Relevant bibliographies by topics / Physical education practice

Academic literature on the topic 'Physical education practice'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Physical education practice"

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BARNEY, David, Robert CHRISTENSON, and Frank PLEBAN. "Physical Education Major's Knowledge of Appropriate Instructional Practices in Middle School Physical Education." Asian Journal of Physical Education & Recreation 21, no. 1 (June 1, 2015): 33–39. http://dx.doi.org/10.24112/ajper.211805.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. For many years students have been exposed to inappropriate instructional practices in physical education, resulting in bad experiences and inadequate learning. Introducing pre service physical education (PE) majors to Appropriate Instructional Practices (AIP) is a recommended method of preparation. Unfortunately, many PE majors have been exposed to inappropriate instructional practice; thus they perceive those practices as appropriate to use in their teaching. To determine PE majors’ understanding of AIP, 313 PE majors (161 males & 152 females) from 7 different institutions participated in this study. Based on incorrect responses it was found that PE majors believed that organizing students in large group for activities was an appropriate instructional practice. In addition, results demonstrated that PE majors thought students should be graded for wearing prescribed clothing in class and be required to sit out if not dressed appropriately. With these results PETE faculties have a great opportunity and have a better understanding of preparing their PE majors in appropriate instructional practices. 如果學生接觸到不恰當的體育教學，容易造成不好的經驗和學習的不足。本文邀請313體育本科生(男161，女152)參加了這項研究。結果表明，體育本科生認為需要分級穿著規定體育服裝，以及理解他們體育專業的教學實踐。
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Quennerstedt, Mikael. "Practical epistemologies in physical education practice." Sport, Education and Society 18, no. 3 (June 14, 2011): 311–33. http://dx.doi.org/10.1080/13573322.2011.582245.

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Wright, Steven C., Michael C. McNeill, and Paul G. Schempp. "Standards and Practice in Asian Physical Education: Standards and Practice for K-12 Physical Education in Singapore." Journal of Physical Education, Recreation & Dance 76, no. 7 (September 2005): 23–27. http://dx.doi.org/10.1080/07303084.2005.10609308.

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Minin, M. G., E. O. Frantcuzskaia, A. S. Minich, K. A. Smyshlyaev, and A. V. Smyshlyaev. "Export of Higher Education: Innovations in Physical Education Practice." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 129–35. http://dx.doi.org/10.31992/0869-3617-2020-6-129-135.

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Creating conditions for the export potential is one of the drivers for the development of the domestic higher education. All the factors of socio-cultural adaptation of foreign students are to be identified in order to build a world-class educational background in Russian universities. The potential of physical education to solve the problems of foreign student integration into the Russian social environment is an urgent area of modern pedagogical research. The article presents the authors’ vision of organizational and pedagogical methods to transform physical education practice at university and to designate some new types of professional teaching activities of a physical education instructor. The research centered in the following Tomsk universities: Siberian State Medical University, National Research Tomsk Polytechnic University, and Tomsk State Pedagogical University. The international component in the educational ecosystem development in Tomsk Region is outlined in the field of the regional project to create the Big University. The applied methods for the research involved analysis of theoretical sources, surveys, observations, product analysis, and the expert assessment method.
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Tolgfors, Björn. "Transformative assessment in physical education." European Physical Education Review 25, no. 4 (November 28, 2018): 1211–25. http://dx.doi.org/10.1177/1356336x18814863.

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This article focuses on assessment processes in the school subject of physical education (PE). Inspired by Torrance, the overarching research question is: ‘What might assessment involve if it focuses on the development and identification of collective understanding, collaboratively produced through educational experiences?’ The purpose of the study is to illustrate what characterises transformative assessment and show how it can be addressed in PE practice. A combination of group interviews with teachers, lesson observations and individual interviews with students and teachers was used to gather the empirical material. The analysis was based on three aspects of transformative assessment: responsibilisation; subjectification; and collaboration. Three empirical illustrations show what transformative assessment might involve in relation to learning tasks such as: the training log; the group choreography; and the case of exercise physiology. The views presented in this article contribute to the knowledge about the field in the following ways. First, the illustrations show that the ‘whats’, ‘hows’, ‘whoms’ and ‘whys’ in the assessment practice are often negotiable, which prevents a simplified understanding of the four aspects of assessment literacy: comprehension; application; interpretation; and critical engagement. Second, the notion of transformative assessment could hinder a reductive use of assessment for learning and promote collaborative learning and social justice in today’s heterogeneous PE practices.
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Dostálová, Iva. "Theory and practice in health physical education." Tělesná kultura 34, no. 2 (March 1, 2011): 113–25. http://dx.doi.org/10.5507/tk.2011.016.

