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Articoli di riviste sul tema "Physical and health education"

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Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 20 febbraio 2023

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1

Parpiev, Oybek. "The Health-Oriented Principle Of Physical Education". American Journal of Applied Sciences 03, n. 03 (27 marzo 2021): 22–27. http://dx.doi.org/10.37547/tajas/volume03issue03-04.

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Physical education and sports should be an integral part of the general culture of the citizens of the country.Therefore, the principle of health-oriented physical education requires attention to the responsibility of participants to respond to their health and when exercising. This article scientifically explores the principle that physical education is health-oriented.

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POP, Cristiana Lucretia. "Physical and Health Education for a Resilient Future Workforce". Revista Romaneasca pentru Educatie Multidimensionala 7, n. 2 (8 dicembre 2015): 133–40. http://dx.doi.org/10.18662/rrem/2015.0702.12.

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3

Schenker, Katarina. "Health(y) education in Health and Physical Education". Sport, Education and Society 23, n. 3 (18 aprile 2016): 229–43. http://dx.doi.org/10.1080/13573322.2016.1174845.

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4

Lynch, Timothy, Gregory J. Soukup e Wayne Usher. "“Physical education”, “health and physical education”, “physical literacy” and “health literacy”: Global nomenclature confusion". Cogent Education 3, n. 1 (5 agosto 2016): 1217820. http://dx.doi.org/10.1080/2331186x.2016.1217820.

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5

Poplašen, Jelena. "Physical education and health". Defendology 9, n. 29-30 (2011): 97–101. http://dx.doi.org/10.5570/dfnd.201101097.

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6

Cardina, Catherine, e Alisa R. James. "Healthy Behaviors: The Role of Health Education and Physical Education". Journal of Physical Education, Recreation & Dance 89, n. 9 (8 novembre 2018): 9–11. http://dx.doi.org/10.1080/07303084.2018.1516458.

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7

Bulger, Sean M., Derek J. Mohr, Linda M. Carson e Robert L. Wiegand. "Infusing Health-Related Physical Fitness in Physical Education Teacher Education". Quest 53, n. 4 (novembre 2001): 403–17. http://dx.doi.org/10.1080/00336297.2001.10491755.

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8

Marković, Miloš, Sandra Radenović e Božo Bokan. "Health Education and Physical Education - Meeting Points". Filozofska istraživanja 36, n. 3 (30 dicembre 2016): 531–43. http://dx.doi.org/10.21464/fi36308.

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9

Trout, Josh. "Postural Health in Physical Education". Journal of Physical Education, Recreation & Dance 93, n. 7 (2 settembre 2022): 4–11. http://dx.doi.org/10.1080/07303084.2022.2100532.

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10

Rogers, Frederick Rand. "Physical (and?) (or?) Health Education". Health Education 16, n. 2 (maggio 1985): 59–66. http://dx.doi.org/10.1080/00970050.1985.10615843.

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11

Pate, Russell R., Jennifer R. O'Neill e Kerry L. McIver. "Physical Activity and Health: Does Physical Education Matter?" Quest 63, n. 1 (febbraio 2011): 19–35. http://dx.doi.org/10.1080/00336297.2011.10483660.

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12

Petrie, Kirsten, e Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education". European Physical Education Review 24, n. 4 (12 aprile 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

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Grissom, Traci, Phillip Ward, Beth Martin e Nicole Y. J. M. Leenders. "Physical Activity in Physical Education". Family & Community Health 28, n. 2 (aprile 2005): 125–29. http://dx.doi.org/10.1097/00003727-200504000-00004.

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Kondratenko, Victoria V., Ihor A. Zaitsev, Vladimir A. Lyubimov, Liudmyla V. Homon e Hennadii M. Chykolba. "Optimisation of Physical Education in Higher Education Institutions: Monitoring of the Physical Condition of Students during Physical Education Activities". Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, n. 2 (28 dicembre 2020): 137–44. http://dx.doi.org/10.52534/msu-pp.6(2).2020.137-144.

