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Thematische Bibliographien / Physical education and training / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Physical education and training“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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1

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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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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Yurevich, Dyrov Aleksandr. „MEANS OF PHYSICAL DEVELOPMENT MEASURES IN SPORTS AND PHYSICAL TRAINING“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, Nr. 03 (01.03.2022): 34–40. http://dx.doi.org/10.37547/pedagogics-crjp-03-03-08.

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Exercise is a means of physical training of a person, the actions used in accordance with the laws of physical education. Exercise has historically been structured and stylistically shaped as gymnastics, play, sports and tourism. As a means of physical education, exercise involves the active movement activity of the practitioner. The specific features of exercise are expressed in the desire to form and improve actions, the idea of the purpose of the action and the means to achieve it, as well as the intention and willpower to perform the action.

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Rzayev, O. „Training and Education in Physical Education Lessons“. Bulletin of Science and Practice 10, Nr. 2 (15.02.2024): 528–33. http://dx.doi.org/10.33619/2414-2948/99/58.

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Training and education in physical education lessons is a complex, multifaceted process, the effectiveness of which depends not only on what the teacher himself knows and can do, but also on how he transfers knowledge and skills to students. Pedagogical activity is a continuous solution of pedagogical problems. A special feature of the working conditions of a physical education teacher is the need to demonstrate physical exercises and insure students when they perform physical exercises, as well as to move with students during outdoor exercises, on hikes, etc. The effectiveness of a coach depends on many factors: economic, social, scientific, organizational, etc. The indicator of a coach’s effectiveness is the successful achievement of a goal with the most rational use of forces and means, which presupposes that the structure and functioning of the coach’s psyche corresponds to the structure and dynamics of his activities.

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Kudláček, Martin, Ondřej Ješina und Pat Flannagan. „European Inclusive Physical Education Training“. Advances in Rehabilitation 3, Nr. 1 (01.01.2010): 14–17. http://dx.doi.org/10.2478/v10029-010-0003-6.

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European Inclusive Physical Education Training The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).

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Maher, Anthony, und Jessica Macbeth. „Physical education, resources and training“. European Physical Education Review 20, Nr. 1 (02.08.2013): 90–103. http://dx.doi.org/10.1177/1356336x13496003.

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Jumaniyazov, Anvarbek B. „PEDAGOGICAL ANALYSIS OF TRAINING IN PHYSICAL EDUCATION AND SPORTS MANAGEMENT“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, Nr. 05 (01.05.2022): 1–10. http://dx.doi.org/10.37547/pedagogics-crjp-03-05-01.

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Over the past three years, a number of positive steps have been taken in our country to modernize higher education, develop the social sphere and the economy based on advanced educational technologies and innovative scientific developments. In the Address of the President to the Oliy Majlis of January 24, 2020, a wide range of tasks were set for various ministries and departments. “... As we aim to turn Uzbekistan into a developed country, we can achieve this only through rapid reforms, education and innovation. To do this, first of all, we need to nurture a new generation of knowledgeable and qualified personnel who will emerge as enterprising reformers, think strategically.

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Jovlievich, Bekmurodov Elmurod. „EVOLUTION OF PEDAGOGICAL THEORIES IN PHYSICAL EDUCATION“. International Journal of Advance Scientific Research 4, Nr. 3 (01.03.2024): 43–45. http://dx.doi.org/10.37547/ijasr-04-03-09.

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This doctoral thesis explores the integration of modern technologies in the process of physical education and sports training, with a particular focus on the pedagogical aspects of this integration. Amidst the rapid evolution of digital technologies, theirapplication within educational contexts, especially in physical education and sports training, presents both opportunities and challenges. This research aims to dissect these dynamics by asking.

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Prystupa, E., M. Danylevych und O. Romanchuk. „Physical Education Teachers Training in Austria“. Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), Nr. 8(128) (28.12.2020): 155–59. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).33.

