Academic literature on the topic 'Sport educativo'
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Journal articles on the topic "Sport educativo"
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Abad Robles, Manuel Tomás. "Propuesta de enseñanza del Tenis de Mesa en Educación Primaria y Secundaria (Proposal to the table tennis teaching in primary and secondary school)." Retos, no. 13 (March 28, 2015): 33–38. http://dx.doi.org/10.47197/retos.v0i13.35025.
Full textAbstract:
El Tenis de Mesa es un deporte que cada vez se practica más en todo el mundo, tanto en el campo federativo y competitivo como en el educativo y recreativo. La utilización, cada vez más frecuente, del Tenis de Mesa como contenido en las clases de Educación Física en centros de enseñanza Primaria y Secundaria, hace que cobre especial importancia su adecuada enseñanza, puesto que a través de su práctica se puede formar a la persona en los distintos ámbitos: motor, afectivo, cognitivo y social. Enseñanza que, en nuestra opinión, debe partir de las características del deporte y de sus potencialidades educativas, aunque como es bien sabido, el deporte puede ser, o no, educativo, dependiendo de la utilización que hagamos del mismo. Por lo que, y siguiendo a Tabernero, Márquez, y Llanos (2002), la figura clave de la iniciación deportiva va a ser el técnico/profesor. Por este motivo, abogamos por una práctica educativa del Tenis de Mesa.Abstract: The table tennis is a sport which is practised increasingly in the world, so much in the federative and competitive fields as educative and recreative ones. The frequent use of the table tennis as content in the physical education lessons makes that its suitable teaching receives special importance, because with its practice we can educate people in different fields: motor, affective, cognitive and social. We think that this teaching must begin from characteristics of the sport and its educational possibilities, even though, as it is known, sport can be, or not, educative, depending on the use that we made of it. Following to Tabernero, Márquez, y Llanos (2002), the main person will be the coach/teacher in the sports initiation. For this reason we defend an educational practice of the table tennis.
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Giménez Fuentes-Guerra, Fco Javier, and José Mª Rodríguez López. "Buscando el deporte educativo, ¿cómo formar a los maestros?" Retos, no. 9 (March 28, 2015): 40–45. http://dx.doi.org/10.47197/retos.v0i9.35057.
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La escuela, cada vez más, ha de completar su función instructiva para asumir plenamente la función educativa o formativa. La posibilidad de integrar los contenidos de la Educación Física y especialmente los de la práctica deportiva, en la formación y educación en valores de los escolares, se ha convertido en una necesidad. Por ello, intentamos reflexionar sobre la búsqueda de ese deporte educativo que tanto nos interesa y en la forma en que podemos hacerlo asequible a los profesores y profesoras en formación.Summary: the school, every time with more frequency, has to complete its training function in order to assume completely the educative and formative function. The possibility of integrating the Physical Education contents and specially those related to sport practice in the training and education in moral values has been converted into a necessity. That’s the reason why, we are trying to reflect about the search of that educative sport which we are so interested in and how to make it easier to teachers in training.
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Monjas Aguado, Roberto, Andrés Ponce Garzarán, and Juan Manuel Gea Fernández. "La transmisión de valores a través del deporte. Deporte escolar y deporte federado: relaciones, puentes y posibles trasferencias (The transmission of values through sports. School and federated sports: relationships, bridges and possible transfers)." Retos, no. 28 (May 7, 2015): 276–84. http://dx.doi.org/10.47197/retos.v0i28.35650.
Full textAbstract:
La relación deporte-educación en valores tiene muchos focos que merecen la pena ser considerados. En el presente artículo se parte de considerar la necesidad de ser conscientes de la importante presencia del deporte a nivel social, para posteriormente analizar su influencia como agente transmisor de valores, teniendo en cuenta que es necesario promover intencionadamente la relación deporte-educación en valores. No podemos pensar que la simple práctica deportiva favorece el desarrollo de valores adecuados, es necesario trabajar de forma intencionada este aspecto para que la relación sea positiva. Una vez fijado el marco de referencia se analiza un modelo de deporte escolar, el programa de deporte escolar del municipio de Segovia (PIDEMSG) como ejemplo de propuesta formativa que se viene desarrollando con éxito la última década y tomando como base el mismo se valora la posibilidad de cambiar la dirección habitual de la influencia entre deporte escolar y deporte federado, desarrollando transferencias desde el modelo de deporte escolar, habitualmente más formativo, al modelo de deporte federado, más competitivo y menos educativo. Se pretende, de este modo, hacer realidad el potencial del deporte como herramienta educativa. Siguiendo esta línea, se exponen alternativas de acción relacionadas con el desarrollo de competiciones formativas que pueden suponer un interesante cambio en la concepción y desarrollo del deporte.Abstract. The relation between sport and social and moral education has many spots that are worth to be considered. In the present article we begin by considering the need to be aware about the significant presence of sport on a social level and how to analyze the influence it has as a social and moral agent, taking into account the need to intentionally promote the relationship sport – social and moral education. We cannot think that the simple sport promotes the development of appropriate values, it is necessary to work intentionally this aspect so that the relationship is positive. Once set the framework a model of school sports is analyzed, the Comprehensive Program Township School Sports in the municipality of Segovia (PIDEMSG) as an example of training proposal that has been developed successfully the last decade and based on it, we assess the possibility of changing the usual direction of influence between school sport and federated sport, developing transfers from the school sports model, usually more formative, to the more competitive and less educational federated sport. In this way we try to realize of sport as an educational tool reality. Following this line, alternative actions related to the development of training competitions that may pose an interesting change in the conception and development of sports are exposed.
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Latorre Román, Pedro Ángel, Jose Carlos Cámara Pérez, and Antonio Pantoja Vallejo. "Percepción del riesgo en las actividades físico deportivas escolares (Risk and accident perception in sport and physical activities in school)." Retos, no. 27 (March 5, 2015): 93–97. http://dx.doi.org/10.47197/retos.v0i27.34354.
Full textAbstract:
El propósito de este estudio ha sido el análisis de la percepción del riesgo en niños de diferentes ciclos educativos en el contexto de las actividades físico deportivas escolares, en función del sexo y ciclo educativo. Participaron 1130 niños de Educación Primaria, Secundaria y Bachillerato de 10 centros educativos de la provincia de Jaén y 82 profesores de Educación Física de estos ciclos educativos. Se desarrolló una escala de percepción del riesgo, teniendo como reactivos imágenes de instalaciones, equipamientos deportivos y situaciones lúdicas, ajustada a los tópicos de validez y fiabilidad científica. No se encontraron diferencias significativas en percepción del riesgo entre niños y niñas, pero sí en cuanto al ciclo educativo, siendo la percepción del riesgo menor en Bachillerato y Secundaria que en Primaria, este último grupo valora el riesgo de forma semejante al percibido por los profesores. El instrumento desarrollado presenta validez y fiabilidad científica y la percepción del riesgo se reduce conforme se avanza en el ciclo educativo.Palabras clave. niños, percepción, riesgo, accidente, deporte.Abstract. The purpose of this study was to analyse the perceived risk of children of different educational levels in the context of school sports, identifying differences by gender and educational level. 1130 children of Primary School and Secondary Education in 10 schools in the province of Jaen, and 82 Physical Education teachers of these educational levels participated. We have developed a scale of risk perception, taking pictures of sport facilities and recreational situations adjusted to the topics of scientific validity and reliability as resources. There were no significant differences in risk perception between boys and girls, but in terms of educational level, risk perception is lower in High School and Secondary than in Primary, with this latter group showing similar risk perceptions as teachers. The instrument of risk perception has scientific validity and reliability and risk perception decreases as one moves up in the educational cycle.Key Words. children, perception, risk, accident, sport.
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Gutiérrez-García, Carlos, Luz Amelia Hoyos Cuartas, Monica Yuri Takito, and Ángel Pérez-Pueyo. "Perfil profesional de los educadores de deporte escolar en Bogotá (Professional profile of school sport educators in Bogota)." Retos, no. 26 (March 6, 2015): 60–65. http://dx.doi.org/10.47197/retos.v0i26.34400.