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

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Ryan, Prof Dr Thomas, e Daniel T. Ryan. "Deweyan Progressive Education within Ontario Elementary Health and Physical Education". International Journal of Innovation in Teaching and Learning (IJITL) 7, n. 1 (30 giugno 2021): 20–38. http://dx.doi.org/10.35993/ijitl.v7i1.1494.

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The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing a challenge to compress this curricular content into Health and Physical Education classes that are infrequently scheduled. Teachers, it is understood, will learn that students need progressive instruction and constructive feedback as they practise, reflect, and learn experientially in a safe environment. This review supports educators as they work to better understand the term progressive education and its current pertinence. Keywords: Dewey, philosophy, progressivism, health instruction, physical education

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16

Pate, R. R., e R. C. Hohn. "Health and Fitness Through Physical Education". Medicine & Science in Sports & Exercise 27, n. 3 (marzo 1995): 467???168. http://dx.doi.org/10.1249/00005768-199503000-00030.

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Phillips, Nicola. "Health and Fitness through Physical Education". Physiotherapy 82, n. 10 (ottobre 1996): 596. http://dx.doi.org/10.1016/s0031-9406(05)66323-7.

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18

Apriyano, Berto, Zainal Abidin Zainuddin e Asha Hasnimy Mohd Hashim. "Physical Activity Module in Health Sports Physical Education Learning on Physical Fitness and Health". International Journal of Human Movement and Sports Sciences 10, n. 4 (agosto 2022): 716–22. http://dx.doi.org/10.13189/saj.2022.100412.

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19

&NA;, &NA;. "PHYSICAL EDUCATION CONFERENCE". Family & Community Health 17, n. 1 (aprile 1994): 87. http://dx.doi.org/10.1097/00003727-199404000-00025.

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Han, Jingjun. "Rational thinkings on the universities’ “special group” students’ physical education curriculum design". Health 05, n. 06 (2013): 1076–78. http://dx.doi.org/10.4236/health.2013.56144.

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21

Fairclough, S., e G. Stratton. "Improving health-enhancing physical activity in girls' physical education". Health Education Research 20, n. 4 (8 dicembre 2004): 448–57. http://dx.doi.org/10.1093/her/cyg137.

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22

Yaroshevich, Irina. "VALEOLOGICAL EDUCATION OF STUDENTS IN THE CLASSROOM PHYSICAL EDUCATION". Modern Technologies and Scientific and Technological Progress 2022, n. 1 (16 maggio 2022): 379–80. http://dx.doi.org/10.36629/2686-9896-2022-1-379-380.

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The work on valeological education students is considered. It is extremely important for students to know the aspects of health and a healthy lifestyle that allow the individual's creative abilities to be fully revealed

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23

Yi, Kyoung June, e Weon-Il Lee. "Community-based Physical and Health Education Teacher Education (PHETE)". Research in Dance and Physical Education 1, n. 1 (30 giugno 2017): 1–12. http://dx.doi.org/10.26584/rdpe.2017.1.1.1.

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Vorobeva, S. A., M. E. Tarakanova, A. A. Kryaklina, N. A. Zavershinskaya e A. V. Neronov. "HEALTH TECHNOLOGIES OF PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTION". Современные наукоемкие технологии (Modern High Technologies) 2, n. 5 2022 (2022): 280–86. http://dx.doi.org/10.17513/snt.39184.

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25

Gambescia, Stephen F. "Health Education and Physical Education Are Core Academic Subjects". Health Promotion Practice 7, n. 4 (21 agosto 2006): 369–71. http://dx.doi.org/10.1177/1524839906291321.

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Moskalenko, Natalia, Oksana Demidova e Daria Yelisieieva. "THE INFLUENCE OF INDEPENDENT CLASSES IN PHYSICAL EDUCATION ON THE PHYSICAL FITNESS OF SENIOR SCHOOLCHILDREN". Sports Bulletin of the Dnieper 1 (2020): 323–31. http://dx.doi.org/10.32540/2071-1476-2019-1-323.