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The article is devoted to the issues of professional training of physical education teachers in Austria since 1946 (the end of Second World War) till 1970 (changes of laws and regulations). The is to study the Austrian experience of training physical education aim of the paper teachers at different historical stages. To achieve the goal, a set of general scientific and pedagogical research methods have been used: bibliographic search, historical-genetic, interpretive-analytical ones, systematization, generalization, analysis, synthesis. The results of scientific research showed that during the first postwar decades in Austria there was a denazification of curricula for physical education / sports teachers, the gradual destruction of ideological strata, reducing the politicization of educational processes, reorientation to progressive ideas and traditions of pre-Nazi professional education. This stage of development of teachers professional education is characterized by numerous attempts to improve the curriculum by balancing theory and practice, normative and variable components, different cycles of training. There is a qualitative update of the theory and practice of school physical education, modernization of the educational process in the institutes of physical education at the Universities of Vienna, Graz, Innsbruck and Salzburg in accordance with current trends in science, technology, education and other spheres of public life.

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Davis, Ricky E. „Adolescent Strength Training in Physical Education“. Strategies 16, Nr. 3 (Januar 2003): 27–28. http://dx.doi.org/10.1080/08924562.2003.10591015.

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Burkett, Lee N. „Leadership Training in Adapted Physical Education“. Adapted Physical Activity Quarterly 5, Nr. 3 (Juli 1988): 248–49. http://dx.doi.org/10.1123/apaq.5.3.248.

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Alonso Martín, Pilar. „Competences training of the Teacher’s Training in Physical Education“. Educar 42 (01.07.2008): 63. http://dx.doi.org/10.5565/rev/educar.133.

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Pichurin, Valerii, Viktor Umerenko und Taras Dutko. „Theoretical prerequisites of psycho-physical training in physical education“. InterConf, Nr. 38(175) (19.10.2023): 360–65. http://dx.doi.org/10.51582/interconf.19-20.10.2023.033.

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In this article, research provides the results of theoretical prerequisites for the formation of individual's structural components in the area of physical education. The authors believe that such prerequisites relate to the scientific achievements made by representatives of several scientific branches who have studied the mutual impact of the human body and mind. Within this context, there are considered such aspects as: the treatment to the issue of the physical in human beings through philosophy, psychoanalysis, the body-based approach in psychology, the psychosomatic approach in medicine, the psychology of development, and body-oriented psychotherapy. The authors consider that the results of the research in these areas provide evidence for specialists of physical education to assume that it is possible to form components of the mental structure through the influence on the human body (via physical exercises).

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Ambretti, Antinea, Arianna Fogliata und Davide Di Palma. „Innovation in physical education“. Journal of Human Sport and Exercise 19, Nr. 3 (26.06.2024): 915–29. http://dx.doi.org/10.55860/ng96c626.

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In an era that increasingly emphasizes the importance of sustainable lifestyles, this study aims to explore the potential role of physical education in improving, through the training of proprioception and peripheral vision, self-awareness and attention, and to verify their possible correlation with virtuous behaviours. Utilizing applications of the Synchrony methodology within the context of embodied cognition, it is hypothesized that a greater sense of bodily awareness, achieved through targeted physical training, may promote behaviours oriented towards sustainability. This hypothesis is based on the idea that enhanced self-awareness and/or attention could lead to a better understanding of one's living space, personal choices, and their consequences, thereby increasing responsibility towards the shared living environment. A pilot observational study and a subsequent experimental study involving 84 high school students were conducted to outline these potential aspects of indirect connection between specific physical training and more responsible behaviours, with the aim of helping, in the future, young people to develop such qualities also through specially designed physical education methodologies.

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Pichurin, Valerii, Viktor Umerenko und Taras Dutko. „Fundamentals of psycho-physical training of students in physical education“. InterConf, Nr. 31(147) (20.03.2023): 589–94. http://dx.doi.org/10.51582/interconf.19-20.03.2023.062.

