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

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

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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Martínez Martínez, Francisco Daniel, and Higinio González García. "Efecto de marcar primero en la final de la UEFA Champions League y la UEFA Europa League (Effect of scoring first in finals of UEFA Champions League and UEFA Europe League)." Retos, no. 37 (July 26, 2019): 134–38. http://dx.doi.org/10.47197/retos.v37i37.67933.

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Este estudio tiene como objetivos: i) conocer cómo influye el efecto de marcar primero en el resultado final del partido; ii) comparar el efecto de marcar primero, los goles totales, el periodo de marcar en el partido y el minuto de marcar el primer gol (ganador y perdedor), en las finales de ambas competiciones; y iii) analizar la evolución que tienen estas variables a lo largo de la historia. La muestra estuvo formada por todas las finales (N = 78) disputadas a lo largo de la historia a partido único y en campo neutral de las competiciones europeas UEFA Champions League (UCL) y UEFA Europa League (UEL). La probabilidad de ganar el equipo que marca primero fue del 75.6%. Cuando se analizó el efecto de marcar primero los resultados no mostraron diferencias estadísticamente significativas entre ambas competiciones, aunque sí se aprecian al analizar la evolución de este efecto a lo largo de la historia en la UCL a favor de las décadas de 1950 y 1960 (X2 = 14.15; p < .05). Se concluyó que el efecto de marcar primero en una final continental resulta determinante pues el equipo que se adelanta en el marcador aumenta en gran medida sus probabilidades de conseguir la victoria. En este sentido, los cuerpos técnicos de los clubes que luchan por el título en estas competiciones deben utilizar esta información para trabajar en los entrenamientos y plantear estrategias que les permitan salir al terreno de juego con la intención clara de abrir el marcador.Abstract. The objectives of this research were: i) to study the effect of scoring first on the final result of the match; ii) to compare the effect of scoring first, the total goals, the goal scoring period, and scoring minute of the first goal (winner and loser) in the finals of both competitions; and iii) to analyse the evolution of these variables throughout history. The sample consisted of all the single-match, neutral-field finals (N = 78) played over the history of the UEFA Champions League (UCL) and UEFA Europa League (UEL) European competitions. The team scoring first had 75.6% probabilities of winning. When analysing the effect of scoring first, the results showed no statistically significant differences between the two competitions, although they become significant in regard to the evolution of the scoring first effect throughout the UCL history, in favour of the finals played within 1950s and 1960s (X2 = 14.15, p <.05). As a conclusion, the effect of scoring first in a continental final is decisive because any team leading the scoreboard has major chances of winning. In this sense, technical staff at clubs should use this information to work on the training and propose strategies that allow them to go out onto the pitch with the clear intention of scoring first.

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Fernández-Cortés Tolosa, José Antonio, Laura Cáceres Sánchez, Antonio Antunez Medina, Javier García Rubio, and Sergio José Ibáñez Godoy. "Análisis de la influencia de las variables situacionales en el fútbol profesional (Analysis of the influece of situational variables in professional soccer)." Retos 46 (September 28, 2022): 114–19. http://dx.doi.org/10.47197/retos.v46.91541.

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El conocimiento objetivo de los indicadores de juego que ocurren durante la competición permite a los entrenadores realizar planes de entrenamiento ajustados a las necesidades competitivas. El propósito de este trabajo fue analizar la influencia de la localización, el efecto de marcar primero y la calidad del oponente parcial y final en el resultado, en función del momento de la temporada en una liga profesional de fútbol. Para ello, se analizaron 114 jornadas de liga de la Primera División Española de Fútbol Masculino, correspondiente a tres temporadas (2014-2015, 2015-2016 y 2016-2017), con un total de 1140 partidos. Los resultados obtenidos, ponen de manifiesto la ventaja de los equipos que marcan el primer gol, ya sean locales o visitantes, consiguen un mayor número de victorias. En la primera vuelta se identificaron diferencias en todos los indicadores de juego (localización del partido, marcar primero, calidad de la oposición final), excepto en la calidad de la oposición parcial, mientras que en la segunda vuelta se encontraron diferencias significativas en todos los indicadores de juego. A partir de estos datos, los entrenadores deben realizar los cambios o estrategias necesarias para sacar el máximo rendimiento de su equipo y por consiguiente el resultado más positivo. Abstract. The objective knowledge of the game indicators that occur during the competition allows coaches to make training plans adjusted to competitive needs. The purpose of this study was to analyse the influence of venue, the effect of being the first to score and the partial and final quality of the opponent in the result, according to the moment in the season in a professional football league. Thus, 114 league competition days were analysed from the First Division of the Spanish Men’s Football League, corresponding to three seasons (2014-2015, 2015-2016 y 2016-2017), with a total of 1,140 matches. The results obtained show the advantage gained by the teams that score the first goal, whether at home or away, as they are the ones that achieve more victories. In the first round, differences were identified in all game indicators (match location, score first, final quality of the opposition), except in the partial quality of the opposition, while in the second round, significant differences were revealed in all the game indicators. Using these data, coaches should adopt the necessary changes or strategies to achieve the maximum performance from their team and thus the most positive result.

