Relevant bibliographies by topics / Physical education theory

Academic literature on the topic 'Physical education theory'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Physical education theory"

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Jewett, Ann E. "Curriculum theory in physical education." International Review of Education 35, no. 1 (1989): 35–49. http://dx.doi.org/10.1007/bf00597682.

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O'g'li, Saburov Artur Koklen. "Physical education theory and methodology." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 10 (2022): 176–79. http://dx.doi.org/10.5958/2249-7137.2022.00826.6.

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Nishio, Tatsuo, and Toshihiro Aburano. "Nagai's Theory of National Physical Education." Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences) 40, no. 4 (1995): 205–20. http://dx.doi.org/10.5432/jjpehss.kj00003391400.

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Kirk, David, and Doune Macdonald. "Situated Learning in Physical Education." Journal of Teaching in Physical Education 17, no. 3 (April 1998): 376–87. http://dx.doi.org/10.1123/jtpe.17.3.376.

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In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wenger’s (1991) theory of situated learning. We then go on to show how this theory of situated learning can be applied to thinking about the social construction of school physical education, using the example of sport education.
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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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Stănescu, Monica. "Planning Physical Education – from Theory to Practice." Procedia - Social and Behavioral Sciences 76 (April 2013): 790–94. http://dx.doi.org/10.1016/j.sbspro.2013.04.207.

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Cuevas, Ricardo, Luis Miguel García-López, and Jaime Serra-Olivares. "Sport education model and self-determination theory." Kinesiology 48, no. 1 (2016): 30–38. http://dx.doi.org/10.26582/k.48.1.15.

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Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.
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Lawson, Hal A. "Future Research on Physical Education Teacher Education Professors." Journal of Teaching in Physical Education 10, no. 3 (April 1991): 229–48. http://dx.doi.org/10.1123/jtpe.10.3.229.

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Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.
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Martin, Jeffrey J., and Pamela Hodges Kulinna. "Self-Efficacy Theory and the Theory of Planned Behavior: Teaching Physically Active Physical Education Classes." Research Quarterly for Exercise and Sport 75, no. 3 (September 2004): 288–97. http://dx.doi.org/10.1080/02701367.2004.10609161.

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Dissertations / Theses on the topic "Physical education theory"

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Cardina, Catherine Elizabeth. "Social learning theory as a predictor of adolescents' physical activity behavior /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225213360.

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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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Smith, Natalie. "Determinants of disengagement of adolescent females in physical education: a grounded theory analysis." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92231.

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This study investigated the key determinants that influence the disengagement of physical education participation among female adolescents. Harter's competence motivation theory was applied to initiate the study and guide the interview questions. Through self-identification, seven young females were asked to answer a series of open-ended questions pertaining to their high school physical education experience. Grounded theory was used as a methodological model. The following themes emerged from data analysis: (a) Social influences in physical education, (b) Teaching and Learning, (c) Perceived Competence, and (d) Out of School Environment. From these four themes determinants of disengagement included the teachers' lack of enthusiasm and caring, peers being unsupportive, a sport-based curriculum that was viewed as repetitious, lack of choice in activities, a competitive climate, negative perceptions towards physical education, peer comparison and a fear of embarrassment and humiliation. Results provide insight as to how curriculum designers and teachers can make high school physical education more appealing for all female students.
Cette étude a examiné les déterminants clés qui influencent le désengagement de certaines adolescentes face à la participation aux cours d'éducation physique. La théorie de la motivation par la compétence de Harter a été appliquée pour entreprendre l'étude et diriger les questions d'entrevue. Par l'auto-identification, nous avons demandé à sept adolescentes de répondre à une série de questions ouvertes se rapportant à leur expérience en éducation physique au secondaire. La théorie à base empirique a été utilisée comme modèle méthodologique. Suite à l'analyse des données, les thèmes suivants sont ressortis: (a) les influences sociales en éducation physique, (b) l'enseignement et l'apprentissage, (c) la perception de la compétence et (d) le milieu non-scolaire. Plusieurs causes de désengagement ont été ciblées, y compris: le manque d'enthousiasme et d'intérêt des enseignants, le manque de soutient des pairs, un programme d'études basé sur le sport jugé répétitif, le manque de choix dans les activités, un climat compétitif, une perception négative de l'éducation physique, la comparaison entre pairs et la crainte d'être embarrassée et humiliée. Les résultats démontrent comment les concepteurs des programmes d'études et les enseignants peuvent rendre l'éducation physique au secondaire plus intéressante pour les étudiantes.
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Johnson, Sherèè Johnson. "Income, Education, Age, and Physical Activity Among Physically Disabled African American Women." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4298.

