Thematische Bibliographien / Physical education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Physical education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Physical education"

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Kayihan Erbas, Mustafa. „Determination of physical education teachers' educational beliefs“. International Journal of Academic Research 5, Nr. 5 (15.10.2013): 386–92. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.60.

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Yuldashov, Ikromjon. „PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 04 (01.04.2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.
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Kumar, Pradeep, und Vijendra Singh. „Comparative Self-Concept Study of Physical Education and Non-Physical Education Students“. International Journal of Physical Education & Sports Sciences 7, Nr. 13 (01.07.2014): 0. http://dx.doi.org/10.29070/7/56005.

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Kumar, Pradeep. „Relative Study of Stress In Physical Education and Non-Physical Education Students“. International Journal of Physical Education & Sports Sciences 7, Nr. 13 (01.01.2015): 0. http://dx.doi.org/10.29070/7/56010.

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Kumar, Pradeep. „Study of Social Adjustment In Physical Education and Non-Physical Education Students“. International Journal of Physical Education & Sports Sciences 8, Nr. 15 (01.07.2015): 0. http://dx.doi.org/10.29070/8/56017.

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Bahadirovna, Khamraeva Zukhro. „PEDAGOGICAL CATEGORIES OF PHYSICAL EXERCISES IN PHYSICAL EDUCATION CLASSES TAUGHT IN HIGHER EDUCATIONAL INSTITUTIONS“. International Journal of Pedagogics 03, Nr. 04 (01.04.2023): 71–75. http://dx.doi.org/10.37547/ijp/volume03issue04-13.

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The categorization of physical exercises into categories is their distribution into groups that are linked together according to their most important signs. The teacher will be able to determine the nature of physical exercises with the help of categories, consequently, relieve the choice of exercises, which will meet the requirements of the pedagogical task. As long as the discipline of physical education develops, it becomes rich continuously with new information, while categorization does not always remain the same.
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Mushtariy, Razzoqova. „PEDAGOGICAL POSSIBILITIES OF INCREASING EDUCATIONAL EFFICIENCY IN PHYSICAL EDUCATION LESSONS“. American Journal Of Social Sciences And Humanity Research 4, Nr. 6 (01.06.2024): 198–203. http://dx.doi.org/10.37547/ajsshr/volume04issue06-27.

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In this work, the pedagogical possibilities of increasing the effectiveness of education in physical education classes, the means of all-round development of physical education and sports are directly dependent on economic conditions, the need for mentally mature, physically healthy and strong young men and women for our republic today. Because the progress and development of a country with a healthy population will be healthy.
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Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich und Haitbayeva Barnohon Baxodirovna. „Physical Education In The Structure Of Professional Education“. American Journal of Social Science and Education Innovations 03, Nr. 03 (26.03.2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.

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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.
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Eshkulovich, Shodmanov Barkamol. „PHYSICAL EDUCATION AND SPORTS TRAINING“. American Journal of Social Science and Education Innovations 6, Nr. 3 (01.03.2024): 37–39. http://dx.doi.org/10.37547/tajssei/volume06issue03-07.

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The methodology encompasses a longitudinal study over a twelve-month period, involving a cohort of elite athletes who were subjected to individualized training programs. Performance indicators, including physical endurance, strength, agility, and sport-specific skills, were meticulously tracked and analyzed. The control group, following a standardized training regimen, served as a benchmark for evaluating the relative gains of the experimental group.
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O.S., Jumanov. „MODERN APPROACHES TO THE ORGANIZATION OF PHYSICAL EDUCATION IN EDUCATIONAL INSTITUTIONS“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 10 (01.10.2021): 113–17. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-22.

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The article provides information on modern approaches to the organization of physical education in educational institutions, the factors determining the impact of exercise in the process of pedagogical research, the state of physical culture in society, indicators and general physical fitness.
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Dissertationen zum Thema "Physical education"

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McNamee, M. J. „The educational justification of physical education“. Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275801.

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Pope, Marcia J. „General physical education teachers' perceptions of adapted physical education consultation“. [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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Yelling, Martin Rhys. „Physical education, physical activity and the National Curriculum Physical Education : policy, provision and prospects“. Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4097.

