Relevant bibliographies by topics / Physical education and training Victoria

Academic literature on the topic 'Physical education and training Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Physical education and training Victoria"

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Volkov, Valery G., Aleksandr N. Lutkov, and Andrey A. Rogov. "Formation of higher physical education in Penza Region." Tambov University Review. Series: Humanities, no. 184 (2020): 98–106. http://dx.doi.org/10.20310/1810-0201-2020-25-184-98-106.

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In modern student sports of the Russian Federation, a prominent place is occupied by a team of students and specialists in physical education and sports of Penza State University. The main efforts in the sport development in the higher education system of the Penza Region were carried out by a team of a specialized faculty of physical education, and later the Institute of Physical Culture and Sports of Penza State University. We analyze the prerequisites developed in the Penza Region and other regions for the opening of a higher educational institution for the physical education specialists training. In the period of 1940-1950, mid-level personnel for schools and physical education groups were trained by technical schools of physical education, which were secondary special educational institutions. Since the faculty opening, sports work at the institute has significantly revived. As throughout the country, in Penza Pedagogical University, the foundation of a sports society, its primary organization was a sports club, which was created at the university, most commonly, by student and local labour union committees. The core of the sports club was students of physical education faculty, although the leadership of the club was based on the first decades at the department of physical education. The core of the sports club was students of physical education, although the leadership of the club in the first decades was based at the physical education department. Sports achievements of students and graduates of the Faculty of Physical Education are presented. We note multiple victories at the championships of the voluntary sports society “Burevestnik”, the championships of the RSFSR, the USSR, the Russian Federation, the Universiades, the World and Europe Championships, Olympic Games in swimming, athletics, volleyball, basketball, rhythmic gymnastics, sambo, speed skating, gymnastics, hockey throughout the entire period of the faculty.
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Koritsas, Stella, Malcolm Boyle, and Jan Coles. "Factors Associated with Workplace Violence in Paramedics." Prehospital and Disaster Medicine 24, no. 5 (October 2009): 417–21. http://dx.doi.org/10.1017/s1049023x0000724x.

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AbstractIntroduction:The majority of research that has explored workplace violence has focused on establishing the prevalence of violence in different settings. In general, there is a paucity of research that explores factors that may predict or increase the risk of experiencing violence in the workplace.Objective:The aim of this research was to determine predictors of violence for paramedics.Methods:A questionnaire was developed that focused on paramedics' experi-ences with six forms of violence: verbal abuse, property damage/theft, intimi-dation, physical abuse, sexual harassment, and sexual assault.The questionnaire was distributed randomly to paramedics throughout rural Victoria and metropolitan South Australia, and completed and returned anonymously.Results:Predictors emerged for verbal abuse, intimidation, sexual harassment, and sexual abuse. Specifically, gender was the only predictor of intimidation, sexual harassment, and sexual assault. Paramedic qualifications, how they responded to a call-out, and hours per week in direct patient contact emerged as a predictor of verbal abuse.Conclusions:Certain factors predict or predispose paramedics to workplace violence. The need for workplace violence education and training is impera-tive for the prevention of violence, as well as for its management.
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Green, Rachael, David Hopkins, and Garry Roach. "Exploring the lived experiences of people on Community Correction Orders in Victoria, Australia: Is the opportunity for rehabilitation being realised?" Australian & New Zealand Journal of Criminology 53, no. 4 (September 20, 2020): 585–605. http://dx.doi.org/10.1177/0004865820957059.

