Literatura académica sobre el tema "Physical ans sportive education"
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Artículos de revistas sobre el tema "Physical ans sportive education"
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Lanuza Brosed, Raúl, Ana Ponce de León Elizondo, Eva Sanz Arazuri, and Mª Ángeles Valdemoros San Emeterio. "La clase de educación física escolar como generadora de un ocio físico-deportivo (The School Physical Education class as a generator of Physical-Sportive Leisure)." Retos, no. 22 (March 7, 2015): 13–15. http://dx.doi.org/10.47197/retos.v0i22.34576.
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El presente artículo persigue conocer las relaciones que pueden darse entre la educación física escolar y la práctica físico-deportiva (PFD) de ocio en la población de adolescentes y jóvenes oscenses de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional, discriminando en función del género. En la presente investigación, el nivel de satisfacción referente a las clases de Educación Física (EF) vivenciadas se plasma a través del nivel de utilidad que se le asigna a dichas vivencias a la hora de introducirse en la PFD extraescolar. Entre las principales conclusiones se comprueba que, escasamente, la tercera parte del alumnado oscense afirma con rotundidad que le sirvió como vía de acceso a la práctica extraescolar. Asimismo, la consideración de que las clases de EF suponen una vía de acceso a la práctica físico-deportiva extraescolar es un factor asociado a las mujeres, exclusivamente. Cuanto más útiles les resultan las experiencias vividas durante las clases mayor es el número de alumnas que siguen practicando y menor el número de abandonos. De hecho, siete de cada diez alumnas que califican estas clases de muy útiles se mantienen practicando y tres abandonan. Esta relación no se establece en el género masculino. Palabra clave: Ocio, educación física, práctica físico-deportiva, comportamiento físico-deportivo.Abstract: this article tries to know the relationships that can be found between School Physical Education and Leisure Physical Sportive Practice among the population of teenagers and young people from Huesca who study Compulsory Secondary Education, Bachillerato, Professional Studies, taking into account the gender. In this research, the satisfaction level referred to the experienced physical education lessons is expressed through the level of benefit that is assigned to those experiences when young people start extracurricular physical-sportive practice. Among the main conclusions, it is checked that poorly one out three of students from Huesca, states that physical education lessons were useful to access extracurricular practice. As well, the consideration that physical education lessons are a way to access to extracurricular physical-sportive practice is mainly associated to women. The more useful are the lived experiences during P.E. lessons, the more is the number of feminine students who go on practicing and less is the number of people that give up sport. In fact, seven out of ten of feminine students who refer to these lessons as very useful, keep on practicing and three of them abandon physical activity. This relationship is not established taking about masculine genre.Key words: Leisure, physical education, physical-sportive practice, physical-sportive behavio.
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Sekot, Aleš. "Sport and Physical Activities in the Czech Republic." Physical Culture and Sport. Studies and Research 48, no. 1 (2010): 44–65. http://dx.doi.org/10.2478/v10141-010-0006-0.
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Sport and Physical Activities in the Czech RepublicThe situation on the field of physical/sportive activities in Czech Republic has been affected in the course of recent decades with fundamental political, economical and cultural changes of transforming society and general situation of workforce in context of sedentary society in particular. To contribute to increasing knowledge of the present-day position of sport in the Czech Republic means to search the relevant relations of municipalities and their policies to various levels of sport. To discuss the situation of sport includes describing the present position and role of sport activities in different societal and demografic parts of society too. From the perspective of the situation in sport delivery at the municipal level it must be borne in mind that there are diverse voluntary sports organizations in existence within the municipality, and, naturally, there is also the private sector. Underlying health determinants of a socioeconomic nature play a major role in causing vulnerability to health risks, including obesity as relevant negative reflection of passive way of life. Representative documents retrieved on national and school policies reflected by findings of the PREVOB Project confirmed mutually dependent and interconnected topical issues like nutrition policy and physical activity policy. The phenomenon of physical/sportive activity is connected with lifestyle behaviours. The most critical policy area on physical/sportive activity is the sole fact of sedentary nature of contemporary society: a very high level of prestige of sport and sportive activities in Czech society is incompatible with a very low level of practical regular physical or sport activities.
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Souleymane Diallo, Par. "L EDUCATION PHYSIQUE ET SPORTIVE : DES VOLONTES ACTEES AUX DEFAILLANCES PRATIQUES." International Journal of Advanced Research 9, no. 12 (2021): 201–9. http://dx.doi.org/10.21474/ijar01/13893.
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Physical and sports education, as well as legislative and pedagogical law, is characterized by its marginalization of which institutional causes are indexed in this study. Data on documentary research, participatory observation and maintenance with resource persons, state of the existence of general inspectors of education and training in EPS, of the deficit of specialty inspectors EPS, from the initial absence of training in STAPS from elementary school inspectors, school principals who do not require the practice of this discipline for the masters candidates in the CAP, principals validating the temporary transfer of hours of EPS in the disciplines of cognitive knowledge, exclusion of motor education in the promotion of quality, lack of adequate space for practice, time jobs and programs that reserve few time and coefficient factors to discipline in the fundamental cycle.
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Koval, Rostyslav, Olha Romanchuk, Ulyana Protsenko, Andrii Sova, and Olesia Tatarovska. "The peculiarities of elaboration of the French-Ukrainian and UkrainianFrench dictionary of physical education and sport." XLinguae 14, no. 4 (2021): 282–98. http://dx.doi.org/10.18355/xl.2021.14.04.19.
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In this article we analyze the principles of elaboration of the French-Ukrainian and Ukrainian-French dictionary of physical education and sport / PES. In the dictionary, we include the terms to name the sites where a sporting activity takes place; the names of players and sportsmen; medical professions; equipment and accessories; sports; competitions and rules; people and structures that follow these regulations; institutions and organizations; verbs related to sport; techniques and styles; results, procedures and reactions; sports medicine terminology. The practical results will improve the possibilities of teaching French for students of physical education and sport, and for those who want to learn French for specific purposes (PES).
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Léziart, Yvon. "Savoir savant et transposition didactique en éducation physique et sportive." STAPS 18, no. 42 (1997): 59–72. http://dx.doi.org/10.3406/staps.1997.1086.
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Work on secondary school teaching methods in general and that of mathematics in particular has shown up the gap between mathematics at the research level as opposed to maths taught in schools. The principle of this type of research is known as teaching transferal. Internal debates as to the pertinence of this concept divide researchers in maths and specialists of the teaching of other scientific subjects show themselves to be equally critical of the strict application of the concept put forward by Chevallard in particular. The concept would appear to be more difficult to apply to academic subjects which carry a high social profile. This article pursues consideration of the application of this concept to Sports and Physical Education.
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Durand, Marc. "L'estimation de la difficulté des tâches motrices par des enseignants d'éducation physique et sportive." STAPS 7, no. 14 (1986): 43–50. http://dx.doi.org/10.3406/staps.1986.1473.
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The accuracy of appraising the difficulty of motor tasks by physical education teachers, is studied in two experiments. The subjects must esteem the energy cost of forteen physical activities and sport, and twenty-seven motor tasks, on a seven points rating scale. The results show an accurate general estimation of this energy expenditure, some errors about the effect of recuperation, and a tendency to under-estimate the tasks when they are easy and to over-estimate them, when they are difficult.
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Venero Valenzuela, Juan Pablo. "La clase de Educación Física como motor de cambio social. Reflexionando sobre actividades en la naturaleza, curriculum oculto y valores (Physical Education class as a vehicle of social change. With regards to outdoor activities, hidden curriculum and." Retos, no. 11 (March 28, 2015): 51–53. http://dx.doi.org/10.47197/retos.v0i11.35048.
