Bibliografie tematiche / Physical education

Letteratura scientifica selezionata sul tema "Physical education"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 25 maggio 2023

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Articoli di riviste sul tema "Physical education"

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Kayihan Erbas, Mustafa. "Determination of physical education teachers' educational beliefs". International Journal of Academic Research 5, n. 5 (15 ottobre 2013): 386–92. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.60.

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Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS". European International Journal of Multidisciplinary Research and Management Studies 02, n. 04 (1 aprile 2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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Abstract (sommario):
The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.
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Kumar, Pradeep, e Vijendra Singh. "Comparative Self-Concept Study of Physical Education and Non-Physical Education Students". International Journal of Physical Education & Sports Sciences 7, n. 13 (1 luglio 2014): 0. http://dx.doi.org/10.29070/7/56005.

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Kumar, Pradeep. "Relative Study of Stress In Physical Education and Non-Physical Education Students". International Journal of Physical Education & Sports Sciences 7, n. 13 (1 gennaio 2015): 0. http://dx.doi.org/10.29070/7/56010.

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Kumar, Pradeep. "Study of Social Adjustment In Physical Education and Non-Physical Education Students". International Journal of Physical Education & Sports Sciences 8, n. 15 (1 luglio 2015): 0. http://dx.doi.org/10.29070/8/56017.

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Bahadirovna, Khamraeva Zukhro. "PEDAGOGICAL CATEGORIES OF PHYSICAL EXERCISES IN PHYSICAL EDUCATION CLASSES TAUGHT IN HIGHER EDUCATIONAL INSTITUTIONS". International Journal of Pedagogics 03, n. 04 (1 aprile 2023): 71–75. http://dx.doi.org/10.37547/ijp/volume03issue04-13.

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The categorization of physical exercises into categories is their distribution into groups that are linked together according to their most important signs. The teacher will be able to determine the nature of physical exercises with the help of categories, consequently, relieve the choice of exercises, which will meet the requirements of the pedagogical task. As long as the discipline of physical education develops, it becomes rich continuously with new information, while categorization does not always remain the same.
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Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich e Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education". American Journal of Social Science and Education Innovations 03, n. 03 (26 marzo 2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.

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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.
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O.S., Jumanov. "MODERN APPROACHES TO THE ORGANIZATION OF PHYSICAL EDUCATION IN EDUCATIONAL INSTITUTIONS". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, n. 10 (1 ottobre 2021): 113–17. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-22.

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The article provides information on modern approaches to the organization of physical education in educational institutions, the factors determining the impact of exercise in the process of pedagogical research, the state of physical culture in society, indicators and general physical fitness.
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Richardson, Karen Pagnano. "Physical Education Teacher Education". Journal of Physical Education, Recreation & Dance 82, n. 7 (settembre 2011): 45–56. http://dx.doi.org/10.1080/07303084.2011.10598658.

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Mahammatov, Abdumannon, Azam Abdurakhimov e Mingjigit Kholbekov. "Combination Of Music And Physical Education". American Journal of Social Science and Education Innovations 03, n. 03 (6 marzo 2021): 6–15. http://dx.doi.org/10.37547/volume03issue03-02.

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Tesi sul tema "Physical education"

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McNamee, M. J. "The educational justification of physical education". Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275801.

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Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation". [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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Yelling, Martin Rhys. "Physical education, physical activity and the National Curriculum Physical Education : policy, provision and prospects". Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4097.

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Kelly, Luke E., e Kason M. O'Neil. "Defining the Future of Physical Education/adapted Physical Education Teacher Preparation". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4028.

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The cost of attending residential four-year institutions continues to rise, while the availability of online distance education programs has seen an overwhelming increase. So where does this leave the future of APE and PETE programs? This session will review the current status and future economic forecasts for APE/PETE programs, as well as provide an opportunity to discuss how APE/PETE faculty can address the current and projected threats to maintaining quality APE/PE teacher preparation programs.
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Gerdin, Göran. "Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education". Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.

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The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged
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Baker, Scott Kendall. "Authenticity in Physical Education". Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1110%5F1%5Fm.pdf&type=application/pdf.

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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, Iryna Volodymyrivna Liashenko e A. O. Zubchenko. "The Importance of Physical Activity and Physical Education". Thesis, Сумський державний університет, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72547.