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Brown, Victoria, Joanne Williams, Lisa McGivern, Susan Sawyer, Liliana Orellana, Wei Luo, Kylie D. Hesketh, Denise E. Wilfley, and Marj Moodie. "Protocol for economic evaluation alongside the SHINE (Supporting Healthy Image, Nutrition and Exercise) cluster randomised controlled trial." BMJ Open 10, no. 8 (August 2020): e038050. http://dx.doi.org/10.1136/bmjopen-2020-038050.

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IntroductionLimited evidence exists on the cost-effectiveness of interventions to prevent obesity and promote healthy body image in adolescents. The SHINE (Supporting Healthy Image, Nutrition and Exercise) study is a cluster randomised control trial (cRCT) aiming to deliver universal education about healthy nutrition and physical activity to adolescents, as well as targeted advice to young people with body image concerns who are at risk of developing disordered eating behaviours. This paper describes the methods for the economic evaluation of the SHINE cRCT, to determine whether the intervention is cost-effective as an obesity prevention measure.Methods and analysisA public payer perspective will be adopted, with intervention costs collected prospectively. Within-trial cost-effectiveness analysis (CEA) and cost-utility analysis (CUA) will quantify the incremental costs and health gains of the intervention as compared with usual practice (ie, teacher-delivered curriculum). CEA will present results as cost per body mass index unit saved. CUA will present results as cost per quality-adjusted life year gained. A modelled CUA will extend the target population, time horizon and decision context to provide valuable information to policymakers on the potential for incremental cost offsets attributable to disease prevention arising from intervention. Intervention costs and effects will be extrapolated to the population of Australian adolescents in Grade 7 of secondary school (approximate age 13 years) and modelled over the cohort’s lifetime. Modelled CUA results will be presented as health-adjusted life years saved and healthcare cost-savings of diseases averted. Incremental cost-effectiveness ratios will be calculated as the difference in costs between the intervention and comparator divided by the difference in benefit. Semi-structured interviews with key intervention stakeholders will explore the potential impact of scalability on cost-effectiveness. These data will be thematically analysed to inform sensitivity analysis of the base case economic evaluation, such that cost-effectiveness evidence is reflective of the potential for scalability.Ethics and disseminationEthics approval was obtained from the Deakin University Human Research Ethics Committee (#2017–269) and the Victorian Department of Education and Training (#2018_003630). Study findings will be disseminated through peer-reviewed academic papers and participating schools will receive annual reports over the 3 years of data collection.Trial registration numberACTRN 12618000330246; Pre-results.

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Kudláček, Martin, Ondřej Ješina, and Pat Flannagan. "European Inclusive Physical Education Training." Advances in Rehabilitation 3, no. 1 (January 1, 2010): 14–17. http://dx.doi.org/10.2478/v10029-010-0003-6.

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European Inclusive Physical Education Training The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).

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Maher, Anthony, and Jessica Macbeth. "Physical education, resources and training." European Physical Education Review 20, no. 1 (August 2, 2013): 90–103. http://dx.doi.org/10.1177/1356336x13496003.

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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.

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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.

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Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October 3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.

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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.

