Journal articles: 'High schools physical education'

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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (October 3, 2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.

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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.

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Irawan, Fajar Awang, and Fajar Eko Prasetyo. "Sport Infrastructure for Physical Education in Senior High School." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 66. http://dx.doi.org/10.18415/ijmmu.v6i1.491.

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The purpose of this study was to determine the condition and the quality of sports infrastructure in high school. This study using mixed method which is data collection combined between interview data and the documentation. Total subjects were 40 respondents and full fill the inform consent before answer question. The research study located in high schools throughout Purbalingga District. The results of this study have correlation to the standardization of sports infrastructure in the standard category according to the regulation Number 24 of 2007 concerning the standard for Facilities and Infrastructure for School in Republic of Indonesia. This study showed that the completeness of the equipment has fulfilled, although there are some sports facilities are lacking but do not interfere to the learning processes. The level of feasibility of sports infrastructure is still to be optimized. Regarding to the used of sports infrastructure in a multifunctional manner and carrying out the maintenance procedures have been running but not optimal. The conclusions were 3 of the 10 high schools in sufficient category, 5 schools in good category, and 2 schools in the very good category. Therefore, it is necessary to improve and standardize the maintenance of sports infrastructure facilities to the realization of standardization and equitable distribution of sports infrastructure in every high school as well as an increases in achievement at public high schools.

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Samuelson, Anne, Leslie Lytle, Keryn Pasch, Kian Farbakhsh, Stacey Moe, and John Ronald Sirard. "The Physical Activity Climate in Minnesota Middle and High Schools." Journal of Physical Activity and Health 7, no. 6 (November 2010): 811–17. http://dx.doi.org/10.1123/jpah.7.6.811.

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Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

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Turdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.

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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.

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Marmeleira, José Francisco Filipe, Nuno Micael Carrasqueira Aldeias, and Pedro Miguel dos Santos Medeira da Graça. "Physical activity levels in Portuguese high school physical education." European Physical Education Review 18, no. 2 (May 22, 2012): 191–204. http://dx.doi.org/10.1177/1356336x12440022.

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The main aim of this study was to evaluate the physical activity (PA) levels of high school Portuguese students during physical education (PE) and investigate the association of PA levels with students’ goal orientation and intrinsic motivation. Forty-six students from three high schools participated. Heart rate telemetry and pedometry were used to assess PA and the Borg rate of perceived exertion scale was used to measure perceived exertion. Thirty PE lessons were monitored. The results indicated that high school PE lessons involve low levels of PA. Students engaged in moderate to vigorous PA (MVPA) only in about one-third (29.7 minutes) of the official PE scheduled time (90 minutes) and perceived exertion as light. In general, students seemed to be positively motivated toward PE and mainly task goal orientated. Boys felt more enjoyment/interest and perceived their competence in more positive ways than girls. The number of steps and the rate of perceived exertion were associated with levels of PA measured by heart rate telemetry. Intrinsic motivation and goal orientation were not related with MVPA.

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Rhea, Deborah J. "The Physical Education Deficit in the High Schools." Journal of Physical Education, Recreation & Dance 80, no. 5 (May 2009): 3–9. http://dx.doi.org/10.1080/07303084.2009.10598314.

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Rizzo, Terry L. "Principals’ Intentions to Promote Physical Education." Journal of School Leadership 30, no. 3 (November 22, 2019): 275–92. http://dx.doi.org/10.1177/1052684619887548.

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The Principals’ Attitude toward Physical Education ( PAPE) survey was used to assess public principals’ intention to promote physical education (PE). Principals ( n = 106) from randomly selected middle and high school schools in California completed the PAPE. Results indicated favorable attitudes, perceived behavioral control, and normative beliefs were associated with promoting PE. Middle school principals are more likely to promote PE than high school principals, especially if they promoted PE in the past. Principals who reported higher perceived competence along with positive professional and personal experiences with PE indicated they would likely promote this subject-matter content in their school.

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Prazeres Filho, Alcides, Gerfeson Mendonça, João Miguel Souza Neto, Rafael Miranda Tassitano, Anderson Barbosa Paiva Silva, and José Cazuza Farias Júnior. "Attendance in Physical Education classes and associated factors among high school students." Revista Brasileira de Educação Física e Esporte 34, no. 3 (September 30, 2020): 405–17. http://dx.doi.org/10.11606/issn.1981-4690.v34i3p405-417.

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The objective of this study was to examine the prevalence of high school student attendance in Physical Education classes and analyze associated factors. The sample consisted of 2,874 public and private high school students (57.9% women, mean age of 16.5 years; SD = 1.2) from João Pessoa, Paraiba (PB) state in Northeastern Brazil. Attendance in Physical Education classes was measured by the following question: ‘How many Physical Education classes do you attend during a normal week? The associated factors measured were: attitude, self-efficacy, risks and benefits related to physical activity, perceived health, level of physical activity, sedentary behavior and nutritional status. It was observed that 41.9% (95% CI: 40.1-43.7) of the students attended two or more Physical Education classes per week, with a higher incidence in public schools (56.6%, 95%CI: 54.6-58.9) than in their private counterparts (6.6%, 95%CI: 4.9-8.2; p <0.001). Higher attendance in Physical Education classes was identified in the following subgroups: male students and the youngest from both schools, in students from public school that did not work, members of the highest economic class, whose parents had higher schooling levels, and those in the 1st and 2nd year of high school education in private institutions. Attending two or more Physical Education classes per week is positively and significantly associated with a more favorable attitude to engaging in physical activity as well as its level, in both private and public students, in addition to positive health perception in public students. Student attendance in Physical Education classes was low, particularly in private schools. Attending two or more Physical Education classes per week was associated with positive aspects of physical activity and health in the students under study.