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Este estudio tuvo como objetivo principal analizar el perfil profesional de los educadores deportivos que trabajan en programas de deporte escolar en Bogotá, y secundariamente contrastarlo con el perfil de los educadores deportivos españoles que muestran otros estudios. Se contó con una muestra de 233 educadores de instituciones educativas públicas y privadas y de los seis estratos socioeconómicos reconocidos en Colombia. Para la recogida de datos se utilizó el Cuestionario para la caracterización del deporte escolar en Bogotá (CCDE). Los datos fueron analizados mediante estadística descriptiva y test paramétricos y no paramétricos, dependiendo de su naturaleza. Los resultados mostraron el siguiente perfil general: hombre, edad media de 37 años, formación académica inicial a nivel de licenciatura, que realiza habitualmente actividades de formación continua, acumula entre 6 y 20 años de experiencia total en la profesión, y entre 1 y 10 en su institución actual. Los contratos más frecuentes son el anual y el indefinido, a tiempo completo. Los salarios presentaron importantes variaciones, y la mayor parte de educadores trabajaban también como profesores de educación física. Es precisamente este último hecho el que hace que existan importantes diferencias en el perfil profesional de los educadores deportivos bogotanos y españoles en la gran mayoría de aspectos analizados. Se concluye que no es posible definir claramente una carrera profesional para los educadores deportivos bogotanos, al igual que sucede en España.Palabras clave: Deporte escolar, deporte educativo, educadores deportivos, profesores, entrenadores, monitores, técnicos deportivos, carrera profesional.Abstract: This study aimed mainly to analyze the professional profile of sports educators working in school sports programs in Bogota, and secondarily to compare it with the profile of sport educators in Spain as it is shown in other studies. The sample was constituted by 233 educators of public and private educational institutions and the six socioeconomic strata recognized in Colombia. The Questionnaire for Characterization of School Sports in Bogota (QCSS) was used for data collection. Data were analyzed using descriptive statistics and a variety of parametric and nonparametric tests, depending on the nature of the data. The results showed the following general profile: male, mean age of 37 years, initial academic training at the graduate level, which typically does continuing education activities, has between 6 and 20 years of experience as school sports educator, and between 1 and 10 in his current position. The most common contracts are annual full-time and full-time indefinite. Salaries varied widely, and the majority of educators also worked as physical education teachers in the same institution. It is precisely this latter fact what differentiates, in most of the analysed factors, the profile of school sport educators in Bogota with respect to the profile of sport educators in Spain. We conclude that it is not possible to clearly define a career for sports educators of Bogota, as it also happen in Spain.Key words:School sports, educational sport, sport educators, teachers, coaches, instructors, career
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Bernabé Martín, Javier, and Francisco Javier Fernández-Río. "Integrando Facebook en el Modelo de Educación Deportiva: Una experiencia práctica (Integrating Facebook in Sport Education: A practical experience)." Retos 41 (March 3, 2021): 718–27. http://dx.doi.org/10.47197/retos.v41i0.82876.
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El aumento del uso educativo de las redes sociales se debe a que ofrecen recursos que facilitan tanto el seguimiento de la actividad académica como los aspectos sociales inherentes al proceso educativo; sin embargo, estas plataformas no son empleadas habitualmente como un recurso para la educación. Facebook ofrece diversos canales de comunicación y ha mostrado su potencialidad para vehicular las actividades colaborativas entre estudiantes. En esta experiencia se empleó Facebook como entorno para desarrollar las características del modelo de educación deportiva (temporada, afiliación, competición formal, registro sistemático, ambiente festivo y celebración final) en el área de Educación Física, empleando los recursos propios de la red social. Cada una de las características del modelo pedagógico se desarrolló a través de las herramientas de la red social en un grupo creado como recurso complementario a la acción educativa de aula. Los progenitores del alumnado participante se inscribieron y pudieron participar a distancia en la actividad, que se extendió fuera del centro educativo gracias al empleo de Facebook. Los resultados muestran un mayor seguimiento, implicación parental y la construcción de una comunidad de práctica. El modelo educativo utilizado pudo desarrollarse de forma más completa, logrando que el alumnado se mantuviera pendiente de la actividad fuera del centro educativo.
Abstract. The increased educational use of social networks is due to the fact that they offer resources that facilitate both the monitoring of academic activity and the social aspects inherent in the educational process; however, these platforms are not usually used as a resource for education. Facebook offers various channels of communication and has shown its potential for channeling collaborative activities between students. In this experience, Facebook was used as an environment to develop the characteristics of the sports education model (season, affiliation, formal competition, systematic registration, festive atmosphere and final celebration) in the area of Physical Education, using the resources of the social network. Each of the characteristics of the educational model was developed through the tools of the social network in a group created as a complementary resource to the educational action in the classroom. The parents of the participating students registered and were able to participate in the activity from a distance, which was extended outside the school thanks to the use of Facebook. The results showed increased monitoring, parental involvement, and the building of a community of practice. The educational model used was fully developed, helping the students “keep an eye” on the activity outside the school.
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Robles Rodríguez, Andrés, and José Robles Rodríguez. "La participación en las clases de educación física la ESO y Bachillerato. Un estudio sobre un deporte tradicional (Balonmano) y un deporte alternativo (Tchoukball) (Physical education involvement in middle and high School. Comparison between a traditional." Retos, no. 39 (May 19, 2020): 78–83. http://dx.doi.org/10.47197/retos.v0i39.78129.
Full textAbstract:
El deporte como contenido dentro de la formación del alumnado de la E.S.O. y Bachillerato debe ser utilizado como instrumento educativo que contribuya al desarrollo del currículum, además de inculcar en el alumnado hábitos de práctica deportiva. Numerosos estudios afirman que parte del alumnado de los centros educativos tienen como único contacto con el deporte, el realizado en las clases de Educación física. El principal objetivo del estudio es analizar la percepción de la participación de los alumnos/as en un deporte tradicional (balonmano) respecto a otro alternativo (tchoukball), atendiendo a factores como el sexo, y la etapa educativa (secundaria y bachillerato). La muestra está formada por 184 alumnos de dos centros educativos con edad comprendidas entre los 12 y los 18 años. 104 alumnos/as (56,5%) pertenecientes a la etapa educativa de 1º Ciclo de Secundaria, y 80 alumnos/as (43.5%) pertenecientes a la etapa educativa de Bachillerato. La distribución por sexo fue el 53.8% (n = 99) chicos y el 46,2% (n = 85) chicas. El instrumento utilizado fue un cuestionario para analizar la participación en las clases de educación física. Para el análisis estadístico se utilizaron pruebas no paramétricas (U de Mann-Whitney y wilcoxon), se calculó el tamaño del efecto y, para determinar si existían asociaciones entre las distintas dimensiones se utilizó el coeficiente de correlación de Pearson. Los resultados mostraron que el tchoukball aumentaba la participación de los alumnos, respecto al balonmano, y no se apreciaron diferencias respecto a la participación en tchoukball atendiendo al sexo o a la etapa educativa del alumnado.
Abstratc. At middle and high school education, sports should be used as an educational instrument contributing to the development of the curriculum, in addition establishing sports habits in students. Numerous studies affirm that some students at high school only practice sport within the school environment. The main objective of this study was to analyze gender and school year of students interested in a traditional sport (handball), and compare them with students interested in an alternative one (tchoukball). The sample consisted of 184 students from two educational centers aged between 12 and 18 years, of which 104 students (56.5%) belonged to middle school, whereas 80 (43.5%) belonged to high school. Sex distribution was 53.8% (n = 99) boys and 46.2% (n = 85) girls. The instrument used was a questionnaire to analyze participation in physical education classes. For the statistical analysis, non-parametric tests (Mann-Whitney and Wilcoxon U) were used, the effect size was calculated and, to determine if there were associations between the different dimensions, Pearson's correlation coefficient was used. The results showed that tchoukball increased students’ participation compared to handball, whilst there were no differences between both sports by students’ sex and school year.