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Numerosos docentes piensan que el hecho de practicar actividad física contribuye, en sí mismo, a la educación en valores de nuestro alumnado. Con frecuencia la práctica de deportes (especialmente los que aparecen en los medios de comunicación) conlleva «contravalores» que reproducen modelos sociales que sería importante cambiar desde los centros de enseñanza. Es necesario que reflexionemos y planifiquemos los valores que queremos cultivar en nuestros discentes. Nuestras sesiones de Educación Física no nos aseguran una transmisión de valores correcta por el mero hecho de la práctica deportiva.Abstract: Numerous teachers believe that the fact of practicing physical activities contributes, by itself, to the values education of our students. Practicing sports (specially those which appear in mass media) involves «counter values» which reproduce social models which should be changed from education. There is a need to consider and plan the values we want to develop in our pupils. Our Physical Education sessions do not ensure a correct transmission of values by the mere fact of the sportive practice.
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Cojocaru, Adin-Marian, Marilena Cojocaru, Anca Jianu, Rocsana Bucea-Manea-Țoniş, Dan Gheorghe Păun, and Paula Ivan. "The Impact of Agile Management and Technology in Teaching and Practicing Physical Education and Sports." Sustainability 14, no. 3 (2022): 1237. http://dx.doi.org/10.3390/su14031237.
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The context of the COVID-19 pandemic has caused educational institutions and sports clubs to change their management strategy. Due to the modernization of computer technology, physical education and sports (PES) teachers decided to include this technology in their teaching activity to help students and athletes to acquire PES-specific transversal skills and digital skills, and also to increase the attractiveness of the lessons. The present research aims at assessing the challenges and opportunities of technology and adopting an Agile Management style to improve the teaching, learning, and practice of PES. Therefore, a survey was conducted on PES teachers and trainers, as they have a clear perspective on the field and their views are therefore very important and relevant to our study, even if they do not have solutions for all the challenges facing them. They were asked to share their professional opinions regarding the implementation of digital methods and applications on the sportive results of performance sportsmen, athletes, and students. The survey, conducted on 144 respondents, contained mostly multiple-choice questions rated on a Likert scale and open-ended questions allowing respondents to offer solutions and express their opinion freely. This article demonstrates the positive influence of Agile Management in the choice and implementation of technology dedicated to PES.
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Coelho Teixeira, Mário, Diogo Gonçalo, Jordi Segui-Urbaneja, and André Dionísio Sesinando. "Sport in the military context: A national and international analysis from the perspective of sport management." Retos 49 (June 6, 2023): 468–77. http://dx.doi.org/10.47197/retos.v49.99280.
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The regular practice of sport is today fully accepted as a condition for a more active life and healthier habits, as well as for a balanced physical and emotional well-being, assuming greater relevance in the military context and in the world peace between nations, where physical and psychological preparedness assumes special importance. The research aimed to explore military sport by analysing its main international characteristics, as well as to identify the socio-demographic profile of military personnel in the Portuguese Armed Forces, their sports practice habits and opinion about the development of military sport in Portugal. Methodologically, it is a quantitative-descriptive study of an exploratory nature, in which, in addition to the research of several official documents, a questionnaire was applied to military personnel about their sportive habits, obtaining 566 valid answers. The results show a high number of member countries (n=140) in the organisation of international military sport, as well as sport disciplines developed (n=38) and participants in the events held, contrasting with a not very significant Portuguese participation. The main reasons are: (a) insufficient support for athletes; (b) infrastructures that do not offer the best training conditions; and (c) insufficient recognition by military institutions. Regarding the sport routines, it was found that 19.6% do not practice any physical activity at all. We conclude that despite the interest in participating in military sporting events, the portuguese military personnel reported the need for greater investment and promotion to encourage their participation. The need for greater openness from the military institutions themselves is another of the reasons mentioned for strengthening their training conditions and recognising the potential of military sport. Keywords: Sport management, sports development, sport and active life, military athletes, military sport.
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Bretz, Kathrin, Harald Seelig, Ilaria Ferrari, et al. "Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life." International Journal of Environmental Research and Public Health 19, no. 21 (2022): 14537. http://dx.doi.org/10.3390/ijerph192114537.
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In (pre)school, children acquire and deepen their basic motor competencies (BMCs) and interact with peers and friends. BMCs are a central developmental goal in childhood and the prerequisite for participation in sportive aspects of social life. Both motor competencies and social integration are linked to children’s health-related quality of life (HRQoL). The aim of the present study was to describe the connection between BMCs, social relationships, and aspects of HRQoL in (pre)school children. In this study, the BMCs of N = 1163 preschool children (M = 5.7 years, SD = 0.57, 52% boys) and N = 880 first and second graders (M = 7.5 years, SD = 0.58, 51% boys) were tested. The children’s social integration was assessed by the teachers; the HRQoL was recorded from the parents’ perspective. In both preschool and primary school, children with better BMCs also showed higher values in their social integration. Moreover, the results indicated a connection between BMCs and general HRQoL in primary school and BMCs and physical well-being in preschool. As BMCs, social integration, and HRQoL seem to be connected in (pre)school, this should be considered both from developmental and health-oriented perspectives, as well as for physical education (PE) lessons.
Tesis sobre el tema "Physical ans sportive education"
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Boudard, Jean-Marie. "Pratiques de régulation didactique en éducation physique et sportive et professionnalité enseignante." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2010. http://tel.archives-ouvertes.fr/tel-00595280.
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La recherche a pour objectif de décrire et de comprendre les pratiques de régulation didactique de cinq enseignants en EPS. Les régulations didactiques sont, dans le cadre de notre recherche, les communications langagières adressées à un ou plusieurs élèves engagé(s) dans une tâche donnée. Nous nous intéressons notamment à la façon dont sont gérés et mis en scène les savoirs à caractère technique. En effet, les régulations sont des temps privilégiés de guidage technique et plus généralement de co-construction de significations partagées à propos du savoir. Cinq études de cas sont réalisées. Les enseignants sont volontaires et ont au moins une dizaine d'années d'expérience. Ils sont filmés et enregistrés lors de six séances. Un entretien fait suite aux six observations. Il a pour but de mieux comprendre les déterminants des pratiques en recueillant le point de vue des enseignants. Les résultats montrent que les régulations sont des gestes typiques de l'enseignement de l'EPS. Néanmoins, des conduites de moindre et de non régulation sont mise à jours et analysées. En outre, des phénomènes en lien avec le savoir sont décrits (éviction, masquage, disparition). Si les pratiques observées sont en partie inhérentes à l'enseignement de l'EPS, elles ne sont pas que le fruit d'assujettissements. En fonction de leurs expériences et de leurs particularismes, les enseignants ont rejeté, mis à l'écart les gestes de régulations, ou, au contraire, les ont intégré à leur professionnalité. Tous ont ressenti et ressentent encore les difficultés inhérentes à la régulation. Tous n'ont pas les mêmes ressources pour y faire face, ni la même volonté de s'y sentir efficaces.
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Salgado, Cajales Farid. "Violence, corps armé et pratique sportive: défis dans l'utilisation de la pratique sportive dans des contextes affectés par un conflit armé." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209910.