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Kelly, Luke E., und Kason M. O'Neil. „Defining the Future of Physical Education/adapted Physical Education Teacher Preparation“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4028.

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The cost of attending residential four-year institutions continues to rise, while the availability of online distance education programs has seen an overwhelming increase. So where does this leave the future of APE and PETE programs? This session will review the current status and future economic forecasts for APE/PETE programs, as well as provide an opportunity to discuss how APE/PETE faculty can address the current and projected threats to maintaining quality APE/PE teacher preparation programs.
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Gerdin, Göran. „Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education“. Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.

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The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged
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Baker, Scott Kendall. „Authenticity in Physical Education“. Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1110%5F1%5Fm.pdf&type=application/pdf.

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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, Iryna Volodymyrivna Liashenko und A. O. Zubchenko. „The Importance of Physical Activity and Physical Education“. Thesis, Сумський державний університет, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72547.

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Sport is the perfect school for life. The skills acquired as a result of the game, physical education and sports are the basis for the development of the oligism of youth. Skills such as cooperation and trust are necessary for social cohesion and are realized in adulthood.
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Lo, Shun-kwong. „Quality education in physical education : Hong kong secondary students' perception on qualities of physical education teachers /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22277766.

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Yip, Gary. „Discipline in physical education, a case study of one secondary physical education teacher“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50587.pdf.

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Yip, Gary. „Discipline in physical education : a case study of one secondary physical education teacher“. Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.

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It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together.
This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.
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Bücher zum Thema "Physical education"

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Birmingham (England). Education Department., Hrsg. Physical education. Birmingham: Birmingham City Council, Education Department, 1996.

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McCatty, Cressy A. M. 1914- . und Ontario Institute for Studies in Education. Guidance Centre., Hrsg. Physical education. Toronto: Guidance Centre, Ontario Institute for Studies in Education, 1993.

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Evans, John, 1952 Oct. 16-, Hrsg. Equality, education, and physical education. London: Falmer Press, 1993.

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J, Eccles D., und North Western Counties Physical Education Association., Hrsg. Physical education workbooks. (U.K.): (s.l.), 1989.

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Fletcher, Tim, Déirdre Ní Chróinín, Douglas Gleddie und Stephanie Beni, Hrsg. Meaningful Physical Education. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge focus on sport pedagogy: Routledge, 2021. http://dx.doi.org/10.4324/9781003035091.

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Webster, D. E. GCSE physical education. London: Letts Educational, 1997.

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1902-, Seaton Don Cash, Hrsg. Physical education handbook. 8. Aufl. Englewood Cliffs, N.J: Prentice Hall, 1992.

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Ann, Duff, Hrsg. Higher physical education. Edinburgh: Leckie & Leckie, 2009.

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Great Britain. Department of Education for Northern Ireland. Education and Training Inspectorate. Evaluating physical education. Bangor: DENI, 1999.

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Welsh Joint Education Committee. GCSE Physical Education. Cardiff: WJEC, 2003.

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Buchteile zum Thema "Physical education"

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Connolly, Maureen. „Physical Education“. In Contributions to Phenomenology, 534–37. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-5344-9_120.

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Kelly, Luke E., Martin E. Block und Andrew M. Colombo-Dougovito. „Physical Education“. In Handbook of Special Education, 586–605. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-45.

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Jess, Mike, und Malcolm Thorburn. „Physical Education“. In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 441–55. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n28.

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Penney, Dawn, und Andrew Jones. „Physical Education Studies“. In Digital Representations of Student Performance for Assessment, 169–95. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-341-6_7.

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Goldfield, Raymond. „Physical Education, Teaching“. In Encyclopedia of Cross-Cultural School Psychology, 729–31. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_314.

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Macrae, Eilidh. „Physical Education Experiences“. In Palgrave Studies in Sport and Politics, 39–80. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58319-2_2.

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Østerlie, Ove, Chad Killian und Julia Sargent. „‘Global’ Physical Education“. In Flipped Learning in Physical Education, 9–17. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003203377-3.