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Alonso Martín, Pilar. "Competences training of the Teacher’s Training in Physical Education." Educar 42 (July 1, 2008): 63. http://dx.doi.org/10.5565/rev/educar.133.

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Prystupa, E., M. Danylevych, and O. Romanchuk. "Physical Education Teachers Training in Austria." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 155–59. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).33.

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The article is devoted to the issues of professional training of physical education teachers in Austria since 1946 (the end of Second World War) till 1970 (changes of laws and regulations). The is to study the Austrian experience of training physical education aim of the paper teachers at different historical stages. To achieve the goal, a set of general scientific and pedagogical research methods have been used: bibliographic search, historical-genetic, interpretive-analytical ones, systematization, generalization, analysis, synthesis. The results of scientific research showed that during the first postwar decades in Austria there was a denazification of curricula for physical education / sports teachers, the gradual destruction of ideological strata, reducing the politicization of educational processes, reorientation to progressive ideas and traditions of pre-Nazi professional education. This stage of development of teachers professional education is characterized by numerous attempts to improve the curriculum by balancing theory and practice, normative and variable components, different cycles of training. There is a qualitative update of the theory and practice of school physical education, modernization of the educational process in the institutes of physical education at the Universities of Vienna, Graz, Innsbruck and Salzburg in accordance with current trends in science, technology, education and other spheres of public life.

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Davis, Ricky E. "Adolescent Strength Training in Physical Education." Strategies 16, no. 3 (January 2003): 27–28. http://dx.doi.org/10.1080/08924562.2003.10591015.

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Burkett, Lee N. "Leadership Training in Adapted Physical Education." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 248–49. http://dx.doi.org/10.1123/apaq.5.3.248.

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Polesel, John. "Vocational education and training in schools in victoria: an appraisal six years down the track." Journal of Vocational Education & Training 53, no. 2 (June 2001): 325–40. http://dx.doi.org/10.1080/13636820100200162.

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al Shloul, Tamara, Israr Akhter, Suliman A. Alsuhibany, Yazeed Yasin Ghadi, Ahmad Jalal, and Jeongmin Park. "Pedestrian Physical Education Training Over Visualization Tool." Computers, Materials & Continua 73, no. 2 (2022): 2389–405. http://dx.doi.org/10.32604/cmc.2022.027007.

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Childs, Ruth, and Lauren J. Lieberman. "Infusing Self-Advocacy Training Into Physical Education." Journal of Physical Education, Recreation & Dance 92, no. 7 (September 2, 2021): 51–53. http://dx.doi.org/10.1080/07303084.2021.1948792.

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Beeler, Halle, Abigail Strong, Emmanuel Stamatakis, Anita Hobson-Powell, Mark Hargreaves, and Mark Stoutenberg. "Physical Activity Training in Australian Medical Education." Medicine & Science in Sports & Exercise 48 (May 2016): 82–83. http://dx.doi.org/10.1249/01.mss.0000485254.19377.73.

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Bukowsky, Michael, Avery D. Faigenbaum, and Gregory D. Myer. "FUNdamental Integrative Training (FIT) for Physical Education." Journal of Physical Education, Recreation & Dance 85, no. 6 (July 24, 2014): 23–30. http://dx.doi.org/10.1080/07303084.2014.926842.

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Faigenbaum, Avery D., and Patrick Mediate. "Activate Physical Education With Medicine Ball Training." Strength and Conditioning Journal 27, no. 3 (June 2005): 25–26. http://dx.doi.org/10.1519/00126548-200506000-00003.

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Pavlova, Tatiana, Lyudmila Dolzhenko, and Mykhaylo Perehinets. "INNOVATIVE TECHNOLOGIES TRAINING PROFESSIONALS WITH PHYSICAL EDUCATION." Sports Bulletin of the Dnieper 1, no. 4 (August 30, 2019): 169–76. http://dx.doi.org/10.32540/2071-1476-2019-4-169.

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Murata, Nathan M., and Samuel R. Hodge. "Training Support Personnel for Inclusive Physical Education." Journal of Physical Education, Recreation & Dance 68, no. 9 (November 1997): 21–25. http://dx.doi.org/10.1080/07303084.1997.10605023.