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Prazeres Filho, Alcides, Gerfeson Mendonça, João Miguel Souza Neto, Rafael Miranda Tassitano, Anderson Barbosa Paiva Silva, and José Cazuza Farias Júnior. "Attendance in Physical Education classes and associated factors among high school students." Revista Brasileira de Educação Física e Esporte 34, no. 3 (November 20, 2020): 405–17. http://dx.doi.org/10.11606/1807-5509202000030405.

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The objective of this study was to examine the prevalence of high school student attendance in Physical Education classes and analyze associated factors. The sample consisted of 2,874 public and private high school students (57.9% women, mean age of 16.5 years; SD = 1.2) from João Pessoa, Paraiba (PB) state in Northeastern Brazil. Attendance in Physical Education classes was measured by the following question: ‘How many Physical Education classes do you attend during a normal week? The associated factors measured were: attitude, self-efficacy, risks and benefits related to physical activity, perceived health, level of physical activity, sedentary behavior and nutritional status. It was observed that 41.9% (95% CI: 40.1-43.7) of the students attended two or more Physical Education classes per week, with a higher incidence in public schools (56.6%, 95%CI: 54.6-58.9) than in their private counterparts (6.6%, 95%CI: 4.9-8.2; p <0.001). Higher attendance in Physical Education classes was identified in the following subgroups: male students and the youngest from both schools, in students from public school that did not work, members of the highest economic class, whose parents had higher schooling levels, and those in the 1st and 2nd year of high school education in private institutions. Attending two or more Physical Education classes per week is positively and significantly associated with a more favorable attitude to engaging in physical activity as well as its level, in both private and public students, in addition to positive health perception in public students. Student attendance in Physical Education classes was low, particularly in private schools. Attending two or more Physical Education classes per week was associated with positive aspects of physical activity and health in the students under study.

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Lima, Ricardo Franco, Filipe Manuel Clemente, and Raul Fraguela Vale. "Attitudes toward physical education in Portuguese schools: Middle and high school students." Human Movement 19, no. 4 (2018): 64–70. http://dx.doi.org/10.5114/hm.2018.77327.

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Siedentop, Daryl. "High School Physical Education." Journal of Physical Education, Recreation & Dance 58, no. 2 (February 1987): 24–25. http://dx.doi.org/10.1080/07303084.1987.10609502.

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Stormoen, Sidsel, Helga Bjørnøy Urke, Hege Eikeland Tjomsland, Bente Wold, and Åge Diseth. "High school physical education." European Physical Education Review 22, no. 3 (November 4, 2015): 355–71. http://dx.doi.org/10.1177/1356336x15612023.

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Hirata, Yasunori. "Physical Anthropology within Science Education in Junior High and High Schools." Anthropological Science (Japanese Series) 115, no. 1 (2007): 46–49. http://dx.doi.org/10.1537/asj.115.46.

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Moskalenko, Natalia, Oksana Demidova, and Daria Yelisieieva. "THE INFLUENCE OF INDEPENDENT CLASSES IN PHYSICAL EDUCATION ON THE PHYSICAL FITNESS OF SENIOR SCHOOLCHILDREN." Sports Bulletin of the Dnieper 1 (2020): 323–31. http://dx.doi.org/10.32540/2071-1476-2019-1-323.

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Introduction. The development of Ukraine cannot be achieved without the powerful educational potential of the nation, namely, not high-quality training of specialists in all sectors. The realization of this goal is impossible without one of the most important components of the educational process - physical education. Physical education helps students in the formation of professional skills, brings up the basics of a healthy lifestyle, improves their health, and increases the level of physical and functional fitness. Therefore, the issues of improving the content, forms and methods of physical education of schoolchildren in secondary schools remain relevant. The article considers and analyzes the importance of independent physical education classes. An innovative technology is proposed to increase the interest of schoolchildren in independent physical education classes with the aim of increasing physical fitness indicators, as well as maintaining and strengthening health. Hypothesis of the study is that independent physical education will improve the physical fitness of high school students. Research purpose to determine the impact of different types of independent physical education on the physical fitness of high school students. Research methods and materials. The proposed innovative technology contains the following components: purpose, objectives, directions, organizational and pedagogical conditions, stages of implementation and performance criteria, which in turn are related to each other and in the complex solve the problem of involving high school students in independent physical education. Methods: analysis and theoretical generalization of scientific and methodological literature, pedagogical observation, pedagogical experiment, pedagogical testing, methods of mathematical statistics. The study involved 74 high school seniors who belong to a major medical group and have no health disabilities. Results. The data of the experimental study of the impact of the developed innovative technology on the indicators of physical fitness of older school-age children are presented and its effectiveness is proved. Conclusions. In order to improve the performance of older school-age students, innovative technology was proposed that included the use of information technology and control systems. After the introduction of innovative technology, qualitative characteristics of physical fitness showed that the majority of students EG1, EG2, EG3 and EG4 after the experiment have a sufficient level of physical fitness (p <0,05). Keywords: innovative technology, health, high school students, self-study, physical education.

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Кравчук, Т. М., and О. С. Курочка. "Use of body-ballet in high school physical education." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 26, 2013): 40–47. http://dx.doi.org/10.17309/tmfv.2013.4.1035.