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This study was designed to identify possible risk factors about physical activity in middle-aged disabled African American women (AAW) aged 45 to 64 years. Disabled middle-aged AAW has a disproportionate prevalence of obesity and chronic illness than nondisabled women. Most disabled middle-aged AAW leads a sedentary lifestyle, and they do not meet the recommended physical activity (PA) guidelines. Little is known about this group, and a social ecological model was used to explain PA patterns. Data were extracted from the 2009 Behavioral Risk Factor Surveillance System (N = 1,599) for women who responded yes to indicate that they needed specialized equipment. This cross-sectional quantitative study used univariate and multivariate analysis to assess the relationship between age, education, and income among middle-aged disabled AAW. A general linear model revealed younger disabled AAW (ages 45 to 54) engaged in more physical activity time per week than did their older counterparts (estimate = 76.012, p = .001). Individuals with less education reported more minutes of physical activity than college graduates (estimate = 142.522, p = .001). Respondents with annual incomes from $35,000-$49,999 (estimate = 184.590, p = .000) were more physically active than their more affluent counterparts. Smoking, demographic variables, and emotional well-being did not affect minutes of moderate physical activity. This research may contribute to positive social change by suggesting that programs intended to increase physical activity among disabled AAW be targeted toward those who are older, are more educated, and have higher incomes.
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Tighe, Mary Beth. "Use of Social Learning Theory to Predict Interpersonal Violent Behaviors Among Adolescents." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392797519.

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Kim, Mijoo. "Korean Physical Education Teachers' and Female Students' Beliefs about Girls' Physical Activity Participation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586778263891691.

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Bonello, Marina. "Sixth grade students' mental models of physical education concepts a framework theory perspective /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8834.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Kinesiology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Haegele, Justin. "The Effects of a Theory Based Physical Education Intervention on the Leisure-Time Physical Activity of Adolescents with Visual Impairments." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429085562.

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Hortz, Brian Vincent. "Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123087047.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xvii, 339 p.; also includes graphics. Includes bibliographical references (p. 305-315). Available online via OhioLINK's ETD Center
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Ortiz-Castillo, Esther María. "Physical Activity Patterns and Factors Influencing Physical Activity Participation among Adolescents with Physical Disabilities in Urban Communities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313424343.

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Books on the topic "Physical education theory"

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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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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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Physical education for exceptional students: Theory to practice. Albany, N.Y: Delmar Pub., 1994.

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Rheta, DeVries, ed. Physical knowledge in preschool education: Implications of Piaget's theory. New York: Teachers College Press, 1993.

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Simister, Jan. Physical education: Theory of PE (unit 1) : Revision workbook. Harlow: Pearson Education, 2012.

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The psychology of teaching physical education: From theory to practice. Scottsdale, Ariz: Holcomb Hathaway, 2008.

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Management theory and practice in physical activity education (including athletics). [Place of publication not identified]: Trafford, 2010.

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Bruess, Clint E. Sexuality education: Theory and practice. 3rd ed. Madison, Wis: Brown & Benchmark, 1994.

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S, Greenberg Jerrold, and Bruess Clint E, eds. Sexuality education: Theory and practice. 2nd ed. New York: Macmillan, 1988.

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Book chapters on the topic "Physical education theory"

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Veraksa, Aleksander, Joaquim Quintino Aires, Sergey Leonov, and Martin Musálek. "The Vygotskian approach in physical education for early years." In Vygotsky’s Theory in Early Childhood Education and Research, 179–90. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315098203-14.

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lisahunter. "HPE: Pedagogy, Feminism, Sexualities and Queer Theory." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education, 427–45. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_27.

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Hayhurst, Lyndsay M. C., Lisa McIntosh Sundstrom, and Devra Waldman. "Post-colonial Feminist International Relations Theory and Sport for Development and Peace." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education, 589–607. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_37.

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Şimşek, Burcu, and Özgür Yaşar Akyar. "In Search of Active Life Through Digital Storytelling: Inclusion in Theory and Practice for the Physical Education Teachers." In Trends and Innovations in Information Systems and Technologies, 377–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45697-9_37.

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Hudson, Lizel, Penelope Engel-Hills, and Chris Winberg. "Radiation Physics in theory and practice." In Enhancing Science Education, 103–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003055549-8.

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Ridgway, Avis, Gloria Quiñones, and Liang Li. "Toddlers’ Outdoor Play, Imagination and Cultural Formation." In International Perspectives on Early Childhood Education and Development, 23–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_2.

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AbstractDiscussion on toddlers’ outdoor play practices in various cultural spaces is rare in literature. In Australia, toddlers’ physical development and well-being is promoted but less attention is given to cultural nuances of outdoor play. We ask the question: How does outdoor play impact on toddlers’ imagination and cultural formation? Conducted in three Australian long day care (LDC) sites, an ethically approved project “Studying babies and toddlers: Cultural worlds and transitory relationships” examines the process of three Australian toddlers’ outdoor enculturation. The concepts of imagination and play from Vygotsky’s cultural-historical theory are drawn upon in relation to Hedegaard’s institutional practices model, to link contextual relations between society, community and family. Cultural formation processes in toddlers’ outdoor play, we argue, are more completely understood when daily life across home and local community is acknowledged. Data findings illustrate complexity of movement and experimentations in cultural conditions, where different spaces hold possibilities for imaginative transformations in toddler’s play. Implications suggest toddlers’ imaginative and culturally responsive outdoor play aligns with availability of interested adult/peers, shared family and community values, and varied local spaces. In this way, affective and dynamic outdoor interactions imbue cultural formation of toddler’s play and imagination with local personal meaning.
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Heidemann, Daniel Sucha, and Nilson Marcos Dias Garcia. "Multimedia Materials in Brazilian Physics Textbooks: An Analysis Following the Cognitive Theory of Multimedia Learning." In Textbooks and Educational Media: Perspectives from Subject Education, 256–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_21.