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Liu, Daduo, and Rongwei Li. "Training of Physical Education Teachers for Equal Access to Education." Procedia Environmental Sciences 12 (2012): 1269–73. http://dx.doi.org/10.1016/j.proenv.2012.01.420.

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BARNES, LISA, and STEWART JONES. "SMALL BUSINESS TRAINING PROGRAMS IN VICTORIA: A SURVEY OF COURSE CONTENT AND EFFECTIVENESS." Journal of Enterprising Culture 03, no. 01 (March 1995): 21–57. http://dx.doi.org/10.1142/s0218495895000039.

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Australian research efforts have established some strong relationships between small business training and education and improved managerial skill. Ultimately, this impacts on increased survival rates of small firms (Williams, 1990). While the literature suggests that management training programs are generally inadequate in Australia, there is comparatively little empirical research that has concentrated on the effectiveness of these programs in terms of course content and delivery. By surveying course providers and participants, this study seeks to determine the strengths and limitations in the current provision of such services and to identify policy avenues for the future development of more effective training programs. In contrast to previous research, the results of this paper indicate that the general effectiveness of training programs has noticeably improved since the 1980s. However, while providers have become more aware of the training needs of small businesses, and the means by which course effectiveness can be improved, providers need to make more concerted efforts to incorporate this knowledge into the development and delivery of specific training programs.

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SWERISSEN, HAL, and LINDA TILGNER. "A workforce survey of health promotion education and training needs in the State of Victoria." Australian and New Zealand Journal of Public Health 24, no. 4 (August 2000): 407–12. http://dx.doi.org/10.1111/j.1467-842x.2000.tb01603.x.

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Kondratenko, Victoria V., Ihor A. Zaitsev, Vladimir A. Lyubimov, Liudmyla V. Homon, and Hennadii M. Chykolba. "Optimisation of Physical Education in Higher Education Institutions: Monitoring of the Physical Condition of Students during Physical Education Activities." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (December 28, 2020): 137–44. http://dx.doi.org/10.52534/msu-pp.6(2).2020.137-144.

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Training of the future specialist is a multifaceted educational process, which includes various types of training (theoretical, psychophysiological, physical, etc.). Focusing the results of pedagogical influence on all types of training and determining professional readiness. The urgency and expediency of the study of this problem is enhanced by the need to overcome existing contradictions in higher education, in particular between: severe deterioration in the health of student youth, steady growth in the number of students with impaired health therefore referred to a special medical group (SMG), and social order for a healthy, physically developed, and active generation. The purpose of the study lies in theoretical and methodological substantiation and experimental confirmation of the effectiveness of the use of new tools, technologies, forms, and methods of organising physical education of students. The method of observation and the method of statistical data processing were used to conduct the empirical part of the study, and the methods of system, correlation, and comparative analysis were used to substantiate the theoretical part. Consideration of modern approaches, presented in the content of pedagogical technologies, author's methods and programmes in physical education of students revealed that technologies with a wide arsenal of tools can serve as a factor that improves the physical health of students. The study found that the improper functioning of the physical education system is conditioned by the lack of methods and mechanisms for implementing the existing legal framework for physical education of young people in practice. In addition, the study substantiated the emergence of the issue regarding the use of health technologies due to the lack of a specific interpretation of the terminology

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Vickerman, Philip. "Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers." European Physical Education Review 13, no. 3 (October 2007): 385–402. http://dx.doi.org/10.1177/1356336x07083706.

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Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.

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Ivanova, Veselina, and Eleonora Mileva. "COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN CONDUCTING ONLINE EDUCATION." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 167–71. http://dx.doi.org/10.12955/pss.v2.217.

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The state of emergency, as a result of the COVID-19 pandemic, has completely changed the education system in Bulgaria, including the training of physical education and sports in Bulgarian schools. Physical education and sports training have been transformed into distance and online education and training. The aim of the research was to study the competencies of PE teachers in the country for the implementation of online teaching. The subject of the study was a total of 138 teachers, of whom 100 (72.5%) were female and 38 (27.5%) were male. The teachers were aged from 24 to 68 years old, with different pedagogical experience and were representatives of all regions of the country. A specially developed international questionnaire with closed questions was applied. Alternative analysis and chi-square Pearson's test (×²) were used to analyze the results. The results show that the sampled teachers evaluated the current use of online education in physical education and sport as relatively good (47.1%). At the same time, the acquired results show that the educational activity of sports pedagogues during the pandemic has reduced their motivation for professional activity (43.5%). Teachers have rated as very good (29.7%) and good (45.7%) their competencies for using online technologies to conduct physical education and sports classes. The majority of them – 79%, actively applied the new technologies in the training process. No differences were found in the answers of the respondents to any of the questions on the criteria of gender, age and pedagogical experience.