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Reid, Andrew. "Knowledge, Practice and Theory in Physical Education." European Physical Education Review 2, no. 2 (October 1996): 94–104. http://dx.doi.org/10.1177/1356336x9600200202.

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Budris, Bill. "Professional Practice Physical Education Should Be Fun." Strategies 7, no. 2 (October 1993): 25. http://dx.doi.org/10.1080/08924562.1993.11000278.

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Yoo, Sang Suk, and Ha Young Kim. "Standards and Practice in Korean Physical Education." Journal of Physical Education, Recreation & Dance 76, no. 6 (August 2005): 20–24. http://dx.doi.org/10.1080/07303084.2005.10608262.

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Jin, Jooyeon, and Joonkoo Yun. "Evidence-based Practice in Adapted Physical Education." Journal of Physical Education, Recreation & Dance 81, no. 4 (April 2010): 50–54. http://dx.doi.org/10.1080/07303084.2010.10598465.

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Dissertations / Theses on the topic "Physical education practice"

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Romanello, Mary L. "Cultural Competence and Reflective Practice in Physical Therapy Education." Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1006873170.

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Wade, Charles R. "The effect of marginalization on physical education and professional practice." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140140.

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This study addressed the marginalization of elementary physical education and professional practice. This project applied proven surveys, scales, and qualitative processes; observations, interviews, and focus groups to measure and understand how physical educators can counter the impressions of stakeholders regarding the subject as inconsequential. Also, the research explained and recognized some cultural procedures in elementary physical education that promoted and inhibited proper student outcomes. The main settings for this study took place in two rural schools in small school systems. In addition, information was obtained through social media venues. The findings along with the literature review established the subject is marginalized; however, PE teachers can influence and combat the issues.

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Weng, Chi-hsiu Daniel. "Modern Shuai-Chiao: Its Theory, Practice and Development." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392025978.

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Chambers, Fiona C. "Irish physical education teacher education students and their professional learning : the teaching practice experience." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8119.

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In Ireland, formal mentoring as a mechanism for supporting student learning in the Teaching Practice (TP) phase of Initial Teacher Education (ITE) is at a developmental stage. The Irish Government appears to support mentoring initiatives in ITE, however, there is little evidence of a clear policy on student teacher learning, and the role of mentoring within it. This study investigates physical education teacher education (PETE) student learning on TP within a community of practice framework. Currently, the process of informal mentoring of PETE students during TP is undertaken by untrained cooperating teachers (CTs) as an unacknowledged gesture of goodwill. This has implications for the quality of PETE student learning during TP and became the subject of this research. Employing a range of qualitative data collection methods, this study focused on one umbrella case study (Greendale University, schools and PETE students) and five individual case studies: tetrads of PETE student, CT, university tutor (UT) and school principal (SP) during one academic year. PETE student learning was investigated from the perspectives of each member of the tetrad and data collected were analysed using grounded theory. Findings from this research concluded that (a) untrained CTs were unsuitable mentors and (b) untrained UTs were inappropriate tutors for PETE students as they both needed teaching expertise, a positive disposition and adequate training to embrace their respective roles. The study also found that within TP, there was a perceived lack of parity between the schools and university, with SPs feeling excluded and taken for granted by the university. This often led to open hostility between CTs and UTs, who were unclear about their respective TP roles. The combination of these factors resulted in PETE students learning the powerful hidden curriculum of TP which encouraged them to learn pedagogical content knowledge (PCK) in an unsupported and often isolated manner.
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Goodyear, Victoria A. "Participatory action research : challenging the dominant practice architectures of physical education." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/297585.

