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Thematische Bibliographien / Physical education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Physical education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 9. Juni 2025

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1

Kayihan Erbas, Mustafa. "Determination of physical education teachers' educational beliefs." International Journal of Academic Research 5, no. 5 (October 15, 2013): 386–92. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.60.

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2

Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 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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3

Kumar, Pradeep, and Vijendra Singh. "Comparative Self-Concept Study of Physical Education and Non-Physical Education Students." International Journal of Physical Education & Sports Sciences 7, no. 13 (July 1, 2014): 0. http://dx.doi.org/10.29070/7/56005.

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4

Kumar, Pradeep. "Relative Study of Stress In Physical Education and Non-Physical Education Students." International Journal of Physical Education & Sports Sciences 7, no. 13 (January 1, 2015): 0. http://dx.doi.org/10.29070/7/56010.

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5

Kumar, Pradeep. "Study of Social Adjustment In Physical Education and Non-Physical Education Students." International Journal of Physical Education & Sports Sciences 8, no. 15 (July 1, 2015): 0. http://dx.doi.org/10.29070/8/56017.

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6

Bahadirovna, Khamraeva Zukhro. "PEDAGOGICAL CATEGORIES OF PHYSICAL EXERCISES IN PHYSICAL EDUCATION CLASSES TAUGHT IN HIGHER EDUCATIONAL INSTITUTIONS." International Journal of Pedagogics 03, no. 04 (April 1, 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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7

Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich, and Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 26, 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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Mushtariy, Razzoqova. "PEDAGOGICAL POSSIBILITIES OF INCREASING EDUCATIONAL EFFICIENCY IN PHYSICAL EDUCATION LESSONS." American Journal Of Social Sciences And Humanity Research 4, no. 6 (June 1, 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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9

Eshkulovich, Shodmanov Barkamol. "PHYSICAL EDUCATION AND SPORTS TRAINING." American Journal of Social Science and Education Innovations 6, no. 3 (March 1, 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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10

Richardson, Karen Pagnano. "Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 82, no. 7 (September 2011): 45–56. http://dx.doi.org/10.1080/07303084.2011.10598658.

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11

Хайруллин, А. Г., Р. Ш. Имангулов, О. В. Сальникова, and А. Э. Шарифуллин. "Education during physical education." Bulletin of Pedagogical Sciences, no. 4 (May 13, 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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12

Crainer, Stuart. "PHYSICAL EDUCATION." Business Strategy Review 23, no. 1 (March 2012): 36–37. http://dx.doi.org/10.1111/j.1467-8616.2012.00816.x.

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13

Sherwood, Steve. "Physical Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 86, no. 1 (November 26, 2012): 27–31. http://dx.doi.org/10.1080/00098655.2013.729443.

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14

Thompson, Tommy. "Physical Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 2 (November 1998): 69–70. http://dx.doi.org/10.1080/00098659809599599.

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15

Aronson, Richard M. "Physical Education." Journal of Physical Education, Recreation & Dance 57, no. 6 (August 1986): 29–32. http://dx.doi.org/10.1080/07303084.1986.10606159.

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16

Kumar, N. R. Ram. "Physical Education: College Physical Education Informatization Development Research." Indian Journal of Forensic Medicine & Toxicology 11, no. 2 (2017): 315. http://dx.doi.org/10.5958/0973-9130.2017.00129.3.

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17

Suleimenov, O. A., and D. B. Zhylysbayev. "PHYSICAL EDUCATION FOR THE DEVELOPMENT OF PHYSICAL EDUCATION." Bulletin of Dulaty University 1, no. 13 (March 26, 2024): 65–69. http://dx.doi.org/10.55956/kiyc6193.

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In the article, we consider the interaction between human resources and physical activity. The target of this study is the study of the application of systematic approaches to intellectual interests of students, as well as the possibility of a comprehensive application of physical skills to the nervous system and memory. The implementation of functions depends on neural connections, and on physical activity, which depends on it, it is possible to improve the human resources.

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18

O.S., Jumanov. "MODERN APPROACHES TO THE ORGANIZATION OF PHYSICAL EDUCATION IN EDUCATIONAL INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 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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19

Ross, James G., Charles O. Dotson, Glen G. Gilbert, and Susan J. Katz. "After Physical Education … Physical Activity outside of School Physical Education Programs." Journal of Physical Education, Recreation & Dance 56, no. 1 (January 1985): 77–81. http://dx.doi.org/10.1080/07303084.1985.10603691.

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20

Baek, Jun-Hyung, and Sung-Jun Yoon. "Exploring physical education teacher education strategies for technology-integrated physical education." Korean Society for Holistic Convergence Education 28, no. 4 (October 31, 2024): 139–57. http://dx.doi.org/10.35184/kshce.2024.28.4.139.

