling procedure for this research was stratified polietapic with proportional affixation; which resulted on a + 3 percent error margin and a trusted level of 95.5 percent. In order to collect the results of the poll, it was used a standard questionnaire applied in a auto-administrated way. Among the main results, it is important to highlight that the students that do not do any exercise emphasis that the reason of the lack of any activity is because they do not have the abilities to practice any sport, lack of free time, laziness or lack of sportive facilities near to their homes. These results are similar and have affected other investigations in the same manner the university students. Furthermore, the fact that a student studies in a thematic or regional center, or belong to a different university center does not affect or shows the reasons why the students do not do any physical activity during their free time. Being only the sedentary, the students that are studying a degree. This situation obligates us to emphasis and to pay more attention to this group of students, because in case of continuing without any physical activity, this could increase the rate of mortality, inability and morbidity.Key words: motivations, college students, physical inactivity.
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Zurc, Joca, Giuliana Jelovčan und Vesna Štemberger. „The Role of Physical/Sporting Activities in Coping with Behaviour Problems among Primary School Students“. Revija za elementarno izobraževanje 15, Nr. 4 (Dezember 2022): 409–25. http://dx.doi.org/10.18690/rei.15.4.409-425.2022.
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Physical/sporting activities provide a child with opportunities to interact with others, validate and express him/herself, while also being critical factors in socialisation and the prevention of deviant behaviour. Therefore, in this study, we were interested in which physical/sporting activities are most strongly associated with the management of behaviour problems. Results from a representative sample of 1782 Slovenian primary school students show that a lack of physical/sporting activity is the strongest predictor of internalising behaviour problems. In this context, key roles are played by the frequency and intensity of activity, extracurricular sports activities, practising dance and limiting sedentary transportation to school.
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Petrie, Kirsten, und Jeanette Clarkin-Phillips. „‘Physical education’ in early childhood education“. European Physical Education Review 24, Nr. 4 (12.04.2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.
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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.
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Wolff, Catherine. „L’éducation sportive à Rome. Campus et pratiques religieuses = Sportive education at Rome. Campus and religious practices“. ARYS: Antigüedad, Religiones y Sociedades, Nr. 15 (05.11.2018): 171. http://dx.doi.org/10.20318/arys.2017.3817.
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Résumé: Pour les jeunes gens de l’élite, à Rome, la formation intellectuelle devait être complétée par une formation physique. Cette éducation sportive (maniement des armes, équitation et natation pour l’essentiel) prenait place sur le Champ de Mars à Rome et sur le campus dans les villes d’Italie et des provinces occidentales. Le campus était aussi le terrain d’exercice des soldats, et ces derniers honoraient des divinités particulières qui protégeaient le campus. Elles n’apparaissaient pas sur les campus civils.Abstract: A physical training was supposed to complete the intellectual training of the elite youth in Rome. This sports education (mostly arms drill, riding and swimming) took place on the Campus Martius in Rome and in the campus for the Italian cities and the cities of the occidental provinces. The campus was also the training field of the soldiers. They worshipped particular deities, who protected the military campus but were not present on the civil campus.Mots clés: Éducation sportive, jeunesse, campus, campestres.Key words: Sportive education, youth, campus, campestres.
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Fernandes, Alessandra Vieira, Vinicius Machado de Oliveira, Giuliano Gomes de Assis Pimentel und Juliano De Souza. „Condições sociais de emergência de um subcampo esportivo: o caso do parkour (Social conditions of emergency of a sportive subfield: the case of parkour) (Condiciones sociales de emergencia de un subcampo deportivo: el caso del parkour)“. Retos, Nr. 38 (16.03.2020): 509–16. http://dx.doi.org/10.47197/retos.v38i38.77707.
