Academic literature on the topic 'Physical ans sportive education'
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Journal articles on the topic "Physical ans sportive education"
Lanuza Brosed, Raúl, Ana Ponce de León Elizondo, Eva Sanz Arazuri, and Mª Ángeles Valdemoros San Emeterio. "La clase de educación física escolar como generadora de un ocio físico-deportivo (The School Physical Education class as a generator of Physical-Sportive Leisure)." Retos, no. 22 (March 7, 2015): 13–15. http://dx.doi.org/10.47197/retos.v0i22.34576.
Full textSekot, Aleš. "Sport and Physical Activities in the Czech Republic." Physical Culture and Sport. Studies and Research 48, no. 1 (June 1, 2010): 44–65. http://dx.doi.org/10.2478/v10141-010-0006-0.
Full textSouleymane Diallo, Par. "L EDUCATION PHYSIQUE ET SPORTIVE : DES VOLONTES ACTEES AUX DEFAILLANCES PRATIQUES." International Journal of Advanced Research 9, no. 12 (December 31, 2021): 201–9. http://dx.doi.org/10.21474/ijar01/13893.
Full textKoval, Rostyslav, Olha Romanchuk, Ulyana Protsenko, Andrii Sova, and Olesia Tatarovska. "The peculiarities of elaboration of the French-Ukrainian and UkrainianFrench dictionary of physical education and sport." XLinguae 14, no. 4 (October 2021): 282–98. http://dx.doi.org/10.18355/xl.2021.14.04.19.
Full textLéziart, Yvon. "Savoir savant et transposition didactique en éducation physique et sportive." STAPS 18, no. 42 (1997): 59–72. http://dx.doi.org/10.3406/staps.1997.1086.
Full textDurand, Marc. "L'estimation de la difficulté des tâches motrices par des enseignants d'éducation physique et sportive." STAPS 7, no. 14 (1986): 43–50. http://dx.doi.org/10.3406/staps.1986.1473.
Full textVenero Valenzuela, Juan Pablo. "La clase de Educación Física como motor de cambio social. Reflexionando sobre actividades en la naturaleza, curriculum oculto y valores (Physical Education class as a vehicle of social change. With regards to outdoor activities, hidden curriculum and." Retos, no. 11 (March 28, 2015): 51–53. http://dx.doi.org/10.47197/retos.v0i11.35048.
Full textCojocaru, Adin-Marian, Marilena Cojocaru, Anca Jianu, Rocsana Bucea-Manea-Țoniş, Dan Gheorghe Păun, and Paula Ivan. "The Impact of Agile Management and Technology in Teaching and Practicing Physical Education and Sports." Sustainability 14, no. 3 (January 22, 2022): 1237. http://dx.doi.org/10.3390/su14031237.
Full textCoelho Teixeira, Mário, Diogo Gonçalo, Jordi Segui-Urbaneja, and André Dionísio Sesinando. "Sport in the military context: A national and international analysis from the perspective of sport management." Retos 49 (June 6, 2023): 468–77. http://dx.doi.org/10.47197/retos.v49.99280.
Full textBretz, Kathrin, Harald Seelig, Ilaria Ferrari, Roger Keller, Jürgen Kühnis, Simone Storni, and Christian Herrmann. "Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life." International Journal of Environmental Research and Public Health 19, no. 21 (November 5, 2022): 14537. http://dx.doi.org/10.3390/ijerph192114537.
Full textDissertations / Theses on the topic "Physical ans sportive education"
Boudard, Jean-Marie. "Pratiques de régulation didactique en éducation physique et sportive et professionnalité enseignante." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2010. http://tel.archives-ouvertes.fr/tel-00595280.
Full textSalgado, Cajales Farid. "Violence, corps armé et pratique sportive: défis dans l'utilisation de la pratique sportive dans des contextes affectés par un conflit armé." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209910.
Full textLes arguments exprimés à l’égard des effets de l’implication des jeunes dans la pratique des activités sportives ou artistiques suggèrent que ces pratiques contribuent à la réconciliation et de ce fait, à la pacification des rapports sociaux. La promotion de la pratique sportive se justifie ainsi par des valeurs et des bénéfices qui lui semblent consubstantiels.
Nous avons ainsi affaire à un scenario dans lequel agissent tant des acteurs civils qu’armés auprès des enfants et des jeunes. Nous constatons que dans un tel scénario l’utilisation des éléments courants du domaine de la pratique sportive ou des activités artistiques répondent à des intérêts opposés par rapport à la représentation et le statut de l’exercice de la violence. Pour les uns, le but est le contrôle les expressions de la violence pendant que, pour les autres, l’intérêt est lié aux enjeux de l’exercice de celle-ci. Ce cadre problématise évidement le rôle, la représentation et la façon dont ces activités participent dans les processus de pacification de rapports sociaux dans un contexte déterminé par la présence d’un conflit armé et par l’exercice systématique de la violence armée.
Nous avons entrepris une enquête auprès des jeunes inscrits dans la pratique des activités sportives et/ou artistiques ainsi que des jeunes sortis des groupes armés afin d’explorer leur attitude face à la possibilité de s’engager dans des activités leur demandant une disposition à exercer la violence armée. Il s’agit de savoir comment se positionnent les enfants et les jeunes impliqués dans la pratique des activités sportives face à la violence et à la possibilité de l’exercer. Et plus précisément, à quel point les jeunes qui font du sport se montrent adverses au fait d’armer leur corps voire devenir « corps armé ».
Le rapport entre la pratique sportive et l’attitude face à la possibilité d’exercer la violence armée est évaluée au sein de la société colombienne qui subit les conséquences d’un long et interminable conflit armé. La durée de ce conflit a engendré une multiplicité de formes par lesquelles s’exerce le contrôle de la population et du territoire à travers la violence armée et organisée.
The participation of children and teenagers within an armed confrontation is a manifestation that questions the basics of our contemporary society. Within countries affected by armed conflicts, an important effort should be made by the civil society to prevent de usage of children and teenagers by the parties in conflict. In addition children and teenagers formerly involved in armed conflict should be reintegrated in civil life by encouraging the practice of sports and arts. This an initiative promoted by the national and international organizations.
The arguments already discussed regarding the effects of involving the youth in sports and artistic activities suggest that such practices contribute to the reconciliation, thus pacification of social relationships. The promotion of sports is justified by the values and benefits attached by sport practice.
We have inquired youngsters that practice sports and/or arts and former child soldiers about their attitude facing the possibility to get involved in activities related to armed violence. This is to understand how children and teenagers face violence or the possibility to exercise it. In particular, to understand to which point, the youngsters that practice sports are adverse to arm themselves.
Doctorat en Sciences de la motricité
info:eu-repo/semantics/nonPublished
Benmerah-Mathieu, Mathilde. "Mécanismes genrés dans les pratiques d'évaluation : Une étude de cas en Éducation Physique et Sportive et en mathématiques pas une approche didactique." Electronic Thesis or Diss., CY Cergy Paris Université, 2024. http://www.theses.fr/2024CYUN1314.
Full textFrom a doble review of literature and a problematic of didactic research including the question of gender in evaluation, this doctorate thesis offers an analysis of the evaluative practices of the teachers focusing on the gender's system in mathematics and in Physical and Sportive Education in primary school. The qualitative methodology used is based on pre-interviews, observations of the effective evaluative practices in each discipline and discussed autoscopies (Boutinet, 2001) interviews post-session. This dispositive enabled access to sixteen teaching sessions (eight in mathematics and eight in physical and sportive education) in classes of four teachers. Three analysis ways are used. The first one, focusing on the session, enable to identify, through the observation of the assessment episodes (Savac, 2017, 2019) and specifically their protagonists, the level of the support task's complexity, its gestion, and the teaching words associated with it. It characterises the effective evaluative practice of the teacher. The second way, enable the access to the didactic surrounding in the evaluation used par the teachers mobilizing the concept of assessment logic. The evaluative practice consists of effective practices and evaluative logic in the lesson. Finally, the third way is focused on six students selected by the teacher to represent the heterogeneity of the group. It enables to observe with details the evaluative intentions of the teacher which are given by portraits and prognostics on the results of student before the sessions.The result of this study evidences the impregnation of gender's stereotypes in the evaluative logics of the teachers which are associated with concrete material translations in the practices in situ. Theses stereotyped representations, integrated in professional practices, shapes the teacher's judgements in a differentiated way and contributes, as a result, to the perpetuation of a system which students are judged and treated accordingly to gendered expectations
Dastugue, Laurent. "Étude des circonstances permettant à des enseignants novices d'éducation physique et sportive de se former à l'enseignement à partir d'expériences de pratiquant dans les activités physiques, sportives et artistiques." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20111/document.
Full textWhile the principle of an alternation between the different temporalities of initial teacher training is noted as a necessity, many studies point to a "break" between the experiences experienced by novice teachers (NT) in the university center and the experiments the school (Chaliès, Cartaut, Escalié and Durand, 2009). In order to answer this question, two guidelines for the development of alternance training schemes are proposed. The first is to "shift the center of gravity" (Zeichner, 2006) from the training to the school. The second is to move the center of gravity of the training towards the university center and propose to the NT devices that place professionalization at the center of the contributions. Paradoxically, the practice of physical, sports and artistic activities (PSAA) in the initial professional training of physical education and sports (PES) teachers is never questioned in this second orientation. Few studies have studied how to organize the theoretical-practical lessons of PSAA so that they effectively contribute to the professionalization of NT.This study was carried out on the basis of a usual training system for PES NT. Based on a research program carried out in cultural anthropology (Chaliès and Bertone, 2017), a first transformative device was implemented in order to enable the PES NT to exploit their experiences of PSAA practice during their teaching of this PSAA to students of university. From the results obtained, a second transformation was carried out. It was designed to enable PES NT to use teaching-related experiences in which their PSAA practice experiences were integrated to be able to teach PSAA to students. This twofold transformation was intended to (in)validate two auxiliary hypotheses related to the teaching of PES NT from practitioner experiences in PSAA.The results obtained show that the transformations initiated enabled the NT to engage in a teaching activity in charge of normative experiments located (NEL) followed as a practitioner. More specifically, they demonstrate the need for NT to learn NEL about teaching and to be accompanied by a trainer in the NEL "susbtrafication" process followed as practitioners in NEL followed by as a teacher. Finally, a proposal for the design of a vocational training system for PES NT is carried out
Guilloux, Bertrand. "Réponses émotionnelles, motivation et régulation de l'allure en course de demi-fond en éducation physique et sportive." Thesis, La Réunion, 2015. http://www.theses.fr/2015LARE0017/document.
Full textPacing strategy is of great importance for physical education, especially for health and autonomy. Rather, few studies have attempted to propose metbods to develop this capacity . The aims of this thesis were to better understand pacing strategy and emotional regulation, to develop novel methods to improve it and to estimatc the level of motivation. Rating of perceived exertion (R.PE), but also pleasure, the desire to stop and the desire to continue the exercise were used in different self-paced and semi-controlled 3 to 15 min runs. Secondary students bave to reach maximal performance for each test. Results showed that the use of these novel emotional parameters was of importance in physical educarion. The strategy which correspond to the evolution of emotional reserve between high to low level with time have been used by school participants even if emotional reserve is still conserve at the end of exercise in all conditions. Wbat is surprising is that the investment is more important for long than during short duration exercises. Optimal strategics for short runs have been developed in school participants. Performance was improved when a minimal RPE was imposed (+14.2% and + 14,5% for 3 and 6 minute runs: RPE ≥ average value of the self-paccd run). 120% of the average RPE of the self-pace run seems to be the optimal during 3 and 6 min runs (+18,4% and 18,5% for 3 and 6 min runs). These improvements, obtained after only 1 session, are more important than what could be hoped when training consists in developing physiological adaptations. The determination of the ratio between the desire 10 continue and R PF. seems to be a good estimation of the level of intensity during exercise
Burel, Nicolas. "Émersiologie et dynamique émotionnelle : une méthodologie d’analyse des comportements des enseignants d’éducation physique et sportive en classe." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB028.
Full textAlthough teaching is mainly described as a cognitive activity based on rational choices, contemporary literature, mostly Anglo-Saxon, shows that emotions are at the heart of this profession (Hargreaves, 1998). While it is commonly accepted that the "good" teacher can trigger the interest, motivation, or self-confidence and enjoyment of the learner, talking about the emotions of the teacher himself is more exceptional. However, the spontaneous affective assessments made during the lesson facing the students seem likely to condition both its pedagogical attitude, and more broadly its well-being. In this Phd research work, we strive to better define this field of study through the review of different definitions and measures of emotion. From this initial bibliographic anchorage located both in the fields of the Psychology of Emotions and the Sciences of Education, the emotion of the teachers is empirically investigated on different scales through the questions of (i) its sedimentation in the experiment individual teachers, (ii) its effects on the pedagogical style of the teacher during the lesson, and (iii) the methodology of in situ capture of emotional dynamics through the investigation of its different components (Scherer, 2009)
Tant, Maxime. "Inclusion en Education Physique et Sportive des élèves en situation de handicap. Mise en évidence d'un système inclusif en trois stades distincts chez les enseignants d'EPS français." Phd thesis, Université de Valenciennes et du Hainaut-Cambresis, 2014. http://tel.archives-ouvertes.fr/tel-00998934.
Full textLe, Bot Gaëlle. "Analyser la pratique d’enseignement sous l’angle des orientations de valeur : études de cas en éducation physique et sportive." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5460.
Full textMegie, Preslet. "Contextualisation didactique et enseignement de l'EPS en Haïti et en Martinique aux deux premiers cycles de l'école fondamentale et à l'école élémentaire : analyse comparée des systèmes d'enseignement et des interactions didactiques dans le cadre d'une approche socio-didactique." Thesis, Antilles, 2018. http://www.theses.fr/2018ANTI0250/document.
Full textThis thesis highlights two systems of school education within a single discipline of teaching (PES) through a comparative analysis. This research shows the convergent and divergent, points to study teaching and contextualizing acts and analyse the specificities of didactic interaction in the two territories. All this is so focused on this issue of study: "what are the specific effects of context on the evolution of knowledge in the classroom and on the conditions of their transmission.The main results are processed and analysed at two levels: macro and micro. For the macro, it is a comparative analysis of systems of school education and the organization of the PE in Haiti and Martinique based on different elements: the organization of schooling, the major educational reforms, the educational profile of teachers of the first two cycles of the fundamental school and elementary school, PE programs and physical, sports and artistic activities proposed. For the micro, it is a comparative analysis based on the curriculum said (before and after interviews) and the real curriculum (filmed lessons).This work of data collection is done in eight schools for a total of thirty classes, sixteen by territory. The selected levels are the 1st, 3rd, 5th and 6th fundamental years in Haiti and CP, CE2, CM1 and CM2 in Martinique. The distinction between macro-level and micro-level focuses on the contextual component of our study Thus, the macro is interested in the effects of the context and the microphone to the effects of context
Le, Bot Gaëlle. "Analyser la pratique d'enseignement sous l'angle des orientations de valeur : études de cas en éducation physique et sportive." Thesis, Brest, 2014. http://www.theses.fr/2014BRES0010/document.