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There is a number of directions regarding the use of physical education for training for a professional work. One of the authors of the article proposed a direction called psycho-physical training. The research aims to determine the fundamentals of psycho-physical training of students in physical education. It is suggested that the development of the foundations of psycho-physical training of students should be based on the factors determined from the analysis of professiograms and qualification characteristics of a specific profession. In the article, such issues are revealed: directions of psycho-physical training in the process of physical education, its means, organization, control.

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al Shloul, Tamara, Israr Akhter, Suliman A. Alsuhibany, Yazeed Yasin Ghadi, Ahmad Jalal und Jeongmin Park. „Pedestrian Physical Education Training Over Visualization Tool“. Computers, Materials & Continua 73, Nr. 2 (2022): 2389–405. http://dx.doi.org/10.32604/cmc.2022.027007.

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Childs, Ruth, und Lauren J. Lieberman. „Infusing Self-Advocacy Training Into Physical Education“. Journal of Physical Education, Recreation & Dance 92, Nr. 7 (02.09.2021): 51–53. http://dx.doi.org/10.1080/07303084.2021.1948792.

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Beeler, Halle, Abigail Strong, Emmanuel Stamatakis, Anita Hobson-Powell, Mark Hargreaves und Mark Stoutenberg. „Physical Activity Training in Australian Medical Education“. Medicine & Science in Sports & Exercise 48 (Mai 2016): 82–83. http://dx.doi.org/10.1249/01.mss.0000485254.19377.73.

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Bukowsky, Michael, Avery D. Faigenbaum und Gregory D. Myer. „FUNdamental Integrative Training (FIT) for Physical Education“. Journal of Physical Education, Recreation & Dance 85, Nr. 6 (24.07.2014): 23–30. http://dx.doi.org/10.1080/07303084.2014.926842.

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Faigenbaum, Avery D., und Patrick Mediate. „Activate Physical Education With Medicine Ball Training“. Strength and Conditioning Journal 27, Nr. 3 (Juni 2005): 25–26. http://dx.doi.org/10.1519/00126548-200506000-00003.

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Pavlova, Tatiana, Lyudmila Dolzhenko und Mykhaylo Perehinets. „INNOVATIVE TECHNOLOGIES TRAINING PROFESSIONALS WITH PHYSICAL EDUCATION“. Sports Bulletin of the Dnieper 1, Nr. 4 (30.08.2019): 169–76. http://dx.doi.org/10.32540/2071-1476-2019-4-169.

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Murata, Nathan M., und Samuel R. Hodge. „Training Support Personnel for Inclusive Physical Education“. Journal of Physical Education, Recreation & Dance 68, Nr. 9 (November 1997): 21–25. http://dx.doi.org/10.1080/07303084.1997.10605023.

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Eyzaguirre-Maldonado, Edwin Hector, Rusbita Reynaga-Chavez, Yuri Gutierrez Jeri, Oscar Gutierrez Huamani und Yersi-Luis Huaman-Romani. „Plyometric training for physical education university students“. International Journal of Innovative Research and Scientific Studies 7, Nr. 3 (10.05.2024): 1163–73. http://dx.doi.org/10.53894/ijirss.v7i3.3146.

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The purpose of this research is to analyze and describe the plyometric training of university students in the professional career of physical education. The design is non-experimental, cross-sectional of the descriptive type whose approach is of the quantitative type. The data collection was done through an intentional online survey in which 885 university students participated and responded to eight items voluntarily and anonymously. The results show that university students who practice sports have the desire to want to represent their institution for which they use various plyometric methods for their workouts or daily routines in an informal way that keeps them in a competitive physical state at a regional or national level but not for a competition at an international level. Conclusion. University students perform their own workouts because they believe they have experience in training which is false that is, they themselves create their own daily routines without a professional trainer. They also need an adequate place equipped with trainers with experience in national or international competitions to improve their physical performance. This research has implications for the students because they have to adapt to the rhythm of plyometric exercises to be fit in any national or international competition and the implications for the teachers are that they must take into account which competition they want to participate in to be able to train them as appropriate.