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Resumo: Esse artigo analisa a constituição histórica do subcampo esportivo do parkour sob a perspectiva teórica de Pierre Bourdieu. Remete-se à uma abordagem sociológica de caráter descritivo-analítico, cujo material empírico expressa-se na produção online dos praticantes. Em linhas gerais, o processo de desenvolvimento do parkour evidencia a influência da midiatização dos bens culturais e a incorporação de elementos da lógica esportiva que produziram transformações na estruturação da modalidade e no habitus dos agentes. O surgimento de instituições reguladoras, programas de profissionalização e competições introduziram e acentuaram uma distinção entre amadores e profissionais, configurando relações de poder no interior da prática. Abstract: This article analyzes the historical constitution of the sports subfield of parkour under the theoretical perspective of Pierre Bourdieu. It refers to a sociological approach of a descriptive-analytical character, whose empirical material is expressed in the online production of practitioners. In general, the development process of parkour evidences the influence of the mediatization of cultural goods and the incorporation of elements of the sports logic that have produced transformations in the structure of the modality and in the habitus of the agents. The emergence of regulatory institutions, professionalization programs and competitions have introduced and accentuated a distinction between amateurs and professionals, configuring power relations within the practice.Resumen: Este artículo analiza el desarrollo histórico del subcampo deportivo del parkour de acuerdo con la perspectiva teórica de Pierre Bourdieu. Se hace referencia a un enfoque sociológico de carácter descriptivo-analitico, cuyo material empírico se expresa en la producción online de los practicantes. En general, el proceso de desarrollo del parkour muestra la influencia de la cobertura mediática de los bienes culturales y la incorporación de elementos de la lógica de los deportes que produjeron cambios en la estructura de la modalidad y en el habitus de los agentes. La aparición de instituciones reguladoras, programas de formación profesional y competiciones, introdujeron y ampliaron la distinción entre los amateurs y profesionales, estableciendo relaciones de poder dentro de la práctica.
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Carse, Nicola, Mike Jess und Jeanne Keay. „Primary physical education“. European Physical Education Review 24, Nr. 4 (12.04.2017): 487–502. http://dx.doi.org/10.1177/1356336x16688598.
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In recent years, primary physical education has received increased attention across a range of political, professional and academic contexts. Much of this attention has largely been due to a growing perception that formative physical education experiences have the potential to address many of the concerns regularly raised about children’s health and wellbeing, physical activity levels and sport participation. Consequently, there are now a number of stakeholders from a range of political, sporting, health, commercial and community groups with a vested interest in primary physical education, all with differing and sometimes contradictory views about its purpose. This paper suggests that the diverse interests of these stakeholders has led to a disconnect within primary physical education. Therefore, we propose that a shifting perspectives agenda is required. Accordingly, we highlight the need for key stakeholders within primary physical education to collectively work together and take a lead role in advocating a shared educational vision. To inform this shifting perspectives agenda we employ complexity thinking and draw on professional capital. We begin by offering a historical retrospective of the evolution of primary physical education. From this background, we use complexity principles to reflect on the current state of primary physical education before exploring how complexity thinking, and ideas from professional capital, can help frame the enactment of this shifting perspectives agenda. Finally, we suggest three key drivers to move the shifting perspectives agenda forwards: positive connections; the balance between key similarities and diversities; and self-organisation and recursive elaboration.
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Visioli, Jérôme, Oriane Petiot, Guillaume Martin und Jérôme Guérin. „Carrière sportive et émotions : le cas d’un pongiste français de très haut niveau“. Staps N° 140, Nr. 2 (12.10.2023): 51–74. http://dx.doi.org/10.3917/sta.140.0051.
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Les dimensions émotionnelles de l’activité des sportifs de très haut niveau restent peu investiguées, en particulier sur une temporalité étendue. L’objectif de cette recherche était d’analyser le cours de vie d’un ex-pongiste professionnel français ayant eu une carrière de plus de 20 ans au plus haut niveau national et/ou international, en focalisant notamment sur la dynamique de ses émotions au cours de sa carrière. En nous basant sur une approche située (Theureau, 2006), nous avons adopté les principes méthodologiques proposés par Hauw et Lemeur (2013) pour analyser le « cours de vie relatif à une pratique » en contexte sportif. Un entretien consistant à confronter le pongiste à une frise représentant sa carrière sportive a été conduit, puis traité de manière à reconstruire sa dynamique émotionnelle tout au long de sa carrière. Dix périodes ont été identifiées. Les quatre premières se caractérisent par des émotions de plus en plus positives, tandis que les trois suivantes traduisent des émotions plus fluctuantes et négatives. Enfin, les trois dernières périodes renvoient à des émotions positives devenant plus neutres à la fin de carrière. Les résultats sont discutés en trois parties : (1) dynamique émotionnelle et puissance d’agir du pongiste ; (2) dynamique émotionnelle du pongiste et ambivalence du contexte social ; (3) émotions, résonance et dynamique de la carrière sportive.