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Carter-Thuillier, Bastian, Víctor Manuel López Pastor, and Francisco Gallardo Fuentes. "Inmigración, deporte y escuela. Revisión del estado de la cuestión (Immigration, sport and school. A review of the state of the art)." Retos, no. 32 (November 23, 2016): 19–24. http://dx.doi.org/10.47197/retos.v0i32.51514.
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El presente artículo tiene por objeto analizar y exponer la relación entre inmigración, deporte y escuela, examinando las posibilidades pedagógicas que ofrece la convergencia de estos tres elementos desde el escenario educativo formal. Para ello se desarrolla una discusión basada en diferentes antecedentes teóricos. La revisión ha sido llevada a cabo en diferentes bases de datos y fuentes de indización internacional: WOK, SCOPUS, ERIC, SCIELO, DIALNET, REDALYC, SPORTDISCUS y GOOGLE ACADÉMICO, además de libros especializados en campos próximos a la temática. La revisión indica que existen diferentes enfoques teóricos respecto a inmigración, deporte e interacción social, especialmente en lo relacionado con la inmigración y la integración social en la escuela. Se describen las ventajas y desventajas encontradas en la literatura sobre las prácticas deportivas como herramientas para la integración e inclusión social, así como para el desarrollo educativo. Precisamente en la relación entre deporte educativo e inmigración es donde encontramos la mayor cantidad de antecedentes teóricos y experiencias positivas al respecto. En las conclusiones se aportan algunas consideraciones finales sobre el tópico investigado, así como posibles implicaciones prácticas asociadas a procesos de intervención y prospectiva.Abstract. This paper aims to analyze and explain the relationship between immigration, sport, and school, by examining the educational possibilities offered by the convergence of these three elements within the formal educational setting. A discussion based on different theoretical background is carried out. The review has been performed through different databases and international indexing sources: WOK, SCOPUS, ERIC, SCIELO, DIALNET, REDALYC, ACADEMIC GOOGLE, SPORTDISCUS, and also in specialized books in the field. The review indicates the existence of different theoretical approaches related to immigration, sport, and social interaction, especially in relation with immigration and social integration in school. Furthermore, this research describes the advantages and disadvantages of sports practices as a tool for social integration and inclusion, as well as for educational development, as they were highlighted in the existent literature. The greatest amount of theoretical background and useful lessons were found precisely on the relationship between educational sport and immigration. In the conclusion some final remarks on the topic investigated are given, as well as practical implications associated with intervention processes and possible future studies.
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Ruiz Cazorla, Luis Javier, José Luis Chinchilla Minguet, and Manuel Ruiz Cazorla. "La vejez y el deporte como objeto de representaciones sociales (The old age and the sport like object of social representations)." Retos, no. 17 (March 9, 2015): 118–21. http://dx.doi.org/10.47197/retos.v0i17.34690.
Full textAbstract:
En el presente trabajo analizamos la función social de la Educación Física y el deporte respecto a las personas mayores. Se trata de una relación mediatizada por las representaciones sociales que los agentes implicados poseen sobre la vejez, el cuerpo, la salud y el deporte, no exentas de estereotipos y prejuicios que condicionan sus prácticas sociales. Constituye un problema social y a la vez un reto para las instituciones erradicar las prácticas sociales de exclusión a que dan lugar. Para ello resultan imprescindibles dos pasos. En primer lugar denunciar los contenidos de las representaciones sociales sobre la vejez y las actividades físico-deportivas que favorecen la exclusión social, especialmente desde el Sistema Educativo y los medios de comunicación. En segundo lugar promover los medios materiales y condiciones estructurales necesarias para el cambio social.Palabra clave: Vejez, deporte, educación física, representación social, función social.Abstract: In the present work we analyzed the social function of the Physical Education and the sport with respect to the elderly people. One is a relation hyped by the social representations that the implied agents own on the old age, the body, the health and the sport, nonfree of stereotypes and prejudices that condition their social practices. It constitutes a social problem and simultaneously a challenge for institutions to eradicate the social practices of exclusion to that they give rise. For it two steps are essential. In the first place to denounce the contents of the social representations on the sport old age and activities physical that favor the social exclusion, especially from the Educative System and mass media. Secondly to promote the average materials and necessary structural conditions for the social change.Key words: Old age, sport, physical education, social representation, social function.
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Murillo Fuentes, Alfonso, Gonzalo Ramírez Macías, José Pascual Sanchís Ramírez, and Fátima Palacios Rodríguez. "Satisfacción de docentes-responsables de la gestión deportiva en centros escolares andaluces (Satisfaction of teachers-managers of sport at Andalusian schools)." Retos, no. 24 (March 7, 2015): 85–90. http://dx.doi.org/10.47197/retos.v0i24.34533.
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El centro educativo se está convirtiendo en el eje de las políticas en materia de deporte en edad escolar en su vertiente educativa, situando a los docentes como encargados no solo de la planificación, sino de la gestión de los recursos del centro escolar. Con este estudio se persigue conocer el grado de satisfacción de los docentes-responsables del programa Escuelas Deportivas que se desarrolla en centro educativos, atendiendo a sus diferentes formas de gestión (ayuntamientos, empresas de servicios o asociaciones de madres y padres de alumnos). La investigación se llevó a cabo con la participación de 440 docentes a los que se aplicó un cuestionario diseñado específicamente para conocer su grado de satisfacción. Los resultados obtenidos presentan diferencias significativas en los indicadores de Personal Técnico (p= .004), con una mejor satisfacción por parte de los ayuntamientos, y de Seguimiento y Control por parte de la Administración (p= .017), reflejando una mayor satisfacción en el caso de la gestión a través de empresas.Palabras clave: deporte en edad escolar, gestión deportiva, docentes-responsables, satisfacción.Abstract: The school is becoming the focus of policies on sport at school age in their educational aspect, placing teachers as responsible not only for planning, but management of school resources. This study aims to determine the degree of satisfaction of teachers-managers of Escuelas Deportivas that educational centers develop, according to different ways of management (municipalities, utility companies or associations of parents of students). The research was conducted with the participation of 440 subjects who were administered a questionnaire designed specifically to know their satisfaction. The results show significant differences in indicators of Technical Staff (p = .004), with a better appreciation for the councils, and Monitoring and Control by the Administration (p = .017), reflecting greater satisfaction in those cases where management was performed by utility companies.Key worlds: sport at school age, Sports Management, teachers-managers, satisfaction.
Dissertations / Theses on the topic "Sport educativo"
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Morelli, Tommaso <1993>. "Gli sport occidentali di squadra nel sistema educativo cinese." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12985.
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In questa tesi viene descritto il percorso che ha permesso alla Cina di avvicinarsi prima e affermarsi poi nel mondo degli sport moderni occidentali, andando ad analizzare la storia dello sport e dell’educazione fisica nelle scuole e concentrandosi principalmente sui cosiddetti “Ball Games” (Calcio, Basket e Pallavolo). L'analisi è supportata da una ricerca bibliografica formata in gran numero da materiale specialistico in lingua, al fine di fornire informazioni recenti e attendibili.
Negli ultimi anni, in Cina, gli sport di squadra hanno iniziato a prendere piede, anche se i risultati sono ancora deludenti. L'obiettivo del Governo Cinese è quello di formare un nuovo vivaio di atleti pronti a dominare nel palcoscenico mondiale. Per fare ciò, il ministero dell'istruzione cinese ha diramato le direttive per l'insegnamento dell'educazione fisica e dei cosiddetti Ball games nelle scuole. In questa tesi, attraverso un'analisi a tutto tondo, si cerca di capire quali siano le caratteristiche, i punti forti, i punti deboli, le peculiarità e i limiti dell'insegnamento degli sport occidentali di squadra nella sistema educativo cinese. Inoltre, verranno affrontati temi strettamente legati all'argomento principale come la cultura sportiva, la mentalità, il senso di competizione, il lavoro di squadra ecc. in ambito sportivo.