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Objective: to develop a method of physical education high school age girls body mass Ballet and verify its effectiveness.Methods. To solve the problems raised in the paper, we used the following methods: study and analysis of educational, scientific and methodological literature; interviews with experts and questionnaires; pedagogical supervision; teacher testing; methods of mathematical statistics. The experiment was conducted at the high school school № 167 m. Kharkiv and lasted from September 2012 to April 2013. As researched by a pupil of high school of 15 people - and 15 control group - experimental group. Investigated the control group attended lessons of physical training conducted by the curriculum of secondary schools. For the studied experimental group were held for three months training with body-ballet.Conclusions. The method of physical education high school age girls body mass ballet synthesizes the elements of classical dance, aerobics health yoga, and Pilates and other than sports and recreation values brings also artistic and aesthetic, which contributes to their dance, musicality, expression and creativity activity of the individual.Organizing and conducting exercises with elements of ballet body in high school and increase the level of flexibility, strength, agility and endurance high school, which was experimentally proven in the course of our study.

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Tutkun, Erkut, Ilyas Gorgut, and Ibrahim Erdemir. "Physical Education Teachers’ Views about Character Education." International Education Studies 10, no. 11 (October 29, 2017): 86. http://dx.doi.org/10.5539/ies.v10n11p86.

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The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kutahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals’ behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.

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Vestil, Marijoy I., and Dennis V. Madrigal. "The Teaching Barbies of Physical Education in Public High Schools." Technium Social Sciences Journal 20 (June 8, 2021): 181–90. http://dx.doi.org/10.47577/tssj.v20i1.3522.

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Education is a process of welcoming truth and opportunity. It is the prudent, encouraged, and respectful learning undertaken in the belief that all should have the chance to share in life. Befittingly, there are no gender biases when it comes to being a teacher. However, this all depends on one's working environment. This study investigates the attitudes, beliefs, and practices of five teaching Bekis of physical education in a public high school identified using a purposive sampling technique. The inquiry is aided by a phenomenological research approach wherein the data were gathered using an in-depth interview. The data were analyzed using thematic analysis by Lichtman's 3-Cs: coding, categorizing, and conceptualizing. The findings showed participants' challenges, life as a teaching barbie of physical education and adjustments in the real world. These findings suggest a different perspective of being gay and a teacher teaching physical education that adheres to institutional standards of authentic education. Furthermore, understanding gay physical education teachers' situation needs to be addressed to attain the so-called "chance to share in life."

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Varga Szépné, Henrietta, Éva Katona, Dénes Páll, and Ildikó Balatoni. "Infrastuctural background of the everyday physical education in Hungarian high schools." Applied Studies in Agribusiness and Commerce 11, no. 3-4 (December 31, 2017): 31–36. http://dx.doi.org/10.19041/apstract/2017/3-4/5.

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The Hungarian government is dedicated to supporting a healthy and sporty life-style, thus in the past years the number of initiatives directed to publicizing and promoting sports has increased considerably. The new Law of Public Education has put the emphasis on physical education and on organizing other sport events in schools. This led to the introduction, in a phasing-out manner, of the every-day physical education (PE).We were interested to know the infrastructural background of PE including the number and size of sports halls available for the students, how many classes can they accommodate at the same time, and when were they constructed. To this end a survey was conducted through telephone, contacting 200 high schools in 19 counties of Hungary. Do the schools have their own swimming pools, or do they conduct after-hours sports events. Data were analyzed using the EvaSys program.The time of construction of the schools and their sports halls spans a wide range between the years 1530 and 2005. So do the number of students, between 150-1200. Nineteen of the schools have none, 67% has one, and 18.8% two sports halls. The size of these halls is also very variable, while in some schools it is only 25 m2, in others it can be as large as 2295m2. In most cases the halls can accommodate one or two classes in parallel. Afternoon classes are held in 87% of the schools, and include basketball, fencing, and soccer, among others. However, only eleven of the interviewed high schools have swimming pools. Research has called the attention to the fact that the exercise of Hungarian youth is too little. This puts the emphasis on the promotion of physical activity in schools. While there are large differences in the infrastructural background in the schools involved in the survey, they all strive to conduct after-hours sport events.

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Choi, Jungkyu, and Jeongjun Park. "Alternative Education Characterization High Schools’ Outside-school Physical Activity Experience and Educational Meaning." Korean Journal of Sport Pedagogy 27, no. 2 (April 30, 2020): 85–112. http://dx.doi.org/10.21812/kjsp.2020.04.27.2.85.

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Prazeres Filho, Alcides, Gerfeson Mendonça, João Miguel Souza Neto, Rafael Miranda Tassitano, Anderson Barbosa Paiva Silva, and José Cazuza de Farias Júnior. "Attendance in Physical Education classes and associated factors among high school students." Revista Brasileira de Atividade Física & Saúde 24 (December 17, 2019): 1–10. http://dx.doi.org/10.12820/rbafs.24e0083.

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This study examined the prevalence of attendance in Physical Education (PE) classes and associated factors among high school students. A cross-sectional study performed with 2,874 public and private high school students (57.9% girls, mean age of 16.45 years; SD = 1.22) from João Pessoa, Paraíba, Brazil. Attendance in PE classes was measured by the question: ‘How many PE classes do you attend during a normal week? The factors measured were: attitude, self-efficacy, risks and benefits related to physical activity (PA), perceived health, PA level, sedentary behavior and nutritional status. Binary logistic regression was used. It was observed that 41.9% attended two or more PE classes per week, with higher prevalence rates in public school students than private school counterparts (56.6% vs. 6.6%; p < 0.001). Higher attendance in PE classes was observed in male and younger students from both school systems. It was also observed in students who did not work, were members of the highest economic class and whose parents had higher schooling levels in public schools, and from 1st and 2nd grades of high school education in private institutions. Attending two or more PE classes per week is positively associated with a more favorable attitude to engaging in PA as well as its level, in both school systems, and with positive health perception among public students. In conclusion, attendance in PE classes was low, particularly in private schools. Attending two or more PE classes per week was associated with positive aspects of PA and health in the students under study.