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Revelo-Arévalo, Jhon Patricio, Diego Andrés Heredia-León und Edgardo Romero-Frómeta. „Influencia del programa educación de aventura sobre la satisfacción deportiva y autoconcepto físico en escolares“. Revista Metropolitana de Ciencias Aplicadas 6, Suplemento 1 (01.03.2023): 315–21. http://dx.doi.org/10.62452/j40qjk55.
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The activities of Adventure Education present a challenge approach, the are performed in a controlled natural environment, it seeks to place the student out of the context and comfort zone using the risk, the uncertainty, the challenge and promoting the physical, social, moral, emotional and cognitive development. The objective of this project was analyzing the influence of Adventure Education model in medium level students of general basic Education, through the application of on experimental program during 8 weeks to know the effects on the sportive satisfaction and the physical self-concept in school children in Huambalo Pelileo city in Tungurahua province the participants were conformed by the experimental group (n=50) and controlled (n=18) ages between 9-12 years (m=10.44; DS=0.88). The results showed significant differences p < . 000 for the dimensions of sportive satisfaction and the physical self-concept, while the control group didn´t present relevant changes. It concludes that the importance of teachers in the motivation of practicing activities with the adventure model presents high levels of satisfaction, fun and low levels of boring in physical education classes, as well as the self-concept will show positive changes in appearance, perceived competence, physical condition, strongness and self-esteem.
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Raiola, G., und A. Di Tore. „EXERGAMES E DIDATTICA DELLE ATTIVITÀ MOTORIE E SPORTIVE“. European Journal of Sustainable Development 1, Nr. 2 (01.06.2012): 221. http://dx.doi.org/10.14207/ejsd.2012.v1n2p221.
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The term "exergames" refers to a category of video games in which theinteraction is not based only on hand-eye coordination, but on the whole body, throughthe use of non-standard controllers, like Nintendo Wiimote or Balance Board andMicrosoft Kinect sensor. The exergames were immediately hailed as a welcomedevelopment, for the contribution they offer as a weapon against a sedentary lifestyle andthe level of user involvement, which adds to the traditional value of video games theattractiveness of natural interfaces. The current trend is to consider how the exergamespresent many potential advantages in the context of physical education and wellnesspromotion of. However, the current generation of exergames is not designed specificallyto support teaching of motor activities or rehabilitation. There are no products that cancount on the basis of a robust theoretical framework and that are oriented to theacquisition of specific motor skills, for use in physical education teaching andrehabilitation.Knowledge of basic mechanisms of motor control and of dynamics connected tomotor skills learning may be the theoretical support to the design and development ofexergames.
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Charrier, Maxime, Olivier Rascle, David Le Foll und Geneviève Cabagno. „Faut-il se confronter à meilleur que soi ? Effets de l’intensité de la comparaison sociale ascendante sur l’évaluation de soi et la performance motrice“. Movement & Sport Sciences - Science & Motricité, Nr. 112 (2021): 1–9. http://dx.doi.org/10.1051/sm/2021009.
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L’objectif de cette étude était d’observer l’influence de l’intensité d’un feedback de comparaison sociale ascendante sur l’évaluation de soi et la performance motrice d’élèves français lors d’une tâche d’équilibre. L’étude s’est déroulée en deux phases. La première était consacrée à la sélection des cibles de comparaison. Les participants, 76 élèves, 31 filles et 45 garçons (Mâge = 12,7 ans), devaient mentionner le nom des élèves avec lesquels ils avaient l’habitude de se comparer en éducation physique et sportive. Trois semaines plus tard, 35 élèves garçons (Mâge = 12,8 ans) ont participé à la phase 2. Au temps 1, ils réalisaient une première performance puis remplissaient une mesure d’évaluation de soi. La semaine suivante, au temps 2, ils étaient exposés à un feedback de comparaison ascendante (modérée, CAM, performance 1 de la cible de comparaison légèrement supérieure, 30 %, versus forte, CAF, 120 %). Il leur était alors demandé une seconde évaluation de soi, une mesure de leurs attentes de réussite ainsi qu’une seconde performance sur cette même tâche. Les résultats révèlent une diminution de l’évaluation de soi suite au feedback de CAF, ce qui n’est pas le cas dans la condition CAM.