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Sgambelluri, Rosa. "Lo sport educativo in alcuni sistemi scolastici europei. Analisi comparativa tra Italia, Belgio, Spagna e Regno Unito." Doctoral thesis, Universita degli studi di Salerno, 2011. http://hdl.handle.net/10556/231.
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IX n.s.Le nuove generazioni, soprattutto quelle nate a cavallo tra la fine degli anni 80’ e gli inizi degli anni 90’ del secolo scorso, sono state formate in Italia all’interno di una tensione ideale, quella di dover contribuire alla costituzione di una nuova dimensione sociale e culturale nonché nazionale: l’Unione Europea. Tra gli adolescenti e i giovani italiani questo imperativo educativo è stato letto e tradotto in una percezione alquanto peculiare della storia recente: i “nonni”, ovvero i costituenti dell’Unione Europea, all’indomani della II guerra mondiale, erano quelli che guardavano all’Europa solo in termini di abbattimento di frontiere, creazione strutture economiche interdipendenti e di un corpus legislativo comune, in quanto elementi atti a garantire la pace in Europa e scongiurare per sempre gli orrori dei campi di battaglia, delle città bombardate, delle popolazioni deportate; i “padri”, alias l’establishment governativo che conduceva verso l’euro, la comune moneta europea, erano quelli che guardavano all’Europa solo in termini di possibilità di crescita economica all’interno di un comune spazio di libera circolazione delle merci. Di contro la cultura adolescenziale e giovanile, intesa come un insieme di valori, definizioni della realtà e codici di comportamento condivisi da persone che hanno in comune uno specifico modo di vita , era già europea. I nonni e i padri non dovevano, per creare una nuova identità comunitaria, che rincorrere! Nello specifico i membri delle nuove generazione, proiettati nell’orizzonte geografico europeo, si percepivano già come comunità sentendo di avere in comune, pur nelle diversità, stesse origini, una cultura condivisa, un canale di comunicazione linguistica comune, valori, costumi, forme di alimentazioni, forme letterarie e artistiche gruppali, adolescenti e giovani europei erano consapevoli di ascoltare la stessa musica, leggere gli stessi autori e le stesse riviste, guardare gli stessi programmi televisivi, avere stessi valori e modelli culturali di riferimento, bere, mangiare e vestire le stesse cose e, nelle rispettive forme linguistiche nazionali, parlare con strutture gergali similari. Nell’incontrarsi sul comune suolo europeo queste generazioni, le prime a muoversi con grande disinvoltura tra una capitale e l’altra, grazie anche al codice comunicativo inglese, scoprivano velocemente che ciò che accomunava era di gran lunga superiore a ciò che differenziava. I giovani europei sentivano d’agire già come un unico popolo, insistente su di uno spazio geografico omogeneo, e, in virtù di tale comunanza, gli adulti dovevano e potevano, nel rispetto del loro ruolo di garanti della trasmissione intergenerazionale, organizzarsi in stato sovrano. In realtà i costituenti dell’Unione Europea, nel creare i presupposti comunitari, avevano come obiettivo quello di costruire un quadro comune di valori universali ai quali ispirarsi per edificare una “casa comune” fatta non più di mattoni condivisi ma condivisibili. Nel loro ambito riflessivo i costituenti attribuivano al termine valori, come in una parabola discendente, un significato che andava da quello di orientamenti, a fatti sociali e a fatti propri. Nel primo caso, per essere chiari, i valori sono intesi come orientamenti dai quali discendono i fini delle azioni umane, fini trascendenti rispetto all’esistente ed indicanti, pertanto, un dover essere, una tensione verso uno stato di cose ritenuto ideale e desiderabile, ma che non è, o non ancora, realizzato; nel secondo i valori sono intesi come fatti sociali in quanto fatti di gruppi sociali i quali orientano in base ad essi il proprio agire, e quindi valori come motivazioni dei comportamenti; nel terzo i valori sono intesi come fatti propri, adottati da individui o gruppi mediante processi, più o meno consapevoli, di scelta . Quanto più, in una società, i valori slittano da fatti propri a fatti sociali e, infine, ad orientamenti, divenendo la tensione di cui sopra, tanto più essi cessano di essere particolari per assurgere ad universali, espressione non più di una forma mentis soggiacente ad un dato spazio e ad un dato tempo ma presupposto di una società giusta nella sua derivazione etimologica da ius (ossia il diritto e quindi patto). Secondo i costituenti la nascita dell’UE doveva avvenire non solo in riconoscimento dei profondi legami storici che accomunavano le sorti delle popolazioni europee a partire dal IV secolo d.c., non solo per i profondi legami culturali letterali, artistici, ecc., che si erano creati nel trascorrere dei tempi, per la comune religiosità, per lo spazio geografico e climatico alquanto omogeneo, ma quanto per la scelta effettuata dai popoli comunitari: valori universali, valori “ di tutti” cui aspirare, in cui riconoscersi e specchiarsi, presidi dei confini del vivere civile, base, irrinunciabile e imprescindibile, definente la natura del patto sociale. In tal senso i costituenti definirono la pace come valore per la nascente UE poiché ripudiarono l’idea dell’esaltazione, presente nella cultura europea dalla caduta dell’Impero Romano sino alla prima metà del Novecento, della guerra come valore sul quale misurare la virtù e la dignità e l’onore dei popoli. Accanto al valore della pace nei rapporti tra i popoli europei, posero il valore della reciprocità e del rispetto, della libertà, dell’eguaglianza e della dignità della persona umana. Riconobbero, altresì, proprio perché si era alla presenza di una collettività di cittadini che stavano scegliendo un insieme di diritti e doveri alla base della loro società ideale, che nella costituzione dell’Unione la formazione dello stato avrebbe preceduto quello di costituzione della nazione. Avvertirono subito anche il pericolo di un soffocamento della formazione di una coscienza europea, di un’area culturale europea che potesse chiamarsi nazione, da parte di un apparato eurostatale qualora non controbilanciato da processi di interazione e integrazione dei meccanismi degli stati membri. Una siffatta situazione agli italiani, così come alle genti germaniche, è nota, giacché rammenta la formazione di uno stato nazionale come unificazione di una pluralità di stati regionali sotto la spinta egemonica di uno di essi . Per ovviare a ciò, per superare gli egoismi dei vari stati membri, previdero un lungo periodo di incontro-confronto tra gli apparati nazionali grazie al quale ciascuno potesse analiticamente conoscere e ri-conoscere l’altro, avviare un processo di accettazione e giustificazione delle diversità e un processo orizzontale di acculturazione nel suo significato di cambiamento culturale e psicologico dovuto al contatto duraturo con persone appartenenti a culture differenti (Sam, D.L. 2006). In tal senso attribuirono grande importanza alle istituzioni scolastiche come mezzo attraverso cui creare, nella centralità della persona, una nuova cittadinanza, un nuovo umanesimo, un nuovo patrimonio culturale di ispirazione valoriale universale. Negli ultimi anni la materia legislativa comunitaria, per l’istruzione e la formazione, si è limitata però a delle direttive per aumentare il grado di competizione dei cittadini europei, la mobilità sociale e, quindi, la coesione sociale. Nulla o poco è stato fatto in termini di un confronto, politicamente programmato, sistematico e non occasionale, tra i diversi sistemi scolastici che ne evidenziassero le specificità, i punti di contatto, i punti di forza e debolezza, rispetto ad esempio alle competenze, come riflessione sul concetto di competenza, rapporto tra sapere e saperi, conoscenza conoscenze e competenze, ruolo delle competenze trasversali nel processo di apprendimento, rapporto tra saperi disciplinari e competenze, o piuttosto alle metodologie, come motivazione degli alunni, metodi per un apprendimento consapevole, organizzazione di tempi, luoghi, strumenti e modalità della didattica, come necessità di mettere in rete le scuole, o infine alle scelte valoriali. Eppure come è possibile pensare un processo di integrazione tra i sistemi formativi nazionali al fine di creare strutture comunitarie che diano, equamente, ad ogni cittadino dell’UE le stesse possibilità se non si parte dalla reciproca conoscenza? Stesse possibilità intese non solo come spendibilità competitiva ma come piena espressione del sé di ogni cittadino, delle individuali potenzialità all’interno di una cornice di reciprocità, di dignità umana e libertà e universalità valoriale come pensato dai costituenti. Il presente lavoro vuole, anche solo in parte, provare ad ovviare a ciò offrendo una comparazione tra sistemi scolastici nazionali dell’UE e quindi consentire una maggiore comprensione delle modalità di cura del fanciullo, vero specchio di una società, nei diversi luoghi comunitari. Le nazioni che sono state prese in esame, oltre all’Italia, sono state la Spagna, il Regno Unito e il Belgio. La scelta è innanzitutto ricaduta sulle nazioni non di recente adesione all’UE sia per