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Arai, Masaharu. "Education of Physical Anthropology in Elementary and Junior High Schools." Anthropological Science (Japanese Series) 115, no. 1 (2007): 42–46. http://dx.doi.org/10.1537/asj.115.42.

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Silverman, Stephen, and Han J. Lee. "What Factors Influence Physical Education Classes in Urban High Schools?" Journal of Physical Education, Recreation & Dance 70, no. 1 (January 1999): 8. http://dx.doi.org/10.1080/07303084.1999.10605639.

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Ziemba, Anita. "Physical activity in free time of physical education teachers from Tarn." Health Promotion & Physical Activity 6, no. 1 (April 4, 2019): 20–23. http://dx.doi.org/10.5604/01.3001.0013.1522.

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Aim: The goal of the study was to evaluate the physical activity of physical education teachers from Tarnów schools in their free time. Material and methods: The research is of pilot nature and was carried out in 2018 among 30 teachers, in the 30–50 age group, teaching physical education in primary schools, junior high schools and high schools in Tarnów. The research covered the participants of the subject workshops. The research was carried out by means of a diagnostic survey and a survey technique was used to obtain necessary information and data. Results: Physical education teachers willingly undertake physical activity during their free time, however, it is usually recreational activity. The teachers most eagerly practice once or twice a week. Male teachers showed greater frequency of physical activity. Practicing sports in the past is reflected in the approach to taking care of health and maintaining physical fitness later in life. The way of spending free time of the examined teachers differs depending on gender. Conclusions: Systematic participation of physical education teachers in physical activities is not satisfactory, and yet the teacher should set an example and make students aware of how to care for body and physical health.

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Kasımoğlu, Murat. "Evaluation of the Motivation Levels of Physical Education Teachers." International Journal of Research in Education and Science 7, no. 2 (April 1, 2021): 412–25. http://dx.doi.org/10.46328/ijres.2087.

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A number of psychosocial determinants have been associated with a significant proportion of teachers with adjustment problems and low levels of motivation. The motivation of physical education teachers is a critical factor in their approach to students and in achieving lesson outcomes. In this study, it was aimed to evaluate the motivation levels of physical education teachers in terms of some variables. In the study, based on the descriptive survey model, physical education teachers were compared according to the variables of gender, age, marital status and type of school. The sample of the study consists of 206 physical education teachers working in secondary schools and high schools in Aksaray, Karaman and Konya provinces of our country. Intrinsic and extrinsic motivation scales were used to collect research data. According to the results of the study, the extrinsic motivation levels of the teachers were found to be partially low. The extrinsic and general motivation of physical education teachers working in private schools is very low. According to the findings of the study, the motivation levels of physical education teachers differ according to the variables of gender, age, marital status and type of school.

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Prakosha, Donni, Agus Kristiyanto, Gunarhadi Gunarhadi, Abdul Salim, and Sunardi Sunardi. "Perception of Physical Education Teachers on Adaptive Physical Education In Inclusive School." International Journal of Pedagogy and Teacher Education 2, no. 1 (May 4, 2018): 67. http://dx.doi.org/10.20961/ijpte.v2i1.17042.

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Physical education is an important thing to teach in an effort to maintain health. In the term of special education, adaptive physical education is very necessary in teaching physical education for students with special needs. The main purpose of this study is to determine the perceptions of teachers, especially special teachers, on adaptive physical education in inclusive schools. This study is a descriptive quantitative research involving 15 teachers in Surakarta. Data was collected using questionnaires using 4 Likert scale.The results showed that teachers’ perception on the purpose of adaptive physical education was high for 70%. Meanwhile, teachers’ perception on the implementation of physical adaptive education was high for 62%. However, teachers’ perception on the adaptive physical education materials was moderate for 56%. Also for the assessment in adaptive physical education, teachers’ perception was moderate for 58%. In terms of the physical adaptive education tools, teachers’ perception was high for 81%. The result of this research can be used to develop the nature of adaptive physical education itself, especially in inclusive school. By knowing the teachers’ perceptions on adaptive physical education, some parties can determine which parts are lack and need to be developed, especially in adaptive physical education Keywords: Perception of teachers, adaptive physical education

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Matsumura, Akiyoshi, and Hisao Baba. "Education of Physical Anthropology in Primary, Juniour High and High Schools in Japan." Anthropological Science (Japanese Series) 115, no. 1 (2007): 41–42. http://dx.doi.org/10.1537/asj.115.41.

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Sinulingga, Albadi, Suprayitno Suprayitno, and Dian Pertiwi. "Professionalism of physical education teachers: from the leadership of school principals, school culture to teacher work motivation." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (November 3, 2019): 296. http://dx.doi.org/10.29407/js_unpgri.v5i2.13113.

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This study aims to obtain an overview of the relationship between school principal leadership, school culture and teacher work motivation on the professionalism of physical education teachers. The study uses a quantitative approach with the Ext-Post Facto method. The population in this study amounted to 952 people from 34 Public and Private Vocational High Schools (SMK) registered in MGMP (Subject Teachers' Consultation) Physical Education Vocational School Physical Education Serdang Bedagai Regency in North Sumatra Province in 2017. Samples of 30 physical education teachers from 34 Schools using purposive sampling techniques. Data collection techniques using a questionnaire. Data analysis techniques using path analysis. The results showed that the principal's leadership and work motivation of teachers directly affected teacher professionalism, while school culture would not affect teacher professionalism. The conclusion is that the principal's good leadership, healthy school culture, and high teacher motivation are factors of high and low teacher professionalism.

