Relevant bibliographies by topics / Physical curriculum

Academic literature on the topic 'Physical curriculum'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Physical curriculum.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Physical curriculum"

1

Sun, Haichun, and Tan Zhang. "Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis." Kinesiology Review 7, no. 3 (August 1, 2018): 251–58. http://dx.doi.org/10.1123/kr.2018-0019.

Full text
Abstract:
In this article, the authors honor Catherine D. Ennis’s legacy by highlighting her unique and significant contributions to physical education research on curriculum and instruction. First, they discuss Ennis’s curricular philosophy and her empirical work along her career path. Then they review the major school-based curricular interventions she implemented, including the Movement Education; Sport for Peace; Science, PE and Me!; and The Science of Healthful Living curricula to demonstrate Ennis’s commitment to curricular development in physical education. In this process, they share with the reader Ennis’s contributions to curriculum development theories, curriculum intervention research, and physical education practices.
APA, Harvard, Vancouver, ISO, and other styles
2

Souto, Lívia Suely, Katia Lima, and Shirley Patrícia Nogueira de Castro e. Almeida. "Curriculum and Curriculum Integration: possibilities and challenges between Physical Education and Mathematics at BNCC." Revista de Ensino de Ciências e Matemática 13, no. 6 (December 4, 2022): 1–24. http://dx.doi.org/10.26843/rencima.v13n6a02.

Full text
Abstract:
By investigating the possibilities of curricular integration between Physical Education and Mathematics from the Base Nacional Comum Curricular, we defend curricular integration as an integrated approach to learning and curricula that provide students and teachers with an expansion of different ways of teaching and learning by through new alternatives in the incorporation of the knowledge of these two disciplines. From the theoretical framework adopted, which refers to reflections on curriculum and curriculum integration, a qualitative research was developed through document analysis of the BNCC as well as the possibilities of this integration based on competences. The results indicate that, in general, the BNCC does not mention the term curricular integration, but it presents evidence in this sense that lack more theoretical specificity in our view that exist and can materialize in the relations of some competences present in the BNCC between these two disciplines.
APA, Harvard, Vancouver, ISO, and other styles
3

Bulqini, Arif, Puspodari Puspodari, Poppy Elisano Arfanda, Suroto Suroto, and Toho Cholik Mutohir. "Physical Literacy in Physical Education Curriculum." ACTIVE: Journal of Physical Education, Sport, Health and Recreation 10, no. 2 (August 10, 2021): 55–60. http://dx.doi.org/10.15294/active.v10i2.47008.

Full text
Abstract:
This study discusses how Pyisical Education Teachers Educator (PETE) adopt Physical Literacy (PL). Knowledge is the foundation of PL to know what to do and when is the right time to do it. The research has a goal, so that PETE understands the definition of PL. This research study contains 3 stages, the first is determining the objectives of the PL, the second is curriculum planning and the third is the learning approach. The method used is a literature review of several opinions about PL in Physical Education (PE). The national PE curriculum is structured and developed to achieve national education goals that are adapted to current conditions and future needs in order to live regularly and actively, through Physical Activity (PA). For this reason, efforts should be made to create a healthy lifestyle and maintain physical fitness (PF). PL is a potential that can be optimally developed for children from an early age. The role of PE is very important in the formation of PL in children, where cognitive, affective and psychomotor aspects are in the goal of PE which can provide motivation, confidence and enthusiasm to continue doing PA.
APA, Harvard, Vancouver, ISO, and other styles
4

Mears, Derrick. "High School Physical Education and Physical Activity in Young Women." Perceptual and Motor Skills 104, no. 3 (June 2007): 844–54. http://dx.doi.org/10.2466/pms.104.3.844-854.