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Sport is the perfect school for life. The skills acquired as a result of the game, physical education and sports are the basis for the development of the oligism of youth. Skills such as cooperation and trust are necessary for social cohesion and are realized in adulthood.
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Lo, Shun-kwong. "Quality education in physical education : Hong kong secondary students' perception on qualities of physical education teachers /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22277766.

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Yip, Gary. "Discipline in physical education, a case study of one secondary physical education teacher". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50587.pdf.

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Yip, Gary. "Discipline in physical education : a case study of one secondary physical education teacher". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.

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Abstract (sommario):
It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together.
This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.
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Libri sul tema "Physical education"

1

McCatty, Cressy A. M. 1914- . e Ontario Institute for Studies in Education. Guidance Centre., a cura di. Physical education. Toronto: Guidance Centre, Ontario Institute for Studies in Education, 1993.

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Birmingham (England). Education Department., a cura di. Physical education. Birmingham: Birmingham City Council, Education Department, 1996.

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Physical education. New York: Minotaur Books, 2011.

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J, Eccles D., e North Western Counties Physical Education Association., a cura di. Physical education workbooks. (U.K.): (s.l.), 1989.

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Fletcher, Tim, Déirdre Ní Chróinín, Douglas Gleddie e Stephanie Beni, a cura di. Meaningful Physical Education. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge focus on sport pedagogy: Routledge, 2021. http://dx.doi.org/10.4324/9781003035091.

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Webster, D. E. GCSE physical education. London: Letts Educational, 1997.

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Sara, Ashworth, a cura di. Teaching physical education. 3a ed. Columbus: Merrill Pub. Co., 1986.

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1902-, Seaton Don Cash, a cura di. Physical education handbook. 8a ed. Englewood Cliffs, N.J: Prentice Hall, 1992.

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Mosston, Muska. Teaching physical education. 4a ed. New York: Macmillan, 1994.

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Sara, Ashworth, a cura di. Teaching physical education. 5a ed. San Francisco, CA: B. Cummings, 2002.

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Capitoli di libri sul tema "Physical education"

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Connolly, Maureen. "Physical Education". In Contributions to Phenomenology, 534–37. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-5344-9_120.

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Kelly, Luke E., Martin E. Block e Andrew M. Colombo-Dougovito. "Physical Education". In Handbook of Special Education, 586–605. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-45.

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Jess, Mike, e Malcolm Thorburn. "Physical Education". In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 441–55. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n28.

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Penney, Dawn, e Andrew Jones. "Physical Education Studies". In Digital Representations of Student Performance for Assessment, 169–95. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-341-6_7.

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Goldfield, Raymond. "Physical Education, Teaching". In Encyclopedia of Cross-Cultural School Psychology, 729–31. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_314.

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Macrae, Eilidh. "Physical Education Experiences". In Palgrave Studies in Sport and Politics, 39–80. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58319-2_2.

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Østerlie, Ove, Chad Killian e Julia Sargent. "‘Global’ Physical Education". In Flipped Learning in Physical Education, 9–17. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003203377-3.

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Jess, Mike, Paul McMillan e Nicola Carse. "Primary Physical Education". In An Introduction to Primary Physical Education, 39–52. 2a ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003257783-5.

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Kwok, Hui Min. "Inclusive Physical Education". In CPD for Teaching and Learning in Physical Education, 86–109. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003171973-7.

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Howells, Kristy. "Physical Education and Health Education". In Inspiring Primary Learners, 133–50. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429024597-10.

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Atti di convegni sul tema "Physical education"

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Kuzyaeva, S. E., P. V. CHistov e A. A. Sorokin. "Physical education". In SCIENCE OF RUSSIA: TARGETS AND GOALS. "Science of Russia", 2019. http://dx.doi.org/10.18411/sr-10-12-2019-43.

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Kuzina, M. V. "ADAPTIVE PHYSICAL EDUCATION AS A NECESSARY COMPONENT OF STUDENTS ' PHYSICAL DEVELOPMENT". In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/29.

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The article presents the results of a study on the need to introduce adaptive physical education in schools of Zolotukhinsky district. Adaptive physical education is a necessary component of both physical and social development of the student. For conducting adaptive physical education classes, an annual plan is drawn up, which reflects the number of hours for classes, topics, and the planned result. The article deals with the problems of introducing adaptive physical education, the possibility of an educational organization to have full-time teachers with special education.
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Chenglong, Xu, e Hu Xiufan. "Physical Education, Aesthetic Education, Moral Education". In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.120.