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Сембрат, С. В. „Анализ современных требований к профессионально-прикладной физической подготовке“. Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 42, Nr. 2 (April 2019): 25–35. http://dx.doi.org/10.46727/jshs.2019.v42.i2.p25-35.

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The theoretical analysis strongly suggests that the transition from an administrativecommand system to market relations, which predetermines the necessity of the reorganization of the professionally-applied physical training is one of the most important problems closely connected with the solution of a number of practical tasks to improve the management, leadership, organization and providing of physical training at the present stage of development of the various sectors of the economy. It is recognized that the current system of physical education in the system of vocational education of Ukraine despite its significant achievements, still cannot meet the growing demands on physical training of technical specialists. Solutions to this problem lie in the scientific substantiation and the development of new programs of physical education for students mastering technical education, improving testing and evaluation, security and accounting physical training.

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Kondratenko, Victoria V., Ihor A. Zaitsev, Vladimir A. Lyubimov, Liudmyla V. Homon und Hennadii M. Chykolba. „Optimisation of Physical Education in Higher Education Institutions: Monitoring of the Physical Condition of Students during Physical Education Activities“. Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, Nr. 2 (28.12.2020): 137–44. http://dx.doi.org/10.52534/msu-pp.6(2).2020.137-144.

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Training of the future specialist is a multifaceted educational process, which includes various types of training (theoretical, psychophysiological, physical, etc.). Focusing the results of pedagogical influence on all types of training and determining professional readiness. The urgency and expediency of the study of this problem is enhanced by the need to overcome existing contradictions in higher education, in particular between: severe deterioration in the health of student youth, steady growth in the number of students with impaired health therefore referred to a special medical group (SMG), and social order for a healthy, physically developed, and active generation. The purpose of the study lies in theoretical and methodological substantiation and experimental confirmation of the effectiveness of the use of new tools, technologies, forms, and methods of organising physical education of students. The method of observation and the method of statistical data processing were used to conduct the empirical part of the study, and the methods of system, correlation, and comparative analysis were used to substantiate the theoretical part. Consideration of modern approaches, presented in the content of pedagogical technologies, author's methods and programmes in physical education of students revealed that technologies with a wide arsenal of tools can serve as a factor that improves the physical health of students. The study found that the improper functioning of the physical education system is conditioned by the lack of methods and mechanisms for implementing the existing legal framework for physical education of young people in practice. In addition, the study substantiated the emergence of the issue regarding the use of health technologies due to the lack of a specific interpretation of the terminology

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Liu, Daduo, und Rongwei Li. „Training of Physical Education Teachers for Equal Access to Education“. Procedia Environmental Sciences 12 (2012): 1269–73. http://dx.doi.org/10.1016/j.proenv.2012.01.420.

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Хайруллин, А. Г., Р. Ш. Имангулов, О. В. Сальникова und А. Э. Шарифуллин. „Education during physical education“. Bulletin of Pedagogical Sciences, Nr. 4 (13.05.2024): 290–95. http://dx.doi.org/10.62257/2687-1661-2024-4-290-295.