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L’association d’enfants et de jeunes aux enjeux de la confrontation armée est une manifestation qui interpelle les sociétés contemporaines. Au sein des pays troublés par des conflits armés, une partie des efforts réalisés par la société civile pour prévenir l’utilisation des enfants et des jeunes par les acteurs armés ainsi que pour réintégrer à la vie civile ceux qui sont sortis des groupes armés concerne leur encouragement à s’impliquer dans la pratique d’activités artistiques et/ou sportives. Il s’agit d’une initiative généralisée et promue notamment par des organismes nationaux et internationaux. <p><p>Les arguments exprimés à l’égard des effets de l’implication des jeunes dans la pratique des activités sportives ou artistiques suggèrent que ces pratiques contribuent à la réconciliation et de ce fait, à la pacification des rapports sociaux. La promotion de la pratique sportive se justifie ainsi par des valeurs et des bénéfices qui lui semblent consubstantiels. <p>Nous avons ainsi affaire à un scenario dans lequel agissent tant des acteurs civils qu’armés auprès des enfants et des jeunes. Nous constatons que dans un tel scénario l’utilisation des éléments courants du domaine de la pratique sportive ou des activités artistiques répondent à des intérêts opposés par rapport à la représentation et le statut de l’exercice de la violence. Pour les uns, le but est le contrôle les expressions de la violence pendant que, pour les autres, l’intérêt est lié aux enjeux de l’exercice de celle-ci. Ce cadre problématise évidement le rôle, la représentation et la façon dont ces activités participent dans les processus de pacification de rapports sociaux dans un contexte déterminé par la présence d’un conflit armé et par l’exercice systématique de la violence armée.<p> <p>Nous avons entrepris une enquête auprès des jeunes inscrits dans la pratique des activités sportives et/ou artistiques ainsi que des jeunes sortis des groupes armés afin d’explorer leur attitude face à la possibilité de s’engager dans des activités leur demandant une disposition à exercer la violence armée. Il s’agit de savoir comment se positionnent les enfants et les jeunes impliqués dans la pratique des activités sportives face à la violence et à la possibilité de l’exercer. Et plus précisément, à quel point les jeunes qui font du sport se montrent adverses au fait d’armer leur corps voire devenir « corps armé ».<p><p>Le rapport entre la pratique sportive et l’attitude face à la possibilité d’exercer la violence armée est évaluée au sein de la société colombienne qui subit les conséquences d’un long et interminable conflit armé. La durée de ce conflit a engendré une multiplicité de formes par lesquelles s’exerce le contrôle de la population et du territoire à travers la violence armée et organisée.<p><p>The participation of children and teenagers within an armed confrontation is a manifestation that questions the basics of our contemporary society. Within countries affected by armed conflicts, an important effort should be made by the civil society to prevent de usage of children and teenagers by the parties in conflict. In addition children and teenagers formerly involved in armed conflict should be reintegrated in civil life by encouraging the practice of sports and arts. This an initiative promoted by the national and international organizations.<p>The arguments already discussed regarding the effects of involving the youth in sports and artistic activities suggest that such practices contribute to the reconciliation, thus pacification of social relationships. The promotion of sports is justified by the values and benefits attached by sport practice.<p><p>We have inquired youngsters that practice sports and/or arts and former child soldiers about their attitude facing the possibility to get involved in activities related to armed violence. This is to understand how children and teenagers face violence or the possibility to exercise it. In particular, to understand to which point, the youngsters that practice sports are adverse to arm themselves.<p><p><br>Doctorat en Sciences de la motricité<br>info:eu-repo/semantics/nonPublished
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Benmerah-Mathieu, Mathilde. "Mécanismes genrés dans les pratiques d'évaluation : Une étude de cas en Éducation Physique et Sportive et en mathématiques pas une approche didactique." Electronic Thesis or Diss., CY Cergy Paris Université, 2024. http://www.theses.fr/2024CYUN1314.
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À partir d'une double revue de littérature et d'une problématique de recherche didactique intégrant la question du genre en évaluation, cette thèse de doctorat propose une analyse des pratiques évaluatives enseignantes au regard du système de genre en mathématiques et Éducation Physique et Sportive à l'école primaire. La méthodologie qualitative convoquée repose à la fois sur des entretiens ante, l'observation des pratiques évaluatives effectives dans chaque discipline et des entretiens d'autoscopie discutée (Boutinet, 2001) post-séance. Ce dispositif a permis d'accéder à seize séances d'apprentissage (huit d'EPS et huit de mathématiques) dans les classes de quatre enseignant·es. Trois focales d'analyse sont mobilisées. La première située au niveau de la séance, permet d'identifier, à travers l'observation des épisodes évaluatifs (Sayac, 2017, 2019) et notamment leur adressage, le niveau de complexité de la tâche support, sa gestion et les actes de parole enseignants associés. Elle caractérise la pratique évaluative effective enseignant·e. La seconde focale, permet d'accéder aux logiques évaluatives des enseignant·es. Les pratiques d'évaluation sont cartographiées par la pratique effective et la logique évaluative présentes dans la leçon. Enfin, la troisième focale cible six élèves sélectionnés par l'enseignant·e pour représenter l'hétérogénéité du groupe. Elle permet d'observer très finement les intentions évaluatives enseignantes exprimées à travers des portraits et pronostics de résultats d'élèves en amont des séances. Les résultats de cette étude mettent en évidence l'imprégnation des stéréotypes de genre dans les logiques évaluatives enseignantes associées à des traductions matérielles concrètes dans les pratiques in situ. Ces représentations stéréotypées, intégrées dans les pratiques professionnelles, façonnent les jugements enseignants de manière différenciée et contribuent, par conséquent, à la perpétuation d'un système où les élèves sont jugé·es et traité·es selon des attentes genrées<br>From a doble review of literature and a problematic of didactic research including the question of gender in evaluation, this doctorate thesis offers an analysis of the evaluative practices of the teachers focusing on the gender's system in mathematics and in Physical and Sportive Education in primary school. The qualitative methodology used is based on pre-interviews, observations of the effective evaluative practices in each discipline and discussed autoscopies (Boutinet, 2001) interviews post-session. This dispositive enabled access to sixteen teaching sessions (eight in mathematics and eight in physical and sportive education) in classes of four teachers. Three analysis ways are used. The first one, focusing on the session, enable to identify, through the observation of the assessment episodes (Savac, 2017, 2019) and specifically their protagonists, the level of the support task's complexity, its gestion, and the teaching words associated with it. It characterises the effective evaluative practice of the teacher. The second way, enable the access to the didactic surrounding in the evaluation used par the teachers mobilizing the concept of assessment logic. The evaluative practice consists of effective practices and evaluative logic in the lesson. Finally, the third way is focused on six students selected by the teacher to represent the heterogeneity of the group. It enables to observe with details the evaluative intentions of the teacher which are given by portraits and prognostics on the results of student before the sessions.The result of this study evidences the impregnation of gender's stereotypes in the evaluative logics of the teachers which are associated with concrete material translations in the practices in situ. Theses stereotyped representations, integrated in professional practices, shapes the teacher's judgements in a differentiated way and contributes, as a result, to the perpetuation of a system which students are judged and treated accordingly to gendered expectations
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Dastugue, Laurent. "Étude des circonstances permettant à des enseignants novices d'éducation physique et sportive de se former à l'enseignement à partir d'expériences de pratiquant dans les activités physiques, sportives et artistiques." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20111/document.