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Introduction. The development of Ukraine cannot be achieved without the powerful educational potential of the nation, namely, not high-quality training of specialists in all sectors. The realization of this goal is impossible without one of the most important components of the educational process - physical education. Physical education helps students in the formation of professional skills, brings up the basics of a healthy lifestyle, improves their health, and increases the level of physical and functional fitness. Therefore, the issues of improving the content, forms and methods of physical education of schoolchildren in secondary schools remain relevant. The article considers and analyzes the importance of independent physical education classes. An innovative technology is proposed to increase the interest of schoolchildren in independent physical education classes with the aim of increasing physical fitness indicators, as well as maintaining and strengthening health. Hypothesis of the study is that independent physical education will improve the physical fitness of high school students. Research purpose to determine the impact of different types of independent physical education on the physical fitness of high school students. Research methods and materials. The proposed innovative technology contains the following components: purpose, objectives, directions, organizational and pedagogical conditions, stages of implementation and performance criteria, which in turn are related to each other and in the complex solve the problem of involving high school students in independent physical education. Methods: analysis and theoretical generalization of scientific and methodological literature, pedagogical observation, pedagogical experiment, pedagogical testing, methods of mathematical statistics. The study involved 74 high school seniors who belong to a major medical group and have no health disabilities. Results. The data of the experimental study of the impact of the developed innovative technology on the indicators of physical fitness of older school-age children are presented and its effectiveness is proved. Conclusions. In order to improve the performance of older school-age students, innovative technology was proposed that included the use of information technology and control systems. After the introduction of innovative technology, qualitative characteristics of physical fitness showed that the majority of students EG1, EG2, EG3 and EG4 after the experiment have a sufficient level of physical fitness (p <0,05). Keywords: innovative technology, health, high school students, self-study, physical education.

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Salian, Mr Prasad, e Dr Ashok Kumar. "Physical Education is a Philosophy of Health". International Journal For Multidisciplinary Research 04, n. 04 (2022): 275–89. http://dx.doi.org/10.36948/ijfmr.2022.v04i04.030.

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The study provides the information on exploring the concept of Physical Education is a Philosophy for healthy mankind. In order to carry out the study the project team collect data from related literature like books, magazines, journals and online resources. Results of our study revealed that the use of physical activities for the development of total health is not a new tradition. It has been there since antiquity, and has been transferred from one generation to other. In present world human being, no doubt has sort out different treatment to throw out serious development challenges. But due to the advancement there is an increase in the physical inactivity which also eventually leads to the inclination of mental challenges (psychological ailments) and medical elements like chronic non communicable diseases (diabetes, blood pressure, etc). Due to this physical inactivity serious threats have been make to health of the individuals especially in physical, mental, social and emotional aspects of the well being. The study throws light on the different dimensions of Physical Education namely Physical, Mental, Social and Emotional by elucidating their contribution in preparing the healthy citizens by emphasizing their vital role for the preparation of an individual for their lives and as a whole for mankind.

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Pate, Russell R., Meg Leavy Small, James G. Ross, Judith C. Young, Katherine H. Flint e Charles W. Warren. "School Physical Education". Journal of School Health 65, n. 8 (ottobre 1995): 312–18. http://dx.doi.org/10.1111/j.1746-1561.1995.tb03380.x.

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Lynch, Timothy. "How does a physical education teacher become a health and physical education teacher?" Sport, Education and Society 22, n. 3 (8 aprile 2015): 355–76. http://dx.doi.org/10.1080/13573322.2015.1030383.

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Kostenius, Catrine, Josef Hallberg e Anna-Karin Lindqvist. "Gamification of health education". Health Education 118, n. 4 (4 giugno 2018): 354–68. http://dx.doi.org/10.1108/he-10-2017-0055.

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PurposeThe use of modern technology has many challenges and risks. However, by collaborating with schoolchildren, ideas to effectively promote health and learning in school can be identified. The purpose of this paper is to examine how a participatory approach can deepen the understanding of how schoolchildren relate to and use gamification as a tool to promote physical activity and learning.Design/methodology/approachInspired by the concept and process of empowerment and child participation, the methodological focus of this study was on consulting schoolchildren. During a two-month period, 18 schoolchildren (10-12 years old) participated in workshops to create game ideas that would motivate them to be physically active and learn in school.FindingsThe phenomenological analysis resulted in one main theme, “Playing games for fun to be the best I can be.” This consisted of four themes with two sub-themes each. The findings offer insights on how to increase physical activity and health education opportunities using serious games in school.Originality/valueThe knowledge gained provides gamification concepts and combinations of different technological applications to increase health and learning, as well as motivational aspects suggested by the schoolchildren. The findings are discussed with health promotion and health education in mind.