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The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The barriers to technology integration are broadly categorized into primary and secondary barriers. This paper focused on presenting strategies to overcome secondary barriers and proposes teacher education strategies that take into account various knowledge systems and levels of integration.

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Guedes, Claudia. "Physical Education and Physical Activity." Journal of Physical Education, Recreation & Dance 78, no. 8 (October 2007): 31–48. http://dx.doi.org/10.1080/07303084.2007.10598076.

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22

Grissom, Traci, Phillip Ward, Beth Martin, and Nicole Y. J. M. Leenders. "Physical Activity in Physical Education." Family & Community Health 28, no. 2 (April 2005): 125–29. http://dx.doi.org/10.1097/00003727-200504000-00004.

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23

Sağin, Ahmet Enes, Sinan Uğraş, and Mehmet Güllü. "Bullying in Physical Education: Awareness of Physical Education Teachers." Physical Culture and Sport. Studies and Research 95, no. 1 (June 1, 2022): 40–53. http://dx.doi.org/10.2478/pcssr-2022-0010.

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Abstract This study investigates how physical education (PE) teachers make sense of peer bullying, which types of behaviors they associate with peer bullying, their opinions about these behaviors, and methods for preventing bullying. The study group consisted of 18 PE teachers. The interview technique was used as a qualitative research method in the study. The data obtained after one-on-one interviews were analyzed through content analysis. According to the data obtained, PE teachers are the most important variable in the decrease or increase of peer bullying in classes. However, PE classes provide a suitable environment for the emergence of peer bullying. Additionally, bullying caused by the individual characteristics of students and environmental reasons can increase in schools, and there are generally no collective intervention programs within schools to prevent it. According to the teachers’ opinions, some of the important results are that students who are exposed to bullying experience the same fear every week in PE lessons, and although it is known that the majority of them do not want to participate in the activity in order to avoid being bullied, no solution can be found.

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Parry, Jim. "Physical Education as Olympic Education." European Physical Education Review 4, no. 2 (October 1998): 153–67. http://dx.doi.org/10.1177/1356336x9800400206.

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Mahammatov, Abdumannon, Azam Abdurakhimov, and Mingjigit Kholbekov. "Combination Of Music And Physical Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 6, 2021): 6–15. http://dx.doi.org/10.37547/volume03issue03-02.

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26

Felis-Anaya, Mercè, Daniel Martos-Garcia, and José Devís-Devís. "Socio-critical research on teaching physical education and physical education teacher education." European Physical Education Review 24, no. 3 (February 14, 2017): 314–29. http://dx.doi.org/10.1177/1356336x17691215.

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The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.

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Correia, Walter Roberto, and Sergio Roberto Silveira. "School physical education." Quaestio - Revista de Estudos em Educação 22, no. 3 (December 23, 2020): 699–719. http://dx.doi.org/10.22483/2177-5796.2020v22n3p699-719.

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This article has as its goal to justify and analyze the thematic propositions of the XV Seminar of School Physical Education: teachers’ autonomy and responsibilities. To do so, the theme is historically contextualized from two phases: 1) The search for legitimacy in the academia and; 2) The search for approximating teachers and their teachings. In the first one, it is possible to affirm that the seminars organized by EEFEUSP, from their very beginning and throughout the following twenty years, have presented an academic position towards the specificities and the different forms of school knowledge related to the curriculum component Physical Education, aiming at contributing to a legitimacy of the Physical Education itself in the academia. In the second phase, the question is properly and profitably addressed so to justify the seminar’s time and social place, targeting the teaching and the building of different kinds of knowledge through it. In this last phase, it is noticed an increase in the number of participants and also in the number of presentations, showing that the path chosen with locus on the teaching was right. Finally, once the analysis of the editing of the XV Seminar of School Physical Education is finished, it is put in this essay the challenge to think and project seminars to the next decade.

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28

Griggs, Gerald. "Primary physical education." European Physical Education Review 21, no. 2 (April 16, 2015): 272. http://dx.doi.org/10.1177/1356336x15580633.

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Ward, Gavin, and Gerald Griggs. "Primary Physical Education." European Physical Education Review 24, no. 4 (April 11, 2017): 400–417. http://dx.doi.org/10.1177/1356336x16676451.

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Physical Education is widespread across the world, yet despite its cultural variation it remains remarkably similar. The ability of the subject to replicate its practices makes it a potential site for exploration from a memetic perspective. The purpose of this paper is to examine documentary evidence such as research papers, policy documents and inspection reports, and offer for consideration potential memes that are at work within the memeplex of UK, primary school Physical Education. Four proposals are offered as potential memes: ‘sport as techniques’; ‘anyone can teach it’; ‘busy, happy and good’; and ‘nowhere important’. It is concluded that the current environment in primary schooling within the UK, serves to strengthen the proposed four primary Physical Education memes by reaffirming current practices. Moving beyond these memes requires significant rethinking about what constitutes primary Physical Education.