motivazioni strettamente correlate alla reperibilità di fonti sia perché si tratta di paesi che, in una certa misura, hanno già avviato politiche di integrazione se non altro per ciò che concerne gli obiettivi competitivi formativi comunitari. La scelta è stata fatta poi tenendo conto che molteplici credenze e abitudini intellettuali concorrono a formare lo spazio culturale comunitario, che tale variabilità rappresentino, ad un tempo, un fattore critico ed un elemento di ricchezza e che esse si riflettono tutte nell’agenzia formativa per eccellenza: la scuola. Ad esempio, l’Italia, la Spagna e il Belgio sono paesi a prevalenza cattolica, il Regno Unito invece è prevalentemente rientrante in quell’ambito religioso che per semplicità definiamo protestante. Pur assistendo nelle società moderne ad un processo di secolarizzazione è indubbio che esista un’interazione tra aspetti religiosi ed ordine morale. Sebbene lo spazio geografico europeo sia improntato alla tradizione giudaico-cristiana, i paesi cattolici hanno, in termini di mentalità, una maggiore correlazione con la tradizione cristiana e, di contro, quelli protestanti con la tradizione giudaica. Ne consegue un atteggiamento diverso, come substrato culturale, nei confronti della ricchezza (e della povertà) che si riflette nei fini valoriali formativi. Ancora, tutti e quattro i paesi presi in esame devono confrontarsi al loro interno con istanze autonomistiche che trovano la loro massima espressione nelle aspirazioni via via sempre più separatiste della componente francofona e fiamminga belga. Al di là degli elementi di attualità è interessante vedere come il Belgio ha provato ha riflettere il riconoscimento dell’alterità e della dignità umana delle “minoranze” nelle strutture formative, banco di sfida delle future strutture comunitarie. L’esistenza di una componente non minoritaria belga fiamminga, ovvero olandese, ovvero del germanico ovest, rimanda, inoltre, in termini linguistici (e non solo) alla maggiore vicinanza tra l’inglese e l’olandese (nonché tedesco) rispetto alla componente francofona di derivazione latina come lo spagnolo e l’italiano. Le strutture linguistiche, che rimandano a ceppi diversi del tipo europide, riflettono, poiché è la parola che struttura il cervello, habitus mentali differenti, approcci alla conoscenza diversificati. La comparazione tra sistemi scolastici apre così interessanti spunti di riflessione non solo sul concetto di competenze ma su come la correlazione tra cultura e corporeità modifichino il concetto stesso di competenze nel quadro comune di riferimento europeo. Gli esempi fatti rimarcano come la comparazione tra i sistemi scolastici non abbia solo un valore di ontologica conoscenza ma possa offrire spunti interessanti di riflessione sulle diverse modalità di intendere l’apprendimento, gli obiettivi formativi, i fini valoriali, ma anche di risolvere la sfida del ventunesimo secolo ossia la multiculturalità. Tutti elementi da cui una scuola comunitaria non può prescindere. [a cura dell'autore]
2009 - 2010
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Brito, António Manuel Vitória Vences de. "A actividade pedagógica do treinador em ginástica artística-estudo comparativo do treinador de ginástica artística do sistema federado e do treinador (professor de Educação Física) de ginástica artística do sistema educativo - Desporto Escolar." Master's thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Motricidade Humana, 1999. http://dited.bn.pt:80/29352.
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Orts, Delgado Francisco J. "El derecho educativo del menor en el deporte escolar." Doctoral thesis, Universitat de Lleida, 2013. http://hdl.handle.net/10803/112028.
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L'esport escolar es presenta com una activitat social que contribueix a la formació integral dels joves i es converteix en un complement útil i necessari per a l'educació. El subjecte que participa en aquestes activitats és un menor d'edat. La seva condició de subjecte en desenvolupament justifica una protecció especial per a garantir el seus drets.
Els poders públics han incorporat mesures encaminades a protegir i promocionar el desenvolupament personal i social del menor en l'esport. Aquestes mesures de caràcter educatiu s'han convertit en dret positiu en el nostre ordenament. Esbrinar com s'ha ordenat el dret educatiu en l'esport escolar ha estat un primer objectiu, concluint-se que seria necessària una normativa harmonitzada que regís el desenvolupament d'aquesta activitat. L'objectiu final d'aquest estudi ha estat proposar continguts susceptibles de convertir-se en normes d'actuació que garanteixin, la protecció educativa del menor en l'esport escolarEl deporte escolar se presenta como una actividad social que contribuye a la formación integral de los jóvenes y se convierte en un complemento necesario para la educación. El sujeto que participa en estas actividades es un menor de edad. Su condición de sujeto en desarrollo justifica una protección especial para garantizar sus derechos. Los poderes públicos han incorporando medidas encaminadas a proteger y promocionar el desarrollo personal y social del menor en el deporte. Estas medidas de carácter educativo se han convertido en derecho positivo en nuestro ordenamiento. Averiguar como se ha ordenado el derecho educativo en el deporte escolar ha sido el primer objetivo, concluyendo que sería necesaria una normativa armonizada que rigiera el desarrollo de esta actividad. El objetivo final de este estudio ha sido proponer contenidos susceptibles de convertirse en normas de actuación que garanticen la protección educativa del menor en el deporte escolar.
The school sport is presented as a social activity that contributes to the integral formation of young people, and becoming a necessary complement to education. The subject who participates in these activities is a minor. His status as a developing subject justifies a special protection to ensure their rights. Public authorities have got incorporated measures to protect and promote the personal and social development of children in sport. These educational measures have become positive law in our legal system. Find out as ordered the right education in school sport has been the first objective, concluding that would require harmonized rules to govern the development of this activity. The ultimate goal of this study was proposing contents that could become norms for action that will ensure the educational protection of minors in school sport.
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Mawson, Hannah. "Sports leadership : an exploration of the personal development of sports leaders and their contribution to community sport." Thesis, University of Gloucestershire, 2013. http://eprints.glos.ac.uk/1051/.
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Sports leadership has received increased promotion during the past two decades, as a tool for providing individuals with leadership skills and in contributing towards community sport development objectives. Sports Leaders UK (SLUK) play a key role in providing sports leadership training programmes in the UK, training over 200,000 leaders each year. This aims of this research was to evaluate the work of SLUK, in contributing towards the development of sport the personal and career development of the leaders undertaking the awards. A mixed methods approach was adopted to achieve ‘enhancement’ of findings. The first quantitative phase involved binary logistic regression analysis of SLUK’s candidate database (n=76,179) and set out to identify the predictor variables associated with award completion. The second quantitative phase provided analysis of surveys (n=76), and set out to explore relationships between the leaders’ career and personal development and involvement in the SLUK awards. The final qualitative study sought to gain the views and perspectives of the sports leaders who had engaged with the SLUK awards through the use of semi-structured interviews (n=16). This study aimed to further investigate the impact of SLUK awards on career development and in contributing towards sport and other community outcomes. Results showed that the SLUK awards were perceived to contribute to developing sport, particularly within the school environment. Furthermore, with the training and development of more sports leaders who are actively leading sport, more opportunities were found to be provided across the UK. Engagement in the awards was found to increase feelings of self-worth, which in turn helped build self-esteem and confidence in the leaders. Important factors which appeared to be associated with award completion and continued leadership behaviour included location of the award (i.e. centre type) and choice of participation in the awards. The research provides original contribution to knowledge by exploring the impact of SLUK awards on the leaders’ personal development and community sport. Future delivery of sports leadership needs to be focused in communities if sports leaders are to make the transition from schools to community clubs and continue volunteering. Support from mentors was found to be crucial in ensuring that sports leaders sustain their voluntary leadership.