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Châteaureynaud, Yves. „Le sport : nouvel enjeu de pouvoir au niveau local“. STAPS 10, Nr. 20 (1989): 7–13. http://dx.doi.org/10.3406/staps.1989.1531.
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Les collectivités locales deviennent avec la décentralisation les principaux partenaires des associations sportives. Propriétaires des équipements et bâilleuses de fonds, les collectivités locales peuvent être tentées, dans un but de contrôle politique, de municipaliser totalement le sport. Elles peuvent dans ce cas vouloir promouvoir à la tête des associations des acteurs favorables à leur propre sensibilité politique. Les associations sportives, au nom de leur indépendance, ne sont pas prêtes à accepter cette mise en tutelle. Un conflit de ce genre s’est produit au Haillan, commune de la périphérie bordelaise. Il a duré trois ans et s’est terminé devant le Tribunal Administratif de Bordeaux au bénéfice de l’Association Sportive du Haillan. Il représente vraisemblablement un cas type, amené à se reproduire, compte tenu de l’importance nouvelle prise actuellement par le sport au niveau local.
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Ünlü, Yılmaz, Adem Solakumur, Murat Kul und Miraç Makul. „Music in Sporting Practices: A Study on Traditional Archery Team“. Journal of Educational Issues 8, Nr. 1 (20.04.2022): 292. http://dx.doi.org/10.5296/jei.v8i1.19622.
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Sport is an important phenomenon that supports psycho-social and physical development in both individual and social contexts. Music has an important place among the factors affecting the sportive process. In this study, the effect of music on sportive activities was examined according to some demographic factors in the context of motivation, physical strength and performance, and psychological resilience. The research data were obtained from 36 athletes competing in the archery branch in the 2020-2021 season Senior Turkey Championship Final Competitions. Scanning model was used in the research. In this context, the Effect of Music on Sportive Practices scale developed by Karayol and Turhan (2020) was used. In the analysis of the data, descriptive statistics for demographic variables, the Mann-Whitney U Test, which is a nonparametric test, to test the difference between the mean of two independent groups, and the Kruskal Wallis Test, which is one of the nonparametric tests, were used to compare more than two independent groups. In addition, Spearman test was applied to determine the relationship between two or more variables. As a result of the research, there were no significant differences according to the variables of gender and personal income, but significant differences were found between the variables of education status, listening to music in training and training place and some sub-dimensions of the scale. According to this; Significant differences were found in favor of those with university education, those who listen to music in training and those whose training place is in the district. In addition, a negative significant relationship was found between listening to music in sports activities and daily training time. According to the findings, the effect of music in sportive activities decreases as the training time increases, and listening to music during training increases motivation and performance.
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Vámos, Ágnes, Gyongyi S. Foldesi und Tamas Doczi. „Effects of Regional Inequalities on the Sporting Activity of School Pupils: The Hungarian Case“. Physical Culture and Sport. Studies and Research 70, Nr. 1 (01.06.2016): 18–27. http://dx.doi.org/10.1515/pcssr-2016-0011.
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AbstractIn this study, the sporting activity of Hungarian school pupils is investigated with a focus on regional differences. The objective of the paper is to answer the following questions: Are there regional differences in pupils’ sporting activity, and, if yes, what is their relationship with the socio-cultural background of the pupils and the infrastructural and staffing conditions of schools? Has the 2012 introduction of daily physical education had a different effect on pupils’ leisure-time sporting activity in disadvantaged and affluent regions? Can the trends in the sporting activity of pupils be characterized as convergent or divergent since the introduction of daily physical education? The paper is based on an extensive study that relies on the most comprehensive database on physical education in schools, the National Assessment of Basic Competencies (NABC). The present study statistically analyzed eighth-grade pupil and school data from the 2010 and 2014 NABC. The results present the regional differences in pupils’ participation in sporting activity, their recent modification, and the main reasons behind the changes. In conclusion, the authors state that social, economic, and cultural inequalities are not clearly reflected in the sporting activity of students; however, certain data still call attention to the need to examine regional differences.
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Razouki, Abdelaziz, Fatima Ezzahra Tikouk, Boujemaa Agorram, Sabah Selmaoui und Salah-eddine Khzami. „L’inclusion De L’éducation À La Santé En Éducation Physique Et Sportive: Représentations Et Contributions Des Enseignants“. European Scientific Journal, ESJ 13, Nr. 26 (30.09.2017): 196. http://dx.doi.org/10.19044/esj.2017.v13n26p196.