Full text
Abstract:
This study assessed if high school physical education experiences were related to physical activity behaviors of young women in college. Undergraduate women from three universities ( N = 949) were surveyed concerning their experiences in high school physical education and their physical activity in six areas, aquatics, individual activities, physical conditioning, outdoor adventure, rhythmic activities, and team activities. Analysis indicated that women who completed courses with a diverse curriculum containing content from four of the six categories investigated reported significantly more cardiovascular endurance activities and individual/team sports participation than respondents who completed courses with low curriculum diversity. Results indicate that providing diverse curricular experiences for girls in high school physical education is associated with higher physical activity as young adults.
APA, Harvard, Vancouver, ISO, and other styles
5

Ross, Saul. "Humanizing the Undergraduate Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 46–60. http://dx.doi.org/10.1123/jtpe.7.1.46.

Full text
Abstract:
Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.
APA, Harvard, Vancouver, ISO, and other styles
6

Nigg, Claudio R., Eve Kutchman, Katie Amato, Christine A. Schaefer, Guangxiang Zhang, Md Mahabub Ul Anwar, Peter Anthamatten, Raymond C. Browning, Lois Brink, and James Hill. "Recess environment and curriculum intervention on children’s physical activity: IPLAY." Translational Behavioral Medicine 9, no. 2 (April 10, 2018): 202–16. http://dx.doi.org/10.1093/tbm/iby015.

Full text
Abstract:
Abstract Understanding the impacts of the built environment on physical activity (PA) is essential to promoting children’s PA. The purpose of this study was to investigate the effects of schoolyard renovations and a PA recess curriculum alone and in combination on children’s PA. This was a 2 (learning landscape [LL] vs. non-LL) × 2 (curriculum intervention vs. no curriculum intervention) factorial design with random assignment to the curriculum intervention, and six elementary schools per condition. PA outcomes were assessed preprogram, mid-program, immediate postprogram, and one year postprogram. No meaningful intervention effects were found. Lack of an effect may be due to the brief dose of recess, the curriculum not being integrated within the schoolyard, the LL implementation occurring prior to the study, or the already high levels of PA. Potential avenues to promote PA include making recess longer, integrating recess into the school curricula, and developing recess PA curricula integrating schoolyards.
APA, Harvard, Vancouver, ISO, and other styles
7

Oh, Junghwan, and Jun-Hyung Baek. "A discussion on curriculum reform for elementary and secondary physical education in the United States." Korean Society for Holistic Convergence Education 26, no. 3 (September 30, 2022): 183–98. http://dx.doi.org/10.35184/kshce.2022.26.3.183.

Full text
Abstract:
The purpose of this article was to describe current curricular practices and issues in elementary and secondary physical education (PE) in the United States (US) and discusses desirable reform directions for K-12 PE to be supported as a relevant subject within school cultures. Since the 1990s, the area of PE has adopted the concept of standards based on the longstanding tradition of a localized curricular approach. The nature of broad PE standards allowed for local flexibility and teacher autonomy while it also has resulted in a number of disparate standards-based programs across states and local school districts. System-wide change for the school PE curriculum is needed to secure credibility as an independent school subject. The introduction of a standardized national curriculum, however, does not seem advisable in the socioeconomically, culturally, and locally diverse US’ learning context. It could prompt diverse ideological issues such as divisions among racial/ethnic groups and among socioeconomic classes, the resistance and anti-sentiment of local entities to change, and a hegemony of legitimate knowledge. Curriculum reform for school PE would have to be initiated in a light touch manner for the current standards-based model, but not total standardization for curricula.
APA, Harvard, Vancouver, ISO, and other styles
8

Yoon, Keejoon. "Issues needed for the development of the next national physical education curriculum." Korean Journal of Sport Science 30, no. 2 (June 30, 2019): 360–70. http://dx.doi.org/10.24985/kjss.2019.30.2.360.