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Evenhuis, H., C. M. Henderson, H. Beange, N. Lennox e B. Chicoine. "Healthy Ageing - Adults with Intellectual Disabilities: Physical Health Issues". Journal of Applied Research in Intellectual Disabilities 14, n. 3 (agosto 2001): 175–94. http://dx.doi.org/10.1046/j.1468-3148.2001.00068.x.

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Kargun, Mehmet, Abdullah Cenikli, Mehmet Dalkilic, Huseyin Ozturk, Fikret Ramazanoglu e Hudaverdi Mamak. "Prospective physical education and sports teachers' healthy lifestyle behaviors". International Journal of Academic Research 5, n. 5 (15 ottobre 2013): 325–29. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.50.

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Subramaniam, P. R., e D. A. Wuest. "Trauma-sensitive Physical education teacher education". International Journal of Physical Education 58, n. 2 (2021): 2–14. http://dx.doi.org/10.5771/2747-6073-2021-2-2.

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Trauma is an epidemic and a public health crisis affecting schools and institutions of higher education globally. Childhood trauma has detrimental impacts on the brain, learning, and socio-moral development into adulthood. Trauma is a mental health as well as an educational problem that poses a serious threat to the academic achievement of students. Public schools have made some progress to become more trauma-sensitive to help build resiliency in students impacted by trauma, but institutions of higher education are lagging in the area of trauma-sensitivity. Physical education teacher preparation programs need a paradigm shift to address trauma with the COVID-19 pandemic posing new challenges. Preparing preservice physical education teachers to be trauma-informed lays the foundation for future teachers to mitigate trauma in schools. Such an effort will align physical education teacher education with public schools in addressing trauma and closing the trauma-sensitivity loop.

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Vlček, Petr, Richard Bailey, Jana Vašíčková e Claude Scheuer. "Physical education and health enhancing physical activity – a European perspective". International Sports Studies 43, n. 1 (9 novembre 2021): 36–51. http://dx.doi.org/10.30819/iss.43-1.04.

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This article reviews recent literature on the contribution of curriculum physical education to health-enhancing physical activity within the context of European countries. Recommended goals for student physical activity are discussed within a curriculum framework based on five ‘forms’ (concept, designed, implemented, results and effects). The study used a 'rapid reviewing' method, in which sources were identified and analysed using systematic reviewing techniques, but subsequent stages were adapted to facilitate flexible and practical interpretation. Results show that physical education lessons tend not to reach a putative 50% threshold of moderate-to-vigorous intensity. Given that the average time allocated for physical education in Europe is 100 minutes per week, strategies are needed to increase the intensity and duration of physical activity in lessons if they are to make a more meaningful ‘direct’ contribution to the European and WHO daily target of sixty minutes of moderate to vigorous physical activity. The authors therefore consider the plausibility of introducing an 'Active Schools' concept, in which physical education lessons designed to equip students with the prerequisite knowledge, skills, attitudes, and values supportive of a physically active lifestyle are augmented by other school-based contexts which provide the opportunity to actually meet the recommended guidelines for physical activity participation.

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Nolte, Ann. "American Physical Education Review". Health Education 16, n. 1 (marzo 1985): 27. http://dx.doi.org/10.1080/00970050.1985.10615812.

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Dostálová, Iva. "Theory and practice in health physical education". Tělesná kultura 34, n. 2 (1 marzo 2011): 113–25. http://dx.doi.org/10.5507/tk.2011.016.

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Eshnazarov, J. E., e Nizomov Behzod Raximjonovich. "Improvement of physical education in health centers". Asian Journal of Research in Social Sciences and Humanities 11, n. 11 (2021): 826–29. http://dx.doi.org/10.5958/2249-7315.2021.00224.0.

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Sperka, Leigh, e Eimear Enright. "The outsourcing of health and physical education". European Physical Education Review 24, n. 3 (5 aprile 2017): 349–71. http://dx.doi.org/10.1177/1356336x17699430.