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Research shows that the dominant pedagogical practices of physical education are irrelevant to young people in the 21st century, and that physical education currently exists in a time of innovation without change. Subsequently, physical education as a curriculum subject is at risk of becoming extinct unless the 'talked' about pedagogical innovations that provide authentic, relevant and transferable learning experiences can become sustainable 'actioned' futures. Therefore, the purpose of this thesis was to explore how a pedagogical innovation, the Cooperative Learning model, could be used over an enduring period of time. Participatory action research (PAR) was used as the methodology to scaffold the inquiry and to support eight secondary school physical education teachers' learning and use of Cooperative Learning during an academic year. This thesis considers how PAR enabled teachers to break the dominant practice architectures of physical education and how PAR supported teachers‘ use of an emergent pedagogical approach within and beyond the honeymoon period of implementation. In other words, how PAR facilitated teachers' ability to work beyond the dominant pedagogical practices of physical education and the practices endorsed by the school as an institution. Furthermore, how PAR sustained teachers' engagement with, and use of, the Cooperative Learning model. Indeed, Cooperative Learning was firstly immersed within the milieu of the practice architectures. Yet through the use of PAR the teachers were motivated to move beyond the honeymoon period and began to use the model within, with and then against the mess of the practice architectures. Subsequently, Cooperative Learning was emerging as the dominant pedagogical approach. However, this only occurred for some teachers where social connectivity and an emerging community of practice were significant variables in sustaining and adapting the use of Cooperative Learning. The contribution to knowledge is therefore the methodological processes of how to move beyond dominant pedagogical practices and facilitate innovation with change. In order for a pedagogical innovation to become a sustainable 'actioned' future its use is context dependent and PAR facilitates its sustainability. Furthermore, teacher learning should be advanced and teachers should be encouraged to create communicative spaces with colleagues and researcher facilitators.
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Moy, Brendan J. "Teaching against the grain: Learning designs for evolving physical education practice." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98195/1/Brendan_Moy_Thesis.pdf.

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This programme of study documents the implementation of an alternative teaching approach informed by contemporary learning theory, the Constraints Led Approach, within the QUT Physical Education Teacher Education course. The findings have contributed important practical implications for physical education teacher education, potentially resulting in an evolution of teaching practice compatible with the development of skilled, motivated learners. The study findings are being integrated into the QUT Physical Education Teacher Education programme with a view to improving pedagogical practice in schools.
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Kazungu, John David. "Physical education policy and practice : Issues and controversies in Tanzania secondary schools." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-51229.