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авторы статьи заостряют внимание на важности воспитания обучаемых во время проведения всех форм физической культуры. На примерах, которые были в процессе занятий, раскрывают основные методы воспитания, показывают, как тот или иной случай проблем с преподаванием был успешно решен, а также как его можно применить в обучении. Особенно в статье отмечается важность личного примера учителя в процессе воспитания, авторитет учителя должен быть непререкаем. Авторам важно было показать специалистам в области физической культуры, что воспитание важный компонент учебы, тренировки или занятия в повседневной жизни педагога и обучаемого. Этот процесс воспитания должен быть постоянным и в процессе обучения и жизни. Кто если не специалисты будут постоянно воспитывать, а где-то и перевоспитывать обучаемых? Так же в статье приведены примеры разбора нескольких конкретных случаев воспитания на занятиях по физической культуре для принятия на вооружение педагогами. Целью является показать важность повседневности воспитания и применения его во всех формах физической культуры, то есть воспитанием только на занятиях авторы не ограничиваются и приводят доводы воспитания на утренней физической зарядке, во время тренировочных занятий, на отдыхе и во время физкультурных пауз. В статье нет примеров воспитания в таких важных компонентов физической культуры как: реабилитация (восстановление двигательных способностей) рекреация (использование упражнений для отдыха), и спорт. Так как воспитание в этих составляющих физической культуры требует написания отдельной статьи для специалистов лечебной физкультуры, тренеров, спортивных врачей и массажистов. the authors of the article focus on the importance of educating students during all forms of physical education. Using examples that occurred during classes, they reveal the main methods of education, show how a particular case of problems with teaching was successfully resolved, and also how it can be applied in teaching. The article especially notes the importance of the teacher’s personal example in the educational process; the teacher’s authority must be indisputable. It was important for the authors to show specialists in the field of physical education that education is an important component of study, training or activities in the everyday life of the teacher and student. This process of education must be constant both in the process of learning and life. Who, if not specialists, will constantly educate, and somewhere re-educate students? The article also provides examples of analysis of several specific cases of education in physical education classes for adoption by teachers. The goal is to show the importance of everyday education and its application in all forms of physical education, that is, the authors do not limit themselves to education only in the classroom and provide arguments for education during morning physical exercises, during training sessions, on vacation and during physical education breaks. The article does not contain examples of education in such important components of physical education as: rehabilitation (restoration of motor abilities), recreation (use of exercises for recreation), and sports. Since education in these components of physical culture requires writing a separate article for physical therapy specialists, coaches, sports doctors and massage therapists.

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Vickerman, Philip. „Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers“. European Physical Education Review 13, Nr. 3 (Oktober 2007): 385–402. http://dx.doi.org/10.1177/1356336x07083706.

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Lleixà, Teresa, und Merche Ríos. „Service-Learning in Physical Education Teacher Training. Physical Education in the Modelo Prison, Barcelona“. Qualitative Research in Education 4, Nr. 2 (28.06.2015): 106. http://dx.doi.org/10.17583/qre.2015.1138.

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<span style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">In </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">the Psychiatric Unit of the Modelo Prison, Barcelona, a physical education programme is carried out annually with the participation of University of Barcelona (UB) students. In this context, we carried out a study based on service-learning parameters. The aim of the study was twofold: to determine the impact on inmates of the physical education programme that was undertaken with university students; and to assess what university students’ learnt in the prison-based socio-educational intervention programme. This paper describes the context of the research and the methodological basis of service learning. The qualitative tools to gather the information were: two focus group;</span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;"> a semi-structured interview with a representative of the unit’s guards; and </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">the students’ field dairy. We present results that demonstrate the impact of the physical, sports activity on the socialisation of inmates, in terms of aspects such as communication and personal skills. The results also show the effect of the programme on the university students’ learning processes, particularly with regard to the contextualisation of learning.</span>

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Ivanova, Veselina, und Eleonora Mileva. „COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN CONDUCTING ONLINE EDUCATION“. Proceedings of CBU in Social Sciences 2 (24.10.2021): 167–71. http://dx.doi.org/10.12955/pss.v2.217.