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Cuellar, Clara R. "Significance and Delivery of Sport in Belize: Perceptions of Selected Experts." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1037630666.
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Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xii, 147 p. Includes abstract and vita. Advisor: Packianathan Chelladuria, Dept. of Education. Includes bibliographical references (p. 101-106).
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Young, Eugene Patrick. "Sport, politics and higher education : higher education's role in the network that supports elite sports development." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365399.
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Park, Sungjoo. "Moral Education and Sport." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268240015.
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Miliauskas, Juozas. "Lietuvos kurčiųjų rinktinės ir Vilniaus "SSK-KM-Perlas" krepšininkų fizinis išsivystymas ir parengtumas bei žaidyminė veikla 2005/2006 m. sezone." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_175718-83658.
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Lietuvos kurčiųjų krepšininkų varžybų rezultatai rodo, kad šios socialinės grupės žmonės gali pasiekti ženklius sportinius laimėjimus. Vadinasi, reikšminga krepšinio treniruotės teorijai ir praktikai bei varžybinei veiklai ištirti ir susisteminti Lietuvos kurčiųjų krepšininkų fizinio išsivystymo, parengtumo, jų varžybinės veiklos ypatumus ir palyginti juos su sveikųjų komanda.
Darbo tikslas – nustatyti bei palyginti Lietuvos kurčiųjų vyrų krepšinio komandos ir sveikųjų komandos žaidėjų fizinį išsivystymą ir parengtumą, atlikti šių komandų varžybinės veiklos analizę.
Tyrimų uždaviniai:
1. Nustatyti Lietuvos rinktinės kurčiųjų krepšininkų fizinį išsivystymą ir parengtumą, bei palyginti jį su sveikųjų komandos žaidėjų fiziniu išsivystymu ir parengtumu.
2. Atlikti abiejų komandų žaidyminės veiklos analizę.
3. Palyginti komandų fizinį išsivystymą ir parengtumą bei žaidyminės veiklos rodiklius.
Tyrimo subjektas – Lietuvos kurčiųjų vyrų krepšinio rinktinės krepšininkai (n=12) ir Vilniaus "KM-SSK - Perlas" krepšinio klubo krepšininkai (n=12).
Tyrimo objektas – kurčiųjų ir sveikųjų krepšininkų fizinis išsivystymas ir parengtumas, bei žaidyminė veikla.
Lietuvos kurčiųjų rinktinės krepšininkų rengimas yra panašus kai ir sveikųjų krepšininkų.
Abiejų komandų aukščiausi žaidėjai buvo vidurio puolėjai (jie taip pat buvo ir sunkiausi), tada sekė krašto puolėjai ir gynėjai, toks komandų komplektavimas atitinka šiuolaikines komandų sudarymo tendencijas. Aukšti žaidėjai... [toliau žr. visą tekstą]Results of Lithuanian deaf basketball players in various competitions indicate that people belonging to this social group can achieve significant victories. Thus, it is essential to investigate and systemize Lithuanian deaf basketball players’ physical development, preparedness, peculiarities of their competitive activity and compare with those of the team with healthy players. It is important for the theory and practice of basketball trainings. The objective of the paper is to identify and compare physical development and preparedness of Lithuanian national deaf basketball team with those who are healthy. It also aims at analyzing competitive activities of these teams. Tasks of analyses are as follows: 1. to identify the development and preparedness of Lithuanian deaf basketball team with the development and preparedness of Lithuanian healthy basketball team. 2. to prepare the analysis of the competitive activity of both teams. 3. to compare the development, preparedness and game indicators of both teams. The subject of the research is Lithuanian national death men basketball team (n=12) and players from Vilnius KM-SSK – Perlas basketball team. The object of the research is physical development, preparedness and competitive activity of deaf and healthy players. The preparation of Lithuanian national deaf basketball team is similar to that of healthy basketball players. In both teams the tallest players are centers (they are also the heaviest ones), then go forwards and... [to full text]
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Flumerfelt, Robin Allan. "Peace education : implications for physical education and sport." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1193082948.
Full textBooks on the topic "Sport educativo"
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Sibilio, Maurizio. Lo sport come percorso educativo: Attività sportive e forme intellettive. Napoli: Guida, 2005.
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Sports PLUS: Positive Learning Using Sports : the new science of sport-based education. Farmington, ME: Global Children Publishing, 2016.
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Filip, Mess, Haag Gerald, and Hanke Johannes, eds. Dictionary: Sport, physical education, sport science. 2nd ed. Berlin: Logos Verlag, 2012.
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Rayner, Mike, and Tom Webb. Sport Management Education. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003140078.
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Ethics, knowledge and truth in sports research: An epistemology of sport. New York: Routledge, 2010.
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Thomson, Ian. Giftedness, excellence and sport: A research study for theScottish Sports Council. Edinburgh: Scottish Sports Council, 1992.
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Polievskiy, Sergey. Sports environment. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/21022.
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Discussed global environmental problems of the biosphere, ecology in the city, radiation factor, and its impact on human health, including those engaged in physical culture, sports and tourism, food as endoecological factor. Illuminated by the experience of environmental protection in various sports, including the Olympic games, legislation and international legal cooperation in the field of environmental protection sport environment, increasing the efficiency of physical training and condition under different environmental conditions.
Tutorial to be served in integrated, multidisciplinary plan, taking into account the necessity of integrated assessment of ecological positions of safety and hygiene.
Meets the requirements of Federal state educational standard of higher education of the last generation.
For students of higher education institutions.
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Wales, Sports Council for, ed. The education legislation: A guide for the governing bodies of sport, sports clubs and other sports organisations. [Cardiff]: Sports Council for Wales, 1989.
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L, Llewellyn R., ed. Sport in higher education education code of practice: Physical education, recreation and sport. 2nd ed. Pontypridd: Polytechnic of Wales, 1992.
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Martin, Polley. Sport, Education, and Improvement. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003101826.
Full textBook chapters on the topic "Sport educativo"
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Zhan, Yejun. "Study on Role of Leisure Sports in University Sport Education." In Lecture Notes in Electrical Engineering, 397–402. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35398-7_50.
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Light, Richard L., and Steve Georgakis. "Sport as education vs Sport as business." In Sociology for Physical Education and Sports Coaching, 16–23. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003372554-3.
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Kretschmann, Rolf. "Values and Value Education in Physical Education." In Fairplay im Sport, 69–82. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21342-8_5.
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Light, Richard L., and Steve Georgakis. "Media–Sport." In Sociology for Physical Education and Sports Coaching, 59–66. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003372554-9.
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Light, Richard L., and Steve Georgakis. "Sport sociology." In Sociology for Physical Education and Sports Coaching, 8–15. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003372554-2.
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Giel, Thomas, Rei Yamashita, Daryousch Argomand, and Kirstin Hallmann. "International sport management education." In Education in Sport and Physical Activity, 24–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003002666-4.
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Mackintosh, Chris. "Higher education sport development." In Foundations of Sport Development, 164–72. First Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429326707-17.
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Ratten, Vanessa. "Sport Entrepreneurship Education and Policy." In Sport Entrepreneurship, 125–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73010-3_9.
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Kwauk, Christina Ting. "Empowering Girls Through Sport: A Gender Transformative Approach to Life Skills?" In Life Skills Education for Youth, 91–111. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_5.