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Alors que le principe d’une alternance entre les différentes temporalités de la formation professionnelle initiale des enseignants est relevé comme une nécessité, de nombreux travaux soulignent une « cassure » entre les expériences vécues par les enseignants novices (EN) en centre universitaire et les expériences professionnelles vécues dans l’établissement scolaire (Chaliès, Cartaut, Escalié et Durand, 2009). Pour y répondre, deux orientations en matière d’aménagements des dispositifs de formation par alternance sont proposées. La première consiste à « déplacer le centre de gravité » (Zeichner, 2006) de la formation vers l’établissement scolaire. La seconde consiste, à l’inverse, à déplacer le centre de gravité de la formation vers le centre universitaire et proposer aux EN des dispositifs qui placent la professionnalisation au centre des apports. Paradoxalement, la pratique des activités physiques, sportives et artistiques (APSA) dans la formation professionnelle initiale des enseignants d’éducation physique et sportive (EPS) n’est jamais interrogée dans le cadre de cette deuxième orientation. Rares sont en effet les travaux ayant étudié comment aménager les enseignements théorico-pratiques relatifs aux APSA afin qu’ils contribuent effectivement à la professionnalisation des EN. Cette étude a été réalisée à partir d’un dispositif usuel de formation des EN d’EPS. En prenant appui sur un programme de recherche mené en anthropologie culturaliste (Chaliès et Bertone, 2017), un premier dispositif transformatif a été mis en œuvre afin de permettre aux EN d’EPS d’exploiter leurs expériences de pratique d’APSA lors de leur enseignement de cette APSA à des étudiants-élèves. A partir des résultats obtenus, une seconde transformation a été menée. Elle était pensée pour permettre aux EN d’EPS d’exploiter des expériences liées à l’enseignement dans lesquelles étaient intégrées leurs expériences de pratique d’APSA pour être en capacité d’enseigner cette APSA à des élèves. Cette double transformation devait permettre d’ (in)valider deux hypothèses auxiliaires relatives à la formation à l’enseignement des EN d’EPS à partir d’expériences de pratiquant dans les APSA. Les résultats obtenus montrent que les transformations engagées ont permis aux EN de s’engager dans une activité d’enseignement chargée d’expériences normatives situées (ENS) suivies en tant que pratiquant. Plus précisément, ils montrent la nécessité pour les EN d’apprendre des ENS constitutives de l’enseignement et d’être accompagnés par un formateur dans le processus de « susbtrafication » d’ENS suivies en tant que pratiquant au sein d’ENS suivies en tant qu’enseignant. Finalement, une proposition de conception d’un dispositif de formation professionnelle des EN d’EPS est réalisée<br>While the principle of an alternation between the different temporalities of initial teacher training is noted as a necessity, many studies point to a "break" between the experiences experienced by novice teachers (NT) in the university center and the experiments the school (Chaliès, Cartaut, Escalié and Durand, 2009). In order to answer this question, two guidelines for the development of alternance training schemes are proposed. The first is to "shift the center of gravity" (Zeichner, 2006) from the training to the school. The second is to move the center of gravity of the training towards the university center and propose to the NT devices that place professionalization at the center of the contributions. Paradoxically, the practice of physical, sports and artistic activities (PSAA) in the initial professional training of physical education and sports (PES) teachers is never questioned in this second orientation. Few studies have studied how to organize the theoretical-practical lessons of PSAA so that they effectively contribute to the professionalization of NT.This study was carried out on the basis of a usual training system for PES NT. Based on a research program carried out in cultural anthropology (Chaliès and Bertone, 2017), a first transformative device was implemented in order to enable the PES NT to exploit their experiences of PSAA practice during their teaching of this PSAA to students of university. From the results obtained, a second transformation was carried out. It was designed to enable PES NT to use teaching-related experiences in which their PSAA practice experiences were integrated to be able to teach PSAA to students. This twofold transformation was intended to (in)validate two auxiliary hypotheses related to the teaching of PES NT from practitioner experiences in PSAA.The results obtained show that the transformations initiated enabled the NT to engage in a teaching activity in charge of normative experiments located (NEL) followed as a practitioner. More specifically, they demonstrate the need for NT to learn NEL about teaching and to be accompanied by a trainer in the NEL "susbtrafication" process followed as practitioners in NEL followed by as a teacher. Finally, a proposal for the design of a vocational training system for PES NT is carried out
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Guilloux, Bertrand. "Réponses émotionnelles, motivation et régulation de l'allure en course de demi-fond en éducation physique et sportive." Thesis, La Réunion, 2015. http://www.theses.fr/2015LARE0017/document.
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Développer la capacité de régulation de l'allure est un enjeu important en Education Physique et Sportive (EPS), notamment dans un objectif d'autonomie et de santé. Peu d'études s'attachent pourtant à proposer des méthodes pour y parvenir. Les différentes travaux de cette thèse ont pour objectifs de mieux comprendre les fondements des capacités de régulation émotionnelle et de l'allure, de proposer une méthode visant à leur acquisition et un outil d'estimation du niveau de motivation. En plus de la perception de l'effort (RPE) et du plaisir (P), nous avons testé l'évolution de l'envie de continuer (EDC) et d'arrêter l'exercice (EDA) dans différentes conditions expérimentales lors de courses intermittentes de 3 à 15 minutes autorégulées et semi-contrôlées chez des étudiants et des lycéens. Une performance maximale était demandée pour chaque test. Les résultats de nos études montrent que l'utilisation de ces paramètres présente un intérêt en EPS. Les élèves font varier leur réserve émotionnelle d'un niveau élevé vers un niveau faible du début à la fin des différentes courses mais conservent un niveau de réserve trop important pour la réalisation d'une performance maximale car ils privilégient le but de maîtrise prioritairement au but de performance. De façon illogique, les élèves s'investissent plus pour les durées de courses élevées du fait d'une discordance entre la représentation des capacités et celle de la tâche. De ce fait, un travail visant à optimiser le niveau d'investissement est à privilégier chez les élèves en EPS. Ainsi, le fait d'imposer une perception de l'effort durant les courses semi-contrôlées au moins égale au niveau moyen consenti lors des tests autorégulés de durées équivalentes suffit pour améliorer la performance (+14,2% et + 14,5% pour les courses de 3 et 6 minutes respectivement). La consigne consistant à imposer une RPE minimale correspondant à 120% de la RPE moyenne observée lors des courses autorégulées semble être le compromis idéal durant des courses intermittentes de 3 et 6 minutes (+ 18,4% et 18,5% pour les courses de 3 et 6 minutes respectivement). Ces améliorations obtenues en une seule séance sont bien supérieures à celles espérées durant un cycle entier d'EPS consacré au développement des ressources physiologiques. La détermination du rapport entre l'envie de continuer et le niveau de perception de l'effort constitue une bonne estimation du niveau de motivation à poursuivre l'exercice fatiguant<br>Pacing strategy is of great importance for physical education, especially for health and autonomy. Rather, few studies have attempted to propose metbods to develop this capacity . The aims of this thesis were to better understand pacing strategy and emotional regulation, to develop novel methods to improve it and to estimatc the level of motivation. Rating of perceived exertion (R.PE), but also pleasure, the desire to stop and the desire to continue the exercise were used in different self-paced and semi-controlled 3 to 15 min runs. Secondary students bave to reach maximal performance for each test. Results showed that the use of these novel emotional parameters was of importance in physical educarion. The strategy which correspond to the evolution of emotional reserve between high to low level with time have been used by school participants even if emotional reserve is still conserve at the end of exercise in all conditions. Wbat is surprising is that the investment is more important for long than during short duration exercises. Optimal strategics for short runs have been developed in school participants. Performance was improved when a minimal RPE was imposed (+14.2% and + 14,5% for 3 and 6 minute runs: RPE ≥ average value of the self-paccd run). 120% of the average RPE of the self-pace run seems to be the optimal during 3 and 6 min runs (+18,4% and 18,5% for 3 and 6 min runs). These improvements, obtained after only 1 session, are more important than what could be hoped when training consists in developing physiological adaptations. The determination of the ratio between the desire 10 continue and R PF. seems to be a good estimation of the level of intensity during exercise
6
Burel, Nicolas. "Émersiologie et dynamique émotionnelle : une méthodologie d’analyse des comportements des enseignants d’éducation physique et sportive en classe." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB028.
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Bien que l’enseignement soit principalement décrite comme une activité cognitive fondée sur des choix rationnels, la littérature contemporaine, majoritairement anglo-saxonne, démontre que les émotions sont au cœur de l’exercice de cette profession (Hargreaves, 1998). S’il est communément admis que le « bon » enseignant sait déclencher l’intérêt, la motivation, ou encore la confiance en soi et le plaisir de l’apprenant, parler des émotions de l’enseignant lui-même reste plus exceptionnel. Pourtant, les évaluations affectives spontanées opérées en cours de leçon au contact des élèves semblent de nature à conditionner à la fois son attitude pédagogique, et plus largement son bien-être. Dans ce travail de recherche doctoral, nous nous efforçons donc de mieux circonscrire ce champ d’étude à travers la revue des différentes définitions et mesures de l’émotion. De cet ancrage bibliographique initial situé à la fois dans les champs de la Psychologie des émotions et des Sciences de l’Éducation, l’émotion des enseignants est investiguée empiriquement à différentes échelles à travers les questions (i) de sa sédimentation dans l’expérience individuelle des enseignants, (ii) de ses effets sur le style pédagogique de l’enseignant en cours de leçon, et (iii) de la méthodologie de captation in situ de la dynamique émotionnelle à travers l’investigation de ses différentes composantes (Scherer, 2009)<br>Although teaching is mainly described as a cognitive activity based on rational choices, contemporary literature, mostly Anglo-Saxon, shows that emotions are at the heart of this profession (Hargreaves, 1998). While it is commonly accepted that the "good" teacher can trigger the interest, motivation, or self-confidence and enjoyment of the learner, talking about the emotions of the teacher himself is more exceptional. However, the spontaneous affective assessments made during the lesson facing the students seem likely to condition both its pedagogical attitude, and more broadly its well-being. In this Phd research work, we strive to better define this field of study through the review of different definitions and measures of emotion. From this initial bibliographic anchorage located both in the fields of the Psychology of Emotions and the Sciences of Education, the emotion of the teachers is empirically investigated on different scales through the questions of (i) its sedimentation in the experiment individual teachers, (ii) its effects on the pedagogical style of the teacher during the lesson, and (iii) the methodology of in situ capture of emotional dynamics through the investigation of its different components (Scherer, 2009)
7
Tant, Maxime. "Inclusion en Education Physique et Sportive des élèves en situation de handicap. Mise en évidence d'un système inclusif en trois stades distincts chez les enseignants d'EPS français." Phd thesis, Université de Valenciennes et du Hainaut-Cambresis, 2014. http://tel.archives-ouvertes.fr/tel-00998934.