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Schools’ decisions to offer Physical Education (PE) is among the possible ways of involving students in physical activity, which has significant effects on students’ health, lifelong participation in physical activities and participation in sport. This thesis explores the factors and the ways they influence secondary schools’ decisions on whether or not to offer PE in Tanzania. The study is based on Institutional Theory, and on a social constructivist approach to knowledge generation, employing qualitative research methods, such as document analysis and interviews with different actors within and related to secondary schools. The study areas and the participants were purposefully sampled and included heads of school boards, heads of schools, PE teachers, parents and students. Document reviews were used in order to gather information concerning the regulative and normative conditions that govern schools. Four schools were more carefully studied – two that offer and two that do not offer PE. In these schools I focused on cultural conditions and local frames that could influence schools’ decisions. The findings indicate a number of factors which influence schools’ decisions whether or not to offer PE. Some of these factors are the availability of teaching and learning logistics, including facilities, equipment, qualified PE teachers, text books and teaching hours for the subject. Furthermore, the contribution of the examination for promotion purposes, the pen and paper examinations, the prioritization of other programmes and subjects, reliable support for the subject and the interest of those empowered to make decisions at school level also influence schools’ decisions concerning offering the subject. On the basis of the theory used in this study, to enable schools to make decisions favouring the offering of PE, there need to be consistency among the regulations and the normative and cultural-cognitive aspects of the institution. First, the regulative conditions are those that legalize the subject by forming the basis for schools’ decisions to offer the subject; these include governing and monitoring organs. Second, the normative conditions stipulate the logic of appropriateness for how the teaching should be approached; these include various normative directives, such as the curriculum and the syllabus. Finally, the cultural-cognitive conditions exert an influence on schools’ decisions through various perceptions held about the subject within the community. The thesis concludes with some implications of the study, indicating what changes will be needed concerning both the general institutional level and the school level.
Att skolor i Tanzania beslutar sig för att erbjuda skolämnet Idrott och hälsa (Physical Education) kan vara en förutsättning för att engagera elever i fysiska aktiviteter, vilket är betydelsefullt med tanke på deras hälsa, fortsatta fysiska aktiva liv och deltagande i idrott. Denna avhandling undersöker olika faktorers inverkan på skolors (motsvarande högstadium) ställningstagande för eller emot att erbjuda Idrott och hälsa som valbart ämne. I studien, som är baserad på nyinstitutionell teori och på ett socialkonstruktivistiskt perspektiv på kunskapsutveckling, tillämpas en kvalitativ ansats genom metoder som dokumentanalys och intervjuer med olika aktörer inom och i anknytning till ett urval av skolor. Dokumentgranskningar har gjorts som grund för en analys av vilka regulativa och normativa villkor som inverkar på skolors ställningstaganden. Därutöver har fyra skolor studerats - två som erbjuder och två som inte erbjuder Idrott och hälsa. Här har syftet varit att klarlägga vilka kulturella förhållanden och lokala ramar som inverkar på skolornas beslut om att ge eller inte ge ämnet. Vid dessa skolor har intervjuer genomförts med strategiskt utvalda personer; ordföranden i skolstyrelser, skolledare, idrottslärare, föräldrar och elever. Resultaten visar att ett antal faktorer inverkar på skolors beslut om att erbjuda eller inte erbjuda Idrott och hälsa. Några av dessa faktorer är tillgången på faciliteter och utrustning, utbildade idrottslärare och läromedel. Vidare är det betydelsefullt hur undervisningstimmar i ämnet fördelas. Negativ inverkan har förhållandet att praktiskt kunnande inte bedöms i de nationella proven, att betygen i Idrott och hälsa inte har något egentligt värde i utbildningssystemet och att andra ämnen tillmäts högre status och värde. För ett positivt ställningstagande behöver det finnas ett substantiellt stöd för ämnet och ett intresse bland dem som har befogenhet att fatta beslut på skolnivå. Alla dessa faktorer inverkar på skolornas beslut om att erbjuda ämne. Utifrån den teori som används i studien måste det finnas en samsyn och överensstämmelse mellan de regulativa, normativa och kulturella villkor som styr skolan som institution för att skolor ska kunna erbjuda Idrott och hälsa. Denna studie har visat att en sådan samsyn inte föreligger. För det första bör de regulativa villkoren ge tydlig legitimitet åt ämnet genom att etablera legala förutsättningar för skolors möjligheter att erbjuda ämnet; vilket även involverar de institutioner som övervakar utbildningen. För det andra bör de normativa villkoren såsom läroplan och kursplan, vilka styr innehållet i och formerna för undervisningen i ämnet, vara relevanta och realistiska utifrån de lokala förutsättningar som råder. Slutligen bör insatser göras för att förändra de kulturella-kognitiva förutsättningarna i form av att synliggöra värdet av ämnet Idrott och hälsa med tanke på barns och ungdomars utveckling av goda hälsovanor. Avhandlingen avslutas med några implikationer av studien, vilka indikerar vilka konkreta förändringar som kan behövas såväl på institutionell och nationell nivå som på skolnivå.
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Galipeau, James L. "The role of the community of practice in becoming a varsity athlete." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6145.

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Sport teams have been studied in many different ways, however very little research has focused on how learning to become an athlete takes place in a team. Recent research in the fields of business and education have examined the learning process among naturally forming groups called "communities of practice" (Lave & Wenger, 1991). The notion of communities of practice constitutes the major element of Wenger's (1998b) social theory of learning. Some authors have described sport teams as a good example of a community of practice. Based on these comments, this study employed a qualitative methodology to look at the learning process that takes place through the interaction of the members of a team. Twenty-four female varsity athletes were interviewed regarding their participation in varsity level sports. The athletes were asked about their progression from being a newcomer (rookie) to their present status on the team. In particular, participants were asked how they learned to fit into the team and how they interacted with other players and the coach during this process. The results of the study are presented through two articles examining individual aspects of the athlete community of practice. Article #1 examines the role of tacit knowledge in becoming a varsity athlete. Article #2 looks at how newcomers to a varsity sports team move from the status of newcomer or legitimate peripheral participant, toward full participation (old-timer) in their community of practice.
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Silow, Theresa. "The Kinesthetic Sense: Exploring Sensation, Self-Emergence, Awareness and Stress Negotiation Through Somatic Practice." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394797672.

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Green, Ken. "Philosophies, ideologies and the practice of physical education : making sense of the everyday 'philosophies' of physical education teachers from a sociological perspective." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/10967.