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Carse, Nicola, Mike Jess, and Jeanne Keay. "Primary physical education." European Physical Education Review 24, no. 4 (April 12, 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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31

Maude, Patricia M. "Physical Education Strand." Women in Sport and Physical Activity Journal 2, no. 2 (October 1993): 79–82. http://dx.doi.org/10.1123/wspaj.2.2.79.

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32

Spake, Ellen. "Physical Therapy Education." Pediatric Physical Therapy 5, no. 3 (March 1993): 139???140. http://dx.doi.org/10.1097/00001577-199300530-00008.

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Pate, Russell R., Meg Leavy Small, James G. Ross, Judith C. Young, Katherine H. Flint, and Charles W. Warren. "School Physical Education." Journal of School Health 65, no. 8 (October 1995): 312–18. http://dx.doi.org/10.1111/j.1746-1561.1995.tb03380.x.

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Buschner, Craig. "Online Physical Education." Journal of Physical Education, Recreation & Dance 77, no. 2 (February 2006): 3–8. http://dx.doi.org/10.1080/07303084.2006.10597818.

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35

Smith, Nicole J., and Monica Lounsbery. "Promoting Physical Education." Journal of Physical Education, Recreation & Dance 80, no. 1 (January 2009): 39–43. http://dx.doi.org/10.1080/07303084.2009.10598266.

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Mosier, Brian. "Virtual Physical Education." Journal of Physical Education, Recreation & Dance 83, no. 3 (March 2012): 6–10. http://dx.doi.org/10.1080/07303084.2012.10598734.

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Vaughn, Bev. "Beyond Physical Education." Journal of Physical Education, Recreation & Dance 83, no. 3 (March 2012): 32–33. http://dx.doi.org/10.1080/07303084.2012.10598744.

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&NA;, &NA;. "PHYSICAL EDUCATION CONFERENCE." Family & Community Health 17, no. 1 (April 1994): 87. http://dx.doi.org/10.1097/00003727-199404000-00025.

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Barker, Dean. "Physical education futures." Sport, Education and Society 15, no. 3 (August 2010): 383–85. http://dx.doi.org/10.1080/13573322.2010.494011.

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40

Smith, Timothy K. "Selling Physical Education." Journal of Physical Education, Recreation & Dance 56, no. 6 (August 1985): 66–67. http://dx.doi.org/10.1080/07303084.1985.10603803.

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41

Turkington, H. David, and F. Alex Carre. "Individualized Physical Education." Journal of Physical Education, Recreation & Dance 56, no. 2 (February 1985): 36–48. http://dx.doi.org/10.1080/07303084.1985.10604212.

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42

Henderson, Donald H. "Physical Education Teachers." Journal of Physical Education, Recreation & Dance 56, no. 2 (February 1985): 44–48. http://dx.doi.org/10.1080/07303084.1985.10604215.

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43

Bressan, Elizabeth S. "Children's Physical Education." Journal of Physical Education, Recreation & Dance 57, no. 2 (February 1986): 26–28. http://dx.doi.org/10.1080/07303084.1986.10606039.

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Moore, Gary K. "Elementary Physical Education." Journal of Physical Education, Recreation & Dance 57, no. 5 (June 1986): 61–63. http://dx.doi.org/10.1080/07303084.1986.10606136.

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45

Chandler, Gary L. "Invitational Physical Education." Journal of Physical Education, Recreation & Dance 59, no. 4 (April 1988): 68–74. http://dx.doi.org/10.1080/07303084.1988.10609733.

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46

Ignico, Arlene A. "Elementary Physical Education." Journal of Physical Education, Recreation & Dance 60, no. 2 (February 1989): 23–24. http://dx.doi.org/10.1080/07303084.1989.10603938.

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47

Werner, Peter. "Whole Physical Education." Journal of Physical Education, Recreation & Dance 65, no. 6 (August 1994): 40–44. http://dx.doi.org/10.1080/07303084.1994.10606940.

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48

Han, Sang-Mo, and Seang-Leol Yoo. "Epistemological Review of Elementary Physical Education: Conditions of Physical Education." Korean Journal of the Elementary Physical Education 25, no. 3 (October 31, 2019): 19–34. http://dx.doi.org/10.26844/ksepe.2019.25.3.19.

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49

Braksiek, Michael. "Pre-service physical education teachers’ attitudes toward inclusive physical education." German Journal of Exercise and Sport Research 52, no. 1 (October 1, 2021): 1–10. http://dx.doi.org/10.1007/s12662-021-00755-1.

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Annotation:

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

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50

McNeill, Michael, Boon San Coral Lim, Chee Keng John Wang, Wee Keat Clara Tan, and Ann MacPhail. "Moving towards quality physical education: Physical education provision in Singapore." European Physical Education Review 15, no. 2 (June 2009): 201–23. http://dx.doi.org/10.1177/1356336x09345224.

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