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AbstractFrom the Pacific Islands to Sub-Saharan Africa, development organizations have positioned sport as an ideal tool for building important life skills that can be transferred from the playing field to day-to-day realities. Sport has also been positioned as a key space for girls’ empowerment, especially in contexts where gender norms limit girls’ mobility and/or their opportunities to engage in activities stereotyped as being for boys. But an approach that solely focuses on empowering girls through sport by depositing in her useful life skills ignores the structural conditions that have disempowered her in the first place. This chapter examines the gender transformative potential of sport-based life skills programs by exploring the skills that are being targeted, especially for girls’ empowerment, by the sport for development (SFD) community. The chapter then examines the implications for our understanding of life skills approaches to gender transformative social change, particularly as it pertains to addressing the conditions that have held girls back.
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Light, Richard L., and Steve Georgakis. "Sport and gender." In Sociology for Physical Education and Sports Coaching, 71–79. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003372554-11.
Full textConference papers on the topic "Sport educativo"
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Colibaba, Anca cristina, Florin Murariu, Stefan Colibaba, Irina Gheorghiu, and Ovidiu Ursa. "PROMOTING LESS POPULAR SPORTS IN SCHOOLS THROUGH THE NOT ONLY FAIR PLAY ONLINE TOOLKIT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-172.
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The article is a study of the online toolkit addressing teachers of physical education which was developed within the project Not only fair play (557089 EPP1-2014-IT-SPO-SCP) co-financed by the European Union under the Erasmus+ programme, Sport - Collaborative Partnership. The project aims to promote the enhancement of sport and physical activities offer of European schools both within the curricular activities and through extracurricular initiatives in order to confute the need to necessary choose between studying and doing sport. And through the project sport and physical activity became a fundamental educational tool to provide students with self confidence, socialisation opportunities, mutual understanding among different cultures and valorise the role that the universal language of sport can play in order to achieve social inclusion, equal opportunities and tolerance. The online toolkit benefits from the outcomes, knowledge and experience gained from previous European projects related to the topic. It is based on research on physical education activities, less popular sports and games and sports preferences of the students from the partners' countries. The online toolkit addresses teachers from mainstream, special needs and inclusive schools. The main chapters develop topics such as: the role of sports in education and life; the balance between sports and study; methods of motivating students only interested in sport to improve their school performances. The toolkit also provides teachers with materials on how to: integrate sport and healthy lifestyle approaches into the students' educational pathways; promote an ethical approach to sport; and use sports as a means to acquire transversal skills and as a means of social inclusion. The toolkit provides teachers with counseling and training on how to use sports in school and extracurricular contexts.
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Parandjuks, Rihards. "The Importance of Education for Sport Schools Students." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.85.
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The main task of vocational education institutions is to implement the relevant knowledge and skills, alongside the acquisition of primary or secondary education. In the context of sports schools, the main emphasis is on achieving results in tournaments, games, and competitions. However, in parallel with the implementation of the sports field, the task of sports schools is to promote the opportunities and desires of students in the field of education. The author points out that too much emphasis is placed on the realization of sports goals, without paying attention to the accents of students’ personal development – for example, the importance of education. The aim of the research is related to the actualization of education in the context of sports schools. Two main guidelines are emphasized – the interest of sports schools in educating students, as well as the athletes’ own opinion about the education and its connection with sport. Within the framework of the research, the author wants to analyze the obtained data correlations. For example, the relationship between students’ current progress and their desire to continue their studies at university. Analyze the results and make recommendations to improve the situation. Data were collected from three professional sports schools in Latvia – Vidzeme and Riga region. The total number of respondents is 147. The survey was conducted anonymously, with respondents aged 13–16 years. Data processed using Windows SPSS and Microsoft Exel programs.
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Kuzmina-Rimša, Irina, and Rihards Parandjuks. "Analysis of Tennis Training Opportunities in the System of Latvian Sport Education." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.75.
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Tennis, a sport that can be played at any age, has become very popular in Latvia, and its prestige and commercialization have promoted the development of the sport in Latvia as well. However, taking into consideration that the tennis infrastructure is still not sufficient in quantity, there are not many opportunities to play it in sports schools. The study’s authors wanted to find out why public sports schools do not choose to include tennis in their range of sports sections. Currently, most young tennis players train in private tennis clubs. To clarify the situation, quantitative data surveys were conducted with representatives of sports schools, as well as qualitative interviews with specialists in the field of tennis. The results showed the impact of different aspects – the competence of coaches in the regions, infrastructure availability, and the funding model specifics. Based on the study’s results, the authors develop recommendations that should be followed so that tennis is more included in state sports schools. In this way, the mass formation of the sport would be promoted. Thus there is a higher probability of tending to a sport of increased achievement.
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Rickels, Austin, and Matthew Montebello. "SPORT AND PERFORMANCE PSYCHOLOGY IN SECONDARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end114.
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"The mission of sport and performance psychology is to facilitate psychosomatic resolutions to help boost performance and well-being in those individuals who participate in sports. The incorporation of these performance-enhancing concepts in mental training is especially important for high school student-athletes with a negative mindset. Unfortunately, at the secondary level, there are a limited number of educational processes available which formally guide student-athletes through their psychological development in sport. As a result, many student-athletes are left without the mental skills needed to cope with the physical, psychological, and socioemotional demands of competition. The development of sport and performance psychology courses in schools could help facilitate positive improvements in how student-athletes think, act, and ultimately play, by merging the informal setting of extracurricular sports with the formal setting of the classroom. In this paper, we employ a mixed methods case study to demonstrate how a high school sport psychology class could impact the mindset of student-athletes. Course curriculum and pedagogy, grounded in a number of learning theories, was designed to utilize educational and psychological principles to create a course anchored in sport and performance psychology concepts. Specifically, this case study demonstrates course effectiveness at building mental skill through the cognitive-behavioral system of ‘Event + Response = Outcome’ in 14 different self-actualizing constructs like goal-setting, mental toughness, and leadership. We present our results on mental skill development and draw a number of conclusions alongside several recommendations for those wishing to incorporate an innovative sport psychology course at the secondary level."
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Đurđević, Nenad. "OBRAZOVANjE SPORTSKIH STRUČNjAKA U REPUBLICI SRBIJI." In XVIII Majsko savetovanje. University of Kragujevac, Faculty of Law, 2022. http://dx.doi.org/10.46793/xviiimajsko.291dj.
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Sports experts play a key role in modern sports in performing sports activities and undertakings in the development of every sporting discipline and field of sport, and that is why their abilities are of special importance for every organization in the field of sports and every athlete. This means that sports experts have the appropriate qualifications and professional training. The Law on Sports of the Republic of Serbia from 2016 puts the principle of expertise in its basic principles, providing that professional work in sports can primarily be done by persons with appropriate education in the field of physical education and sports, and exceptionally professionally trained persons. In his paper, the author analyzes the legal framework and the situation in practice in the Republic of Serbia in terms of education (training) of sports experts, accredited study programs for higher education institutions for the education of sports experts, sports occupations that can be performed only on the basis of appropriate education, professional titles that can be acquired through education of sports experts, number of employees and licensed educated sports experts in sports organizations and number of educated sports experts on the records of the National Employment Service of the Republic of Serbia.
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Dimitrov, Dimitar. "THE INTERCONNECTION BETWEEN SPORT AND TOURISM." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.83.
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The report attempts to present the interrelationship between sports and tourism in two interrelated areas - sports and tourism. Tourism is considered as a means of physical activity, physical education and sports, realized through the forms of sports and tourism. A definition based on the scientific discipline "Theory and Methodology of Physical Education" is derived. The report continues with a presentation of the links between sport and tourism in the tourism industry, forming the alternative type - sports tourism. A literature review was made, on the basis of which a definition of sports tourism was derived. In conclusion, the interconnectedness and influence of the two sectors is summarized, which has a favorable impact on the possibility for their development.
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Gao, Haili. "Research on Sports Social Issues Based on Sport Sociology." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.188.