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Ma, Zhilan. "Physical Education Reform of University in Lifelong Physical Education". In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.68.

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Landi, Dillon. "All Physical, No Education: LGBTQ Experiences of Physical Education". In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440851.

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Firmansyah, Helmy. "Physical Education and Character Education". In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.65.

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Vařeková, Jitka, Markéta Křivánková, Pavlína Nováková, Eva Prokešová e Klára Daďová. "Remedial Physical Education in the Czech education system". In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-10.

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Remedial Physical Education (RPE) in the context of education is a school subject focused on promoting health and developing physical literacy in children with special educational needs (SEN). The subject RPE has more than seventy-years long tradition in Czech Republic and support in legislation and the Framework Educational Program. However, despite the emphasis on the importance of supporting children with SEN, the number of schools that offer this subject is declining. For systemic change, it is extremely important to carefully analyze factors leading to this situation. These include, e.g. possibility to exempt pupils from physical education classes, organizational demands and nonenforcement of the provision of SEN, insufficient preparation of future teachers, the outdated paradigm of the field, and negative attitudes of students and parents to physical education in schools.
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Jajat, Jajat, Kuston Sultoni, Cep Ubad Abdullah e Adang Suherman. "Physical Education Students’ Physical Self-Concept". In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007070808010804.

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

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The article presents the results of a study to identify aspects of training various groups of the population to study the theory and methodology of physical education. The prepared study showed the nuances that should certainly be taken into account when conducting systematic physical exercise classes for preschool institutions, educational schools, secondary special and higher institutions, and medical institutions. The results obtained make it possible to speak about the importance of a deep and thorough study of the theory and methodology of physical education.
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Krayneva, S. "HUMANITARIZATION OF PHYSICAL EDUCATION". In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.22.

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Rapporti di organizzazioni sul tema "Physical education"

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Azevedo, Eugénia, Rui Araújo e Isabel Mesquita. The Development of Reflective Skills in Physical Education Teacher Education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, marzo 2021. http://dx.doi.org/10.37766/inplasy2021.3.0079.

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Iglesias, Damián, e Javier Fernandez-Rio. Cooperative learning in physical education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, luglio 2022. http://dx.doi.org/10.37766/inplasy2022.7.0093.

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Cawley, John, Chad Meyerhoefer e David Newhouse. The Impact of State Physical Education Requirements on Youth Physical Activity and Overweight. Cambridge, MA: National Bureau of Economic Research, giugno 2005. http://dx.doi.org/10.3386/w11411.

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Zhang, Junlong, Lixia Bao, Mohd Nasiruddin Nasnoor Mohd Nasiruddin, Mohd Ashraff Mohd Mohd Anuar e Gege Yao. Effects of Sports Education Model on Students' Attitudes Towards Physical Education Learning: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, ottobre 2022. http://dx.doi.org/10.37766/inplasy2022.10.0040.

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Kuznetsova, Lyudmila. DEVELOPMENT OF CULTURE OF HEALTH AND PHYSICAL EDUCATION OF STUDENTS IS A PRIORITY GOAL OF EDUCATION SYSTEM. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, dicembre 2013. http://dx.doi.org/10.14526/41_2013_13.

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Cawley, John, David Frisvold e Chad Meyerhoefer. The Impact of Physical Education on Obesity among Elementary School Children. Cambridge, MA: National Bureau of Economic Research, agosto 2012. http://dx.doi.org/10.3386/w18341.

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Zimmer, Zachary, Albert Hermalin e Hui-Sheng Lin. Whose education counts? The impact of grown children's education on the physical functioning of their parents in Taiwan. Population Council, 2001. http://dx.doi.org/10.31899/pgy6.1048.

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GAO, YONGQI. The Influence of Workshop Method on Students’ Physical Education Achievement: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, febbraio 2023. http://dx.doi.org/10.37766/inplasy2023.2.0012.

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

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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Guo, Qi, e Shamsulariffin Samsudin. The Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, maggio 2022. http://dx.doi.org/10.37766/inplasy2022.5.0143.

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