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The Community Correction Order, introduced in Victoria, Australia in 2012, provides a sentencing option that enables eligible offenders to serve their sanction in the community, with access to treatment or other rehabilitative activities. This paper contributes to a scant body of research investigating the specific needs of this group, their barriers to inclusion and the extent to which they experience the rehabilitative aspects of Community Correction Orders. It draws on survey data collected from 200 adults (137 men and 63 women) on Community Correction Orders in outer west metropolitan Melbourne and qualitative analysis of in-depth interviews conducted with a sub-set of 20 participants. Long-term unemployment, severe economic hardship, physical and mental health issues, social isolation and troubled personal relationships were common. While participants experienced the punitive aspects of Community Correction Orders, there was limited evidence that they were supported to address key issues that may be predictive of future offending. Support to re/engage in education, training and employment was a key area of unmet need and engagement in other therapeutic programs was low. Opportunities to enhance the rehabilitative potential of Community Correction Orders are discussed, with the paper highlighting that there is a need for rigorous evaluation of community work program activities.
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Milnes, Sharyn L., Yianni Mantzaridis, Nicholas B. Simpson, Trisha L. Dunning, Debra C. Kerr, Joan B. Ostaszkiewicz, Gerry T. Keely, Charlie Corke, and Neil R. Orford. "Values, preferences and goals identified during shared decision making between critically ill patients and their doctors." Critical Care and Resuscitation 23, no. 1 (March 1, 2021): 76–85. http://dx.doi.org/10.51893/2021.1.oa7.

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Objective: Examine values, preferences and goals elicited by doctors following goals-of-care (GOC) discussions with critically ill patients who had life-limiting illnesses. Design: Descriptive qualitative study using four-stage latent content analysis. Setting: Tertiary intensive care unit (ICU) in South Western Victoria. Participants: Adults who had life-limiting illnesses and were admitted to the ICU with documented GOC, between October 2016 and July 2018. Intervention: The iValidate program, a shared decision-making clinical communication education and clinical support program, for all ICU registrars in August 2015. Main outcome measures: Matrix of themes and subthemes categorised into values, preferences and goals. Results: A total of 354 GOC forms were analysed from 218 patients who had life-limiting illnesses and were admitted to the ICU. In the categories of values, preferences and goals, four themes were identified: connectedness and relational autonomy, autonomy of decision maker, balancing quality and quantity of life, and physical comfort. The subthemes — relationships, sense of place, enjoyment of activities, independence, dignity, cognitive function, quality of life, longevity and physical comfort — provided a matrix of issues identified as important to patients. Relationship, place, independence and physical comfort statements were most frequently identified; longevity was least frequently identified. Conclusion: Our analysis of GOC discussions between medical staff and patients who had life-limiting illnesses and were admitted to the ICU, using a shared decision-making training and support program, revealed a framework of values, preferences and goals that could provide a structure to assist clinicians to engage in shared decision making.
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Jackson, Robert. "How Do Physicians React to New Knowledge: The Experience of Jonathan Hutchinson 1828–1913 with Comments on its Relevance Today." Journal of Cutaneous Medicine and Surgery 3, no. 1 (July 1998): 54–56. http://dx.doi.org/10.1177/120347549800300116.

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Background: In the late 20th century, physicians are being challenged to absorb new knowledge at an ever-increasing pace. Objective: This article will review the acquisition of new knowledge by Sir Jonathan Hutchinson, a prominent Victorian surgeon in the 19th century. At that time, new knowledge was presented much more slowly. How well Hutchinson absorbed new knowledge will be outlined and, in the light of his background and training, what events were there that either helped or hindered this process. Conclusion: Assuming good physical and mental health, age and basic training are often important in how physicians react to new knowledge; the timing of the release of new knowledge also plays a role. Training in the basic attributes of scientific medicine as well as continuing medical education will help in the processing of new knowledge. One common response by physicians to the increasing load of new information is the narrowing of the individual's field of expertise.
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Oakman, Jodi, Natasha Kinsman, Katrina Lambert, Rwth Stuckey, Melissa Graham, and Victoria Weale. "Working from home in Australia during the COVID-19 pandemic: cross-sectional results from the Employees Working From Home (EWFH) study." BMJ Open 12, no. 4 (April 2022): e052733. http://dx.doi.org/10.1136/bmjopen-2021-052733.