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L'objectif de ce travail est d'étudier, suite à la loi du 11 février 2005, les perceptions et les pratiques des enseignants d'EPS confrontés à la problématique professionnelle de l'inclusion d'un élève en situation de handicap dans leurs cours ordinaires. Au regard de la complexité de cette problématique et de son caractère relativement récent, notre stratégie de recherche s'est initialement orientée sur une première phase exploratoire sortant du paradigme hypothético-déductif. Ce faisant, une étude systématique de la littérature scientifique internationale nous a permis de renforcer le cadre théorique de notre objet de recherche. Par la suite, l'étude inductive des textes officiels (français), depuis 1975, sur l'inclusion scolaire et l'inclusion en EPS, à permis de modéliser de façon théorique trois niveaux inclusifs des élèves en situation de handicap par les enseignants d'EPS, qualifiés d'insertion, d'intégration et de scolarisation. Suite à cette phase exploratoire des contenus écrits, une deuxième série d'études de terrain a permis de confronter nos trois niveaux théoriques à la réalité des perceptions des enseignants (questionnaires et entretiens) et de leurs pratiques effectives (observations systématiques de séances filmées). Nos résultats mettent en évidence : - l'existence similaire de trois niveaux d'inclusion sous forme de stades inclusifs dans les perceptions et les pratiques des enseignants d'EPS, - les caractéristiques de chaque stade inclusif aux niveaux des perceptions et des pratiques des enseignants. L'analyse croisée de ces différentes approches permet la proposition d'une modélisation de la pleine inclusion en EPS, qui, confrontée à la définition de nos trois stades inclusifs permet de mettre en évidence les évolutions entre les stades (leviers, obstacles). Le manuscrit se termine par un ensemble de pistes de réflexion en faveur des formations pour les étudiants et les enseignants d'EPS.
8
Le, Bot Gaëlle. "Analyser la pratique d’enseignement sous l’angle des orientations de valeur : études de cas en éducation physique et sportive." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5460.
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Résumé : Les orientations de valeur (OV) désignent « l’ensemble des principes du vrai ou du
faux qui sont acceptés par un individu ou un groupe social » (Jewett et Bain, 1985,
p. 14). Dans le domaine de l’éducation, elles guident les enseignants dans leurs choix
didactiques et pédagogiques. En éducation physique et sportive (ÉPS), cinq OV ont
été identifiées dans la littérature: la maîtrise de la discipline, le processus
d’apprentissage, l’auto-actualisation, la responsabilisation sociale et l’intégration
écologique. Notre analyse des travaux sur la mise en oeuvre des OV a permis de
souligner le peu de connaissances produites sur le rôle des OV dans la pratique
d’enseignement. Pour saisir la dynamique qui s’opère entre OV et pratique
d’enseignement, nous avons élaboré un modèle d’action mobilisant à la fois le
concept des OV et celui de pratique d’enseignement. Ce modèle part de la pratique
d’enseignement dans le but d’identifier les OV sous-jacentes privilégiées par les
enseignants à partir des caractéristiques de cette pratique.
L'objectif de cette recherche est d’identifier les dimensions de la pratique
d’enseignement d’un enseignant d’ÉPS susceptibles d’être influencées par ses OV
privilégiées. Pour cela, nous cherchons à caractériser son modèle d’action. Pour
répondre à cet objectif, nous avons conduit une recherche qualitative s’inscrivant
dans une approche inductive. Elle se décline sous la forme de deux études de cas. La
collecte des données a été conduite auprès de deux enseignantes d’ÉPS du secondaire
sur un cycle d’enseignement à l’aide d’un questionnaire, d’entretiens et
d’observations. Les données collectées ont été analysées à l’aide de statistiques
descriptives et d’analyses de contenu thématique.
Les résultats obtenus ont permis d’illustrer la mise en oeuvre singulière des OV de la
maîtrise de la discipline (Coline) et de l’auto-actualisation (Sandrine). À partir de ces
illustrations, nous avons dégagé la manière dont chacune des deux OV influençait les
étapes pré-active, interactive et post-active de la pratique d’enseignement. Nous
avons également montré que le profil d’OV de chacun de nos cas agissait comme une
grille de lecture pour lire et interpréter leur environnement éducatif mais aussi pour
orienter leur pratique effective d’enseignement en cohérence avec leurs OV
privilégiées.
Cette recherche alimente les travaux menés sur la mise en oeuvre des OV. Notre
contribution a des retombées aux plans de la formation initiale et de la formation
continue des enseignants d’ÉPS. // Abstract : Value orientations (VO) represent teachers’ educational beliefs. They are
implemented through curricular decisions made by physical education (PE) teachers.
In PE research literature, five VO have been identified: mastery of the discipline,
learning process, self-actualization, social responsibility and ecological integration.
We know little about how teachers’ VO influence their teaching process. Although
teachers’ VO can be described, it’s still a challenge to explain how they play out in
their daily decision-making and practices. In order to understand the influence of
teachers’ VO in the teaching process, we designed a teaching model. This model
integrates those perspectives on VO and teaching practices. It focuses on teaching
practices in order to understand underneath teachers’ VO and how these VO affect
teaching practices in return.
The goal of this research is to underlined features of teaching practices influenced by
teachers’ VO through a deep description of teaching model. We used a qualitative
research design with inductive approach. This research was conducted with two
experienced female high school PE teachers: Coline and Sandrine. Data were
collected with the help of a questionnaire, repeated interviews and deferred video
observations. Informed consent was obtained prior to data collection. Data were
analyzed using descriptive statistics (questionnaire and video) and thematic content
analysis (interviews).
The analysis revealed that Coline’s mastery of the discipline and Sandrine’s selfactualization
value orientations influence their teaching practices in pre-intervention,
intervention and post-intervention phases. We showed they used their own value
orientation to select and understand their educational environment and also to define
their teaching process.
These results contribute to develop knowledge about the influence of value
orientations in professional practices in PE teaching and PE teachers development.
9
Megie, Preslet. "Contextualisation didactique et enseignement de l'EPS en Haïti et en Martinique aux deux premiers cycles de l'école fondamentale et à l'école élémentaire : analyse comparée des systèmes d'enseignement et des interactions didactiques dans le cadre d'une approche socio-didactique." Thesis, Antilles, 2018. http://www.theses.fr/2018ANTI0250/document.