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Physical and Athletic Education (PAE) provide students with knowledge and skills and contributes to their Health Education (HE). Its effects are to be invested outside the school in daily or professional activities and in the practice of physical activities. Health Education is part of a variety of health intervention strategies such as disease prevention and health promotion. In schools, it is presented in several forms and is articulated with several school disciplines. This research focuses on the inclusion of Health Education in Physical and Athletic Education in schools, particularly in secondary schools. It focuses on studying the representations that the teachers of the Physical and Athletic Education in this cycle convey about Health Education and Physical and Athletic Education. It aims to: (1) identify and describe those representations; (2) identify the objectives of the Physical and Athletic Education according to those teachers, and (3) identify the pedagogical approaches that these teachers use to teach Physical and Athletic Education in relation to Health Education. In order to carry out our qualitative, descriptive and exploratory research, we carried out semidirected interviews with ten (10) PAE teachers. Among our salient results is that there is a diversity of representations of teachers in HE education and PAE. On the other hand, majority of these teachers stated the need to mobilize the PAE to contribute to pupil’s HE. The results also show that their pedagogical practices are out of step with the prospect of the inclusion of HE in the field of PAE.
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Blásquez Sánchez, Sergio, Enrique Rosales-Ronzón, Luis Gerardo Cortés-Sosa und Dania Merari May-Hernández. „Incremento de la actividad física en estudiantes universitarios mediante la enseñanza virtual“. UVserva, Nr. 16 (18.01.2024): 89–104. http://dx.doi.org/10.25009/uvs.vi16.2885.
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La Organización Mundial de la Salud recomienda realizar al menos 150min de actividad física moderada o 75min de vigorosa por semana. Debido a la pandemia por COVID-19 la población disminuyó su nivel de actividad física, motivo por el cual se implementaron diversas estrategias para incrementarlo, una de ellas, la promoción de experiencias educativas físico-deportivas en modalidad virtual. Objetivo: Analizar el incremento del nivel de actividad física en estudiantes universitarios con respecto a la toma de experiencias educativas físico-deportivas virtuales. Tipo de estudio: observacional, transversal, se cuantificaron los niveles de actividad física antes y después de la toma de la experiencia educativa. Resultados: se observó un incremento estadísticamente significativo del nivel de actividad física vigorosa y moderada después de la experiencia educativa. Conclusión: Las experiencias educativas físico-deportivas en modalidad virtual representaron un factor asociado al incremento de actividad física en el contexto de la COVID-19. Increase of physical activity in college students through virtual education Abstract: The World Health Organization recommends performing at least 150 minutes of moderate intensity activity or 75 minutes of vigorous intensity activity per week. Due to the COVID-19 pandemic, the population has decreased its physical activity levels, leading to the implementation of different strategies to increase them; one of them is the promotion of virtual physical-sportive educative experiences. Objective: To analyze the increase in physical activity levels among college students in relation to participating in virtual physical-sportive educative experiences. Study type: Observational and cross-sectional study. The study quantified physical activity levels at the beginning and at the end of the educational experiences. Results: A statistically significant increase in physical activity was observed at the end of the educational experiences. Conclusion: Virtual physical-sportive educative experiences were associated with increased physical activity in the context of COVID-19.
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Bahadir, Ziya. „Reviewing Emotional Intelligence Levels and Time Management Skills among Students of School of Physical Education and Sports“. Journal of Education and Learning 7, Nr. 4 (15.05.2018): 114. http://dx.doi.org/10.5539/jel.v7n4p114.