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ObjectivesTo investigate the impacts, on mental and physical health, of a mandatory shift to working from home during the COVID-19 pandemic.DesignCross sectional, online survey.SettingOnline survey was conducted from September 2020 to November 2020 in the general population.ParticipantsAustralian residents working from home for at least 2 days a week at some time in 2020 during the COVID-19 pandemic.Main outcome measuresDemographics, caring responsibilities, working from home arrangements, work-related technology, work–family interface, psychosocial and physical working conditions, and reported stress and musculoskeletal pain.Results924 Australians responded to the online questionnaire. Respondents were mostly women (75.5%) based in Victoria (83.7%) and employed in the education and training and healthcare sectors. Approximately 70% of respondents worked five or more days from home, with only 60% having a dedicated workstation in an uninterrupted space. Over 70% of all respondents reported experiencing musculoskeletal pain or discomfort. Gendered differences were observed; men reported higher levels of family to work conflict (3.16±1.52 to 2.94±1.59, p=0.031), and lower levels of recognition for their work (3.75±1.03 to 3.96±1.06, p=0.004), compared with women. For women, stress (2.94±0.92 to 2.66±0.88, p<0.001) and neck/shoulder pain (4.50±2.90 to 3.51±2.84, p<0.001) were higher than men and they also reported more concerns about their job security than men (3.01±1.33 to 2.78±1.40, p=0.043).ConclusionsPreliminary evidence from the current study suggests that working from home may impact employees’ physical and mental health, and that this impact is likely to be gendered. Although further analysis is required, these data provide insights into further research opportunities needed to assist employers in optimising working from home conditions and reduce the potential negative physical and mental health impacts on their employees.
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Arbuzova, Yu V., and T. Ye Bahmet. "MODERN THEORETICAL AND PRACTICAL ASPECTS OF DISTANCE LEARNING IN INSTITUTIONS OF PROFESSIONAL PRE-HIGHER EDUCATION." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 1(17) (2020): 29–40. http://dx.doi.org/10.51707/2618-0529-2020-17-04.

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The current modern requirements are distance education. Distance education is an opportunity to study and receive the necessary knowledge remotely from the school at any convenient time. Regardless of how distance education is implemented, different countries have their own peculiarities of its use at the level of secondary and higher education. Such training programs are especially useful for many people who, due to financial, physical or geographical circumstances, do not have the opportunity to receive traditional education. Thus, distance learning provides an opportunity to gain equal access to quality education. Other names for distance learning include “open education”, “e‑learning”, “virtual learning” and so on. The Regulations on Distance Education and the Concept of Distance Education Development in Ukraine regulate the rights and responsibilities of participants in the educational process. Distance learning has a number of undeniable advantages. In particular, the student can study at a time convenient to him, the usual environment and at a relatively autonomous pace. The statute has the meaning of the understanding “distance education”; problems, the formation of the methods of interaction to provide education with victories from the hour of remote access. There are platforms designed to enable Ukrainian students, regardless of location, to obtain a quality Ukrainian education. An analysis has been carried out and the main re-runs of distance courses have been determined. The authors have provided information about the practical training management system for electronic science (learning management system, LMS) Moodle at the initial process of the Kherson Polytechnic Faculty College of the Odessa National Polytechnic University. There are also recommendations for advancing the effectiveness of remote sensing, and special respect is given to diagnostics and knowledge of education.
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Mullan, Leanne, Karen Wynter, Andrea Driscoll, and Bodil Rasmussen. "Barriers and enablers to providing preventative and early intervention diabetes-related foot care: a qualitative study of primary care healthcare professionals' perceptions." Australian Journal of Primary Health 27, no. 4 (2021): 319. http://dx.doi.org/10.1071/py20235.