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Yaping nad Pauline Stanton, Dong. "Evaluation of the health services management training course of Jiangsu, China." Australian Health Review 25, no. 3 (2002): 161. http://dx.doi.org/10.1071/ah020161.

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Health service management education programs emerged in the early 1980s in China as a result of changing demands on health service managers created by new directions in health policy. This paper reports on an evaluation of the Jiangsu-Victoria Health Management Training Program and discusses five of the main findings. Participants in the study believed that the Program has impacted positively on the health management practice of Jiangsu Province, and has made a significant contribution to health services management education in China. However, certain areas in teaching practice need to be improved and participants in the study provided suggestions to achieve this. The study also found that there were limitations to the impact of managerial education due to administrative and environmental factors.

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Lleixà, Teresa, and Merche Ríos. "Service-Learning in Physical Education Teacher Training. Physical Education in the Modelo Prison, Barcelona." Qualitative Research in Education 4, no. 2 (June 28, 2015): 106. http://dx.doi.org/10.17583/qre.2015.1138.

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<span style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">In </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">the Psychiatric Unit of the Modelo Prison, Barcelona, a physical education programme is carried out annually with the participation of University of Barcelona (UB) students. In this context, we carried out a study based on service-learning parameters. The aim of the study was twofold: to determine the impact on inmates of the physical education programme that was undertaken with university students; and to assess what university students’ learnt in the prison-based socio-educational intervention programme. This paper describes the context of the research and the methodological basis of service learning. The qualitative tools to gather the information were: two focus group;</span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;"> a semi-structured interview with a representative of the unit’s guards; and </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">the students’ field dairy. We present results that demonstrate the impact of the physical, sports activity on the socialisation of inmates, in terms of aspects such as communication and personal skills. The results also show the effect of the programme on the university students’ learning processes, particularly with regard to the contextualisation of learning.</span>

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Ergashovich, Sattorov Anvar, and Fatullaev Azizjon Nasullaevich. "Professional training of future teachers of physical education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 510–14. http://dx.doi.org/10.5958/2249-7137.2020.01414.7.

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Stănciulescu, Robert. "Particularities of Female Training in Military Physical Education." Scientific Bulletin 23, no. 2 (December 31, 2018): 126–30. http://dx.doi.org/10.2478/bsaft-2018-0016.

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Abstract The entire training process aims at completing the professional training of the military so that they can maintain a high level of work capacity and combat ability, even under multiple demands. The morphological and functional characteristics of the military in this category require the organization and development of a well-planned, organized and managed training system that ensures that the assessment standards are met but at the same time does not produce physical, mental or functional disturbances of the body.

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Khasanovich, Mamanazarov Azamat. "Training future physical education teachers for coaching activities." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 164–68. http://dx.doi.org/10.5958/2249-7137.2022.00370.6.

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42

Rezaei, Reza. "Effect of physical training on education of students." Journal of Management and Accounting Studies 4, no. 03 (July 20, 2019): 59–62. http://dx.doi.org/10.24200/jmas.vol4iss03pp59-62.

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One of the most important institutions in contemporary society closely associated with physical education and sport and its function is widely used in continuous operation, which is a function of physical education training institutions to strengthen and develop this concept. However, in some communities to keep the community and especially the rule against alien tribes of Physical Education and Sport in order to physically and mentally prepare the people and the soldiers used to fight the enemy. Methodology: Cult of chivalry and generosity, helping mankind and the needy and the deprived and poor defense against a powerful part of sports and physical education at that time was considered and sports athlete must have superior mental powers and moral forces of good sportsmanship along with physical exercise and only to such persons as the hero would never refer to someone who only has superior physical strength and that it was not call hero. Results: The military aspects of combat sports and leisure and happiness and other aspects were not overlooked in these communities. But according to the type of physical education major figures who have shaped the cultural and religious, cultural and educational way. The people, the children of seven and eight years old were assigned to the educational system, and after the reading, writing, speaking, shooting, wrestling or other sports to know that the goal of this type of education, people were preparing for a full life. Conclusion: After the advent of Islam in Iran as well as in educational methods, standards of conduct and ideas of human good and virtue among the most significant figure takes into consideration the impact on itself in this time of mysticism and ethics, culture and roots mixed with faith to give a new look to the sports environment.