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This study aimed at exploring emotional intelligence levels and time management skills of students of school of physical education and sports (SPES) and assessing their emotional intelligence levels and time management skills in terms of some variables. 309 students who studied at SPES of Erciyes University during the 2017-2018 academic year participated in the study that was designed in screening model. In order to determine participant students’ emotional intelligence levels and time management skills; “Schutte Emotional Intelligence Scale”—Turkish adaptation of which was performed by Tatar, Tok, & Saltukoglu (2011) and Time Management Inventory—Turkish adaptation of which was performed by Alay & Kocak (2002) were used as data collection tools. In the study; Mann-Whitney U Test and Independent-Samples T Test were employed for paired comparisons while One Way Anova and Kruskal Wallis Test were used for multiple comparisons. For measurement of correlations, Pearson Correlation Analysis technique was used. According to study results, emotional intelligence levels and time management skills of students of school of physical education and sports were at “moderate level”. Students’ emotional intelligence levels differed significantly in terms of sex, academic grades and academic departments but not in terms of type of high school, sportive branch and age. Students’ time management skills did not change considerably in terms of age, sex, sportive branch, type of high school, academic grades and academic departments. Moreover, a positive and significant correlation existed between students’ emotional intelligence levels and time management skills.
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Freitas, Stephany Castro, Juliana Guimarães Saneto und Ivan Marcelo Gomes. „- Comprehensions of physical education at Guarani multi-teacher school in Espírito Santo“. Revista Tempos e Espaços em Educação 15, Nr. 34 (19.12.2022): e18028. http://dx.doi.org/10.20952/revtee.v15i34.18028.
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This article analyses the comprehension of Physical Education at Três Palmeiras’ indigenous pluridocent village municipal school. The study was constituted as qualitative, been set up as a descriptive and interpretative. The methodology was fulfilled with: participant observation of the Physical Education classes and the school dynamics in village context; field diary notes; registry of images; remote interviews, during the time of social isolation, thru apps of conversation/interaction. During our process of immersion of Três Palmeiras’ village context, located in Aracruz (ES), it was possible do verify that Guarani’s School Physical Education has been build up daily as an expression of the local culture (traditional and sportive), as from non-positive experience of the past, with emphasis on sports, and inside a conjuncture of indigenous school with a predominance of teachers from another ethnic group intending the intercultural aspects.
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Jereb, Blaz, Maja Dolenc und Tanja Kajtna. „Motives for Following Sports Events among Physical Education Students from Bosnia and Hercegovina and Slovenia“. Sustainability 14, Nr. 17 (02.09.2022): 10992. http://dx.doi.org/10.3390/su141710992.
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A sports result takes on its meaning only when the public reacts to it after attending a sporting event. In order to determine and compare attitudes toward attending such events, students from two different cultural backgrounds were invited to participate in the study: 156 students from the Faculty of Sport in Ljubljana and 82 students from the Pedagogical faculty, Department of Physical Education and Sports in Bihać. They were asked to complete a questionnaire containing 25 variables on the motives for attending sporting events. The respondents rated the importance of the motives with scores from 1 to 5 (1—not the reason at all; 2—not the reason; 3—occasionally true for me; 4—true for me; 5—absolutely true). The obtained results were ranked and compared between the students of different faculties and between genders. The results showed that Bosnian and Slovenian students differed in 11 out of 25 motives. Statistically significant gender differences were found for only two out of 25 motives. Differences between Bosnian and Slovenian students were also found in the ranking of the importance of the motives as well as in their evaluation. The results show that cultural, national, and mentality differences between the two groups are reflected in the motives for following sporting events.
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Nasri, Bechir, und Ines Souid. „Social Change and Mutations in the Human Sciences Applied to Physical and Sporting Activities in Tunisia“. Advances in Social Sciences Research Journal 11, Nr. 2 (29.02.2024): 351–62. http://dx.doi.org/10.14738/assrj.112.16521.
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This research focuses on the relationship that exists between scientific transformations in human sciences applied to physical and sporting activities during social change in Tunisia after the revolution. The main objective of our study is to identify the link between studies published in the sociology of sport in relation to the major social changes in Tunisia after the revolution. The data was collected through the analysis of research and studies published by teacher-researchers in sociology of sport at the higher institutes of sport and physical education of Tunisia in various international journals. The main results of this article show that the research carried out during this period is not directly linked to the changes that have arisen from the world of Tunisian physical education, but it aims to position it according to Western sporting social phenomena. In addition, the existence of certain studies which take into account the training process and the conceptions of learning physical education in contemporary Tunisian schools.
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Bronikowska, Małgorzata, Agata Korcz, Beata Pluta, Jana Krzysztoszek, Mateusz Ludwiczak, Marlena Łopatka, Sara Wawrzyniak, Jolanta E. Kowalska und Michał Bronikowski. „Fair Play in Physical Education and Beyond“. Sustainability 11, Nr. 24 (10.12.2019): 7064. http://dx.doi.org/10.3390/su11247064.