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This study explored the perceived healthcare system and process barriers and enablers experienced by GPs and Credentialled Diabetes Educators (CDEs) in Australian primary care, in the delivery of preventative and early intervention foot care to people with diabetes. A qualitative design with inductive analysis approach was utilised and reported according to the Consolidated Criteria for Reporting Qualitative Studies (COREQ). Semi-structured interviews were conducted with two GPs and 14 CDEs from rural, urban and metropolitan areas of Australia. Participants were from New South Wales, South Australia, Victoria, Western Australia, the Northern Territory and Queensland. Barriers to providing foot care constituted five broad themes: (1) lack of access to footcare specialists and services; (2) education and training insufficiencies; (3) human and physical resource limitations related to funding inadequacies; (4) poor care integration such as inadequate communication and feedback across services and disciplines, and ineffectual multidisciplinary care; and (5) deficient footcare processes and guidelines including ambiguous referral pathways. Enablers to foot care were found at opposing ends of the same spectra as the identified barriers or were related to engaging in mentorship programs and utilising standardised assessment tools. This is the first Australian study to obtain information from GPs and CDEs about the perceived barriers and enablers influencing preventative and early intervention diabetes-related foot care. Findings offer an opportunity for the development and translation of effective intervention strategies across health systems, policy, funding, curriculum and clinical practice, in order to improve outcomes for people with diabetes.
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Knox, Marisa Palacios. "“The Valley of the Shadow of Books”." Nineteenth-Century Literature 69, no. 1 (June 1, 2014): 92–122. http://dx.doi.org/10.1525/ncl.2014.69.1.92.

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Marisa Palacios Knox, “‘The Valley of the Shadow of Books’: George Gissing, New Women, and Morbid Literary Detachment” (pp. 92-122) Victorian consternation about the physiological—especially reproductive—repercussions of women readers’ affective involvement with fiction is well documented. This essay contends, however, that at the fin de siècle a new cultural anxiety developed around the possibility of the woman who under-identifies, that is, refuses or is simply incapable of a stereotypically feminine standard of personal identification with literature. As the number of women entering vocational training as well as higher education increased exponentially in the late nineteenth century, the threat of women’s influx into the workplace expressed itself in a discourse of concern for the vitiation of women’s “natural” responsiveness to reading as a symptom of emotional as well as physical barrenness. George Gissing’s New Grub Street (1891) and The Odd Women (1893), in addition to the New Women novels of Charlotte Riddell and George Paston, engage with and complicate the idea of professional women’s literary detachment as a kind of morbid pathology, a trope that nevertheless continues to influence the reception of these works.
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Shields, Nora, Claire Willis, Christine Imms, Luke A. Prendergast, Jennifer J. Watts, Ben van Dorsselaer, Georgia McKenzie, Andrea M. Bruder, and Nicholas F. Taylor. "FitSkills: protocol for a stepped wedge cluster randomised trial of a community-based exercise programme to increase participation among young people with disability." BMJ Open 10, no. 7 (July 2020): e037153. http://dx.doi.org/10.1136/bmjopen-2020-037153.

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IntroductionThere is a need to develop relevant, acceptable initiatives that facilitate physical activity participation in young people with disability. FitSkills was developed to support young people with disability to exercise. The primary aims are to investigate if FitSkills can be scaled up from a small, university-led programme to run as a larger community-university partnership programme, and to determine its effectiveness in improving physical activity participation and health-related quality of life for young people with disability. The secondary aims are to evaluate cost-effectiveness, changes in attitudes towards disability and other health-related outcomes for young people with disability.Methods and analysisA stepped wedge cluster randomised trial using a cohort design and embedded health economic evaluation will compare the effect of FitSkills with a control phase. FitSkills matches a young person with disability with a student mentor and the pair exercise together at their local gymnasium for 1 hour, two times per week for 12 weeks (24 sessions in total). One hundred and sixty young people with disability aged 13 to 30 years will be recruited. Eight community gymnasia will be recruited and randomised into four cluster units to have FitSkills introduced at 3-month intervals. Primary (feasibility, participation and health-related quality of life) and secondary outcomes will be collected longitudinally every 3 months from trial commencement, with eight data collection time points in total. The Practical Robust Implementation and Sustainability Model will be used to support knowledge translation and implementation of project findings into policy and practice.Ethics and disseminationEthical approval was obtained from the La Trobe University Human Ethics Committee (HEC17-012), Australian Catholic University (2017–63R), Deakin University (2017–206) and the Victorian Department of Education and Training (2018_003616). Results will be disseminated through published manuscripts, conference presentations, public seminars and practical resources for stakeholder groups.Trial registration numberACTRN12617000766314.Trial sponsorLa Trobe University.
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Dissertations / Theses on the topic "Physical education and training Victoria"

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Newsham, Katherine R. "Physical Disabilities in Athletic Training Education." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1153237037.