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This thesis examines what are referred to as the 'philosophies' of physical education (PE) teachers from a sociological perspective. It is primarily concerned with the ideas about PE held by teachers who have the practical task of teaching PE within schools. The study deploys a qualitative methodology grounded in a figurational perspective on the sociology of knowledge. It analyses data from semi-structured interviews conducted with 35 PE teachers at various occupational levels within PE departments in 17 secondary schools in the northwest of England, during June and July, 1998. In the main, teachers' 'philosophies' revolved around a number of recognisable categories of meaning in terms of the ideological themes of 'sport', 'health', 'academic value' and, albeit to a lesser extent, 'education for leisure'. One leitmotif, in particular, emerged from the interview data and that was an overriding concern, on the part of the teachers in the study, with pupils' 'enjoyment' of PE. In order to understand the socio-genesis of PE teachers' everyday or aphoristic `philosophies' and, to a lesser extent, their professed practices, the study focused upon the personal, local and national dimensions of the figurations in which PE teachers were involved in an attempt to identify the more salient influences on the development of their 'philosophies' of PE. These features included the biographical experiences that provide the foundation for teachers' habituses, the day-to-day constraints of classroom management, the expectations of significant others (such as headteachers and parents) as well as the socio-political climate and developments internal (e. g. the desire for professional status) and external (government legislation and policy developments) to the profession. It was apparent that the teachers had a distinctive view of their subject. They brought to their teaching a passion for sport, combined with a range of pragmatic concerns (e. g. regarding class management and the requirements of the National Curriculum for Physical Education); the former led them to place considerable emphasis, in particular, upon enjoyment (particularly of sport) as a central plank of their 'philosophies'. In addition, it was noticeable that, notwithstanding the emergence of a variety of more or less prominent ideologies within the subject-community over the last decade or so (and particularly an ideology of health), PE teachers’ ‘philosophies' continued to be dominated by a sporting ideology. By exploring the social relationships in which PE teachers are involved the study takes tentative steps towards a more adequate understanding of the socio-genesis of PE teachers’ ‘philosophies'. It is argued that if we wish to understand teachers' perceptions regarding the nature and purposes of PE, as well as their preferred practices, then we must study them not as abstract philosophical systems of ideas, but rather as practical, everyday 'philosophies' which provide practical guides to action as well as a justification for those actions.
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Books on the topic "Physical education practice"

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Sabin, Val. Physical education: Policy into practice. Northampton: Val Sabin Publications, 2001.

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British Association of Advisers and Lecturers in Physical Education., ed. Safe practice in physical education. Dudley: Dudley LEA for BAALPE, 1999.

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British Association of Advisers and Lecturers in Physical Education. and Dudley LEA, eds. Safe practice in physical education. Dudley: Dudley LEA, 1995.

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Tom, Kimmet, and Auty Margaret, eds. Physical education: Theory and practice. South Melbourne: Macmillan Company of Australia, 1986.

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1966-, Penney Dawn, ed. Sport education in physical education: Research based practice. London: Routledge, 2005.

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Hawksworth, Mark. Physical education: From practice to praxis. [s.l.]: typescript, 1991.

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Research and practice in physical education. New York: Routledge, 2013.

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Group, Midland Examining. Theory and Practice of Physical Education. Nottingham: Midland Examining group, 1988.

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Group, Midland Examining. Theory and Practice of Physical Education. Nottingham: Midland Examining group, 1990.

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Services, Dudley (England) Education. Safe practice in physical education: B.A.A.L.P.E., 1990. Dudley: Dudley Metropolitan Borough Education Services, 1991.

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Book chapters on the topic "Physical education practice"

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Petrie, Kirsten, and Kate Kernaghan. "Enhancing Practice by Rethinking Practice." In Routledge Handbook of Primary Physical Education, 145–55. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-13.

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Maher, Anthony J., and Justin A. Haegele. "Research-Informed Practice in Physical Education." In Teaching Disabled Children in Physical Education, 15–27. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-2.

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Beni, Stephanie. "Committing to the idea of Meaningful Physical Education in teaching practice." In Meaningful Physical Education, 44–51. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge focus on sport pedagogy: Routledge, 2021. http://dx.doi.org/10.4324/9781003035091-6.

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Ovens, Alan. "Disturbing Practice in Teacher Education Through Peer-Teaching." In Self-Study in Physical Education Teacher Education, 87–98. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05663-0_7.

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Hamblin, Declan. "Inclusive Practice in Physical Education: Sport and Activity." In Encyclopedia of Teacher Education, 820–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_419.