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Prystupa, E., O. Romanchuk, and M. Danylevych. "AUSTRIAN EXPERIENCE OF PHYSICAL EDUCATION TEACHERS PROFESSIONAL TRAINING." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 70 (2020): 14–19. http://dx.doi.org/10.32840/1992-5786.2020.70-3.2.

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Lubis, Ade Evriansyah, and Agung Nugroho. "First Aid Training Model for Physical Education Teachers." TEGAR: Journal of Teaching Physical Education in Elementary School 4, no. 2 (May 31, 2021): 73–80. http://dx.doi.org/10.17509/tegar.v4i2.33614.

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The student safety during Physical Education learning process is an important aspect that becomes a responsibility of every Physical Education teacher. Therefore, every Physical Education Teacher must have special supporting skills for handling and giving first aid for various types of physical problems and accidents experienced by students. For this reason, it is necessary to conduct a study aimed at developing a first aid training model for Physical Education teachers. The method used in this study was Research Development model, using the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). The population of this study were Physical Education Teachers in Medan Deli District, Medan Municipality, North Sumatra Province, in 2019. The respondents included 99 Physical Education teachers selected through total sampling technique. The data collection techniques used in this study were interviews and online questionnaire distribution. The data analysis technique used was descriptive analysis technique. The research results show the total score mean (X) validation of 2 First Aid Training Experts was 71.00 and the total score mean (X) validation of 2 Physical Education Experts was 73.00. Based on the quantitative data obtained from the mean score calculation (X), the qualitative value was obtained (51.00 ≤ X ≤ 75.00). It concludes that the First Aid Training Model for Physical Education Teachers is feasible to be used as a support for Physical Education learning in schools.

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INÁCIO DA SILVA, SALVADOR, and DIRCE MARIA CORRÊA DA SILVA. "PROFESSIONAL TRAINING IN PHYSICAL EDUCATION: AN INNOVATIVE EXPERIENCE." Fiep Bulletin- Online 87, no. I (January 1, 2017): 332–35. http://dx.doi.org/10.16887/87.a1.84.

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Walkwitz, Edward, and Paulette Cefalu-Walkwitz. "Video Technology used in Training Physical Education Teachers." Strategies 12, no. 1 (September 1998): 29–31. http://dx.doi.org/10.1080/08924562.1998.10591369.

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Reilly, Erin, and Julia A. Karlstad. "Career Fitness Training for High School Physical Education." Journal of Physical Education, Recreation & Dance 75, no. 3 (March 2004): 21–26. http://dx.doi.org/10.1080/07303084.2004.10609248.

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Perrin, David H. "Athletic Training: From Physical Education to Allied Health." Quest 59, no. 1 (February 2007): 111–23. http://dx.doi.org/10.1080/00336297.2007.10483541.

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Stănciulescu, Robert. "Individualization of Preparation in Military Physical Education – Optimization Model of Physical Performance." Land Forces Academy Review 23, no. 4 (December 1, 2018): 257–61. http://dx.doi.org/10.2478/raft-2018-0031.

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Abstract Individual physical, mental and functional qualities require a well-trained training system that can deliver the very complex tasks outlined in the training objectives. The individualization of the training process and the permanent monitoring of performance is an effective way to maximize the physical and mental potential of military.

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Tsapakidou, Aggeliki, Giannis Arvanitakis, and Aggeliki Mavroudi. "The Nursery Education Students Training in Physical Education in Greek Universities." International Journal of Learning: Annual Review 13, no. 1 (2007): 241–46. http://dx.doi.org/10.18848/1447-9494/cgp/v14i01/45169.

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