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Griffin, Alicia R. "Physical fitness levels in girl's sixth grade physical education." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AGriffin2007.pdf.

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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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Oparenko, А. О., Ольга Олександрівна Берест, Ольга Александровна Берест, and Olha Oleksandrivna Berest. "Students' physical training at higher education institutions." Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48603.

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Mass health-improving, physical-training and sports events are aimed at broad engagement of students into regular practicing physical exercises and sports, into fixing health and into improving physical and sports readiness of students. They are organized at outclass time, on days off and holidays, in health-improving and sports camps, during study practice and camp meetings, in students’ building units. These events are held by the sports club of the higher education institution including a broad students’ initiative under methodical supervision of the physical-training department and under an active participation of the university trade union [1]. Thus, students’ physical training and study consist of theoretical, practical and test periods that are defined according to the studying concept and methodology used in the given higher-education institution.
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Underwood, A. M. "Teaching styles in physical education." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354263.

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Alverson, Sylvia M. "Physical fitness training for paramedic students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/399.

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Johnson, Anthony Lewis. "Training the Young Actor: A Physical Approach." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258075804.

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Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.

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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.
Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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McNamee, M. J. "The educational justification of physical education." Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275801.

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Pollatschek, John L. "The psycho-physical effects of daily physical education on pre-adolescent children." Thesis, University of Strathclyde, 1987. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21308.

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This study was initiated because of concern about the poor health record of the population in the West of Scotland, anxiety about low activity levels in pre-adolescent children, and the lack of systematic and regular physical education classes at primary school. A daily physical education programme was established in one primary school (Pilot Study) to examine the effects of an increase in time allocation to physical education on the motor fitness, affective development and academic performance of pupils. Later the programme expanded to all primary 6 and primary 7 children in a community (>N 400) engaged in daily physical education (The Linwood Project). This programme was taught jointly by the class teachers and the specialist teachers of physical education from the associated secondary schools. Although there has been research into daily physical education in other parts of the world, to the author's knowledge, the combination of primary/secondary integration and daily physical education was unique to the Linwood Project. The project was part of a unified concept of physical education which is detailed in the study. The children who were engaged in the daily physical education programme and the control samples receiving 'normal' physical education programmes, were assessed before and after the daily physical education programme. Testing was conducted on motor fitness, academic performance and 'attitude to school'. There was additional monitoring by head teachers, teachers and parents. The findings indicated that the children engaged in the daily physical education programme: had made considerable improvements in motor fitness and were superior to the children on 'normal' physical education; had at least maintained their progress in academic achievements, with some indication of superior attainment in computation at the primary 7 stage; tended to have more favourable 'school related attitudes' than the children on the 'normal' programmes.
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Books on the topic "Physical education and training Victoria"

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Schools, Victoria Committee for the Review of Physical and Sport Education in Victorian. Physical and sport education for Victorian schools. Melbourne: Directorate of Sport Education, 1993.

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Commonwealth & International Scientific Congress (10th 1994 University of Victoria). Access to active living: Proceedings for the 10th Commonwealth & International Scientific Congress, 10-14 August 1994, University of Victoria, Victoria, British Columbia, Canada = Accès à une vie active. [Victoria, B.C.]: The School, 1994.

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Physical education futures. Milton Park, Abingdon, Oxon: Routledge, 2010.

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1937-, Colfer George R., ed. Contemporary physical education. Dubuque, Iowa: W.C. Brown Publishers, 1986.

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McCatty, Cressy A. M. 1914- . and Ontario Institute for Studies in Education. Guidance Centre., eds. Physical education. Toronto: Guidance Centre, Ontario Institute for Studies in Education, 1993.

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L, McManama Jerre, ed. Physical education handbook. 9th ed. Boston: Allyn and Bacon, 1997.