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Graham, Kathy C. "Critical Crossroads-Decisions for Middle & High School Physical Education & High School Physical Education." Journal of Physical Education, Recreation & Dance 63, no. 7 (September 1992): 65–66. http://dx.doi.org/10.1080/07303084.1992.10609924.

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Kang,Sinbok, 이영국, 박윤혁, 이승배, and KIM WON JUNG. "International Comparative Study on Physical Education Curriculum at Junior-High Schools." Korean Journal of Sport Science 18, no. 3 (September 2007): 134–47. http://dx.doi.org/10.24985/kjss.2007.18.3.134.

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Fardy, Paul S., Azz Azzollini, and Ariela Herman. "Health-Based Physical Education in Urban High Schools: The Path Program." Journal of Teaching in Physical Education 23, no. 4 (October 2004): 359–71. http://dx.doi.org/10.1123/jtpe.23.4.359.

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Hachem, Laureen D., George Kourtis, Swapna Mylabathula, and Charles H. Tator. "Experience with Canada’s First Policy on Concussion Education and Management in Schools." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 43, no. 4 (May 4, 2016): 554–60. http://dx.doi.org/10.1017/cjn.2016.41.

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AbstractBackground: In response to the rising incidence of concussions among children and adolescents, the province of Ontario recently introduced the Ontario Policy/Program Memorandum on Concussions (PPM No. 158) requiring school boards to develop a concussion protocol. As this is the first policy of its kind in Canada, the impact of the PPM is not yet known. Methods: An electronic survey was sent to all high school principals in the Toronto District School Board 1 year after announcement of the PPM. Questions covered extent of student, parent, and staff concussion education along with concussion management protocols. Results: Of 109 high school principals contacted, 39 responded (36%). Almost all schools provided concussion education to students (92%), with most education delivered through physical education classes. Nearly all schools had return to play (92%) and return to learn (77%) protocols. Although 85% of schools educated staff on concussions, training was aimed at individuals involved in sports/physical education. Only 43.6% of schools delivered concussion education to parents, and many principals requested additional resources in this area. Conclusions: One year after announcement of the PPM, high schools in the Toronto District School Board implemented significant student concussion education programs and management protocols. Staff training and parent education required further development. A series of recommendations are provided to aid in future concussion policy development.

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Yulianti, Mimi, Leni Apriani, M. Fransazeli Makorohim, Sri Rezeki Ameliana, and Jumadi Jumadi. "Implementation of Assessment of Physical Education Learning Results on Junior High School Teachers." ACTIVE: Journal of Physical Education, Sport, Health and Recreation 10, no. 2 (August 10, 2021): 43–48. http://dx.doi.org/10.15294/active.v10i2.46519.

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The purpose of this study was to determine the implementation of the assessment of physical education learning outcomes in public and private junior high schools in Siak Hulu district, Kampar regency. The research design used is descriptive quantitative.The population in this study were all physical education teachers in public and private Junior High Schools in Siak Hulu District, Kampar Regency that consisted of 9 schools with 19 physical education teachers. The sample of this study were all population all physical education teachers of public and private Junior High Schools in Siak Hulu distric, Kampar regency. The technique for selecting a sampling of this research was saturation sampling. The data was collected by distributing questionnaires as an instrument of this research to all samples. The data analysis technique used in this research presents descriptive statistics with percentages results. Based on data processing and data analysis, the researchers conclude that the assessment of learning outcomes of this study is approximately 87% average score with very good category.

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Gadliauskaitė, Živilė, Asta Igarienė, and Rita Gruodytė-Račienė. "Physical activity of secondary and performing arts high school students in relation to physical education assessment." Acta Kinesiologiae Universitatis Tartuensis 22 (December 19, 2016): 70. http://dx.doi.org/10.12697/akut.2016.22.06.

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The aim of this study was to assess whether the way of evaluation in Physical Education (PE) classes (i.e. by a mark or being credited as ‘pass’ or ‘fail’) is associated with physical activity (PA) of high school students, and whether there are differences if students are of secondary or performing arts high school. The study involved 486 students of 9–12th grades from three secondary and three performing arts high schools in one of the biggest cities of Lithuania. Analyzing secondary high school students’ PA, estimated by modified International PA Questionnaire, in relation to assessment system in PE, statistically significant (p<0.01) differences were found only in vigorous PA (VPA), i.e. students, who are assessed by marks in PE, are involved in VPA more frequently than those who are being rated ‘pass’ or ‘fail’. A reverse situation was observed in performing arts high school students: more students, who are being rated ‘pass’ or ‘fail’ in PE, are involved in vigorous and moderate PA more frequently comparing to students who are assessed by a mark. We may conclude that the assessment mode in PE classes may influence PA of schoolchildren, but differently for secondary and performing arts high school students.

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Fairclough, Stuart J. "Girls’ Physical Activity during High School Physical Education: Influences of Body Composition and Cardiorespiratory Fitness." Journal of Teaching in Physical Education 22, no. 4 (July 2003): 382–95. http://dx.doi.org/10.1123/jtpe.22.4.382.