Full text
Abstract:
Purpose The purpose of this study is to suggest issues needed in the process of developing the next national physical education curriculum. Methods Data were collected from three different physical education curricula including the 2007 revised physical education curriculum, the 2011 physical education curriculum based on the 2009 revised curriculum and the 2015 revised physical education curriculum. Results Three findings emerged. Firstly, there was no clear conceptual relationships between physical activity value and subject competency. Secondly, the way in which physical activity value works as learning content area cannot offer helps to set the level of subject competency and to design physical education lessons that based on the subject competency. Lastly, the 2015 revised physical education curriculum has low level of clarity, usability and readability. Conclusions This study suggests the three different findings as issues that should be discussed in the development of the next physical education curriculum.
APA, Harvard, Vancouver, ISO, and other styles
9

Castelli, Darla M., and Ang Chen. "Large-Scale Physical Education Interventions: Past, Present, and Future." Kinesiology Review 7, no. 3 (August 1, 2018): 259–65. http://dx.doi.org/10.1123/kr.2018-0021.

Full text
Abstract:
A large body of Catherine Ennis’s work is focused on physical education curriculum development. Her approach to curriculum development is unique in that it is completely based on research evidence. The curricula she developed have been field-tested and the completed curriculum is supported with solid research evidence to demonstrate its efficacy in student learning and teacher ease of use. The purpose of this article is to provide an overview and explore opportunities to continue large-scale physical education curriculum intervention studies. The authors first provide a brief review of previous intervention studies by summarizing the findings and discussing implications. They then discuss potential future intervention studies by presenting several topics that are being explored by researchers in current interventions. Finally, they focus on methodology issues involved in designing effective curriculum intervention studies with the idea of adaptive designs as variations of the randomized clinical trial design.
APA, Harvard, Vancouver, ISO, and other styles
10

Anderson, William G. "Curriculum and Program Research in Physical Education: Selected Approaches." Journal of Teaching in Physical Education 8, no. 2 (January 1989): 113–22. http://dx.doi.org/10.1123/jtpe.8.2.113.

Full text
Abstract:
This article reports on a group of eight recent studies that focus on physical education curriculums and programs. The investigations were completed in connection with the doctoral research program at Teachers College, Columbia University. The intent of this review is to provoke interest in curriculum and program research by using selected studies to illustrate a variety of approaches that might be pursued in the areas of curriculum development, collaborative program development, program description, describing the development process, and program evaluation. Essential features of the research strategies employed in each study are presented and related issues are discussed. A limited taxonomy for these types of curriculum and program studies is proposed to facilitate the conceptualization of future studies.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Physical curriculum"

1

Laws, Christopher John. "Physical education, curriculum change and individualism." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Groves, Suzanne Claire. "How children experience national curriculum physical education." Thesis, University of Chichester, 2001. http://eprints.chi.ac.uk/859/.

Full text
Abstract:
There has been a general reluctance within education, and in particular physical education, to involve the child proactively in the research process. Assessments of children's experiences have occluded possibilities for the development of understanding by the proclivity to employ restrictive methods of research. Herein potential is confined to accessing only those categories deemed to be of significance by the researcher. This study aimed to expand upon existing studies by opening potential for accessing new possibilities through the involvement of children directly in the exposition of research issues and development of theory. An interpretive approach, adhering to a grounded theory methodology, was taken over a three-year period of data collection and analysis. Following an initial year of familiarisation with the research field, through observations in four secondary schools, a case study formed the basis of the main body of research. Diaries, group and individual interviews formed the essential basis of data that was supported by observational study. Children involved in this study were found to have the capacity for reflection and analytic acumen to cast their experience meaningfully and constructively for interpretation. Therefore, although superficially findings supported many more general issues studied to date within the subject area, analysis revealed more specifically that children's experience of physical education was organised around certain domains of awareness. These configurations formed what I have termed a 'working consciousness' in given situations. 'Physical education' as a practical, spacial and social phenomenon heightens the significance of experience through the multiplicity of sentient possibilities that it creates for the child. However, in particular, the presence of 'significant' peers was found to be a predominant determinant of actual working consciousness, on occasion overriding 'curriculum' itself.
APA, Harvard, Vancouver, ISO, and other styles
4

Tembo, Mark Jimu. "A Physical Education Curriculum Plan For Malawi." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27157.