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Cette thèse met en évidence deux systèmes d’éducation scolaire au sein d’une seule discipline d’enseignement (EPS) à travers une analyse comparée. Cette dernière consiste à faire ressortir les points convergents et divergents, à étudier les actes didactiques et de contextualisation et à analyser les spécificités des interactions didactiques dans les deux territoires. Tout cela est donc centré sur cette problématique d’étude : « Quels sont les effets de contexte spécifiques sur l’évolution des savoirs dans la classe et sur les conditions de leur transmission ? ». Les principaux résultats sont traités et analysés à deux niveaux : macro et micro. Pour le macro, il s’agit d’une analyse comparée des systèmes d’éducation scolaire et de l’organisation de l’EPS en Haïti et en Martinique selon différents éléments : l’organisation de la scolarité, les principales réformes éducatives, le profil pédagogique des enseignants des deux premiers cycles de l’école fondamentale et de l’école élémentaire, les programmes d’EPS et les activités physiques, sportives et artistiques (APSA) proposées. Pour le micro, il s’agit d’une analyse comparée qui s’appuie sur le curriculum déclaré (entretiens ante et post) et le curriculum réel (observations filmées). Ce travail de recueil de données est réalisé dans huit établissements scolaires pour un total de trente classes, seize par territoire. Les niveaux choisis sont les 1ère, 3e, 5e et 6e années fondamentales en Haïti et CP, CE2, CM1 et CM2 en Martinique. La distinction entre le niveau macro et celui du micro porte essentiellement sur le volet contextuel de notre étude. Ainsi, le macro s’intéresse aux effets du contexte et le micro aux effets de contexte. Ces deux niveaux distincts sont donc complémentaires<br>This thesis highlights two systems of school education within a single discipline of teaching (PES) through a comparative analysis. This research shows the convergent and divergent, points to study teaching and contextualizing acts and analyse the specificities of didactic interaction in the two territories. All this is so focused on this issue of study: "what are the specific effects of context on the evolution of knowledge in the classroom and on the conditions of their transmission.The main results are processed and analysed at two levels: macro and micro. For the macro, it is a comparative analysis of systems of school education and the organization of the PE in Haiti and Martinique based on different elements: the organization of schooling, the major educational reforms, the educational profile of teachers of the first two cycles of the fundamental school and elementary school, PE programs and physical, sports and artistic activities proposed. For the micro, it is a comparative analysis based on the curriculum said (before and after interviews) and the real curriculum (filmed lessons).This work of data collection is done in eight schools for a total of thirty classes, sixteen by territory. The selected levels are the 1st, 3rd, 5th and 6th fundamental years in Haiti and CP, CE2, CM1 and CM2 in Martinique. The distinction between macro-level and micro-level focuses on the contextual component of our study Thus, the macro is interested in the effects of the context and the microphone to the effects of context
10
Le, Bot Gaëlle. "Analyser la pratique d'enseignement sous l'angle des orientations de valeur : études de cas en éducation physique et sportive." Thesis, Brest, 2014. http://www.theses.fr/2014BRES0010/document.
Texto completoResumen
Les orientations de valeur (OV) désignent « l’ensemble des principes du vrai ou du faux qui sont acceptés par un individu ou un groupe social » (Jewett et Bain, 1985, p. 14). Dans le domaine de l’éducation, elles guident les enseignants dans leurs choix didactiques et pédagogiques. En éducation physique et sportive (ÉPS), cinq OV ont été identifiées dans la littérature : la maîtrise de la discipline, le processus d’apprentissage, l’auto-actualisation, la responsabilisation sociale et l’intégration écologique. Notre analyse des travaux sur la mise en œuvre des OV a permis de souligner le peu de connaissances produites sur le rôle des OV dans la pratique d’enseignement. Pour saisir la dynamique qui s’opère entre OV et pratique d’enseignement, nous avons élaboré un modèle d’action mobilisant à la fois le concept des OV et celui de pratique d’enseignement. Ce modèle part de la pratique d’enseignement dans le but d’identifier les OV sous-jacentes privilégiées par les enseignants à partir des caractéristiques de cette pratique.L'objectif de cette recherche est d’identifier les dimensions de la pratique d’enseignement d’un enseignant d’ÉPS susceptibles d’être influencées par ses OV privilégiées. Pour cela, nous cherchons à caractériser son modèle d’action. Pour répondre à cet objectif, nous avons conduit une recherche qualitative s’inscrivant dans une approche inductive. Elle se décline sous la forme de deux études de cas. La collecte des données a été conduite auprès de deux enseignantes d’ÉPS du secondaire sur un cycle d’enseignement à l’aide d’un questionnaire, d’entretiens et d’observations. Les données collectées ont été analysées à l’aide de statistiques descriptives et d’analyses de contenu thématique.Les résultats obtenus ont permis d’illustrer la mise en œuvre singulière des OV de la maîtrise de la discipline (Coline) et de l’auto-actualisation (Sandrine). À partir de ces illustrations, nous avons dégagé la manière dont chacune des deux OV influençait les étapes pré-active, interactive et post-active de la pratique d’enseignement. Nous avons également montré que le profil d’OV de chacun de nos cas agissait comme une grille de lecture pour lire et interpréter leur environnement éducatif mais aussi pour orienter leur pratique effective d’enseignement en cohérence avec leurs OV privilégiées. Cette recherche alimente les travaux menés sur la mise en œuvre des OV. Notre contribution a des retombées aux plans de la formation initiale et de la formation continue des enseignants d’ÉPS<br>Values orientation (VO) represents teachers’ educational beliefs. They are implemented through curricular decisions made by physical education (PE) teachers. In PE research literature, five VO have been identified: disciplinary mastery, learning process, self-actualization, social responsibility and ecological integration. We know little about how teachers’ VO influences their teaching process. Although teachers’ VO can be described, it’s still a challenge to explain how they play out in their daily decision-making and practices. In order to understand the influence of teachers’ VO in the teaching process, we designed a teaching model. This model integrates those perspectives on value orientations and teaching practice. It focuses on teaching practices in order to understand underneath teachers’ VO and how these VO affect teaching practice back.The goal of this research is to underlined features of teaching practice influenced by teachers’ VO through a deep description of teaching model. We used a qualitative research design with inductive approach. This research was conducted with two participants. Data were collected with the help of a questionnaire, repeated interviews and deferred video observations. Informed consent was obtained prior to data collection. Data were analyzed using descriptive statistics (questionnaire and video) and thematic content analysis (interviews).Data revealed that Coline’s mastery disciplinary and Sandrine’s self-actualization value orientations influence their teaching practices in pre-intervention, intervention and post-intervention. We showed they used their own values orientation to selecting and understanding their educational environment and also to define their teaching making process. These results contribute to develop knowledge about the influence of value orientations in professional practices in PE teaching and development of PE teachers
Libros sobre el tema "Physical ans sportive education"
1
Prévost, Claude-M. L' éducation physique et sportive en France: Essai d'anthropologie humaniste. Presses universitaires de France, 1991.
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2
Amade-Escot, Chantal. Didactique de l'éducation physique et sportive: Questions théoriques et méthodologies. La Pensée sauvage, 1995.
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3
Jean, Vangioni, and Académie de Nice. Groupe d'étude., eds. Construire des programmes en éducation physique et sportive pour les lycées et les collèges: Des domaines d'action aux contenus d'enseignement et à l'évaluation. Editions "Revue EP.S", 1994.
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4
1911-, Beyer Erich, and Deutsche Stiftung für Internationale Entwicklung., eds. L' Education physique et sportive à l'école en Afrique: Rapport d'un séminaire réalisé du 4 au 23 Septembre 1986 à Bad Münstereifel et Berlin (Ouest). Deutsche Stiftung für internationale Entwicklung, 1987.
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5
N'senga, Diakabana, and Deutsche Stiftung für Internationale Entwicklung. Abteilung Erziehung, Wissenschaft und Dokumentation., eds. L' Education physique et sportive à l'école en Afrique: Formation et formation permanente des cadres : rapport d'un séminaire réalisé à Mbanza-Ngungu, Zaïre du 30 août au 11 septembre 1987. Fondation allemande pour le développement international, Centre de l'éducation, de la science et de la documentation, 1988.
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6
M, Franks Ian, ed. Notational analysis of sport: Systems for better coaching and performance in sport. 2nd ed. Routledge, 2004.
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7
Dutheil, Frédéric, Yohann Fortune, and Jean-Marc Lemonnier. Reconstructions physique et sportive en France sous la IVe République (1946-1958): Entre intentions et réalisations : actes des journées d'étude organisées à l'université de Caen Normandie (16-17 mars 2016). Presses universitaires de Caen, 2018.