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The state of emergency, as a result of the COVID-19 pandemic, has completely changed the education system in Bulgaria, including the training of physical education and sports in Bulgarian schools. Physical education and sports training have been transformed into distance and online education and training. The aim of the research was to study the competencies of PE teachers in the country for the implementation of online teaching. The subject of the study was a total of 138 teachers, of whom 100 (72.5%) were female and 38 (27.5%) were male. The teachers were aged from 24 to 68 years old, with different pedagogical experience and were representatives of all regions of the country. A specially developed international questionnaire with closed questions was applied. Alternative analysis and chi-square Pearson's test (×²) were used to analyze the results. The results show that the sampled teachers evaluated the current use of online education in physical education and sport as relatively good (47.1%). At the same time, the acquired results show that the educational activity of sports pedagogues during the pandemic has reduced their motivation for professional activity (43.5%). Teachers have rated as very good (29.7%) and good (45.7%) their competencies for using online technologies to conduct physical education and sports classes. The majority of them – 79%, actively applied the new technologies in the training process. No differences were found in the answers of the respondents to any of the questions on the criteria of gender, age and pedagogical experience.

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Gordienko, Y. V. „Theoretical training in physical education of higher educational establishments’ girl students“. Physical education of students 19, Nr. 4 (28.08.2015): 3–9. http://dx.doi.org/10.15561/20755279.2015.0401.

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Purpose: testing and analysis of theoretical-methodic training of girl students at physical education classes. Material: in the research 45 2 nd year girl students of 18-19 age, participated. One group dealt with power-lifting and volleyball. Second group - practiced trainings by usual academic program. Results: it was found that girl students’ theoretical knowledge corresponds to middle level. It was also established that increase of motivation for acquiring and mastering knowledge facilitates effectiveness of physical education trainings’ construction. Conclusions: absence of physical education theoretical knowledge or its low level in girl students sharply reduces effectiveness of training and education, weakens interest to physical exercises’ and sports’ practicing.

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Stănciulescu, Robert. „Individualization of Preparation in Military Physical Education – Optimization Model of Physical Performance“. Land Forces Academy Review 23, Nr. 4 (01.12.2018): 257–61. http://dx.doi.org/10.2478/raft-2018-0031.

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Abstract Individual physical, mental and functional qualities require a well-trained training system that can deliver the very complex tasks outlined in the training objectives. The individualization of the training process and the permanent monitoring of performance is an effective way to maximize the physical and mental potential of military.

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Ergashovich, Sattorov Anvar, und Fatullaev Azizjon Nasullaevich. „Professional training of future teachers of physical education“. ACADEMICIA: An International Multidisciplinary Research Journal 10, Nr. 11 (2020): 510–14. http://dx.doi.org/10.5958/2249-7137.2020.01414.7.

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Stănciulescu, Robert. „Particularities of Female Training in Military Physical Education“. Scientific Bulletin 23, Nr. 2 (31.12.2018): 126–30. http://dx.doi.org/10.2478/bsaft-2018-0016.

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Abstract The entire training process aims at completing the professional training of the military so that they can maintain a high level of work capacity and combat ability, even under multiple demands. The morphological and functional characteristics of the military in this category require the organization and development of a well-planned, organized and managed training system that ensures that the assessment standards are met but at the same time does not produce physical, mental or functional disturbances of the body.

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Khasanovich, Mamanazarov Azamat. „Training future physical education teachers for coaching activities“. ACADEMICIA: An International Multidisciplinary Research Journal 12, Nr. 5 (2022): 164–68. http://dx.doi.org/10.5958/2249-7137.2022.00370.6.

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Rezaei, Reza. „Effect of physical training on education of students“. Journal of Management and Accounting Studies 4, Nr. 03 (20.07.2019): 59–62. http://dx.doi.org/10.24200/jmas.vol4iss03pp59-62.