Full text
Abstract:
This document is about a plan to develop physical education curriculum in Malawi. Despite its official recognition, the subject is often regarded as a low entity on the school curriculum. Several factors contribute to this status, chief among them is: lack of well-prepared teachers; equipment and materials; negative attitude by certain key individuals in the society. This document is the first attempt to develop a broad and balanced physical education curriculum in Malawi. In this document, two curriculum frameworks have been provided. One such curriculum frameworks is for the primary school (elementary) grades 1-8 and the other, the secondary (high) school 1-4. These frameworks are detailed with teaching and learning topics in physical education in such a way that every school child will have an opportunity to participate for enjoyment, knowledge and skill acquisition for personal and national benefit. This study is drawn upon the US and UK models where programs such as Saber-Tooth, Catch, Spark and Sport-England have been very successful. The assumption of this plan, comprehensive as it may be, is the essence of collective effort of the people of Malawi to implement the ideas it contains.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
5

Eatinger, William M. "A middle school physical education curriculum guide." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/832.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Masarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.

Full text
Abstract:
One area of development that can be facilitated in the context of youth sports and physical education is sociomoral development. Sociomoral development is defined as moral development in the context of social groups. The physical education classroom today lacks the content, structure, and teaching style that middle school students need in order to cement their sociomoral development so that they can experience positive developmental growth as they mature into adulthood. The purpose of this project was to educate future physical education teachers about the importance of including sociomoral development activities in their standard PE curricula. The presentation focused on teaching how to deliver a curriculum that implements games and activities with dialogue and reflection. These games and activities are then infused with team sports, giving students multiple opportunities to build a close knit connection with their classmates and advance their sociomoral development. In order to test the effectiveness of the presentation, a pre and posttest was used. The pretest and posttest contained a number of open ended questions and a fixed 20 item questionnaire which was divided into five different categories. The five categories were: P.E and prosocial behavior, Theory of structural development, Teacher’s role in sociomoral development, logistics of a sociomoral curriculum, and moral competence activities. Results indicated very slight increase in mean scores moving from pretest to posttest in all but one category. The moral competence category showed a modest increase in mean score moving from pretest to posttest indicating that participants did learn in this part of the presentation. Results from the open ended questions indicated that participants had existing knowledge of sociomoral development learned previously; however they learned new knowledge pertaining to how to structure a sociomoral curriculum through the scope of structural development style teaching. Future sociomoral curricula should emphasize as much active learning as possible, since this type of learning creates a stronger bond between sports and academia.
APA, Harvard, Vancouver, ISO, and other styles
7

Parsons, Kari Ann. "Opportunities For Enhancing Vigorous Physical Activity Within The New Brunswick Physical Education Curriculum." Thesis, University of New Brunswick, 2010. http://hdl.handle.net/1882/1088.

Full text
Abstract:
PURPOSE: To determine if participation in a short-term, high intensity physical education (PE) intervention that respected the multiple goals of the PE curriculum would result in any health- and/or fitness-related improvements for grade four and five students. METHODS: Seventy-six students were divided into a control and intervention group (CG & IG). During 15 successive classes, the IG participated in six minutes of high intensity activities while no changes were made to the structure of the CG’s PE class. Accelerometers and direct observation were used to quantify the percentage of moderate-to-vigorous physical activity (%MVPA). Health- and performance-related measures were assessed pre- and post-intervention. RESULTS: Students spent an average of 27% of their PE class engaged in MVPA. Within this category, the intervention was successful at increasing students’ VPA levels by 7.7%. Observations regarding pedagogical practices are also reported. CONCLUSIONS: Participating in a PE intervention can increase students’ PA levels without compromising the goals of the PE curriculum.
APA, Harvard, Vancouver, ISO, and other styles
8

Bicknell, Simon. "Physical Education teachers' perspectives on the 14-19 Physical Education Curriculum in England : a sociological study." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600581.