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8
Sibilio, Maurizio. Lo sport come percorso educativo: Attività sportive e forme intellettive. Guida, 2005.
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9
Joachim, Teichler Hans, and Reinartz Klaus 1958-, eds. Das Leistungssportsystem der DDR in den 80er Jahren und im Prozess der Wende. Verlag Karl Hofmann, 1999.
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10
Baley, James A. Law and liability in athletics, physical education, and recreation. 2nd ed. Wm. C. Brown, 1989.
Buscar texto completoCapítulos de libros sobre el tema "Physical ans sportive education"
1
Francombe-Webb, Jessica, and Kim Toffoletti. "Sporting Females: Power, Diversity and the Body." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_4.
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Fitzgerald, Hayley, Scarlett Drury, and Annette Stride. "Representations of the Sporting Female: Queering Paralympic Barbie." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_41.
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3
Stewart, Carly. "Utilizing Sporting Autobiographies for Feminist Research: The Case of Cyclist Nicole Cooke." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_19.
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Caudwell, Jayne. "Sporting Events, the Trafficking of Women for Sexual Exploitation and Human Rights." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_34.
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Mooney, Amanda, and Christopher Hickey. "“Knowing the Rules of the Game”: Rural Sporting Biographies and Their Influence on Physical Education Pedagogy." In Self-Study of Teaching and Teacher Education Practices. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17488-4_7.
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"Sporting and Masculinising Spaces." In Boys, Bodies, and Physical Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315625577-4.
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Lewis, Robert W. "Sportsmen or savages? Stadium sport and its spectators, 1900–60." In The Stadium Century. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526106247.003.0004.
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The third chapter focuses on the stadium’s relationship to the efforts of French sporting elites to create a well-disciplined, deferential and masculine public at spectator sporting events in the period between 1918 and the mid-1950s. During this era, rugby, soccer and cycling became the pre-eminent spectator sports in France, promoted and analysed by a burgeoning media complex. Far from rejoicing at the burgeoning popularity of spectator sport, French sporting journalists and officials sought to ‘improve’ and reshape the crowd, both physically through the stadium and discursively in the narratives about ‘sporting education’ that surrounded it. However, these physical and rhetorical efforts to redefine the sporting public as respectable and masculine were continually undermined by the commercial logic of sport itself and the actual practices of male and female spectators present both inside and outside the stade. Faced with a public that resisted physical and rhetorical discipline and that created its own spectator experience, the journalists and sporting impresarios who promoted French sport slowly and somewhat begrudgingly came to recognize the crowd as a less overtly problematic public of male and female consumers which needed to be recruited and accommodated.
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Izquierdo, María Isabel Cifo, Verónica Alcaraz-Muñoz, and Jose Ignacio Alonso Roque. "Importance of the Physical Sports Experience in Modern Physical Education." In Advances in Early Childhood and K-12 Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9621-0.ch020.
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The main objective of this chapter was to examine whether the sporting experience determines the emotional experience of the participants when playing competitive sports games. Seventy-three students (51 boys and 22 girls) of the 2nd year of the Degree in Physical Activity and Sport Sciences of the Catholic University San Antonio of Murcia (UCAM) participated in the study. To identify the emotional intensity experienced by the participants, the Games and Emotion Scale (GES) was used, and the generalized estimating equations test (GEE) and classification trees (CHAID method) were chosen to analyze the data obtained. The results showed that participants with previous physical-sports experience experienced emotions more intensely than participants with no previous experience. The conclusion drawn was that the physical-sports experience determines the optimal emotional experience of the students.
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Alcaraz-Muñoz, Verónica, María Isabel Cifo Izquierdo, and José I. Alonso Roque. "When Playing Is Not About the Physical Sporting Experience." In Advances in Early Childhood and K-12 Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9621-0.ch008.
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The aim of this chapter was to examine the positive and negative emotional intensity in schoolchildren with and without sport experience, when participating in motor games. One hundred fifty-two students of Elementary Education (age range = 8–12 years, Mage = 9.72, SD = 1.18) belonging to two Spanish schools participated. After finishing each of the games, the students completed the Games and Emotions Scale for Children to assess the emotional intensity experienced. The intensity of positive emotions was higher (M = 3.71, SD = 0.89) than negative emotions (M = 1.18, SD = 0.25, p &lt; 0.001). Sporting experience is not a determinant of the type of emotion experienced. However, it was found to relativise the average emotional intensity, both positive and negative. The results could benefit physical education teachers and practitioners by providing them with practical evidence-based information to organise teaching content, generating the desired motor behaviours through positive experiences.
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Newby, Zahra. "Training Warriors The Merits of a Physical Education." In Greek Athletics in the Roman World. Oxford University PressOxford, 2005. http://dx.doi.org/10.1093/oso/9780199279302.003.0005.
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Abstract In the Wrst half of this book I have shown how Greek athletic culture gradually took an increasing hold over the spectacle and bathing culture of Roman life. Both liter- ary and visual evidence suggest a keen interest in the athletic contests which took place within public spectacles, and the desire to see one’s own exercises in the baths as in some ways parallel to those of the empire’s great sporting heroes. While con- temporary athletic festivals were thriving, athletics could also be associated with the classical past, and in particular with the cultural ideals of the Greek gymnasium. The idealized images that decorated elite villas had a number of continuities with villa display in earlier periods too, except that the contemporary interest in athletics seems to have encouraged reference to the athletic, as well as the intellectual, asso- ciations of the gymnasium.
Actas de conferencias sobre el tema "Physical ans sportive education"
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Stoica, Marius, and Cornel Blejan. "Consideration Regarding the Guidance of the Sportive Shape from a Weekly Cycle to Another Using Analysis Software in High Performance Football." In 5th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.06.15.
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Grimalschi, Teodor, and Ovidiu Bujor. "Stilul tehnico-științific al activității extracurriculare a elevilor treptei gimnaziale în concepția pregătirii sportive." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.22.
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The technical-scientific style of the extracurricular activity is the way of communicating knowledge, transmitting information in the inductive reasoning form within specialized field. The scientific research addressed an experimentally differentiated curricular project of priority physical education and sports recognized as necessary to promote the achievement of a certain degree of sports training of high school pupils through the current fundamental extracurricular technical-scientific pedagogical styles. The concept of sports training is centered on students in order to achieve maximum sports performance and improve school achievement in the discipline of physical education and sports education. The styles of specialized differentiated sports training are determined by the integral and particular sports activity scientifically subordinated to the methodological strategies of teaching the learning units based on a differentiated transdisciplinary module. The results of the ascertaining research showed us the ratio of the sports training content, as a necessity by applying the pedagogical technical-scientific style in the act of sporting the extracurricular didactic activity in the sports training of the secondary school pupils.
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Cherepov, Evgeny, Vitaliy Epishev, and Ksenia Naumova. "Effectiveness of Sportized Physical Education Based On the Correlation between Physical Qualities and Body Functions." In 4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th - 8th June, 2019. LUMEN Publishing house, 2020. http://dx.doi.org/10.18662/lumproc/sec-iasr2019/10.
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Sekot, Aleš. "Parents and their Children’s Sports." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-29.
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An essay is rooted in the exploration of broader complex context of the phenomenon of phys-ical motion and sportive activities in contemporary sedentary society. It is at that time the topical problem of pointed parenting styles that is freshen and enliven in the context of edu-cational support aiming to active life orientation, including regular sportive activities. The spe-cific accents and educational methods of parenting are playing crucial role in this respect at the level of authoritative, authoritarian, liberal and neglecting styles (Sekot, 2019). Parenting styles prefiguring motivation of children to regular sportive activities and responsible attitude to life. And such process is going under way of socialization factors and impacts, bringing up to date the sociological links and context of mutual relation to motivation of children and youth to sport also in the context of organizational sportive activities out of the family. Now-adays we face forming socially and culturally determined relation child – parents – trainer (coach). Like this relation yields in the context of the climate of consumerist postmodern soci-ety adoring top elite athletes. Such cultural milieu forms potential conflicts of interests of mo-tivation, experience and pointing separate participants of such „triangle“. Given situation aim our effort to the crucial topic of parental responsibility as well as to growing educational and socialization importance of trainers and coaches. During the synergic process are pervaded practical aspects of the importance of age and motivation; but parental role is in this respect utterly essential and indispensable. Parental role is growing when parents play modelling role by way of mutual sportive activities with children. Thus, as it is in the essay substantiate with relevant research pieces of information and empirical data on parental role in motivation of children to regular physical activity and sport.