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Grigore, Vasilica. "STUDY ON THE OPPORTUNITY INCLUSION OF E-LEARNING AND E-TESTING IN SPORT SCIENCE AND PHYSICAL EDUCATION STRATEGIES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-215.
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STUDY ON THE OPPORTUNITY INCLUSION OF e-LEARNING AND e-TESTING IN SPORT SCIENCE AND PHYSICAL EDUCATION STRATEGIES Vasilica Grigore PhD National University of Physical Education and Sport Bucharest Abstract Sport science and Physical education is an attractive field for different branches of science, like IT . Lately various specialized software implementation has increased in our field too. Some of the important stages of learning, especially of sport-specific technique improvement are successfully supported by applying computer techniques. The experts opinions about the use of e-learning in our field, especially in the stages of learning sports-specific movements are diverse. So we are interested in expanding the area of using e-learning and e-testing by developing educational strategies to improve the quality movement. This paper is a study on the opportunity of e-learning and e-testing inclusion in the sport science and physical education strategies. The purpose of the study is to emphasis the knowledge on e-learning meaning in physical education and sport aria and e-testing specialized tools utilization. The main research method was questionnaire inquire applied on sport and physical education specialists. The questions were about e-learning and e-testing, the usually ways of utilization, the importance for sport and physical education The paper revealed the specialists opinions about e-learning and e-testing opportunities concerning the inclusion of this specific tools in the strategies development in Sport science and Physical education. The paper revealed the specialists opinions about e-learning and e-testing main arias appropriate for inclusion of this specific tools in the educational strategies. The level of knowledge about the e-tools utilization in our field, expected effects
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Grigore, Vasilica, Alina daniela Moanta, and Iulian gabriel Ghitescu. "STUDY REGARDING THE IMPORTANCE OF EDUCATIONAL PLATFORMS IN PROFESSIONALIZING THE PERFORMANCE ATHLETES ENROLLED IN HIGHER EDUCATION SPORTS INSTITUTIONS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-222.
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Sport performance has become a social phenomenon. Today's requirements imposed on professional athletes are increasingly higher, in terms of the time spent in training, involvement and commitment to achieve the rigorous goals, daily schedule, diet, etc. So, professional training through regular classes seems something difficult to fulfill. Today, with the development of new technologies and upgrading higher education have been created and have implemented new forms of training. So employed persons including the athletes can choose for these forms in order to prepare professional career. The need for professionals for the various sport branches, in parallel with the academic preparation was solved by the educational offer of universities. Higher education in sports has developed various forms of vocational training so that sportsmen would be able to train and build a professional career in parallel with performance sports. Extra-mural education is one of these forms in Romania. Part of the activity is conducted through the use of an educational platform. The aim of this research is to study the role and importance of a platform in professionalizing the performance athletes enrolled in extra-mural education of National University of Physical Education and Sports from Bucharest. The research methods used in this study were the survey questionnaire applied to a group of 65 students from different sports, SWOT analyses, basic statistical-mathematical method. The results revealed that the educational platform is an opportunity and facilitator to access the information, to study, to solve the demands and to make the communication between professional athletes and teachers easier.
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Kaplan, V. I., and L. G. Pashchenko. "THE EFFECTIVENESS OF IMPLEMENTATION OF STANDARDS I–II LEVELS OF VFSK GTO BOYS INVOLVED IN THE FIGHT." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/18.
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The article presents the results of a study of the degree of compliance with physical readiness of children of 6–10 years involved in sport Wellness groups, sports schools, age-gender norms, stipulated in the I and II stages of ASC RLD. The study showed that the involvement of children in systematic physical education and sports is a factor in improving the level of health, improving physical development, and physical fitness.
Reports on the topic "Sport educativo"
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Reyes, Lucía, Luis Miguel García López, María José Camacho-Miñano, and Kimberly Linda Oliver. Participatory approaches to empower girls and young women in physical education and sports contexts: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0026.
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Review question / Objective: The purpose of this work is to systematically review the existing scientific literature on the use of participatory research approaches for the empowerment of girls and young women in physical education and sport contexts. Condition being studied: The empowerment of girls and young women in sports-physical activity contexts by means of participatory approaches. Information sources: To carry out this systematic review, a bibliographic search was carried out in eight electronic databases (Academic Search Ultimate, ERIC, MedLine, PsycInfo, Scopus, Sociology Source Ultimate, Sport-Discus and Web of Science) between the months of April and May 2021.
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Zhang, Junlong, Lixia Bao, Mohd Nasiruddin Nasnoor Mohd Nasiruddin, Mohd Ashraff Mohd Mohd Anuar, and Gege Yao. Effects of Sports Education Model on Students' Attitudes Towards Physical Education Learning: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0040.
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Jansen, Arjen J., Anoek van Vlaardingen, Simon Choppia, John Hart, Stefan Litzenberger, Stefan Schwanitz, Mark de Zee, and Pascal Madeleine. Lessons learned in the Alliance for Sports Engineering Education (A4SEE), an Erasmus+ project. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317519.
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Fernandez-Rio, Javier, and Damián Iglesias Gallego. What do we know about pedagogical models in physical education and sport so far? An overview of reviews. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2021. http://dx.doi.org/10.37766/inplasy2021.3.0025.
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Jejeebhoy, Shireen, Rajib Acharya, Neelanjana Pandey, K. G. Santhya, A. J. Zavier, Santosh Singh, Komal Saxena, Aparajita Gogoi, Madhu Joshi, and Sandeep Ojha. The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1032.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.
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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Molotylnikova, Vira. MODERN TYPES OF BODY RELAXATION METHODS AFTER INTENSE PHYSICAL EXERTION. Intellectual Archive, November 2022. http://dx.doi.org/10.32370/iaj.2748.
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The article presents varieties and variants of relaxation techniques advisable to use after intense physical exertion. The concept of "relaxation" and understanding of its role in physical education to maintain health and harmonious development of youth are considered. Considering the fact that one of the main trends in sports remains the increase in the intensity of training and the need to improve the results of competitions, the problem of restoring the athlete's performance capacity after physical exertion is extremely relevant today. Understanding the causes of fatigue and the physiological mechanisms of recovery, control over the relevant processes, the rational use of modern methods of body relaxation and means of recovery are important for assessing the impact of physical stress on the body, the effectiveness of training programs, identifying overtraining, determining the optimal rest time after physical exercises, and therefore, are necessary to improve the athlete's training and achieving high results.
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Iffat, Idris. Approaches to Youth Violence in Jordan. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/k4d.2021.121.
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Youth violence, particularly targeting the state as well as engagement in violent extremism, has been a persistent feature in Jordan over the past decade. There are numerous factors driving this: economic, political and social marginalization of young people; a search for purpose (in the case of religious extremism); and ineffective youth policies on the part of the government. Other key forms of marginalization in Jordan are ethnicity, gender and disability. With regard to community security mechanisms, Jordan has made efforts to introduce community policing. These link in with traditional tribal dispute resolution mechanisms, but the impact on youth is unclear. Psychosocial support for youth is important. Interventions will vary depending on needs and context, but sport and education (learning spaces) are especially effective avenues to reach young people. This review drew on a mixture of academic and grey literature. While it found significant literature about youth protests in Jordan (in particular in the early 2010s) and on drivers of youth violence, as well as other forms of marginalization in the country, there was very little on community security mechanisms – whether formal or informal. The review identified several sources of recommendations for psychosocial support programming (for youth), but few evaluations of such interventions specifically targeting youth in other countries. Overall, there are gaps in the evidence base, highlighting the need for further research.
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Education and the offer of support help GPs spot early signs of psychosis. National Institute for Health Research, June 2016. http://dx.doi.org/10.3310/signal-000251.
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Development of Physical Education and Sports in Kenya in the 21st Century: an Early Appraisal. Janet W. Kamenju, Elijah G. Rintaugu, Francis M. Mwangi, December 2016. http://dx.doi.org/10.14526/01_1111_165.
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