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Larsson, Håkan. "Physical education—educating bodies after postmodernism?" In What Comes After Postmodernism in Educational Theory?, 128–29. Routledge, 2020. http://dx.doi.org/10.4324/9781003021032-61.

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Nascimento, Carolina Picchetti. "Subject Matter Analysis in Physical Education." In Contemporary Approaches to Activity Theory, 229–48. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6603-0.ch014.

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Educational research grounded in the theoretical perspective of developmental teaching can provide some ideas, challenges, and proposals to be discussed. From a developmental perspective, the fundamental content of teaching and learning covers the theoretical concepts of each school subject. Through the area of physical education, the author discusses the process for identifying and systematizing the theoretical concepts that organize school subjects. This discussion is proposed from the point of view of its philosophical foundations in dialectical materialism and from concrete possibilities and challenges in educational research. Through analysis and systematization of the essential and necessary relations that organize physical education and by an attempt at making these relations concrete, the author highlights the value and challenges that arise during a process of a subject matter analysis in educational research.
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An, Jihoun, and Sheresa Boone Blanchard. "Bioecological theory." In Routledge Handbook of Adapted Physical Education, 266–79. Routledge, 2020. http://dx.doi.org/10.4324/9780429052675-21.

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Conference papers on the topic "Physical education theory"

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Kononenko, A. V., Y. S. Borisova, and V. V. Selezneva. "THEORY AND METHODS OF PHYSICAL EDUCATION." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/24.

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The article presents the results of a study to identify aspects of training various groups of the population to study the theory and methodology of physical education. The prepared study showed the nuances that should certainly be taken into account when conducting systematic physical exercise classes for preschool institutions, educational schools, secondary special and higher institutions, and medical institutions. The results obtained make it possible to speak about the importance of a deep and thorough study of the theory and methodology of physical education.
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Sun, Guoqing. "Influence of Game Theory on Physical Education Teaching Mode." In 2018 International Conference on Advances in Social Sciences and Sustainable Development (ASSSD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/asssd-18.2018.52.

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"Study on College Physical Education Environment and Its Value Theory." In 2017 International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2017. http://dx.doi.org/10.25236/ssah.2017.34.

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Ren, Yadong. "Research on School Physical Education Problem based on Complexity Theory View." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.299.

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Subbotin, V. J., and A. G. Naymushina. "Theory and Practice of a Healthy Lifestyle in the Physical Education System of Higher Education." In International Scientific and Practical Conference on Education, Health and Human Wellbeing (ICEDER 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/iceder-19.2020.98.

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Peng, Sanying, and Shuguang Fang. "Multi-dimensional Analysis of the Theory of Life Safety in Physical Education." In 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.135.

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Elipkhanov, Salman Baysultanovich. "Dynamics Of Theoretical Knowledge On The Theory And Methodology Of Physical Education." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.60.

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Zhang Zhi and Zhang Nan. "Research on the construction of the physical education course resources system theory." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6130805.

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Nikolaeva, I. V. "Physical Education As One Of The Elements Of Corporate Culture Of Organization." In 18th International Scientific Conference “Problems of Enterprise Development: Theory and Practice”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.112.

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Di Domenico, Felice. "From biomechanics to learning: Continuum for the theory of physical and sports education." In Journal of Human Sport and Exercise - 2020 - Winter Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc2.18.

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Reports on the topic "Physical education theory"

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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina, and Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4634.

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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
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Zimmer, Zachary, Albert Hermalin, and Hui-Sheng Lin. Whose education counts? The impact of grown children's education on the physical functioning of their parents in Taiwan. Population Council, 2001. http://dx.doi.org/10.31899/pgy6.1048.

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Schnell, Molly, and Janet Currie. Addressing the Opioid Epidemic: Is There a Role for Physician Education? Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23645.

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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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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Bermingham, Rowena, and Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, August 2018. http://dx.doi.org/10.58248/pn583.

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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
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Nweke, Emeka W., C. Obinna Ogwuike, and Chimere Iheonu. Policy Deliberation, Social Contracts, and Education Outcomes: Experimental Evidence from Enugu State, Nigeria. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/037.

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In this insight note, we describe the experimental design of the political economy project in Enugu State and provide data on stakeholder priorities and school infrastructure quality within the state. Pre-summit survey activities indicated that access to education, quality of education, and financial management are the top three priorities for community-level education stakeholders in Enugu. They also show that school infrastructures such as electricity, access, toilets, and physical building maintenance are lacking.
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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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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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