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One of the most important institutions in contemporary society closely associated with physical education and sport and its function is widely used in continuous operation, which is a function of physical education training institutions to strengthen and develop this concept. However, in some communities to keep the community and especially the rule against alien tribes of Physical Education and Sport in order to physically and mentally prepare the people and the soldiers used to fight the enemy. Methodology: Cult of chivalry and generosity, helping mankind and the needy and the deprived and poor defense against a powerful part of sports and physical education at that time was considered and sports athlete must have superior mental powers and moral forces of good sportsmanship along with physical exercise and only to such persons as the hero would never refer to someone who only has superior physical strength and that it was not call hero. Results: The military aspects of combat sports and leisure and happiness and other aspects were not overlooked in these communities. But according to the type of physical education major figures who have shaped the cultural and religious, cultural and educational way. The people, the children of seven and eight years old were assigned to the educational system, and after the reading, writing, speaking, shooting, wrestling or other sports to know that the goal of this type of education, people were preparing for a full life. Conclusion: After the advent of Islam in Iran as well as in educational methods, standards of conduct and ideas of human good and virtue among the most significant figure takes into consideration the impact on itself in this time of mysticism and ethics, culture and roots mixed with faith to give a new look to the sports environment.

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Prystupa, E., O. Romanchuk und M. Danylevych. „AUSTRIAN EXPERIENCE OF PHYSICAL EDUCATION TEACHERS PROFESSIONAL TRAINING“. Pedagogy of the formation of a creative person in higher and secondary schools 3, Nr. 70 (2020): 14–19. http://dx.doi.org/10.32840/1992-5786.2020.70-3.2.

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Lubis, Ade Evriansyah, und Agung Nugroho. „First Aid Training Model for Physical Education Teachers“. TEGAR: Journal of Teaching Physical Education in Elementary School 4, Nr. 2 (31.05.2021): 73–80. http://dx.doi.org/10.17509/tegar.v4i2.33614.

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The student safety during Physical Education learning process is an important aspect that becomes a responsibility of every Physical Education teacher. Therefore, every Physical Education Teacher must have special supporting skills for handling and giving first aid for various types of physical problems and accidents experienced by students. For this reason, it is necessary to conduct a study aimed at developing a first aid training model for Physical Education teachers. The method used in this study was Research Development model, using the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). The population of this study were Physical Education Teachers in Medan Deli District, Medan Municipality, North Sumatra Province, in 2019. The respondents included 99 Physical Education teachers selected through total sampling technique. The data collection techniques used in this study were interviews and online questionnaire distribution. The data analysis technique used was descriptive analysis technique. The research results show the total score mean (X) validation of 2 First Aid Training Experts was 71.00 and the total score mean (X) validation of 2 Physical Education Experts was 73.00. Based on the quantitative data obtained from the mean score calculation (X), the qualitative value was obtained (51.00 ≤ X ≤ 75.00). It concludes that the First Aid Training Model for Physical Education Teachers is feasible to be used as a support for Physical Education learning in schools.

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INÁCIO DA SILVA, SALVADOR, und DIRCE MARIA CORRÊA DA SILVA. „PROFESSIONAL TRAINING IN PHYSICAL EDUCATION: AN INNOVATIVE EXPERIENCE“. Fiep Bulletin- Online 87, Nr. I (01.01.2017): 332–35. http://dx.doi.org/10.16887/87.a1.84.

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Walkwitz, Edward, und Paulette Cefalu-Walkwitz. „Video Technology used in Training Physical Education Teachers“. Strategies 12, Nr. 1 (September 1998): 29–31. http://dx.doi.org/10.1080/08924562.1998.10591369.

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Reilly, Erin, und Julia A. Karlstad. „Career Fitness Training for High School Physical Education“. Journal of Physical Education, Recreation & Dance 75, Nr. 3 (März 2004): 21–26. http://dx.doi.org/10.1080/07303084.2004.10609248.

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Perrin, David H. „Athletic Training: From Physical Education to Allied Health“. Quest 59, Nr. 1 (Februar 2007): 111–23. http://dx.doi.org/10.1080/00336297.2007.10483541.

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Malets, Dmytro. „PHYSICAL TRAINING IN THE CONDITIONS OF DISTANCE EDUCATION“. Academic Notes Series Pedagogical Science 1, Nr. 206 (Januar 2022): 175–79. http://dx.doi.org/10.36550/2415-7988-2022-1-206-175-179.