Full text
Abstract:
Over the last 40 years, there has been an expansion, what some have termed an “explosion” (Green, 2001) in the provision of Physical Education (PE) related qualifications, both academic and vocational, in English Secondary schools. In the context of the emergence and rapid growth of the 14-19 PE curriculum, a number of issues have emerged for both PE teachers and their pupils (Green, 2008). It is important to consider these issues and the implications for PE teachers and their pupils. This research study explored the perspectives of secondary school PE teachers towards the subject of PE within the 14-19 curriculum. Specifically, the research focused on PE teachers’ perceptions relating to (i) the broader social processes which have influenced the development of 14-19 PE, and (ii) the impact of the development of 14-19 PE for the subject of PE, PE teachers themselves, and their pupils in English secondary schools. 52 semi-structured interviews were completed over a 14 month period. The research participants, from 22 different secondary schools, consisted of both male and female PE teachers who held varying positions in schools, from PE teachers through Heads of PE to Assistant Headteachers and Headteachers. The research participants were aged between 23 to 59 years of age. The level of teaching experience ranged from between 3 months to 38 years, with 616 years of teaching experience between them. The primary data collected from the interviews were analysed both inductively and deductively. That is to say, first, using a ground theory methodology, emerging themes were identified that were ‘grounded’ within the data itself. Second, the sensitizing concepts offered by a figurational sociology perspective were used to interpret and ‘make sense’ of the themes emerging from the data. The key findings from this study have been broken down into two main themes. With regard to the first theme – PE teachers’ perspectives on the development of the 14-19 PE curriculum (in general, and in their schools in particular) – it was evident that there had been an expansion, over the last decade, of the accreditation opportunities available to more pupils, across more schools, through 14-19 PE, with the ‘drivers’ of such change being located within both ‘local’ and ‘national’ contexts. In terms of the second theme – PE teachers’ perspectives of the impact (both intended and unintended outcomes) of the development of PE within the 14-19 curriculum – it was evident that PE teachers’ views centred initially on the benefits of 14-19 PE for their pupils, and their departments and schools. However, it was evident that there were benefits to be had from 14-19 PE for PE teachers themselves, which meant a change in their ‘working climate’, although there were unplanned consequences also. For PE teachers this meant a change in their ‘work demands’. Sociologically speaking, it is suggested that 14-19 PE may be seen to have developed within a context of complex developmental processes, more specifically through networks of interdependency, characterised by power balances/ratios, and which have led to outcomes both intended and unintended. Specifically, it was suggested that the nature and purposes of PE and the role of PE teachers has markedly changed, indeed transformed. From the findings of this study, recommendations are proposed that focus upon policy implications and future developments, particularly in relation to the unintended outcomes of the development of 14-19 PE.
APA, Harvard, Vancouver, ISO, and other styles
9

Chen, Ming-Hung. "Health, physical activity and fitness monitoring within the secondary physical education curriculum in England." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/10034.