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Hamblin, Declan. "Inclusive Practice in Physical Education, Sport and Activity." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_419-1.

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Gerdin, Göran, Wayne Smith, Rod Philpot, Katarina Schenker, Kjersti Mordal Moen, Susanne Linnér, Knut Westlie, and Lena Larsson. "Implications for HPE practice." In Social Justice Pedagogies in Health and Physical Education, 164–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003003953-9.

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Alfrey, Laura, and Dillon Landi. "Fitness Testing as a Debated and Contested PE-for-Health Practice." In Physical Education Pedagogies for Health, 33–47. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003225904-3.

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Yang, Zhou. "Advantages of Computer Information Technology in Physical Education Teaching Practice." In Advances in Intelligent Systems and Computing, 688–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69999-4_94.

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Wan, Yuwen. "Design and Practice of Artificial Intelligence in Physical Education System." In Proceedings of the 2022 3rd International Conference on Modern Education and Information Management (ICMEIM 2022), 418–23. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-044-2_53.

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Conference papers on the topic "Physical education practice"

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Kuznetsov, Vladimir Alekseevich, Elizaveta Mikhailovna Sazanova, and Mariia Iurevna Morozova. "Organization of patriotic education in physical education classes in higher education." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-97175.

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Uspuriene, Aiste Barbora, and Vilius Iurgelaitis. "Competences of physical education teachers in the sports injuries prevention." In International Research-to-practice conference. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-508096.

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School is a place where children spend most of their time. Thus, it is particularly important to ensure that it has a healthy and safe learning environment. Quite often, children experience injuries during physical education classes. Considering to the problem of children injuries in physical education classes, it is important to examine their prevalence, to analyze the causes of injury in physical education classes to prevent or reduce them. There is still a lack of research on the competence of physical education teachers in the prevention of sports injuries. Research aim – to identify the competences of physical education teachers for the sports injuries prevention. Using the questionnaire survey we investigated that physical education teachers pay attention to the warm-up and correct exercise in the physical education lesson. Students are rarely injured in the lessons of these physical education teachers. The research showed that competencies of surveyed physical education teachers are high.
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Uzunian, Elena Valerevna. "Improving the Organization of the Educational Process in Physical Education Classes at School." In International Research-to-practice conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-552421.

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MING, DAYANG. "THE VALUE AND PRACTICAL APPROACH OF PHYSICAL EDUCATION IN COLLEGES." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35976.

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Abstract. Physical education is an important part of a college education. It is the practical need to cultivate qualified social citizens with all-around development of morality, intelligence, sports, beauty, and labor. This research took the education reform as the guidance, takes the examination of university physical education curriculum construction as the starting point. This paper analyzed the multiple value connotation of college physical education, to deepen the understanding that a college physical education course was an educational course in practice. In a conclusion, it gave practical ways to realize the development of college physical education.
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Volkova, Galina Lvovna. "Physical education as a means of personal formation of students in higher education." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113750.

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Smirnov, Aleksandr Borisovich, Alina Alekseevna Rybakova, and Angelina Dmitrievna Savinova. "Modern problems of teaching physical education by a teacher of higher education and their solutions." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-97174.

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Zaiarnaia, Natalia Ivanovna. "Organizational and Methodological Activity in the System of Physical Education of Students of Additional Education Institutions." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-85976.

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Zasukhina, Liubov Valentinovna, Olesia Dmitrievna Prokurorova, and Polina Igorevna Sochneva. "Prevention of Psychoemotional Burnout of Students by Means of Physical Education." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-97166.

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Kuznetsova, Larisa Petrovna, and Inessa Valerevna Nikitina. "The younger school children’s psychomotor abilities maturity during the physical education lessons in the general education institution." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-43473.

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Stepyko, Dmitry Gennadyevich, Gennady Borisovich Kondrakov, and Daria Vladimirovna Kusheva. "Development of regulatory and legal framework governing physical education in the state educational institutions of higher education and student sport in Russia." In VII International Research-to-practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113234.

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Reports on the topic "Physical education practice"

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

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3262.

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The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Hruntova, Tetiana V., Yuliia V. Yechkalo, Andrii M. Striuk, and Andrey V. Pikilnyak. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2660.

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Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in the training process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotes development of research skills and a future specialist’s competent personality.
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Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo, and Ekaterina O. Shmeltser. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3751.

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The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.
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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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