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Waszkiewicz, Elizabeth. "Multidimensional Educational Models Recommended by Innovative Agonology – Examples of Physical Education and Music Education." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003499.
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Almost all types of education are in some sense multidimensional, even if it is difficult to ascribe formal, or passion-driven, experiential, cognitive-behavioral competences closely related to the subject of education to the teaching subject (an individual or a team). From the perspective of the mission of innovative agonology, the most valuable ways, methods, forms and means of educational activities are those whose use (in a session, in a cycle, or as a ‘passion for life’) stimulates as much as possible some aspect of somatic, mental and social health, but also at least one element (component) of survival.From a broader point of view, i.e. the social mission of evidence-based science, the important premise is that although humans are genetically adapted to operate in terrestrial environments, however, they are also active underground, in water, in the air and in space. In each of these environments, one pole of the continuum of survival possibilities accumulates minimal health criteria, while the opposite pole – a long list of factors that mean inevitable death. This diversity of human operating environments and the roles they fulfill within them implies the legitimacy of recommending very complex educational models, some of which require multilevel selection.Apart from individual career paths, swimming and wrestling (even if pursued without the pressure of sports performance) optimally stimulate the somatic dimension of health (hard-respiratory capacity, strength and endurance of the largest muscle groups and flexibility) compared to other sporting activities. The survival dimension is already diverse. For instance, swimming skills increase the chance of survival in an aquatic environment while hand-to-hand combat skills increase the likelihood of effective self-defense in situations of physical aggression. And wrestling is a contact sport (psychophysical activity involving a permanent ‘dialogue of minds and bodies’), so it qualifies as a model that also stimulates the mental dimension of health. Moreover, in general, also the adepts of other martial arts interact in a peculiar way with the centuries-old heritage of the cultures from which these arts originate (social dimension of health). Unfortunately, the effective and attractive status of educational models based on martial arts is depreciated by the pathology of bloody fights of neo-gladiatorship. These spectacles are promoted and camouflaged in the public sphere precisely under the banner of mixed martial arts (the first part of the phrase ‘mixed’ is only 31.25% of the name).Brazilian capoeira is an example of a multifaceted educational model that combines martial art with music. Although innovative agonology is an appropriate science for formulating justifications at the interface between these two arts (martial art and music), the well-established standards of music education are its competition. These standards include respect for centuries-old traditions and multiculturalism, a commitment to routine with an awareness of the unlimited potential for creating beauty and positive emotions. The coordinating perfectionism of the instrumentalists is also admired. However, a hypothesis is justified: ignoring scientific knowledge (including human motor skills) from areas of activity other than music is the cause of, among other things, interpersonal conflicts (for instance teacher-student) and negative effects encompassing all dimensions of health.
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Яковлев, Сергей Александрович. "IMPLEMENTATION OF PERSON-CENTERED EDUCATION IN PHYSICAL EDUCATION CLASSES AT HIGHER EDUCATION INSTITUTIONS." In Психология. Спорт. Здравоохранение: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Октябрь 2021). Crossref, 2021. http://dx.doi.org/10.37539/psm299.2021.46.68.003.
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Современная система физического воспитания студенческой молодежи не физкультурных вузов является приоритетной в формировании физической культуры как вида общей культуры молодого человека, здорового образа и спортивного стиля жизнедеятельности будущих специалистов производства, науки, культуры. Формирование социально активной личности в гармонии с физическим развитием - важное условие подготовки выпускника вуза к профессиональной деятельности в обществе, развивающейся по законам рыночной экономики. Взаимоотношение физического развития и нравственного становления личности в процессе занятий физическими упражнениями получило научное обоснование в теории и методике физического воспитания. Modern system of physical education of students of non-physical universities is a priority in the formation of physical culture as a type of general culture of young people, healthy lifestyle and sporting style of life activities of future specialists in production, science, culture. The formation of a socially active personality in harmony with physical development is an important condition for the preparation of university graduates for professional activity in the society developing according to the laws of the market economy. The relationship between physical development and moral formation of the individual in the process of physical exercise is scientifically substantiated in the theory and methodology of physical education.
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Bujor, Ovidiu, and Teodor Grimalschi. "Pregătirea sportivă a elevilor prin activități extracurriculare." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.03.
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The students sports training in extracurricular activity must create the habit of recognizing the interests to learn, that sports practice can aim at very different objectives: harmonious and multilateral development, bio-psycho-motor skills to regulate the body's energy peculiarities, lifestyle healthy, capitalizing on sports forces, sports training and education, etc. The field of sports teaching / training represents the reference capacity of a pedagogical activity, in the form of a complex process that includes the improvement of basic motor qualities, ensuring an ever-increasing fund of sports knowledge and skills, raising physical, functional, mental and sports performance. The crystallization of the need for extracurricular sports activity was achieved by creating a specific research through the method of sociological survey of specialists in the researched field. The opinions of the teachers about the curricular contents in the sports training of the students in the extracurricular activity are presented in the results of the scientific research.
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Baryakova, Milka. "HEALTH LOCUS OF CONTROL IN 12-YEARS-OLD SPORTING AND NON-SPORTING PUPILS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/64.
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Urichianu, Adrian Ion, and Bogdan Urichianu. "Studiul aspectelor motivaţionale ale aderării tinerilor la activitatea sportivă de performanţă." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.51.
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In motor learning, as in any activity, motivation influences both the dynamics of the learning process and the result that is reached. The particularities of the motivational structure are not the same in the physical education lesson or in sports training. New reasons for action constantly appear and the hierarchy of reasons is restructured. In motor learning, the motivation of the subjects is largely dependent on the training and pedagogic qualities of the teacher or trainer. The dynamics of motivation in athletes presents its following four stages: the stage of generalization - the child, the adolescent is motivated by the need for movement and success; the stage of differentiation, in which the choice of the sport takes place; the stage of specialized preferences, in which the athlete has obtained performances in the chosen branch, traversing various motivational routes; the stage of motivational involution, in which the athlete falls back under the influence of primary or secondary motivations.
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Moura, Ana Regina Leão Ibiapina, and Ludimilla Esteffane Sousa Noleto. "Affective diary as an assessment tool in physical education." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-065.
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Writing the experience allows you to reorganize your ideas and helps you reflect. Affective development occurs in parallel with cognitive development, so affection with colleagues, teachers and content is important for cognition in the classroom. Therefore, the present work aims to report the experience of using the affective diary as an assessment tool in physical education classes. In the year 2023, at the Federal Institute of Education of Maranhão, Presidente Dutra campus, in the 2nd year class of the technical course in the environment integrated into high school, it was proposed that the students write an emotional diary. The class is made up of 34 students, of which 67.7% (n=23) presented their emotional diary at the end of the school year. The purpose was to record and self-evaluate experiences in each class and/or content proposed in physical education classes. The contents covered were: games workshops (electronic, indigenous, motor, cognitive and sensory), dance (collective construction of choreography, June festivals) gymnastics (elements, types, presentations) and sporting events. In addition to recording, students were asked to report their emotions during each practice. The affective diary allows you to create possibilities for building knowledge collectively and can strengthen interpersonal relationships in the school environment. In this way, it was possible to observe, with the production of affective diaries, positive reports regarding the scope of knowledge and strengthening of bonds. Furthermore, there was a learning gain in situations such as defeats in games, lack of structure, equipment and problem solving. The affective diary contributes to critical education, sharing knowledge and reflecting the autonomy of teaching-learning. Thus, the experience with using the affective diary as an assessment tool in physical education classes was satisfactory and it is expected that this work will contribute to new experiences or related studies.