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Physical education: Major themes in education. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Mosston, Muska. Teaching physical education. 4th ed. New York: Macmillan, 1994.

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Ken, Green, and Hardman Ken 1938-, eds. Physical education: Essential issues. London: SAGE, 2005.

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Sara, Ashworth, ed. Teaching physical education. 3rd ed. Columbus: Merrill Pub. Co., 1986.

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Book chapters on the topic "Physical education and training Victoria"

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Mason, Charlotte M. "Some Unconsidered Aspects of Physical Training." In School Education, 101–12. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-10.

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Keay, Jeanne, and Vicky Randall. "Addressing training and development needs in primary Physical Education." In An Introduction to Primary Physical Education, 188–206. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003257783-14.

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Nestler, Vincent, Erik L. Moore, Kai-Yi Clark Huang, and Devshikha Bose. "The Use of Second Life® to Teach Physical Security across Different Teaching Modes." In Information Assurance and Security Education and Training, 188–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39377-8_21.

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Somerkoski, Brita, Paivi Granö, and Teija Koskela. "Practical Training in Teacher Education: Reflecting Physical and Psychological Learning Environment." In Communications in Computer and Information Science, 251–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57847-3_18.

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Guo, Haijing, Li Zhang, and Huijing Song. "Feasibility Analysis of Integrating Psychological Development Training into Physical Education Teaching." In Advances in Intelligent Systems and Computing, 694–701. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25128-4_85.

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Wei, Jiying, and Jun Guo. "Research on the Application of Data Mining Technology in Physical Training." In Application of Big Data, Blockchain, and Internet of Things for Education Informatization, 402–12. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-23944-1_44.

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Zhang, Lin, and Qing Liu. "Application of Simulation and Virtual Reality to Physical Education and Athletic Training." In Transactions on Edutainment VII, 24–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29050-3_3.

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Yan, Shi. "Using Deep Convolution Neural Network to Detect the Wrong Movement in Physical Education Teaching and Training." In Application of Big Data, Blockchain, and Internet of Things for Education Informatization, 577–82. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-23944-1_62.

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Liu, Yongling, Xueqiang Ma, and Xianqing Lv. "An Analysis on the Current State of Doctoral Training in Physical Oceanography of Ocean University of China." In Proceedings of the 2022 International Conference on Diversified Education and Social Development (DESD 2022), 118–27. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-37-4_17.

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Conference papers on the topic "Physical education and training Victoria"

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"Application of Stratified Training on Physical Education Training." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.89.

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"Application of Stratified Training on Physical Education Training." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.066.

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Cascone, Chiara, Genoveffa Rosa De Cesare, and Francesca D'Elia. "Physical education teacher training for disability." In Journal of Human Sport and Exercise - 2020 - Spring Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc3.16.

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Zhang, Jie. "Research of College Students' Physical Training and Lifelong Physical Education." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.350.

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Ivanov, Vladimir. "CORRELATIONS BETWEEN PHYSICAL EDUCATION TRAINING IN THE FINAL YEARS OF HIGH-SCHOOL AND PHYSICAL EDUCATION TRAINING AT UNIVERSITY." 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/icass2019/84.

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"Research on Sanda Athletes' Physical Training Methods." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.139.

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Sun, Yang, and Yuehong Ma. "Current Situation and Countermeasures of Physical Training in Volleyball Training." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.91.

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Sherriff, S. B. "Training for physical scientists in health care." In IEE Colloquium on Education for Biomedical Science and Engineering. IEE, 1995. http://dx.doi.org/10.1049/ic:19950146.

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Wang, Lei. "Exploration of College Physical Education Talents Training Mode." 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-16.2016.226.

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Han, Ling. "Analysis on Security of Physical Education and Training." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.364.

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Reports on the topic "Physical education and training Victoria"

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Molotylnikova, Vira. MODERN TYPES OF BODY RELAXATION METHODS AFTER INTENSE PHYSICAL EXERTION. Intellectual Archive, November 2022. http://dx.doi.org/10.32370/iaj.2748.