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This study assessed the physical activity levels of 20 high school girls (age 13 years, SD = 1.1) during physical education classes, over an 8-month period. Physical activity was measured by heart rate telemetry and accelerometry. Skinfold measurements were used to estimate percent body fat, and peak VO2 was assessed by maximal treadmill running. Girls engaged in moderate-to-vigorous intensity physical activity (MVPA) for 38.5% of class time and produced 961.8 vector magnitude (Vmag) counts · min−1. Body fat was inversely correlated with Vmag counts · min−1 (r = −.65, p < .01) and peak VO2 (r = −.65, p < .01). Girls’ MVPA in physical education did not meet the Healthy People 2010 50% of class time criterion. Body fat significantly predicted 42% of the variance in Vmag counts · min−1. Cardiorespiratory fitness appeared not to influence physical activity during physical education, regardless of measurement method. Girls’ physical activity in physical education may be improved if schools advocate planned lesson outcomes that aim to maximize opportunities for physical activity.

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Lodewyk, Ken R., and Colin M. Pybus. "Investigating Factors in the Retention of Students in High School Physical Education." Journal of Teaching in Physical Education 32, no. 1 (January 2013): 61–77. http://dx.doi.org/10.1123/jtpe.32.1.61.

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Several studies have reported declining student enrolment rates in optional physical education. This study—incorporating constructs from social cognitive, self-determination, and body image theory—investigated factors that might be influential to this trend. Surveys were administered to 227 tenth-grade students from five schools in one school district of Ontario, Canada. MANOVA results revealed a significant main effect difference in variables by gender and enrollment group but not by the interaction. Enrollees had statistically higher motivation (domain value, self-efficacy, perceived autonomy support, and autonomous regulation), PE grade, and weekly levels of exercise beyond physical education. Qualitatively, nonenrollees reported more social concerns, less domain value, and disliked activities like fitness training, health content, and competition. Females had statistically higher body size discrepancy and qualitatively more domain value and concern about the social setting and the type of activities. Implications for the retention of high school physical education students are discussed.

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Smith, Nicole J., Monica A. F. Lounsbery, and Thomas L. McKenzie. "Physical Activity in High School Physical Education: Impact of Lesson Context and Class Gender Composition." Journal of Physical Activity and Health 11, no. 1 (January 2014): 127–35. http://dx.doi.org/10.1123/jpah.2011-0334.

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Background:Physical education (PE) is recommended as a source for physical activity (PA) and learning generalizable PA skills. Few studies have objectively examined high school PE, specifically its delivery, including PA, lesson contexts, and class gender composition.Methods:We used the System for Observing Fitness Instruction Time (SOFIT) to assess PA during 6 lesson contexts in 47 boys-only, 54 girls-only, and 63 coed lessons from 7 high schools. MANOVA assessed differences based on class gender composition.Results:Actual lesson length was 27.7 min, only 65% of the scheduled length of class periods. Students engaged in moderate-vigorous PA (MVPA) 54% of the time, with boys being more active than girls. Game play was the most dominant context (47%), and little time was allocated to knowledge and skill development. Class size, lesson length, PA, and lesson contexts all differed by class gender composition (P < .001).Conclusions:Many differences in the conduct of high school PE are related to class gender composition. Boys accumulated more MVPA than girls. When held, PE lessons contributed about 25% of recommended daily PA minutes; improvements could be made by increasing allocations to fitness and skill practice and reducing transition and management time. Teacher professional development is warranted.

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Gehris, Jeffrey, Elizabeth Myers, and Robert Whitaker. "Physical activity levels during adventure-physical education lessons." European Physical Education Review 18, no. 2 (May 22, 2012): 245–57. http://dx.doi.org/10.1177/1356336x12440365.

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Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

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van Zyl, André, Elizabeth M. Webb, and Jaqueline E. Wolvaardt. "Striving for equity: Life orientation resources in South African high schools." South African Journal of Education 41, no. 1 (February 28, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n1a1830.

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As a school subject, life orientation (LO) aims to improve learner well-being, but a lack of classroom resources may be a barrier. We investigated whether classroom resources were equally available for LO educators in fully funded (no-fee) and partially funded (fee-paying) high schools in Tshwane South, South Africa. In this analytical cross-sectional study, LO representatives completed questionnaires about the availability of resources in their schools. Sixty-seven LO representatives completed the questionnaire. No-fee and fee-paying schools had the same availability of government resources and textbooks, but no-fee schools had less access to audio-visual equipment and printed materials. Representatives from both categories of schools were least satisfied with the availability of resources for the topic: Health. In contrast, they thought that the resources for non-health related topics such as career and skills-development were adequate. Representatives from no-fee schools were less satisfied with physical education resources (U (56) = -2.29, p = 0.02). The government’s efforts to redress inequity is evident in the availability of basic resources. However, a lack of health resources is a source of concern in a society that has a quadruple burden of disease.

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Pérez-Jorge, David, María Dolores Jorge-Estévez, Josué Gutiérrez-Barroso, Milagros De la Rosa-Hormiga, and María Sandra Marrero-Morales. "Health Education for High School Students in Spain." International Education Studies 9, no. 10 (September 28, 2016): 185. http://dx.doi.org/10.5539/ies.v9n10p185.

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Education and training in schools are essential elements in the development and socialization process of children from early childhood. The fact of considering health as a complete physical, mental and social wellbeing (World Health Organization (1848), WHO), and not only as the absence of illness, is closely related to the achievement of optimal levels of promotion and improvement in the quality of life and school performance in children. This research, carried out during the 2014-2015 academic year, attempts to analyze the ideas and attitudes of Compulsory Secondary Education (12 to 16 years old; compulsory) and High School (16 to 18 years; non-compulsory) students as regards health promotion in the school context. In order to perform this analysis, an ad hoc questionnaire was developed for 2337 students from the Province of Santa Cruz de Tenerife (Spain) and 15 follow-up interviews about the students’ answers to emergency situations in the school context were also carried out. Both questionnaire and interviews revealed the existence of unhealthy habits related to the level of education, gender and health training of the students’ parents. The results show that the “Questionnaire about attitudes and knowledge as regards health in the school context” (CACOSA) has been an adequate instrument to detect both important training needs and a lack of responsiveness to emergencies in secondary education schools as regards health education.