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Jess, Mike, Paul McMillan und Nicola Carse. „Primary Physical Education“. In An Introduction to Primary Physical Education, 39–52. 2. Aufl. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003257783-5.

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Kwok, Hui Min. „Inclusive Physical Education“. In CPD for Teaching and Learning in Physical Education, 86–109. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003171973-7.

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Howells, Kristy. „Physical Education and Health Education“. In Inspiring Primary Learners, 133–50. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429024597-10.

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Konferenzberichte zum Thema "Physical education"

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Kuzyaeva, S. E., P. V. CHistov und A. A. Sorokin. „Physical education“. In SCIENCE OF RUSSIA: TARGETS AND GOALS. "Science of Russia", 2019. http://dx.doi.org/10.18411/sr-10-12-2019-43.

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Kuzina, M. V. „ADAPTIVE PHYSICAL EDUCATION AS A NECESSARY COMPONENT OF STUDENTS ' PHYSICAL DEVELOPMENT“. In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/29.

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The article presents the results of a study on the need to introduce adaptive physical education in schools of Zolotukhinsky district. Adaptive physical education is a necessary component of both physical and social development of the student. For conducting adaptive physical education classes, an annual plan is drawn up, which reflects the number of hours for classes, topics, and the planned result. The article deals with the problems of introducing adaptive physical education, the possibility of an educational organization to have full-time teachers with special education.
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Chenglong, Xu, und Hu Xiufan. „Physical Education, Aesthetic Education, Moral Education“. In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.120.

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Ma, Zhilan. „Physical Education Reform of University in Lifelong Physical Education“. In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.68.

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Landi, Dillon. „All Physical, No Education: LGBTQ Experiences of Physical Education“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440851.

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Firmansyah, Helmy. „Physical Education and Character Education“. In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.65.

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Jajat, Jajat, Kuston Sultoni, Cep Ubad Abdullah und Adang Suherman. „Physical Education Students’ Physical Self-Concept“. In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007070808010804.

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Vařeková, Jitka, Markéta Křivánková, Pavlína Nováková, Eva Prokešová und Klára Daďová. „Remedial Physical Education in the Czech education system“. In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-10.

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Remedial Physical Education (RPE) in the context of education is a school subject focused on promoting health and developing physical literacy in children with special educational needs (SEN). The subject RPE has more than seventy-years long tradition in Czech Republic and support in legislation and the Framework Educational Program. However, despite the emphasis on the importance of supporting children with SEN, the number of schools that offer this subject is declining. For systemic change, it is extremely important to carefully analyze factors leading to this situation. These include, e.g. possibility to exempt pupils from physical education classes, organizational demands and nonenforcement of the provision of SEN, insufficient preparation of future teachers, the outdated paradigm of the field, and negative attitudes of students and parents to physical education in schools.
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Kononenko, A. V., Y. S. Borisova und V. V. Selezneva. „THEORY AND METHODS OF PHYSICAL EDUCATION“. In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/24.

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The article presents the results of a study to identify aspects of training various groups of the population to study the theory and methodology of physical education. The prepared study showed the nuances that should certainly be taken into account when conducting systematic physical exercise classes for preschool institutions, educational schools, secondary special and higher institutions, and medical institutions. The results obtained make it possible to speak about the importance of a deep and thorough study of the theory and methodology of physical education.
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Krayneva, S. „HUMANITARIZATION OF PHYSICAL EDUCATION“. In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.22.

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Berichte der Organisationen zum Thema "Physical education"

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Iglesias, Damián, und Javier Fernandez-Rio. Cooperative learning in physical education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Juli 2022. http://dx.doi.org/10.37766/inplasy2022.7.0093.

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Azevedo, Eugénia, Rui Araújo und Isabel Mesquita. The Development of Reflective Skills in Physical Education Teacher Education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, März 2021. http://dx.doi.org/10.37766/inplasy2021.3.0079.

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Cawley, John, Chad Meyerhoefer und David Newhouse. The Impact of State Physical Education Requirements on Youth Physical Activity and Overweight. Cambridge, MA: National Bureau of Economic Research, Juni 2005. http://dx.doi.org/10.3386/w11411.