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The article presents varieties and variants of relaxation techniques advisable to use after intense physical exertion. The concept of "relaxation" and understanding of its role in physical education to maintain health and harmonious development of youth are considered. Considering the fact that one of the main trends in sports remains the increase in the intensity of training and the need to improve the results of competitions, the problem of restoring the athlete's performance capacity after physical exertion is extremely relevant today. Understanding the causes of fatigue and the physiological mechanisms of recovery, control over the relevant processes, the rational use of modern methods of body relaxation and means of recovery are important for assessing the impact of physical stress on the body, the effectiveness of training programs, identifying overtraining, determining the optimal rest time after physical exercises, and therefore, are necessary to improve the athlete's training and achieving high results.
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004619.

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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Jauny, Ray, and John Parsons. Delirium Assessment and Management: A qualitative study on aged-care nurses’ experiences. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.72017.

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Aged residential care (ARC) residents with morbid health conditions frequently experience delirium. This condition is associated with diminished quality of life, preventable morbidity and untimely death. It is challenging and costly to manage delirium because of the complex interplay of physical and psychiatric symptoms associated with this condition in both primary and secondary services. With awareness of risk factors and knowledge about delirium, ARC nurses can play a vital role in early identification, assessment and treatment, but most importantly in preventing delirium in aged-care residents as well as improving health outcomes. Focus groups were carried out with ARC nurses to ascertain their opinions on how they assess and manage delirium in ARC facilities in South Auckland, New Zealand. Findings identified that there were strengths and weaknesses, as well as gaps in assessment and management of delirium. Nurses would benefit from delirium education, appropriate tools and adequate resources to help them manage delirium. Issues with diagnosing delirium, anxiety about challenging behaviours, family dynamics, lack of training and absence of IV treatment were noticeable features in this study.
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Braun, Lindsay, Jesus Barajas, Bumsoo Lee, Rebecca Martin, Rafsun Mashraky, Shubhangi Rathor, and Manika Shrivastava. Construction of Pedestrian Infrastructure along Transit Corridors. Illinois Center for Transportation, March 2021. http://dx.doi.org/10.36501/0197-9191/21-004.

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The availability and quality of pedestrian infrastructure play key roles in enabling access to transit. Many transit operators face challenges in facilitating this access, however, because they lack land use authority and encounter other institutional and programmatic impediments to effecting changes in the pedestrian environment. This report identifies the barriers to pedestrian access to transit in suburban communities located in the Pace Suburban Bus service area in northeastern Illinois and suggests potential solutions to overcome these barriers. The research team led several activities to collect data, including: conducting an academic literature review; reviewing pedestrian plans, policies, and programs in the region; surveying and interviewing key stakeholders; reviewing pedestrian funding sources; surveying and conducting case studies of peer transit agencies; conducting physical audits of pedestrian infrastructure; and interviewing residents of six municipalities about their transit access experiences. Lack of adequate funding, difficulties planning across jurisdictional boundaries, and conflicts in transportation priorities are major impediments to building pedestrian infrastructure. While planners and decision-makers tend to value pedestrian planning, challenges such as funding constraints and the need to retrofit suburban infrastructure are key barriers to implementation. Peer transit agencies face similar barriers to Pace and use strategies such as plan and policy development, diverse funding opportunities, and collaborative partnerships with stakeholder agencies and advocacy groups to overcome these barriers. Transit riders generally reported positive experiences with pedestrian access to transit in their communities. Many locations had robust infrastructure, but common deficiencies included poor sidewalk connectivity, incomplete crossings, lack of lighting and transit shelters, and deficiencies in Americans with Disabilities Act (ADA) infrastructure. A suite of policy recommendations for Pace and other partners that focus on planning, policy, funding, interagency coordination, education and training, infrastructure prioritization, and transit amenities address the full range of physical and institutional barriers identified in the research.
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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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The future physical education teachers training improvement in ecological self-education as an important component of ecological and pedagogical training. Anna I. Kolesnik, March 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-155-162.

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