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Ennis, Catherine D., Donetta J. Cothran, Keren S. Davidson, Susan J. Loftus, Lynn Owens, Lisa Swanson, and Peter Hopsicker. "Implementing Curriculum Within a Context of Fear and Disengagement." Journal of Teaching in Physical Education 17, no. 1 (October 1997): 52–71. http://dx.doi.org/10.1123/jtpe.17.1.52.

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The purpose of this study was to examine situational and personal contextual factors that teachers and students reported as enhancing or minimizing student engagement in urban high school physical education classes. In this ethnographic study, 21 physical education teachers and their students in six high schools were observed, and all teachers at six schools and 51 students at five schools were interviewed to examine their perspectives on physical education. Data were analyzed using constant comparison. Findings suggested that students found some tasks to be embarrassing, boring, and irrelevant. Some students preferred to receive a failing grade rather than participate. All participants reported a sense of fear and alienation in the school or class environments. Students, however, described several teachers who created contexts of engagement in these schools. These teachers connected personally with students and worked to provide an innovative curriculum that students felt was relevant and worthwhile.

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Savran, Mustafa, and Hakan Sunay. "Investigation of conflict strategies of physical education teachers working in public and private high schools (Sample of Ankara province)." Journal of Human Sciences 14, no. 4 (December 29, 2017): 4995. http://dx.doi.org/10.14687/jhs.v14i4.4966.

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When the conflict is managed with an appropriate strategy, the organization is increasing the efficiency of the work and raising the motivation of the employees. Being able to comprehend the inner workings of conflicts and conflicts between groups and to manage these conflicts well is an inevitable role for the manager and the employee. This research aims to examine conflict strategies of Physical Education teachers working in public and private high schools in central districts of Ankara. In addition, it was determined whether there is a difference between the conflict strategies used by the physical education teachers participating in the research and whether they had gender, occupational seniority, age, duration of work at the school, previous seminars on conflict management strategies, educational status and school type variables and conflict strategies. The universe of the research is a total of 412 physical education teachers, 114 of which are private high schools in Ankara and 298 are teachers working in official high schools. Of these, 275 physical education teachers (special 55, official 220) constitute the sample of the research. The teachers who participated in the questionnaire were selected by appropriate / favorable sampling method. As data collection tools; "Personal Information Form" for determining the conflict strategies of physical education teachers and "Conflict Management Strategies Scale" developed by Ozgan (2006) were used. The Reliability study of the scale was performed with SPSS Reliability, and the reliability coefficient of Cronbach Alpha (α) internal consistency method was found to be .90. In the analysis of the data, frequency, mean and standard deviations were examined, and t-test was used in binary groups. One-way ANOVA (one-way analysis of variance) was used in more than one group. In the tests p <0.05 significance level was taken into consideration. According to the findings obtained at the end of the analyzes; there was no significant difference in conflict strategies according to variables such as age, education level, occupational seniority, duration of duty at school, previous conflict management strategies, and gender and school type variables of physical education teachers. As a result, it is seen that the physical education teachers working in Ankara use the most integration strategy. Avoidance is the least used strategy. Consequently, it is said that physical education teachers' working at official and state schools in Ankara does not affect the conflict management strategies they used.

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Daum, David Newman, and Craig Buschner. "The Status of High School Online Physical Education in the United States." Journal of Teaching in Physical Education 31, no. 1 (January 2012): 86–100. http://dx.doi.org/10.1123/jtpe.31.1.86.

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Online learning is changing the educational landscape despite the limited empirical research and conflicting results about its effectiveness to produce student learning. The purpose of this study was to describe the status of online physical education (OLPE) in the United States. Surveys were sent to forty-five high school online physical education teachers and thirty-two were completed, producing a 71% response rate. Three-fourths of the online physical education teachers focused on a fitness curriculum with emphasis on the cognitive domain. Likewise, it was found that almost three-fourths of the OLPE courses did not meet the national guidelines for secondary schools, of 225 min of PE per week. Most of the courses required physical activity three days per week while six courses required no physical activity. Teachers expressed support, hesitation, and even opposition toward online physical education. This study initiates a descriptive database for future research studies regarding online physical education.

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Chang, Chia-Ming, Huey-Hong Hsieh, Yu-Hui Chou, and Hsiu-Chin Huang. "The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates." Sustainability 13, no. 15 (July 22, 2021): 8184. http://dx.doi.org/10.3390/su13158184.

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The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

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McGill, Tama, and Laura K. Vogtle. "Driver's Education for Students with Physical Disabilities." Exceptional Children 67, no. 4 (April 2001): 455–66. http://dx.doi.org/10.1177/001440290106700402.

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Although driving has a great impact on employment, self-esteem, and quality of life for adolescents, students with physical disabilities are not considered for driving programs in secondary schools. Such exclusion forces students to seek alternative driving programs, which are costly and difficult to locate. No studies have examined the perceptions of students with physical disabilities regarding the process of learning to drive. This study used qualitative interviews to develop an understanding of such perceptions. Results indicated participants felt driving would add freedom, independence, and responsibility to their lives and increase their educational, employment, and recreational choices. Most participants indicated they preferred to be included in high school driver's education. Personal experiences revealed that enrollment in that class was either delayed or not presented as an option.