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Zhang, Junlong, Lixia Bao, Mohd Nasiruddin Nasnoor Mohd Nasiruddin, Mohd Ashraff Mohd Mohd Anuar und Gege Yao. Effects of Sports Education Model on Students' Attitudes Towards Physical Education Learning: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Oktober 2022. http://dx.doi.org/10.37766/inplasy2022.10.0040.

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Kuznetsova, Lyudmila. DEVELOPMENT OF CULTURE OF HEALTH AND PHYSICAL EDUCATION OF STUDENTS IS A PRIORITY GOAL OF EDUCATION SYSTEM. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, Dezember 2013. http://dx.doi.org/10.14526/41_2013_13.

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Cawley, John, David Frisvold und Chad Meyerhoefer. The Impact of Physical Education on Obesity among Elementary School Children. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18341.

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Zimmer, Zachary, Albert Hermalin und Hui-Sheng Lin. Whose education counts? The impact of grown children's education on the physical functioning of their parents in Taiwan. Population Council, 2001. http://dx.doi.org/10.31899/pgy6.1048.

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Khairulin, Alexander, Vladimir Blinkov, Lyubov Lagunova, Olga Sapozhnikova, Evgeny Byzov, Irina Freifeld, Oleg Malozemov et al. Electronic training course "Theoretical foundations of physical culture". SIB-Expertise, Januar 2024. http://dx.doi.org/10.12731/er0788.29012024.

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The electronic training course “Theoretical Foundations of Physical Culture” contains fifteen topics that allow students to understand: the basic concepts of physical culture (PC) and sports; its role in general cultural and professional training; socio-biological foundations of PC; the role of motor activity for modern man; the basics of a healthy lifestyle; means of PC in the regulation of life activity; basics of general physical and sports training; the basics of the theory and methodology of physical education; the basics of methods for organizing and conducting independent physical education and recreational activities; the basics of self-control and functional diagnostics during physical education classes; professional and applied physical training of university students; basics of health PC; doping problems in sports activities; the basics of massage and its connection with PC; information on sports injuries; basics of adaptive PC The content of each topic includes a lecture part, designed in the form of an illustrated test with hyperlinks, a presentation on the lecture, a practical assignment on the material of the topic, as well as a test assignment (of ten questions) on the topic. The final control of students' completion of the course is carried out by sequential study of topics (all or several, depending on the curriculum of the specialty) and the accumulation of at least 70% of correct answers on control tests. In addition to the lecture material and practical assignments, the electronic training course contains information necessary for students to master the educational material in a high-quality manner, in the form of additional reference (glossary) and educational literature previously published by the authors of this course. The structure and content of the electronic course complies with the requirements of the Federal State Educational Standard for the academic discipline “Physical Culture and Sports”, as well as the requirements of the USMU for the structure and content for this educational tool.
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9

zhang, Junlong, Geok Soh Kim, Mohd Anuar Mohd Ashraff, Wensheng Xiao und Xiaorong Bai. Mapping the Landscape of Pedagogical Models in Physical Education: An Umbrella Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Februar 2024. http://dx.doi.org/10.37766/inplasy2024.2.0072.

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10

Fenton, Sam, Joanne Porter, Anna Fletcher, Elissa Dabkowski und Alex Prins. Physical Literacy Scoping Project: Children and Families. Federation University, Dezember 2023. http://dx.doi.org/10.35843/nvmx6078.

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The Physical Literacy Scoping Project: Children and Families was an initiative of the Latrobe Health Assembly (LHA) Physical Literacy Working Group (PLWG). The research project was funded by the Latrobe Health Assembly and completed by the Community Evaluation Research Group (CERG) in partnership with Institute of Education, Arts and Community (IEAC) at Federation University. The scope of the project included: Enabling community agencies; engaging stakeholders from health promotion, physical activity, education, sport, recreation, and recreation planning; Identifying and prioritising projects; identifying existing support, funding and initiatives and identifying needs for training, education, and ongoing support.
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