Full textValues orientation (VO) represents teachers’ educational beliefs. They are implemented through curricular decisions made by physical education (PE) teachers. In PE research literature, five VO have been identified: disciplinary mastery, learning process, self-actualization, social responsibility and ecological integration. We know little about how teachers’ VO influences their teaching process. Although teachers’ VO can be described, it’s still a challenge to explain how they play out in their daily decision-making and practices. In order to understand the influence of teachers’ VO in the teaching process, we designed a teaching model. This model integrates those perspectives on value orientations and teaching practice. It focuses on teaching practices in order to understand underneath teachers’ VO and how these VO affect teaching practice back.The goal of this research is to underlined features of teaching practice influenced by teachers’ VO through a deep description of teaching model. We used a qualitative research design with inductive approach. This research was conducted with two participants. Data were collected with the help of a questionnaire, repeated interviews and deferred video observations. Informed consent was obtained prior to data collection. Data were analyzed using descriptive statistics (questionnaire and video) and thematic content analysis (interviews).Data revealed that Coline’s mastery disciplinary and Sandrine’s self-actualization value orientations influence their teaching practices in pre-intervention, intervention and post-intervention. We showed they used their own values orientation to selecting and understanding their educational environment and also to define their teaching making process. These results contribute to develop knowledge about the influence of value orientations in professional practices in PE teaching and development of PE teachers
Books on the topic "Physical ans sportive education"
Prévost, Claude-M. L' éducation physique et sportive en France: Essai d'anthropologie humaniste. Paris: Presses universitaires de France, 1991.
Find full textAmade-Escot, Chantal. Didactique de l'éducation physique et sportive: Questions théoriques et méthodologies. [Grenoble]: La Pensée sauvage, 1995.
Find full textJean, Vangioni, and Académie de Nice. Groupe d'étude., eds. Construire des programmes en éducation physique et sportive pour les lycées et les collèges: Des domaines d'action aux contenus d'enseignement et à l'évaluation. Paris: Editions "Revue EP.S", 1994.
Find full text1911-, Beyer Erich, and Deutsche Stiftung für Internationale Entwicklung., eds. L' Education physique et sportive à l'école en Afrique: Rapport d'un séminaire réalisé du 4 au 23 Septembre 1986 à Bad Münstereifel et Berlin (Ouest). Bonn: Deutsche Stiftung für internationale Entwicklung, 1987.
Find full textN'senga, Diakabana, and Deutsche Stiftung für Internationale Entwicklung. Abteilung Erziehung, Wissenschaft und Dokumentation., eds. L' Education physique et sportive à l'école en Afrique: Formation et formation permanente des cadres : rapport d'un séminaire réalisé à Mbanza-Ngungu, Zaïre du 30 août au 11 septembre 1987. Bonn: Fondation allemande pour le développement international, Centre de l'éducation, de la science et de la documentation, 1988.
Find full textM, Franks Ian, ed. Notational analysis of sport: Systems for better coaching and performance in sport. 2nd ed. London: Routledge, 2004.
Find full textDutheil, Frédéric, Yohann Fortune, and Jean-Marc Lemonnier. Reconstructions physique et sportive en France sous la IVe République (1946-1958): Entre intentions et réalisations : actes des journées d'étude organisées à l'université de Caen Normandie (16-17 mars 2016). Caen: Presses universitaires de Caen, 2018.
Find full textSibilio, Maurizio. Lo sport come percorso educativo: Attività sportive e forme intellettive. Napoli: Guida, 2005.
Find full textJoachim, Teichler Hans, and Reinartz Klaus 1958-, eds. Das Leistungssportsystem der DDR in den 80er Jahren und im Prozess der Wende. Schorndorf, Germany: Verlag Karl Hofmann, 1999.
Find full textBaley, James A. Law and liability in athletics, physical education, and recreation. 2nd ed. Dubuque, Iowa: Wm. C. Brown, 1989.
Find full textBook chapters on the topic "Physical ans sportive education"
Francombe-Webb, Jessica, and Kim Toffoletti. "Sporting Females: Power, Diversity and the Body." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education, 43–55. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_4.
Full textFitzgerald, Hayley, Scarlett Drury, and Annette Stride. "Representations of the Sporting Female: Queering Paralympic Barbie." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education, 667–80. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_41.
Full textStewart, Carly. "Utilizing Sporting Autobiographies for Feminist Research: The Case of Cyclist Nicole Cooke." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education, 293–311. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_19.
Full textCaudwell, Jayne. "Sporting Events, the Trafficking of Women for Sexual Exploitation and Human Rights." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education, 537–56. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_34.
Full textMooney, Amanda, and Christopher Hickey. "“Knowing the Rules of the Game”: Rural Sporting Biographies and Their Influence on Physical Education Pedagogy." In Self-Study of Teaching and Teacher Education Practices, 123–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17488-4_7.
Full text"Sporting and Masculinising Spaces." In Boys, Bodies, and Physical Education, 89–120. Routledge, 2017. http://dx.doi.org/10.4324/9781315625577-4.
Full textLewis, Robert W. "Sportsmen or savages? Stadium sport and its spectators, 1900–60." In The Stadium Century. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526106247.003.0004.
Full textIzquierdo, María Isabel Cifo, Verónica Alcaraz-Muñoz, and Jose Ignacio Alonso Roque. "Importance of the Physical Sports Experience in Modern Physical Education." In Advances in Early Childhood and K-12 Education, 359–76. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9621-0.ch020.
Full textAlcaraz-Muñoz, Verónica, María Isabel Cifo Izquierdo, and José I. Alonso Roque. "When Playing Is Not About the Physical Sporting Experience." In Advances in Early Childhood and K-12 Education, 134–57. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9621-0.ch008.
Full textNewby, Zahra. "Training Warriors The Merits of a Physical Education." In Greek Athletics in the Roman World, 143–67. Oxford University PressOxford, 2005. http://dx.doi.org/10.1093/oso/9780199279302.003.0005.
Full textConference papers on the topic "Physical ans sportive education"
Stoica, Marius, and Cornel Blejan. "Consideration Regarding the Guidance of the Sportive Shape from a Weekly Cycle to Another Using Analysis Software in High Performance Football." In 5th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.06.15.
Full textGrimalschi, Teodor, and Ovidiu Bujor. "Stilul tehnico-științific al activității extracurriculare a elevilor treptei gimnaziale în concepția pregătirii sportive." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.22.
Full textCherepov, Evgeny, Vitaliy Epishev, and Ksenia Naumova. "Effectiveness of Sportized Physical Education Based On the Correlation between Physical Qualities and Body Functions." In 4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th - 8th June, 2019. LUMEN Publishing house, 2020. http://dx.doi.org/10.18662/lumproc/sec-iasr2019/10.
Full textSekot, Aleš. "Parents and their Children’s Sports." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-29.
Full textWaszkiewicz, Elizabeth. "Multidimensional Educational Models Recommended by Innovative Agonology – Examples of Physical Education and Music Education." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003499.
Full textЯковлев, Сергей Александрович. "IMPLEMENTATION OF PERSON-CENTERED EDUCATION IN PHYSICAL EDUCATION CLASSES AT HIGHER EDUCATION INSTITUTIONS." In Психология. Спорт. Здравоохранение: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Октябрь 2021). Crossref, 2021. http://dx.doi.org/10.37539/psm299.2021.46.68.003.
Full textBujor, Ovidiu, and Teodor Grimalschi. "Pregătirea sportivă a elevilor prin activități extracurriculare." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.03.
Full textBaryakova, Milka. "HEALTH LOCUS OF CONTROL IN 12-YEARS-OLD SPORTING AND NON-SPORTING PUPILS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/64.
Full textUrichianu, Adrian Ion, and Bogdan Urichianu. "Studiul aspectelor motivaţionale ale aderării tinerilor la activitatea sportivă de performanţă." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.51.
Full textMoura, Ana Regina Leão Ibiapina, and Ludimilla Esteffane Sousa Noleto. "Affective diary as an assessment tool in physical education." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-065.
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