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The aim of this study is to examine the level of understanding of the principle of fair play by secondary school pupils (n = 827) from the Polish province of Wielkopolska, physical education (PE) students from Poznan University of Physical Education (n = 437), and PE teachers (n = 130). Two structured survey questionnaires were used, namely: The three-level scale known as the Fair Play Moral Dimensions Concept Scale and a Factors of Moral Influence Scale. There were observed differences between male and female students in their comprehension of the principle of fair play regarding the category of sporting activity practiced. The female teachers’ amateur training group more frequently identified the highest level of fair play (32.1% of the examined female teachers) in comparison with their male colleagues. Moreover, differences were noted between boys and girls at the secondary school level. Boys rated the influence of PE teachers and coaches higher, while girls declared that they were more influenced by media and education. For both boys and girls, parents constituted the highest-rated factor of the influence on their moral development. Students also indicated the influence of parents as the highest-rated factor. Among PE teachers, school, as a source of influence on one’s moral development, was awarded higher rates by female than by male teachers. It was observed that parents constituted the highest-rated factor of influence for PE teachers.
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K. S., Thakre. „Significant Role of Leadership Quality in Physical Education“. International Journal for Research in Applied Science and Engineering Technology 11, Nr. 7 (31.07.2023): 634–36. http://dx.doi.org/10.22214/ijraset.2023.54716.
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Abstract: Leadership in Physical schooling may be very critical in order that in order that he can lead and manipulate the agencies/ groups at play fields. He should be in function to manual the pupil to come across their bodily defects. A accurate chief could make his college students apprehend psychologically concerning the complexes at the playground. He is capable of discover the postural defects and remedial measures and recognize the way to deal with those defects with bodily sporting events. He should be conversant with bodily sports in fashionable and must have mastery over a few games. He additionally develops self assurance, feel of field and capacity to take choices. A accurate chief in bodily schooling takes the groups for opposition from one vicinity to another. They prepare exercise fits for diverse groups/ agencies. All gamers have the possibility to guide the crew. They revel in at the same time as taking the groups for picnic and trekking etc. They are capable of prepare the sports activities meet in small agencies and on the school/university degree and feature self assurance.
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Souza-Lima, Josivaldo de, Jaime Leppe Zamora, Rodrigo Yáñez-Sepúlveda, Victor Keihan Rodrigues Matsudo und Sandra Mahecha-Matsudo. „DETECTING SPORTING TALENTS WITH Z-STRATEGY - CROSS SECTIONAL STUDY“. Revista Brasileira de Medicina do Esporte 26, Nr. 2 (April 2020): 147–52. http://dx.doi.org/10.1590/1517-869220202602195735.
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ABSTRACT Introduction: Due to the relationship between early identification of physical and anthropometric characteristics above the population mean in children and adolescents, and success in sports, detecting potential sports talents should be broadly and systematically used as a strategy for the early identification of physical characteristics favorable to the sport in question. However, most studies do not use representative samples, or else they present talent detection without using valid scientific methods. This retrospective, comparative study therefore presents the identification of potential sports talents using the Z Strategy, calculated with anthropometric, neuromotor and physical fitness data. Objective: To identify physical abilities and anthropometric values above what are considered the normal ranges in a population of students in the 8th year of basic education, in Chile. Methods: The sample consisted of 9,429 students from public and private schools (50.9% boys). Data were obtained from a cross-sectional study conducted in 2013. Physical fitness and anthropometric data were recompiled through the Educational Quality Measurement System (Sistema de Medición de la Calidad de Educación – SIMCE) of physical education. The “Z Strategy” was used to detect sports talents by identifying values above the population mean. Results: In at least one variable, a total of 619 male and 623 female students with a standard deviation ≥2 (Z2) were detected. Conclusion: “Z Strategy” was able to detect sports talents of both sexes and of different ages. Level of evidence III; Retrospective comparative study.
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Perrin, Claire. „Analyse des relations entre les pratiques physiques et les conceptions de la santé“. STAPS 14, Nr. 31 (1993): 21–30. http://dx.doi.org/10.3406/staps.1993.1242.