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The article identifies the possibilities of electronic resources in mastering physical training knowledge and abilities by education applicants in the conditions of self-isolation. It has been revealed that in the conditions of transition from the traditional form of conducting physical education training classes to distance learning is necessary, firstly, to fill the educational content of the electronic course and organize the process of physical upbringing based on the electronic educational environment, secondly – to reorient pupils and students to study using electronic resources. It has been determined that in the conditions of distance learning is worth to develop methodical support, which allows to organize, carry out and control the process of theoretical and methodological training of pupils and students in the system of physical education, as well as to adapt to new conditions, forms and methods of conducting lectures and methodical-practical classes. Electronic resources allow forming the didactic complex of disciplines, which must include: methodical developments for lectures (structure of lecture materials: the purpose of lecture, a glossary of basic concepts, a brief synopsis, questions for self-checking knowledge, a list of emerging competencies, a list of basic and additional literature; auxiliary visual materials: presentations, videos); methodical developments for practical classes (structure: the purpose of class, conceptual apparatus, a short content, control questions, a list of knowledge and skills that are being formed; illustrative materials: presentations, videos); methodical and practical tasks for individual work (task structure: purpose, key words, general information, task instruction, a list of competencies, which are being formed, a list of recommended literature); online tests that allow controlling student’s knowledge (test control is carried out after studying the topic to determine the assimilation of the studied learning material). It has been proven that multimedia tools, with the help of which pupil or student is able by himself to plan and organize the process of physical self-training, are of great importance in the formation of knowledge and skills.

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Wahl-Alexander, Zachary, Jennifer M. Jacobs und St Anthony Lloyd. „Physical Education Teacher Training Within Juvenile Detention Centers“. Journal of Physical Education, Recreation & Dance 95, Nr. 5 (20.05.2024): 34–39. http://dx.doi.org/10.1080/07303084.2024.2319534.

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Radjapov, Shavkat Z. „PHYSICAL TRAINING FOR STUDENTS WITH HEARING DISABILITIES AS AN OBJECT OF RESEARCH“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 04 (01.04.2022): 113–19. http://dx.doi.org/10.55640/eijmrms-02-04-22.

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The content of the stages of development of the theory and methodology of physical education in a special school is analyzed. Students with hearing impairments are examined as a subject of physical education research.

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Tsapakidou, Aggeliki, Giannis Arvanitakis und Aggeliki Mavroudi. „The Nursery Education Students Training in Physical Education in Greek Universities“. International Journal of Learning: Annual Review 13, Nr. 1 (2007): 241–46. http://dx.doi.org/10.18848/1447-9494/cgp/v14i01/45169.

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Dar, Iqbal, und Sangeeta Gupta. „EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS“. International Journal of Advanced Research 9, Nr. 08 (31.08.2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.

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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

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Faxriddin Qizi, Raximova Zarina. „ADVANTAGES OF USING PEDAGOGIC METHODS IN TRAINING STUDENTS AND YOUNG PEOPLE IN PHYSICAL EDUCATION“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 08 (01.08.2022): 28–30. http://dx.doi.org/10.55640/eijmrms-02-08-07.

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Dmitriev, Boris, Yurij Levin und Yury Sharaevsky. „Physical experiment in university education“. Izvestiya VUZ. Applied Nonlinear Dynamics 10, Nr. 3 (30.09.2002): 205–12. http://dx.doi.org/10.18500/0869-6632-2002-10-3-205-212.

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The role of physical experiment in modern university education is discussed. The principles of organization оf а training and research physical practical work for the lower years students аt faculty of nonlinear processes оf the Saratov university are stated. The concrete examples of experimental researches are cited.

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Chakraborty, Bhaskar. „A Study on Physical Education Teachers’ Training Programme on Development of Attitude towards Physical Education“. IOSR Journal of Humanities and Social Science 2, Nr. 4 (2012): 1–3. http://dx.doi.org/10.9790/0837-0240103.

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