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The outsourcing, or external provision, of Health and Physical Education (HPE) has only relatively recently become the focus of research. This critical scoping review of empirical work on outsourcing in HPE seeks to examine the extent, nature, and range of research that has been undertaken and provide a context for future scholarly inquiry. Literature was sourced from two educational databases, a manual search of five HPE journals, and searches of citations and references. A content analysis of the 31 empirical articles retrieved was undertaken to identify country of origin, study focus, participants recruited, subject and school level researched, study length, data sources, nature of analysis, and theoretical framework. This was followed by a critical analysis of the findings of each empirical study to identify knowledge gaps regarding the outsourcing of HPE. This process revealed that outsourcing varied from being an explicit research focus to becoming of interest as a result of the findings of the study. Nonetheless, there was consistency across all publications in the selection of primary schools as data collection contexts and the recruitment of either school staff or external agency employees as research participants. Thematic analysis of the findings of the articles resulted in three dominant themes: ‘curriculum, pedagogy, and assessment’, ‘expertise’, and ‘partnerships’. Overall, this critical scoping review highlighted that it is crucial that outsourcing continues to be a focus of inquiry for the field and that both balance and depth is sought in the research design of studies that are undertaken.

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Waddington, Ivan, Dominic Malcolm e Ken Green. "Sport, Health and Physical Education: A Reconsideration". European Physical Education Review 3, n. 2 (ottobre 1997): 165–82. http://dx.doi.org/10.1177/1356336x9700300206.

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This paper seeks to: (i) outline and critically evaluate the widely accepted idea that exercise and sport are beneficial for health; (ii) examine the different patterns of social relations associated with exercise and sport; (iii) examine some of the health consequences of these social differences; and (iv) explore the implications of this analysis for physical education. No simple generalisations can adequately encapsulate the complexity of the relationships between physical education, sport and health. In terms of their social relations and their consequences for health, we need to differentiate (i) between exercise and sport and (ii) between types and levels of sport, with the distinctions between contact and non-contact sport and between mass and elite sport being particularly important. In the case of rhythmic, non-competitive exercise, health benefits substantially outweigh health 'costs'. However, as we move from non-competitive exercise to competitive sport, and as we move from non-contact to contact sport, so health 'costs', in the form of injuries, begin to mount. Similarly, as we move from mass sport to elite sport, the constraints to train more intensively and to continue competing through pain and injury increase, with a concomitant increase in the health risks. The physical activities prioritised in the revised National Curriculum for Physical Education in England and Wales enforced by recent official and semi-official statements, are precisely those competitive and contact sports in which the health 'costs' are greatest while those activities which are marginalised within the physical education curriculum offer substantial health benefits with fewer health 'costs'. To the extent that they are successful, recent policy initiatives in relation to physical education are likely to work against the promotion of those forms of exercise which are most beneficial to health and thus hinder the promotion of health-related exercise in physical education.

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Smith, Stephen J., e Rebecca J. Lloyd. "Promoting Vitality in Health and Physical Education". Qualitative Health Research 16, n. 2 (febbraio 2006): 249–67. http://dx.doi.org/10.1177/1049732305285069.

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Thurston, Lydia A. Futch, Audra L. Zastrow, Krista F. Van Der Laan, Laurie Kilmartin e Sara Richardson. "Physical Therapist Clinical Education in Pelvic Health". Journal of Womenʼs Health Physical Therapy 43, n. 1 (2019): 10–21. http://dx.doi.org/10.1097/jwh.0000000000000111.

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McNeill, Michael C., e Joan M. Fry. "Physical Education and Health in Singapore Schools". Asia-Pacific Journal of Health, Sport and Physical Education 1, n. 1 (marzo 2010): 13–18. http://dx.doi.org/10.1080/18377122.2010.9730321.

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Dinger, Mary K., John Massie e Lynda Ransdell. "Physical Activity among Certified Health Education Specialists". Journal of Health Education 31, n. 2 (aprile 2000): 98–104. http://dx.doi.org/10.1080/10556699.2000.10608657.

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Almqvist, Jonas, Jane Meckbach, Marie Öhman e Mikael Quennerstedt. "How Wii Teach Physical Education and Health". SAGE Open 6, n. 4 (ottobre 2016): 215824401668299. http://dx.doi.org/10.1177/2158244016682995.

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The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.

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Goodwin, Stephen C. "Health and Physical Education—Agonists or Antagonists?" Journal of Physical Education, Recreation & Dance 64, n. 7 (settembre 1993): 74–79. http://dx.doi.org/10.1080/07303084.1993.10606791.

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Houston, Jennifer, e Pamela Kulinna. "Health-Related Fitness Models in Physical Education". Strategies 27, n. 2 (4 marzo 2014): 20–26. http://dx.doi.org/10.1080/08924562.2014.879026.

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Gruno, Jennifer, e Sandra L. Gibbons. "Incorporating Nature-based Physical Activity in Physical and Health Education". Journal of Physical Education, Recreation & Dance 91, n. 3 (17 marzo 2020): 26–34. http://dx.doi.org/10.1080/07303084.2019.1705210.

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48

Carse, Nicola, Mike Jess e Jeanne Keay. "Primary physical education". European Physical Education Review 24, n. 4 (12 aprile 2017): 487–502. http://dx.doi.org/10.1177/1356336x16688598.

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Abstract (sommario):

In recent years, primary physical education has received increased attention across a range of political, professional and academic contexts. Much of this attention has largely been due to a growing perception that formative physical education experiences have the potential to address many of the concerns regularly raised about children’s health and wellbeing, physical activity levels and sport participation. Consequently, there are now a number of stakeholders from a range of political, sporting, health, commercial and community groups with a vested interest in primary physical education, all with differing and sometimes contradictory views about its purpose. This paper suggests that the diverse interests of these stakeholders has led to a disconnect within primary physical education. Therefore, we propose that a shifting perspectives agenda is required. Accordingly, we highlight the need for key stakeholders within primary physical education to collectively work together and take a lead role in advocating a shared educational vision. To inform this shifting perspectives agenda we employ complexity thinking and draw on professional capital. We begin by offering a historical retrospective of the evolution of primary physical education. From this background, we use complexity principles to reflect on the current state of primary physical education before exploring how complexity thinking, and ideas from professional capital, can help frame the enactment of this shifting perspectives agenda. Finally, we suggest three key drivers to move the shifting perspectives agenda forwards: positive connections; the balance between key similarities and diversities; and self-organisation and recursive elaboration.

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Petrova, Nataliya, e Diana Ivanova. "Health Science in Student Education in Kinesitherapy and Physical Education". Vocational Education 24, n. 6 (3 dicembre 2022): 531–40. http://dx.doi.org/10.53656/voc22-611nauk.

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Abstract (sommario):

In times, where everyday life is constantly and dynamically changing, in relation to rapidly overwhelming unpredictable pandemics, we have the opportunity to preserve the health of children and students. An excellent tool for increasing people's health culture and habits for the rest of their lifes is the introduction of a discipline such as valeology. Future Physical Education teachers and kinesitherapists are professionals, who can help realize this difficult task by educating every member of society in believing that health is the greatest human value.

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50

Calixtro Jr., Vivencio L. "Health Status and Job Performance of Physical Education Instructors in Higher Education Institutions". Indonesian Journal of Educational Research and Technology 1, n. 2 (10 aprile 2021): 71–76. http://dx.doi.org/10.17509/ijert.v1i2.33418.

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Abstract (sommario):

This study examined the health-related factors to the job performance of physical education (PE) instructors in HEIs of Region XII. It employed a descriptive correlational research design, which includes a survey questionnaire in collecting data from 100 PE instructors. As a result, PE instructors revealed that there is no significant relationship between job performance and physical health status Also, there was no significant relationship between job performance and mental health status. Likewise, there was a significant relationship between job performance and emotional health status. Similarly, there was a significant relationship between job performance and social well-being status. However, there was no significant relationship between job performance and health status since some of the PE instructors are not aware of their health status. The study concluded that the majority of the PE instructors lacked proper self-awareness to sustain healthy wellbeing in teaching PE as a profession.

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