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A study carried out in a Center of Preventative Medicine (CPM ) tends to call in question the efficiency of the education messages for health which recommend physical activity in order to prevent illness. It concerns a questionnaire survey making 794 patients of the CPM express their conceptions and expectancies concerning their physical and sporting activities and their health. A factorial analysis of the correspondances revealed connections between their own way to invest in the physical and sporting activities and their perception on their own health. It made four tends come out : hedonism or hygienism, fatalism or will power. Sporting activity would answer to an acting health which would allow to get free from every preoccupation concerning health, whereas physical activity conceved as a health duty would neither allow it, nor favour the way from intention to action. So the idea would be to dress commitment strategies through physical activities instead of repeating health messages concerning Physical Activities.
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GÖK, Orhan, Kürşat HAZAR und Ahmet F. KOÇ. „Examination of Narcissistic Behaviors of Physical Education Teachers and Their Relationship with Job Satisfaction“. Journal of Education and Learning 10, Nr. 4 (06.07.2021): 192. http://dx.doi.org/10.5539/jel.v10n4p192.
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This study was conducted to reveal the relationships between physical education teachers’ narcissistic behaviors and job satisfaction. This research was designed in a correlational survey model, 195 physical education teachers, 41 females, and 154 males were selected by the simple random sampling among the physical education teachers working in Kırıkkale and Osmaniye provinces, participated in the study voluntarily. In the study, “Personal Information Form” was used to determine the demographic characteristics of the participants, “Narcissistic Personality Inventory-13 (NPI-13)” was used to determine the demographic characteristics of the participants, and the “Job Satisfaction Scale” was used to determine the level of job satisfaction. In the analysis of the data, it was decided whether the descriptive statistics (standard deviation, frequency, arithmetic mean) met the conditions of the parametric tests or not by looking at the Skewness and Kurtosis values and the Levene test results. Since the skewness and kurtosis values obtained in the study were between (-1) and (+1), the applicability of the parametric tests was decided and T-test, One-Way analysis of variance (ANOVA) Pearson correlation coefficient, and simple linear regression analysis were used. As a result of the study, it was determined that the narcissistic behaviors of physical education teachers were moderate and their job satisfaction was high. It was found that there is no significant relationship between narcissistic behaviors and job satisfaction p > 0.05. It was determined that the narcissistic behaviors showed a significant difference between the variables of educational status, age, and status of taking part in sportive activities p < 0.05. The results obtained from this research; showed that physical education teachers’ narcissistic behavior levels did not differ significantly according to gender and branch type, but it was concluded that there was a significant difference according to the variables of educational status, age, the status of taking part in sportive activities and the levels of narcissistic behavior did not affect the job satisfaction of physical education teachers in their professional lives.
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Martin, Liza, und Lucile Lafont. „Usages d’un Coping Modèle en EPS auprès d’élèves déficients cognitifs“. Revue Education, Santé, Sociétés, Vol. 6, No. 2, Volume 6, Numéro 2 (08.09.2020): 43–60. http://dx.doi.org/10.17184/eac.3511.
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Cette étude de cas, menée dans un Lycée Professionnel, souligne l’intérêt d’une procédure de guidage ajustée, le Coping Modèle (CM), pour favoriser la construction d’un enchaînement en step en Education Physique et Sportive (EPS) par des élèves d’ULIS (Unité Localisée pour l’Inclusion Scolaire). Elle prolonge de précédentes expérimentations menées lors de nos travaux de thèse (Martin, 2011), ayant démontré la supériorité d’une démonstration ajustée sur la démonstration classique sans dimension didactique, pour l’acquisition de tâches gymniques. Quatre élèves féminines, âgées de dix-sept à dix-huit ans, aux difficultés cognitives associées à une faible estime de soi reconnues par la Maison Départementale des Personnes Handicapées, ont observé une élève formée au rôle de CM. Le CM simule les conduites-typiques des débutants puis progresse par étape, tout en déployant des techniques de coping (« faire face à ») pour surmonter ses difficultés. Les effets ont été mesurés quantitativement sur la Performance Motrice (PM), le Sentiment d’Efficacité Personnelle (SEP) et le Soi Physique, et qualitativement, à partir d’entretiens post-expérimentation sur les relations à autrui dans la classe. Les résultats révèlent des progrès pour les quatre élèves et une perception positive de l’influence de cette expérience sur le rapport aux autres.