Full text
Abstract:
Aims: The aims of this study are three-fold: to review the worldwide literature on monitoring the health, physical activity and fitness of young people; to determine the purpose and prevalence of the monitoring of young people's health, physical activity and fitness within secondary PE school curricula in England and to explore the factors affecting teachers' views of and approaches to such monitoring; and to propose recommendations for monitoring health, physical activity and fitness within secondary school PE curricula in England which may have relevance and applicability to the Taiwanese context. Methods: The research design involved the integration of quantitative and qualitative methods, including a national survey of selected state secondary schools and interviewing a sample of Head of PE department (HoPE). Descriptive statistics and Chi-Square analysis were employed to analysis quantitative data of the prevalence of monitoring pupils' health, physical activity or fitness within school curriculum, and to exam the homogeneity of HoPEs' attitudes and views (agree v.s disagree) towards specific statements with different gender, and teaching experience. The significant level of Chi-square is .05. Coding and thematic analysis were employed to analysis qualitative data. Results: 118 schools (38.4%) returned the questionnaires and 12 teachers were interviewed. The proportion of schools which monitored pupils' health, physical activity and fitness was 39%, 61.9%, and 89.0% respectively. The interview data revealed issues including purpose and value of monitoring; responsibility and accountability; pupils' responses; teachers' conceptual confusion, and resource limitations. Recommendations: Nine recommendations were proposed including: (1) physical educators should broaden their monitoring approach beyond fitness; (2) formal guidance on monitoring within the PE school curriculum should be produced; (3) teachers should be offered continuing professional development on this topic; (4) PE teachers should be encourage to employ simply, manageable monitoring methods; (5) health benefits of physical activity and physical activity promotion should be weighted through monitoring processes; (6) PE teachers should realise that the processes of monitoring health, physical activity and fitness are appropriate contexts for learning; (7) it is unnecessary to make comparisons between students or against standardized norms; (8) teachers should aim to personalise monitoring procedures and ensure that pupils' experience of monitoring is positive; (9) PE teachers should encourage and teach children self-monitor skills to develop their independence and self- management skills. An example formal guidance for key stage 3 on monitoring health, physical activity and fitness within the PE curriculum has been proposed to help PE teachers broaden their approaches on monitoring and present them a range of implementation example.
APA, Harvard, Vancouver, ISO, and other styles
10

Gregory, Elaine Ruth. "Curriculum and the status of physical education in homeschooling." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Physical curriculum"

1

Ireland. Department of Education and Science and National Council for Curriculum and Assessment (Ireland), eds. Physical education: Curriculum. Dublin: Stationery Office, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Designing the physical education curriculum. 3rd ed. Champaign, IL: Human Kinetics, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

E, Willgoose Carl, and Willgoose Carl E, eds. The physical education curriculum. 5th ed. Prospect Heights, Ill: Waveland Press, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Education, Essex (England). Physical education curriculum handbook. Chelmsford: Essex Development and Advisory Service, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

English Sports Council. Information and Research Services. Physical education & the curriculum. London: English Sports Council, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Stillwell, Jim L. The physical education curriculum. 5th ed. Boston: Allyn and Bacon, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bobb, Donna, Carolyn S. Bergt, Brenda Trunkhill, and Rodney L. Rathmann. Concordia curriculum guide: Physical education. Edited by Concordia Publishing House. St. Louis, MO: Concordia Pub. House, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Council, National Curriculum. Physical education: Recent curriculum developments. York: National Curriculum Council, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

1950-, Lund Jacalyn Lea, and Tannehill Deborah, eds. Standards-based physical education curriculum development. 2nd ed. Sudbury, Mass: Jones and Bartlett Publishers, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wessel, Janet A. Achievement-based curriculum development in physical education. Philadelphia: Lea & Febiger, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Physical curriculum"

1

Krogh, Suzanne L., and Pamela Morehouse. "Movement and Physical Education." In The Early Childhood Curriculum, 342–70. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Penney, Dawn, and Maree Dinan Thompson. "Curriculum Drivers." In Routledge Handbook of Primary Physical Education, 51–60. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chen, Ang. "Conceptualizing the Transformative Curriculum." In Reconceptualizing Physical Education, 87–109. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003163602-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chen, Ang. "Perspectives on the Physical Education Curriculum." In Reconceptualizing Physical Education, 23–47. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003163602-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Stirrup, Julie, and Estelle Damant. "Health, Physical Education and the Curriculum." In Critical Pedagogies in Physical Education, Physical Activity and Health, 14–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003003991-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Williams, Natasha, and Harsha N. Perera. "Teacher Perceptions of Daily Physical Activity and Perceived Contextual Barriers to the Implementation of Daily Physical Activity." In Curriculum, Schooling and Applied Research, 121–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48822-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sun, Yan, H. X. Zhang, and Y. F. Sun. "The Teaching Values of New Physical Curriculum." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 755–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_99.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Vickerman, Philip, and Anthony Maher. "The physical education National Curriculum and inclusion." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 52–66. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Doherty, Jonathan. "Writing in Physical Education." In Inviting Writing: Teaching & Learning Writing across the Primary Curriculum, 138–51. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714913.n11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Physical curriculum"