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Napper-Owen, Gloria E., Susan K. Kovar, Kathy L. Ermler, and Joella H. Mehrhof. "Curricula Equity in Required Ninth-Grade Physical Education." Journal of Teaching in Physical Education 19, no. 1 (October 1999): 2–21. http://dx.doi.org/10.1123/jtpe.19.1.2.

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Physical educators from randomly selected high schools (N = 180) in the AAHPERD Central District were surveyed via telephone regarding their required (9th grade) physical education programs. Four researchers scored the 180 instruments, and each instrument was scored independently with a 96% inter-rater reliability. For the entire sample, 52% of the activity units were team sports, 39% individual sports, 4% dance-gymnastics, and 4% adventure-cooperative-recreational. Of the 180 schools, 71% conducted programs in compliance with Title IX. Of the teachers interviewed, 88% of the females and 30% of the males taught outside their socially accepted areas, although they tended to conduct similar curricula. In general, schools delivered traditional multi-activity programs emphasizing team and lifetime sports, while 25% of the schools had programs with a primary emphasis on competitive, contact, male-oriented team activities. Thus, curricula tended to perpetuate the current socially constructed view of gender and physical activity.

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Olivares, Sonia, Isabel Zacarías, Margarita Andrade, Juliana Kain, Lydia Lera, Fernando Vio, and Cecilio Morón. "Nutrition Education in Chilean Primary Schools." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S179—S185. http://dx.doi.org/10.1177/15648265050262s208.

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The purpose of this study was to incorporate nutrition education in Chilean primary schools. The baseline information included nutritional status, food consumption and physical activity of 1,701 children from 3rd to 7th grade in ten urban and rural schools. Main results showed a high prevalence of obesity (15.4%) and overweight (19.6%), low consumption of vegetables, fruits, and dairy products, high intake of snacks and a low level of physical activity, especially in girls. Because the Ministry of Education does not allow the incorporation of new programs into the curriculum, the educational strategy was based on the development of a text book, a teacher's guide, five practical guides for students from third to eighth grade and a CD-Rom. These materials were validated by 36 teachers in six schools through an educational intervention. Teachers and students considered the educational materials useful, motivational and easy to understand. This program is being implemented in 57 schools.

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Chun, Donna, Norman Eburne, and Joseph Donnelly. "Comparison of Health Education and Physical Activity Practice in Four Regions of the Hawaiian Island of Oahu." Californian Journal of Health Promotion 3, no. 1 (March 1, 2005): 147–63. http://dx.doi.org/10.32398/cjhp.v3i1.1751.

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The purpose of this study was to compare four distinct Hawaiian districts on the island of Oahu regarding their efforts in presenting quality health education and physical activity. The ethnic groups represented in this study included Hawaiian, Pacific Islander, Asian and Caucasian. Questionnaires based on the Action for Healthy Kids Healthy Schools Summit Survey were sent to 168 schools on Oahu. The return response of the surveys was 79% with 132 schools either returning the survey or being interviewed by a follow-up phone call. Statistical analysis utilizing ANOVA identified any significant differences among the districts, school levels, and ethnic groups. Further analysis using Tukey’s Honestly Significant Difference Post Hoc Test indicated specific differences after significant ANOVA was found. Based on data collected in this study, it would appear that fewer than half of the schools were in the process of making health and physical education culturally sensitive, and that state health education standards were mostly being implemented at the middle and high school level. Elementary schools that were “in progress” for implementing health standards and adopting physical education standards should be given assistance from the district level. Additional assistance should also be given to elementary schools that were “in progress” for testing health topics and providing uniform assessment in physical education. Hawaiian schools on Oahu were contributing to the physical activity of students by offering physical education classes, however, this could be greatly improved by inclusion of daily physical education taught by certified instructors at all levels especially elementary.

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Sunarsi, Dessy, Merry Safarwaty, Daesy Ekayanti, Ekaterina Setyawati, and Ira Mulyati. "IMPLEMENTATION OF THE ESTABLISHMENT A PILOT PROJECT FOR A CHILD-FRIENDLY SCHOOL IN KABUPATEN KAUR BENGKULU." ICCD 1, no. 1 (December 7, 2018): 56–62. http://dx.doi.org/10.33068/iccd.v1i1.10.

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Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readiness to implement this program. For the junior high school level, there were selected 36 PKLK junior high schools (Special Education Special Services). This school is boarding and for 24 hours students are in a school environment, students from disadvantaged groups. This socialization activity uses lecture methods, discussion and film visualization. The lecture method aims to provide a foundation of understanding of child-friendly school programs and discussion methods aimed at perfecting understanding. Film visualization method is given to strengthen the understanding of the community / students in the form of motivational impressions in order to want to implement this program. The output of the activity is the formation of child-friendly pilot elementary and junior high schools and public awareness of the needs of Child Friendly Schools in Kaur District.

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Yang, Xiaoyan. "Research and Establishment of High Schools Physical Education Teaching Multivariate Evaluation Model." Information Technology Journal 12, no. 16 (August 1, 2013): 3715–22. http://dx.doi.org/10.3923/itj.2013.3715.3722.

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Matsumura, Akiyoshi, and Hiroshi Takayama. "Education of Physical Anthropology in Junior and Senior High Schools in Japan." Anthropological Science (Japanese Series) 116, no. 2 (2008): 183–84. http://dx.doi.org/10.1537/asj.116.183.

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Journal articles on the topic 'High schools physical education'

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