1

Yuan, Xiaohong, Sahana Murthy, Jinsheng Xu, and Huiming Yu. "Case studies for teaching physical security and security policy." In 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940947.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Suherman, Wawan Sundawan. "Integrating Physical Literacy into Indonesian Physical Education Curriculum." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009309302240227.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Xu, Xiaofeng. "On Guiding Ideology of Physical Education Curriculum-- And on the Influence on Physical Education Curriculum Reform." In 2018 3rd International Conference on Humanities Science, Management and Education Technology (HSMET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/hsmet-18.2018.106.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Gang. "Blackboard-Based Online Physical Education Curriculum Design." In 2014 International Conference on Management Science and Management Innovation (MSMI 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/msmi-14.2014.80.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"The Influence of Physical Education Curriculum Reform on Adolescent Physical Health." In 2020 Conference on Social Science and Modern Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000727.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Application of Driven Teaching in Physical Education Curriculum." In 2018 1st International Conference on Education, Art, Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eamss.2018.086.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cates, Sonya. "Physical Activity in the Classroom across the Curriculum." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372607.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Physical Education Curriculum System Innovation Based on Students' Physical Health Test Result Management." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71126.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Li, Nian. "Research on Physical Education Curriculum New Model Based on Physical Education Cloud Computing." In Proceedings of the 2019 3rd International Conference on Education, Management Science and Economics (ICEMSE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icemse-19.2019.40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dang, Yuelei. "Research on the Curriculum Reform of College Physical Education." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.346.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Physical curriculum"

1

Yu, Han, and Naci Mocan. The Impact of High School Curriculum on Confidence, Academic Success, and Mental and Physical Well-Being of University Students. Cambridge, MA: National Bureau of Economic Research, May 2018. http://dx.doi.org/10.3386/w24573.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

Full text
Abstract:
The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
APA, Harvard, Vancouver, ISO, and other styles
3

Mylott, Elliot. Development of Physics Curriculum for Pre-Health Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5663.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Peskin, Michael E. Abstract Applets: A Method for Integrating Numerical Problem Solving into the Undergraduate Physics Curriculum. Office of Scientific and Technical Information (OSTI), February 2003. http://dx.doi.org/10.2172/812625.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

Full text
Abstract:
This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
APA, Harvard, Vancouver, ISO, and other styles
6

Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk, and Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.

Full text
Abstract:
The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
APA, Harvard, Vancouver, ISO, and other styles
7

Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4444.

Full text
Abstract:
The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.
APA, Harvard, Vancouver, ISO, and other styles
8

Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

Full text
Abstract:
Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
APA, Harvard, Vancouver, ISO, and other styles
9

Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

Full text
Abstract:
The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.
APA, Harvard, Vancouver, ISO, and other styles
10

Family planning/reproductive health training manual: For private sector physicians. Population Council, 2018. http://dx.doi.org/10.31899/sbsr2018.1003.

Full text
Abstract:
This guide is part of a curriculum developed and used to help ensure the availability and further improve the quality of family planning and reproductive health (FP/RH) services delivered to Egyptian youth. The private sector physician training curriculum is designed for as a 5-day training course which provides up-to-date information on various FP/RH topics that are especially important for young people such as pre-marital counseling, postponing first births and birth spacing. It addresses certain topics that aren’t covered during traditional trainings for private sector physicians such as counselling, infection control and how to address myths regarding FP/RH that are rampant in Egyptian communities. The methods available in the private sector are detailed in this curriculum as well as a practical how-to guide for one-day field visits to clinics which takes place on Day 4 of the curriculum.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Physical curriculum' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography