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Babych, Vjacheslav, Оleksandr Dubovoi, Serhii Savchenko, Vitalii Kurilo, Serhii Kharchenko i Volodymyr Zaitsev. "MODERN APPROACHES OF STUDENT'S SOCIAL HEALTH FORMATION IN THE PROCESS OF PHYSICAL EDUCATION". Education. Innovation. Diversity. 1, nr 2 (26.05.2021): 16–23. http://dx.doi.org/10.17770/eid2021.1.5420.
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Objective: to ascertain the influence of the updated Physical Education syllabus in the context of forming social health of secondary school students, as well as motivation of schoolchildren for Physical Education classes. Material: 457 school students (230 females and 227 males) of the 6th and 7th grades (aged 12-13) from different regions of Ukraine were respondents of the survey. Method: observation, interviews and the authors’ questionnaires (‘Interest in Physical Education’with the use of customized tests by M. Ginzburg (Zaniuk, 2002), questionnaires ‘value orientations’ by M. Rokeach (Rozov, 2005), ‘Orientation towards Increasing Social Health of a Person’, as well as a questionnaire on the need of accomplishments by Yu. Orlov and Reyzas Assertiveness Schedule (Big Encyclopedia of Psychological Tests, 2007).Results: It was discovered that in 2008-2009 only 23.7% of schoolchildren liked physical education classes. Within this period of time, 18.5% of school students had a high level of orientation towards improving their own social health. The corrections made in 2012 to Physical Education syllabus contributed to an increase in the number of school students with a high level of motivation for Physical Education classes(+ 41.7%), as well as the number of students who had a high level of orientation towards improving their own social health (+23.3%). Positive changes were also recorded after the improvement of Physical Education syllabus in 2017 (under conditions of Physical Education reformation in Ukraine). The number of schoolchildren with a high level of motivation for Physical Education classes increased by 10.5% compared with the results recorded in 2012-2016. The number of students aimed at improving their own state of social health increased by 17.1%.The content of Physical Education syllabus of years 2012 and 2017 has significant advantages over the syllabus of the Soviet times in the context of developing students’ desire to be engaged in Physical Education on the whole and improve their own level of social health in particular. It is characterized by the improvement of the system of assessing schoolchildren’s achievements in physical fitness, the option to increase the amount of time devoted to students’ mastering various kinds of sports that are of particular interest to them, and the focus on providing schoolchildren with key life competencies.
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Fikri, Aprizal, i Bayu Hardiyono. "The Level Of Teachers Understanding In Physical Education, Sports And Health About The 2013 Curriculum". Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 4, nr 2 (27.09.2020): 96–107. http://dx.doi.org/10.33369/jk.v4i2.12500.
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This study aims to determine the level of understanding of teachers in physical education, sports, and health in Line 20 Muara Padang District about K13 Learning. The research method used in this research is descriptive quantitative. The sample in this study were junior high schools in Line 20, Muara Padang district, Banyuasin district with a total of 20 teachers. This study uses 3 indicators, namely understanding the PJOK learning syllabus in the 2013 curriculum, understanding the principles of RPP preparation in learning PJOK in the 2013 curriculum, and understanding the methods of learning PJOK in the 2013 curriculum. The results showed that at the junior high school level understanding the PJOK learning syllabus in the curriculum 2013 got an average value of 54.2 of 55.% and was included in the high category.
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Soini, Anne, Anthony Watt i Arja Sääkslahti. "Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education". International Journal of Environmental Research and Public Health 18, nr 12 (15.06.2021): 6454. http://dx.doi.org/10.3390/ijerph18126454.
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Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.
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Petrović, Jelena, Zoran Milošević i Ivan Petrović. "Psychometric Characteristics of the Scale for Measurement of Readiness for Active Involvement in Physical Education Classes in Elementary School". Physical Education and Sport Through the Centuries 3, nr 2 (1.12.2016): 63–79. http://dx.doi.org/10.1515/spes-2016-0015.
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SummarySchool curriculum and syllabus of physical education sets in front of the pupils the objectives and tasks that could be, by their nature, both physical and socio-psychological while the level of mastering of the contents is measured with a mark that is seen as the result of efficiency of overall educational process at a certain education level. However, the mark in physical education is a composite of numerous factors, one of which is motivation that can be considered within a school environment as readiness for an active engagement of pupils during classes (contrary to passive and mechanical fulfilment of requirements and acting based on the teachers’ demand, or open and direct obstruction of a class, disturbing of discipline and refusal to actively implement the curriculum). Therefore, it is important to take pupils’ motivation into account in order to fulfilthe sense of physical education classes, remedy the potential shortcomings, and improve additionally the planned syllabus. The Scale for measurement of readiness for active involvement at physical education classes in elementary school has been designed with that aim since early adolescence is considered a critical period for adopting of healthy lifestyles and its metric characteristics have also been tested. The Scale consists of five levels, of Likert’s type and it consists of two sub-scales (Commitment and Winning) with nine statements in total.With good psychometric characteristics, easy understanding, concise contents and short and simple setting it is recommended for further work and additional research in the field of motivation in physical education in both elementary and secondary school.
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Brio Alfatihah i Tarpan Suparman. "Implementation of Learning Behavior of Drug Abuse Prevention in Physical Education". Jurnal Sekolah Dasar 4, nr 1 (31.12.2019): 35–39. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.758.
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Indonesia is a drug emergency, yes, this sentence illustrates the current condition of the Indonesian Replubic State. This is caused by rampant drug trafficking and abuse. In Indonesia, data from the National Narcotics Agency of the Republic of Indonesia shows in 2004 that 15% of Indonesia's population was involved in drug abuse (3.2 million) and in 2005 showed that 15,000 people died each year due to drugs (Jakarta Provincial Narcotics Agency, 2009) . The latest data on drug abuse in 2014 has increased by 4 million (BNN, 2015). Do not rule out the possibility of drug abuse will continue to increase in the following years as long as there is no education on the dangers of drug education at the Secondary School level Education is believed to solve the problem of the Indonesian people in order to avoid drug abuse. This belief is strengthened because education is a planned effort to influence others, whether individuals, groups, or the community, so that they do what is expected by education practitioners (Notoatmodjo, 2003: 16). In addition, in RI Law No. 20 of 2003 concerning the National Education System, article 1. Explains that: "Education is everything that is done by someone for himself or done by someone else for him, with the aim of bringing him closer to the level of perfection" From the opinion of some experts and based on the Act –Chief The National Education System can overcome drug abuse behavior. While the education chosen by researchers is Physical Education. This consideration was chosen because in the Syllabus of learning in schools in Physical Education subjects there is some material regarding drug abuse itself. In addition to previous considerations, Physical Education not only aims to encourage physical growth, but as Freeman (2007: 27-28) states that physical education uses physical activity to produce overall improvements to the physical, mental and emotional quality of students as one complete unity. Through sports physical education and health it is expected that students become "physically educated people" who not only emphasize motor skills and movement patterns but can maintain health improvement as stated by Metzler (2005: 14) a person can become "Physically educated person" must meet the following standards: (1) demonstrate motor skills and the skills and patterns of motion needed to display various physical activities, (2) demonstrate an understanding of the concepts of motion, principles, strategies and tactics as they apply in learning and performance of various physical activities, (3) participate regularly in physical activities, (4) achieve and maintain improved health and fitness levels, (5) demonstrate personal and social responsibility in the form of respect for self and others in an atmosphere of activity s physical, and (6) values physical activity for health, pleasure, challenges, self-expression, and social interaction. Therefore the author tries to examine implementing a program to prevent drug abuse behavior in physical education. So physical education, sports and health can be one way or a protector to increase knowledge of the importance of preventing drug abuse
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Brio Alfatihah, Tarpan Suparman i Aang Solahudin Anwar. "Implementasai Pembelajaran Perilaku Pencegahan Penyalahgunaan Narkoba Dalam Pendidikan Jasmani". Jurnal Sekolah Dasar 4, nr 1 (11.03.2019): 35–39. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.870.
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Indonesia is a drug emergency, yes, this sentence illustrates the current condition of the Indonesian Replubic State. This is caused by rampant drug trafficking and abuse. In Indonesia, data from the National Narcotics Agency of the Republic of Indonesia shows in 2004 that 15% of Indonesia's population was involved in drug abuse (3.2 million) and in 2005 showed that 15,000 people died each year due to drugs (Jakarta Provincial Narcotics Agency, 2009) . The latest data on drug abuse in 2014 has increased by 4 million (BNN, 2015). Do not rule out the possibility of drug abuse will continue to increase in the following years as long as there is no education on the dangers of drug education at the Secondary School level Education is believed to solve the problem of the Indonesian people in order to avoid drug abuse. This belief is strengthened because education is a planned effort to influence others, whether individuals, groups, or the community, so that they do what is expected by education practitioners (Notoatmodjo, 2003: 16). In addition, in RI Law No. 20 of 2003 concerning the National Education System, article 1. Explains that: "Education is everything that is done by someone for himself or done by someone else for him, with the aim of bringing him closer to the level of perfection" From the opinion of some experts and based on the Act –Chief The National Education System can overcome drug abuse behavior. While the education chosen by researchers is Physical Education. This consideration was chosen because in the Syllabus of learning in schools in Physical Education subjects there is some material regarding drug abuse itself. In addition to previous considerations, Physical Education not only aims to encourage physical growth, but as Freeman (2007: 27-28) states that physical education uses physical activity to produce overall improvements to the physical, mental and emotional quality of students as one complete unity. Through sports physical education and health it is expected that students become "physically educated people" who not only emphasize motor skills and movement patterns but can maintain health improvement as stated by Metzler (2005: 14) a person can become "Physically educated person" must meet the following standards: (1) demonstrate motor skills and the skills and patterns of motion needed to display various physical activities, (2) demonstrate an understanding of the concepts of motion, principles, strategies and tactics as they apply in learning and performance of various physical activities, (3) participate regularly in physical activities, (4) achieve and maintain improved health and fitness levels, (5) demonstrate personal and social responsibility in the form of respect for self and others in an atmosphere of activity s physical, and (6) values physical activity for health, pleasure, challenges, self-expression, and social interaction. Therefore the author tries to examine implementing a program to prevent drug abuse behavior in physical education. So physical education, sports and health can be one way or a protector to increase knowledge of the importance of preventing drug abuse
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Palacios-Gálvez, Mª Soledad, Montserrat Andrés-Villas, Mercedes Vélez-Toral i Ángeles Merino-Godoy. "Nominal Groups to Develop a Mobile Application on Healthy Habits". Healthcare 9, nr 4 (30.03.2021): 378. http://dx.doi.org/10.3390/healthcare9040378.
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The new pandemic-lockdown situation has caused empowerment of new technologies; mobile phones and computers have gained further importance. Homes have become the new educators of health since health education has decreased or stopped during the pandemic. The lack of knowledge in the child and adolescent population about how to incorporate healthy habits in their daily lives, along with the rise of health devices and the introduction of healthcare in the syllabus, has led to the realization of the present study. The aim of this study was to identify the relevant health topics in a sample of adolescents for the later development of a mobile application (Healthy Jeart) that promotes the adoption of healthy lifestyle habits in adolescence. The information was gathered through the technique of nominal groups. The sample was recruited by nonprobability purposive sampling, with a total of 92 students from 4 educational centers of the province of Huelva (Spain). According to the obtained results, the most relevant categories were physical wellbeing (40.81%), psychological wellbeing (22.13%), interpersonal relationships and social skills (21.58%), toxic substances and addictions (10.35%) and sex habits (1.83%). This technique allowed identifying and selecting the most relevant content areas of the “Healthy Jeart” application.
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Buranok, Oleg Mikhailovich, i Sergey Aleksandrovich Serper. "Cultural, professional, job-related competences and development of the course «Fitness and gymnastics for yoga coaches»". Samara Journal of Science 8, nr 1 (28.02.2019): 235–38. http://dx.doi.org/10.17816/snv201981303.
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The paper deals with specifics of cultural, professional, job-related competences development of Physical Education and Sports Bachelors (training code 44.03.01). Teaching programs are designed according to the requirements of the Federal State Educational Standard (the third generation), approved by the Ministry of Education and Science of the Russian Federation. Acquiring professional competencies are crucial for any coach or specialist in athletics. Moreover, the personality-oriented approach to the system of modern higher education presupposes development of personal skills such as independence, self-motivation and self-reliance. These qualities help the field experts build a healthy Russian society. The authors define knowledge, skills and abilities for cultural, professional, job-related competences to implement in the syllabus of Fitness and Gymnastics for Yoga Coaches.
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Biasutti, Michele, Theodora De Baz i Hala Alshawa. "Assessing the Infusion of Sustainability Principles into University Curricula". Journal of Teacher Education for Sustainability 18, nr 2 (1.12.2016): 21–40. http://dx.doi.org/10.1515/jtes-2016-0012.
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Abstract The current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were “human connections to the physical and natural world”, and “ethics/values”. The most relevant ESD topics were: “sustainable production/consumption” and “health promotion”. The most infused ESD pillars (competencies) were: “learning to know” and “learning to do”. The most relevant ESD principles were: “practiced locally” and “responds through applied learning”. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula.
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Messakh, Sanfia Tesabela, Budi Utomo i Fatkur Rohman. "Evaluation on The Implementation of Study on Physical, Sport and Health in The Pandemic Time Covid-19 at SMP Negeri Se-Kota Salatiga Tapel 2020/2021". Journal Physical Education, Health and Recreation 5, nr 2 (26.07.2021): 108. http://dx.doi.org/10.24114/pjkr.v5i2.27041.
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The Ministry of Education and Culture of the Republic of Indonesia issued a policy to temporarily close educational activities held in schools. This policy resulted in several changes and caused a transition in the process of implementing PJOK learning. The purpose of this study is to describe the evaluation of the implementation of physical education, sports and health learning in State Junior High Schools in Salatiga during the Covid-19 pandemic. This research uses qualitative methods with a descriptive approach. The data analysis technique in this study used the Analysis Interactive Model technique from Miles and Huberman. The results of the study indicated that PJOK teachers were obliged to make learning tools such as syllabus, lesson plan (RPP), semester program (Promes) and annual program (Prota). The implementation of online learning is carried out using various internet-based applications including Google Classroom, Google From and WhatsApp (WA) as the main communication media for teachers and students for learning reminders and assignments. Learning assessments during the Covid-19 pandemic are designed to encourage meaningful learning activities for students in the form of assignments and teacher observations of students during the online learning process.
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Medvedeva, I., T. Nesterova i V. Radzijevsky. "Formation of conscious motivation for physical education classes among pedagogical students with impaired health". Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), nr 4(124) (4.09.2020): 62–67. http://dx.doi.org/10.31392/npu-nc.series15.2020.4(124).13.
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The article presents the results of the first stage of research to determine the level of motivation of students of a pedagogical profile with impaired health to physical education classes. It is shown that conscious choice of students of motor activity will not only increase the level of attending physical education classes, but will also increase their interest in them and will provide active participation in the educational process, which will become the basis for the formation of conscious motivation in students with impaired health physical education classes. The results of the questionnaire survey among the first and second year students identified the main issues that need to be addressed in order to significantly improve the educational process of physical education with students with impaired health. These include: Introducing changes to the curriculum and syllabuses in physical education for students with disabilities, namely in its theoretical section. The purpose of theoretical training will be to form students' knowledge of healthy lifestyles, health status, components of physical health: physical development, physical fitness, physical activity, physical performance. This will not only promote the development of the aforementioned components of physical health in physical education classes, independent physical education and sports, while actively pursuing recreation and leisure, but will also significantly contribute to the formation of conscious motivation in them. The educational process of physical education of student youth can be successful only if the achievement of the goal of learning becomes the dominant motive of this pedagogical process, and the main condition for the formation of motivation is the inclusion of students in the corresponding educational activity. According to the results of the survey, most students preferred to play badminton. Badminton is one of the most widespread and versatile forms of realization of physical activity of a person, due to the wide possibilities of individual choice, dosage of exercises, their variety and degree of complexity. Badminton refers to acyclic complex coordination sports. He is characterized by such features as speed of movement, speed of thinking, speed of execution of technical techniques with the maximum reduction of preparatory actions, manifestation of morally strong-willed qualities.
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Latif, Hira, Patrick Martone, James Edward Shaw, Eric Wisotzky i Asma Ali Dilawari. "Innovation, education, and research: A multidisciplinary survivorship care model." Journal of Clinical Oncology 37, nr 15_suppl (20.05.2019): 10519. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10519.
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10519 Background: Advances in early detection, therapeutics, and an aging population are expected to lead to an increase in the number of cancer survivors in the United States to 20 million by year 2026. The Institute of Medicine and Commission on Cancer recommends delivery of survivorship care plans on completion of curative treatment. While models exist for high-quality survivorship care, institutions encounter barriers such as lack of resources and limited training in survivorship. Our institution piloted a unique model combining fellows’ education with guideline-driven recommendations from a multidisciplinary team to provide consolidated survivorship care. Methods: A survey for self-reported competence and experience was conducted amongst the hematology and oncology fellows at the MedStar Washington Hospital Center. A bimonthly clinic staffed by a medical oncologist, oncology fellow and a cancer rehabilitation fellow was initiated in September 2018. Didactic lectures, curriculum syllabus and recommended assessments were established. Screening tools for distress, patients’ confidence in knowledge about survivorship and physical function via PROMIS 20a were administered; clinical assessments including the “6-minute walk test” were used to assess cardiovascular health. Results: Most fellows had not encountered a survivor of lung (16%), GU (0%) and head and neck cancer (33%). Majority of the fellows had never delivered a survivorship care plan. Scores were low in competence and experience in survivorship. By December 2018, 15 patients with 17 diagnoses of cancer were referred to the clinic. 10 were survivors of hematologic malignancies while 7 were of solid tumors. The no-show rate was 40%. Fellows conducted the assessments and were supervised by an oncology attending. Of the 9 patients seen, 4 were referred for physical therapy; additional referrals for psychology and cardiology were frequent. Conclusions: A comprehensive multidisciplinary survivorship clinic focusing on fellows’ education is a feasible model for delivery of survivorship care and aims to bridge the gap in experience and competence of fellows. Future goals include re-assessment of patient-reported outcomes, physical function, and competence of fellows.
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Pambudi, Muhammad Iqbal, M. E. Winarno i Wasis Djoko Dwiyogo. "Perencanaan dan Pelaksanaan Pembelajaran Pendidikan Jasmani Olahraga Kesehatan". Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, nr 1 (30.01.2019): 110. http://dx.doi.org/10.17977/jptpp.v4i1.11906.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td rowspan="2" valign="top" width="439"><pre><strong>Abstract:</strong> This research was aimed to see how the Physical Education, Sports, and Health learning process in schools from the planning and learning stages of learning by using descriptive qualitative and quantitative methods. Research procedure namely (1) making a guide instrument, (2) taking data, (3) analyzing the data, and (4) hiding the research. The study on the planning aspects of all teachers of Physical Education, Sports and Health do not make learning devices from syllabus and on the aspects of effective learning implementation which in real life are not yet standard and form in the process of learning activities in accordance with the standard. Recommendation on the planning aspect by conducting academic supervision to improve performance in and follow the standards that have been applied in the process.</pre><p> <strong>Abstrak:</strong> Penelitian ini bertujuan untuk melihat bagaimana proses pembelajaran PJOK di sekolah dari tahap perencanaan pembelajaran dan pelaksanaan pembelajaran dengan mengunakan metode deskriptif kualitatif dan kuantitatif. Prosedur penelitian yaitu (1) membuat panduan instrumen, (2) pengambilan data, (3) menganalisis data, dan (4) menyimpulkan hasil penelitian. Hasil penelitian pada aspek perencanaan semua guru PJOK tidak membuat perangkat pembelajaran dari silabus dan RPP serta pada aspek pelaksanaan pembelajaran waktu efektif yang digunakan dalam pelaksanaan pelaksanaan pembelajaran masih belum standar serta bentuk dalam proses kegiatan pembelajaran belum sesuai dengan standar. Rekomendasi pada aspek perencanaan dengan melakukan supervisi akademik guna meningkatkan kinerja dalam mengembangkan perangkat pembelajaran dan pada aspek pelaksanaan guru harus mengikuti aturan standar yang telah ditentukan dalam proses pelaksanaan pembelajaran.</p></td><td width="0" height="60"> </td></tr><tr><td width="0" height="99"> </td></tr></tbody></table></div>
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Mabeya, Mary Theodorah. "Distance Learning During COVID-19 Crisis: Primary and Secondary School Parents Experiences in Kenya". East African Journal of Education Studies 2, nr 1 (12.12.2020): 173–86. http://dx.doi.org/10.37284/eajes.2.1.249.
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The COVID-19 disease outbreak in 2020 was declared by the World Health Organization as a Public Health Emergency (PHEIC). Human symptoms of the Coronaviruses among others are commonly spread through droplets (coughing) and close personal unprotected contact with an infected person through toughing. Based on the speed at which the disease spreads, learning institutions were distinguished as high-risk areas with prospective of exposing both learners and instructors the spreading the virus. This had a serious effect on the academic programs in all learning institutions worldwide where learning was abruptly discontinued and all students and instructors send home. The Government of Kenya (GOK) through the President’s directives suspended all learning institutions as one of the measures taken by the Ministry of Health to mitigate the spread of COVID-19. This affected the learning since most of the schools had not even started their syllabus that academic year. Alternative measures to ensure that curriculum implementation progressed well; various mechanisms were suggested including remote learning which was actualised in some instances. Virtual lessons and Open and Distance e-learning (ODeL) has mainly been adopted by institutions of higher learning (colleges and universities) globally in offering online classes. However, this was not the case in many public primary and secondary institutions where the common form of learning involves a very interactive physical relationship between teachers and their learners in classrooms. In Kenya, since all institutions of learning were closed as a result of the breakout of the COVID-19 pandemic, the Ministry of Education (MOE) opted for remote learning across the country. Research results from Rangwe Sub-county have shown that most learners have not benefited much from the online classes due to the network and other related challenges reported in this paper. This has created education inequity since parents who have children in private schools and those from well of backgrounds are the ones enjoying distance learning programmes offered. The research has also found out that parents did no proper supervision to ensure that their children were committed in their studies in remote settings. Lack of supportive infrastructure (electricity and internet network access) limited children participation in distance learning programmes in Rangwe Sub-county. The paper recommends that government to properly educate parents, teachers and learners on modalities of distance and remote learning programmes. There is need for government to provide children from disadvantaged families with technological appliances to enable them to participate in distance education.
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Mazepa, M. A., O. I. Tyravska, N. O. Ivasyk i O. A. Bas. "Training of Occupational Therapists in Ukraine: Competencies and Criteria for their Evaluation (Experience of the French School)". Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, nr 5 (1.11.2020): 285–92. http://dx.doi.org/10.26693/jmbs05.05.285.
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Competence approach in the training of future occupational therapists makes it possible to determine the degree of readiness of students for purposeful professional activity. Assessment of the acquisition of competencies by university students remains a serious problem that requires discussion after the application of various assessment methods in the educational process. The purpose coverage of the component of professional competencies and criteria for their evaluation in the teaching of occupational therapy based on the French experience. Material and methods. In this paper we studied professional competencies of a French occupational therapist to obtain a state diploma "Occupational Therapist". We used the following methods: analysis, generalization and systematization of information of scientific and methodical literature. Results and discussion. Training in occupational therapy is carried out at the departments of physical therapy in the specialty 227 – "Physical Therapy, Occupational Therapy", which provides two specializations: 227.1 – "Physical Therapy" and 227.2 – "Occupational Therapy". Thus, the component of professional competence is a structural component of the educational program for the training of competent professionals who are able to use the acquired knowledge, skills and abilities in practice. In 2019, the Commission of Specialists at the Ministry of Education and Science of Ukraine developed a draft educational and professional training program for occupational therapists. In this project, professional competencies are divided into 5 professional competencies of the specialty and 14 professional competencies of the specialization. In order to receive a state diploma in occupational therapy, the Decree of the Ministry of Social Affairs and Health of France prescribes ten professional competencies that must be mastered by a future specialist. At the same time, this document contains criteria for assessing the student's acquisition of these competencies. This Decree contains the following criteria for assessing professional competencies: “What allows us to say that the skill has been mastered? What exactly do we want to check? What visible signs of a student's acquisition of competence can be observed? What are the signs of good results?” Conclusion. Professional competencies and criteria for their evaluation, which form the basis of training occupational therapists in France, can be considered a complex multidimensional education, which was formed in the process of acquiring professional education and is a powerful motivating factor for training competitive professionals, which direct the perception of goals, values, content, results and features of this activity. This experience of the French school can be useful for the preparation of educational and professional, syllabus and work programs in occupational therapy
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Rimal, Hem Sagar. "Professionalism in Medical Education: Where Are We?" Medical Journal of Shree Birendra Hospital 17, nr 2 (25.07.2018): 1–3. http://dx.doi.org/10.3126/mjsbh.v17i2.20467.
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The importance of professionalism in the field of medicine in Nepal is highlighted worryingly often in the terrifying news articles that shower the public with accounts of malpractice and unprofessional behaviour, contributing to the growing rift between patients and medical professionals. We need to look back at our undergraduate and post graduate training program to try to answer two very important but often overlooked questions : Whether professionalism has been sufficiently integrated in Medical Education or not and if yes, is the mode of delivery of this concept efficient enough?More importantly, are we assessing this important competency and are we making sure that it is being acquired by our doctors? The focus on professionalism in medicine, and medical education, has developed in response to possible malevolence towards patients on the part of doctors that are inept in dealing with the humanities of medicine.Professionalism has six important inbuilt elements viz. altruism, accountability, duty, honour or integrity, excellence and respect for others. The physician–patient relationship is the reflection of professionalism and it is central to the delivery of high-quality medical care; it has been shown to affect patient satisfaction as well as a variety of other biological, psychological and social outcomes.1 All these professional behaviours and attitudes must be developed during the acquisition of medical education. Hence, it is crucial to make sure that the medical graduates are well aware of, and meet the principles of professional practice i.e. maintaining good clinical practice, successful relationship with patients/parents and effective team work with colleagues.Yes, professionalism has always been a backbone of medical education. Since the earliest days of medical practices, the professionalism of a doctor has been valued almost as much as their intellect. So, medical education has always gone hand in hand with the principles of professionalism. Throughout medical education, professionalism has been taught almost exclusively through faculty role modelling but with the advancements of medical education, it seems almost irresponsible to leave the inculcation of professionalism at such primitive standards. Medical institutions can no longer rely on the intuition of their faculty to instil professionalism solely through their actions. It is now up to medical institutions to apply standardised methods to adequately gauge professionalism in their students. It is now up to us to absolutely guarantee that professionalism has not only been taught but actually instilled in our students. It is high time that professionalism becomes an integral part of the curriculum.Medicine is a community based discipline. Without a sound doctor/patient relationship in the society, neither the patient nor the doctor can get his/her point across. Communication is of paramount importance in medicine and is the essence of diagnosis and treatment. A community that isn’t compliant to and supportive of medical professionals further exacerbates the existing insufficiencies in the health of the society. This worrying trend is a red flag for emerging medical educationists and curriculum designers around the nation. Without early intervention in the foundations of medical education in our nation, we risk tarnishing the reputation that the medical profession has garnered because of the social goodwill associated with it. Appropriate attitude, aptitude and knowledge are all equally important aspects that a physician must posses. Professionalism should be viewed at three different levels. At individual level attributes, capacities and behaviours are considered. The next consideration is interpersonal domain that focusses on teacher student interactions in different contexts. Professionalism is implied at societal and institutional level where notions such as social responsibility and morality but also political agendas and economic imperatives reside. Furthermore, there are interactions amongst these all three domains/levels. For example, an individual's professional behaviour may be influenced by the context; similarly, the individual within an institution may influence its collective professional values to the others.2Teaching professionalism: It is quite a difficult task. The question “How to teach professionalism in medical school?” is even more difficult to answer. There is no concrete method nor is there a blueprint to a sure fire solution. Role modelling and mentoring are important ways of imparting concept of professionalism during medical training but these merely are not enough to guarantee results. Thus, professionalism must be integrated directly into the syllabus for there to be a noticeable change. There is a need for didactic lectures too. Although they may seem primitive, a didactic lecture on professionalism will give medical students something to think about. Without cognitive stimulation on a certain topic, it sometimes becomes harder to grasp, no matter the amount of role models they may be surrounded by. In years one and two of undergraduate training, medical ethics, importance of professionalism, related laws can be taught as a cognitive component. In year three and four, the application part could be taught as case presentations, reflections and portfolio. During internship and post graduation, it should be through more complicated cases and through journal clubs. Assessment of professionalism: For the immense significance that professionalism possesses in medical education, the assessment hasn’t followed suit. Merely including professionalism in the syllabus is not nearly enough. Research has shown that ‘that which is not assessed is never learnt.’ Therefore it is extremely essential for appropriate assessment tools to be integrated in the curriculum that can gauge the professionalism of our medical students. Professionalism should be assessed longitudinally right from the beginning until internship period and even beyond. It requires combinations of different approaches and at different levels including but not limited to professionalism at individual, interpersonal and institutional/societal levels. Some of the components of professionalism are related to the inherent personality traits. Assessment of these traits (cognitive, personality, behaviours) prior to admission may be relevant to later professionalism aspect of the medical graduates. There are several assessment tools like observed clinical encounter (Mini-CEX, P-MEX), collated views of co-workers (360 degree evaluation), records of incidents of professional lapses (incident reporting form), simulations (cases with ethical dilemma) and patient surveys (patient assessment questionnaire).3Without professionalism we cannot call ourselves professionals. It seems that nowadays, many of us are really not. There is a huge lack of professionalism in medical education right now, and this must change if we are to continue to produce true medical professionals. What we need now is an absolute paradigm shift in our attitudes towards the ethical competency of our medical practitioners and focus on the ethical side of our education system as well as the technical side.
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Goriup, Jana, Jadranka Stričević i Vida Sruk. "Is Education for Using Humour in Nursing Needed? (Slovenian Case Study on Sociological and Ergonomic Aspects of the Impact of Humour on Nursing Professionals)". Acta Educationis Generalis 7, nr 3 (20.12.2017): 45–62. http://dx.doi.org/10.1515/atd-2017-0023.
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Abstract Introduction: Although there has been considerable discussion regarding the presence of therapeutic aspects of humour in the nurse educational programme and syllabus, little is known about the use of humour in the nurse - patient relationship and the needed topics in the Slovene educational system for nurses. From educational and medical perspectives, humour is anything that evokes laughter and it has been proven that laughter contributes to physical health. A sense of humour in nursing has a conformist, quantitative and productive importance which is manifested through the essential elements of humour: meta-communication sensitivity, personal affection for humour and emotional admissibility. As nurses spend a lot of time with patients, humour adds to the quality of their work as well as to the nurses’ satisfaction with their work with patients. The aim of this paper is to contribute to a better understanding of the significance of humour in nursing both for the employees and for the patients and to discuss humour within the framework of nursing profession in Slovenia. The specific objective of our study is to explore the attitudes of Slovenian nurses towards humour and their actual use of humour during their interaction with patients. Methods: For the purpose of this study, a quantitative research methodology was adopted. A questionnaire was used to collect data on the topic and a set of statistical analyses (frequency distribution method, the χ2 and Spearman rank correlation test) was performed on the data obtained. Results: Our study shows that Slovenian nurses are prone to the use of humour in their work and they welcome it as an integral part of their work with patients. We found that humour also enhances their sense of belonging to the nursing profession and serves as a tool for socialization. Discussion: Humour, employed in nursing can help overcome certain difficulties which nurses face in the workplace as they also try to fulfil some social objectives and get socialized via humour. These psychological-sociological features of humour stand out as cognitive and social benefits of the positive emotions of joy, the use of humour for social communication and their influence on the release of stress and coping, which draws from the ergonomics of humour as social interaction. Therefore, topics of humour in nurse education are required. Limitations: 279 Slovenian nurses with different levels of education participated in the study. Conclusions: Humour should be used by nurses since it is important in their professional interaction with patients. It can be used as a bridge between individuals and can serve as a means of individual's integration into groups, cultures and, consequently, into the society as a whole.
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Kravchenko, Oksana. "Role of parents in the education of students under pandemic conditions". Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy 2, nr 39 (30.06.2021): 109–18. http://dx.doi.org/10.5604/01.3001.0014.9226.
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This paper summarizes the approaches to the development of socio-psychological and pedagogical activities that would contribute to the successful implementation of syllabi under quarantine restrictions and the creation of a safe educational space, would provide support to all participants of the educational process: fully-abled students, students with disabilities and parents, would help to restore physical and mental health under conditions of heavy workload and social isolation. In this context, the joint project of Pavlo Tychyna Uman State Pedagogical University, Department of Education and Inclusive Resource Center of Uman City Council entitled “Social inclusion of distance learning” within the research topic “Socio-psychological rehabilitation of children and youth with special educational needs by means of inclusive tourism”(state registration number: 0119U103978), is of particular importance. The research consisted of several stages: the development of questionnaires for parents as full participants of the educational process; conducting a questionnaire survey using google applications (1091 parents took part in the survey), analysis and interpretation of the results in order to identify the main problems related to the organization of distance learning and the psycho-emotional state under conditions of quarantine restrictions; the development of methodological recommendations on the basis of the research results. The purpose of the study was to identify the relationship between the socio-economic and psychosocial status of parents and its impact on the results of educational achievements of children in the period of distance learning during the COVID-19 pandemic. Special attention was devoted to parents raising children with disabilities.
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Rossi, Tony, Richard Tinning, Louise McCuaig, Karen Sirna i Lisa Hunter. "With the Best of Intentions: A Critical Discourse Analysis of Physical Education Curriculum Materials". Journal of Teaching in Physical Education 28, nr 1 (styczeń 2009): 75–89. http://dx.doi.org/10.1123/jtpe.28.1.75.
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Much of physical education curriculum in the developed world and specifically in Australia tends to be guided in principle by syllabus documents that represent, in varying degrees, some form of government education priorities. Through the use of critical discourse analysis we analyze one such syllabus example (an official syllabus document of one of the Australian States) to explore the relationships between the emancipatory/social justice expectations presented in the rubric of and introduction to the official syllabus document, and the language details of learning outcomes that indicate how the expectations might be satisfied. Given the complexity and multilevel pathways of message systems/ideologies we question the efficacy of such documents oriented around social justice principles to genuinely deliver more radical agendas which promote social change and encourage a preparedness to engage in social action leading to a betterment of society.
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SueSee, Brendan, Shane Pill i Ken Edwards. "Interrogating Assumptions of a Curriculum: Queensland Senior Physical Education Syllabus". Physical Educator 75, nr 5 (2018): 850–79. http://dx.doi.org/10.18666/tpe-2018-v75-i5-8283.
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Макиевский, И., А. Тынаев i И. Корсакова. "БГУнун шартында дене тарбия боюнча тесттердин жыйынтыктарын баалоочу модулдук-рейтингдин критерийлери". Vestnik Bishkek Humanities University, nr 48 (1.07.2019): 59–62. http://dx.doi.org/10.35254/bhu.2019.48.12.
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Аннотация: ЖОЖдо практикалык окуу, ден соолукту массалык - чыңдоо, дене тарбиялык жана спорттук иш-чаралар окуу жайдын дене тарбия программасынан сырткары студенттердин дене тарбия жана спорт менен активдүү машыгуусун камтыйт. Студенттердин билимин, жөндөмүн жана тажрыйбасын өздөштүрүүгө жаш курактык, жыныстык, дене тарбиялык жана ден соолугун эске алып, окуу жыл боюнча дифференцияланган баалоо накта талаптар менен ченемдерди камтыйт. Бул маселелерди ишке ашыруу үчүн БГУнун дене тарбия боюнча методикалык-окуу комплекстери иштеп чыгууда, алардын критерийлери дене тарбияда модулдук-рейтингди баалоо натыйжалары болуп эсептелинет. Бул макалада студенттердин дене тарбия сабагы боюнча программалык материалдарды өздөштүрүү даражасын көрсөтүүдөгү критерийлерин аныктоого аракет жасалды. Түйүндүү сөздөр: Дене тарбия сабактары, дене тарбия боюнча тест, билимди, жөндөмдү жана тарбияны баалоо, Силлабустар жана дене тарбия боюнча методикалык-окуу комплекстери, жетишкендиги боюнча баа, студенттердин негизги жана атайын медициналык топ дене тарбиясын баалоо стандарттары. Аннотация: Практическое проведение учебной, оздоровительное-массовой физкультурной и спортивной работы в ВУЗе вовлекают в активные занятия физкультурой и спортом всех студентов в пределах требований вузовской программы физического воспитания. Овладение студентами знаниями, навыками и умениями включают четко разграниченные требования и нормы для дифференцированной оценки по годам обучения с учетом половых, возрастных особенностей, их физической подготовленности и состояния здоровья. Для осуществления этих задач кафедрой физвоспитания БГУ разрабатывается учебная документация Силлабусы, учебно-методические комплексы по физическому воспитанию критериями которых являются тестовые результаты модульно-рейтинговых оценок по физическому воспитанию. В данной статье предпринята попытка определения критериев отражения степени усвоения студентами программного материала по предмету “Физическое воспитание”. Ключевые слова: Учебное занятие по физическому воспитанию, тесты по физической подготовке, оценка знаний,навыков и умений, Силлабусы и УМК по физическому воспитанию, зачет, оценка успеваемости, нормы оценки физической подготовленности студентов основной и специально-медицинской групп. Annotation: Practical carrying out educational, improving-mass sports and sports work in HEI is involved in active exercises and sport of all students within requirements of the high school program of physical training. Mastering students knowledge, skills and abilities is included by accurately differentiated requirements and norms for the differentiated assessment by years of training taking into account sexual, age features, their physical fitness and the state of health. Educational documentation Syllabuses, educational and methodical complexes on physical training by criteria of which is developed for implementation of these tasks by department of a physical education of BHU test results of modular and rating estimates on physical training are. In this article an attempt of determination of criteria of a strazheniye of extent of digestion of program material by students in the subject "Physical training" is made. Key words: Educational lesson in physical training, physical training tests, as- sessment of knowledge, skills and abilities, Syllabuses and UMK in physical training, offset, gain score, norms of assessment of physical fitness of students of the main and special-medical groups.
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Joshi, Priyanka D., Stowe Shoemaker, Corrin C. Sullivan i Neelesh R. Soman. "A Patient Experience Course Syllabus: Integrating Service Sciences Research to Enhance Health-Care Delivery". Journal of Patient Experience 7, nr 4 (21.08.2019): 449–53. http://dx.doi.org/10.1177/2374373519870008.
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We present here a syllabus for teaching patient experience that draws on service sciences to address the current state of patient experience. The syllabus was the result of an ongoing collaboration between educators at the Hotel College and the School of Medicine at the University of Nevada at Las Vegas. The syllabus was developed after a thorough literature review in the field of services marketing, patient experience, hospitality marketing, management and leadership, health-care administration, and health-care communication and after consultation with subject matter experts. We believe that the syllabus provides an action plan for universities and hospitals to introduce and teach the topic of hospitality and patient experience as part of the medical and nursing school curriculum. The syllabus can also be adapted for teaching in executive education programs.
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Bosch, E., i M. D. Prat. "A syllabus for a two-semester chemistry course for health professions". Journal of Chemical Education 67, nr 6 (czerwiec 1990): 539. http://dx.doi.org/10.1021/ed067p539.2.
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Chung, Ho Jin, Ho Keat Leng i Chanmin Park. "A Foucauldian Analysis on Discourse in Primary School Physical Education Classes in Singapore". Physical Culture and Sport. Studies and Research 83, nr 1 (1.09.2019): 1–15. http://dx.doi.org/10.2478/pcssr-2019-0016.
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AbstractThis study aims to investigate the discourse in physical education (PE) classes among primary school students in Singapore and reveal the distinctive governing epistemological structure. Eight primary school students were interviewed, and an archaeological analysis based on Foucault’s thoughts and works was employed. The findings of this study provided a deeper understanding of PE discourse and offered a unique perspective on the conditions for such discourse to happen. A Foucauldian approach is thus a useful tool for policymakers when designing the PE curriculum and syllabus.
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Toloi, Gabriela Gallucci, Eduardo José Manzini, Diego Machado Spoldaro i Lucas Ventura Zacarias. "Inclusive Classes in Physical Education: Teachers' Difficulties". Journal of International Special Needs Education 19, nr 1 (1.04.2016): 25–33. http://dx.doi.org/10.9782/jisne-d-15-00020.1.
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Abstract The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify, through self-reporting, common difficulties physical education teachers experienced while teaching children with special needs in inclusive environments. Two focus groups of physical education teachers who taught children with special needs were interviewed to provide data. Focus groups met twice for an average of two hours each meeting. An interview guide was employed to encourage discussion and idea sharing. Verbal interactions were transcribed and subjected to content analysis. Data analysis identified seven subthemes related to difficulties commonly experienced by the teachers working in inclusive environments: 1) access to diagnoses; 2) physical education syllabus; 3) inclusion and physical education; 4) architectural and administrative barriers; 5) family collaboration; 6) relationships with other professionals; 7) teacher training. Identifying these subthemes of commonly shared difficulties relating to successful inclusion may help guide the development of a training program for including students with special needs in physical education classes.
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MacPhail, Ann, i John Halbert. "The implementation of a revised physical education syllabus in Ireland: circumstances, rewards and costs". European Physical Education Review 11, nr 3 (październik 2005): 287–308. http://dx.doi.org/10.1177/1356336x05056769.
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Daly, John M., i Jerry L. Sarquis. "A syllabus for a two-semester chemistry course for health professions (author response)". Journal of Chemical Education 67, nr 6 (czerwiec 1990): 540. http://dx.doi.org/10.1021/ed067p540.1.
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Jorsh, Michael S. "The changes in the education of psychiatric nurses: do psychiatrists have a role?" Psychiatric Bulletin 15, nr 6 (czerwiec 1991): 339–40. http://dx.doi.org/10.1192/pb.15.6.339.
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The new syllabus for both general and psychiatric nurses, Project 2000, is a manifestation of the gradual revolution taking place in nursing. It attempts to address some long-standing issues which have concerned the profession in several countries. The resolution of these issues will determine the role of nurses as members of the multidisciplinary team and effect cooperation and interactions therein.
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Spoelstra, B. "Education-oriented Physics-Chemistry for Universities". Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 4, nr 3 (18.03.1985): 98–103. http://dx.doi.org/10.4102/satnt.v4i3.1038.
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The shortage of well-qualified Science teachers is discussed, and possible contributing factors are mentioned. The need for an education-oriented university education in Physics and Chemistry, parallel to the existing courses in Physics and Chemistry, is justified. At the University of Zululand a subject called “Physical Science” (“Natuurwetenskap”) was established, bearing in mind the specific requirements of a teaching career in Physical Science at secondary level. “Physical Science” is offered at second and third year level and the syllabus covers equal amounts of Chemistry and Physics. A less formal-mathematical and more descriptive approach is followed, and as wide a field as possible is covered which includes new developments in the physical sciences. We believe that this new course will enhance the training of well-prepared teachers of Physical Science for secondary schools, where a severe shortage prevails. Special reference is made here to the situation in Black schools.
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MIYAI, Fernanda Tiemi, Sônia BARROS i Jandro Moraes CORTES. "Nursing students and mental health education in primary care". Revista Gaúcha de Enfermagem 35, nr 1 (marzec 2014): 94–101. http://dx.doi.org/10.1590/1983-1447.2014.01.37887.
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The University of Sao Paulo School of Nursing (EEUSP) went through a period of transition from undergraduate syllabus between the years 2009 and 2010. This change was made to integrate basic and clinical cycles and to reduce fragmentation of the disciplines. The mental health nursing education was included in many modules including the primary care. This qualitative study aimed to identify how the service offered to people with mental illness was performed by 20 undergraduate students in the context of primary care and how they were prepared. Data collection was conducted through semi-structured interviews, in August 2012, in EEUSP. After thematic analysis, we separated in categories: Teaching-learning process, Basic Health Unit and Mental health-illness process. The socially constructed conception of madness added to the problems related to academic training may result in lack of preparation in nursing mental health care.
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Schenker, Katarina. "Health(y) education in Health and Physical Education". Sport, Education and Society 23, nr 3 (18.04.2016): 229–43. http://dx.doi.org/10.1080/13573322.2016.1174845.
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Lynch, Timothy, Gregory J. Soukup i Wayne Usher. "“Physical education”, “health and physical education”, “physical literacy” and “health literacy”: Global nomenclature confusion". Cogent Education 3, nr 1 (5.08.2016): 1217820. http://dx.doi.org/10.1080/2331186x.2016.1217820.
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Poplašen, Jelena. "Physical education and health". Defendology 9, nr 29-30 (2011): 97–101. http://dx.doi.org/10.5570/dfnd.201101097.
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Herlambang, Dyone Septianis, R. Eka Murtinugraha i Gina Bachtiar. "Kesesuaian Kurikulum Program Studi Pendidikan Teknik Bangunan Universitas Negeri Jakarta Dilihat dari Kompetensi Kerja Berdasarkan Standar Kompetensi Kerja Nasional Indonesia (SKKNI) Sektor Jasa Konstruksi". Jurnal PenSil 2, nr 2 (28.08.2013): 73–77. http://dx.doi.org/10.21009/jpensil.v2i2.9862.
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The Objectives of this study to determine the suitability of the curriculumpercentage Building Technical Education Program Studies, State University ofJakarta seen from the competence requirements of construction work in theworld of work. Where the research conducted in the Department of CivilEngineering, State University of Jakarta. The method used is the method ofobservation.The data used in this study is SKKNI of position Young ExpertsImplementing Structure, Young Experts Construction Management, SkilledConstruction Supervisors, and young Experts Quantity Surveyor. Data used forthe course syllabus related to the job, the Construction Management, Scienceof Building Materials, Health and Safety, Practice of Soil Mechanics, BudgetPlan, Environmental Impact Assessment, and Practice Test Materials. Dataprocessing is done by creating a checklist tables and calculation of thepercentage.Results of this study are subject Construction Management 50%according, Science of Buiding Materials 92,85% according, Health and Safety28,57% according, Practice of Soil Mechanics 92,85% according, Budget Plan85,71% according, Environmental Impact Assessment 14,28% according, andPractice Test Materials 85,71% according. There is congruence between theEducation Program Building Engineering curriculum, State University of Jakartawith SKKNI. Of 7 subjects who reviewed syllabus, 4 course syllabus is inaccordance with SKKNI, 2 course syllabus is quite in accordance with SKKNI,and 1 course syllabus is not in accordance with SKKNI
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Chung, HoJin. "A reform of physical education syllabus and physical education teacher training in Singapore: The tripartite partnership between the Ministry of Education, the National Institute of Education and the local schools". Journal of Korean Society of Sport Policy 17, nr 1 (28.02.2019): 1–10. http://dx.doi.org/10.52427/kssp.17.1.1.
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Pursell, David P. "Enhancing Interdisciplinary, Mathematics, and Physical Science in an Undergraduate Life Science Program through Physical Chemistry". CBE—Life Sciences Education 8, nr 1 (marzec 2009): 15–28. http://dx.doi.org/10.1187/cbe.08-06-0031.
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BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.
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Bulger, Sean M., Derek J. Mohr, Linda M. Carson i Robert L. Wiegand. "Infusing Health-Related Physical Fitness in Physical Education Teacher Education". Quest 53, nr 4 (listopad 2001): 403–17. http://dx.doi.org/10.1080/00336297.2001.10491755.
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Marković, Miloš, Sandra Radenović i Božo Bokan. "Health Education and Physical Education - Meeting Points". Filozofska istraživanja 36, nr 3 (30.12.2016): 531–43. http://dx.doi.org/10.21464/fi36308.
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Grissom, Traci, Phillip Ward, Beth Martin i Nicole Y. J. M. Leenders. "Physical Activity in Physical Education". Family & Community Health 28, nr 2 (kwiecień 2005): 125–29. http://dx.doi.org/10.1097/00003727-200504000-00004.
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Finlay, Ilora G., Kartina A. Choong i Seshagiri R. Nimmagadda. "Is UNESCO’s Undergraduate Bioethics Integrated Curriculum (Medical) fit for purpose?" Journal of Medical Ethics 45, nr 9 (28.06.2019): 600–603. http://dx.doi.org/10.1136/medethics-2019-105437.
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In 2017, UNESCO introduced an Undergraduate Bioethics Integrated Curriculum to be taught in Indian medical schools, with an implied suggestion that it could subsequently be rolled out to medical schools in UNESCO’s other member states. Its stated aim is to create ethical awareness from an early stage of a doctor’s training by infusing ethics instructions throughout the entire undergraduate medical syllabus. There are advantages to a standardised integrated curriculum where none existed. However, the curriculum as presently drafted risks failing to achieve its laudable aims. There are important lessons to be drawn from UNESCO’s First Syllabus for Youth Bioethics Education (2018), which is aimed at schoolchildren and teenagers, and represents a creative, effective and culturally sensitive way to teach bioethics.
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Rogers, Frederick Rand. "Physical (and?) (or?) Health Education". Health Education 16, nr 2 (maj 1985): 59–66. http://dx.doi.org/10.1080/00970050.1985.10615843.
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Phiri, Timothy Kamuzu. "Relevance of Education for Sustainable Development to Zambian High School Geography: A Survey of High Schools in Lusaka City". Journal of Law and Social Sciences 1, nr 1 (31.03.2012): 67–85. http://dx.doi.org/10.53974/unza.jlss.1.1.369.
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Geography is one of the subjects offered in all high schools in Zambia. At the time this
study was conducted in the year 2010, five years after the declaration of the Decade
of Education for Sustainable Development (ESD) (2005-2014), ESD had not yet been
incorporated at high school level. The study hence sought to determine the aspects
of Geography that were compatible with ESD to ascertain the attitude of high school
pupils towards Geography and determine ways in which the Geography syllabus
could be improved vis-à-vis the need for pupils to be empowered to thrive in their
local environments. A descriptive survey research design was used and information
was gathered through group discussions (for the pupils) and questionnaires (for the
pupils and Geography Heads of Section). The study found that ESD could make a
contribution to Geography in the areas of field projects, personal hygiene and health,
sexual education, intergenerational transmission of knowledge, use of indigenous
knowledge and localisation of the Geography syllabus. The study found that though
pupils were interested in Geography as reflected by their general good performance in
examinations, nonetheless negative attitudes existed towards Geography because of
its detachment from pupils’ personal environments, excessive use of teacher-centred
methods and the bulky nature of the Geography syllabus.
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Laurentiu-Gabriel, Talaghir, Stoica Leonard i Ocak Yucel. "Study regarding the use of gymnastics - related alternative methods during the physical education class". SHS Web of Conferences 48 (2018): 01014. http://dx.doi.org/10.1051/shsconf/20184801014.
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The improvement of motor qualities and skills represents the main concern of the Physical Education lesson. In the present paper we present a general motor exercise training routine, designed as an alternative to the traditional approach of the PE lessons. The routine was divided into three components, namely a cross fit exercise routine, an aerobics routine and an acrosport routine. This routine was implemented in the 5th grade syllabus. The test group was represented by 207 pupils, out of which 114 girls (55.07%) and 93 boys (44.93%). Most participants came from rural areas (66.18%) and 33.82% came from urban areas. The routine was implemented during the first semester of the current school year (2017-2018) in one of the two compulsory lessons. The topics from the traditional PE lesson were replaced by the proposed routines and used alternatively. The assessment consisted of 4 tests from the national assessment system. The results showed significant progress obtained in the final tests for all the 4 trials used (p < 0,001).
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MYRONENKO, S., i I. SHAPARENKO. "THEORETICAL AND METHODOLOGICAL BASIS OF TEACHING THE DISCIPLINE "PHYSICAL REHABILITATION" IN THE PREPARATION OF BACHELORS IN THE SPECIALTY "PHYSICAL CULTURE AND SPORTS"". ТHE SOURCES OF PEDAGOGICAL SKILLS, nr 26 (7.04.2021): 146–51. http://dx.doi.org/10.33989/2075-146x.2020.26.227599.
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The article reveals the theoretical and methodological foundations of teaching the compulsory discipline "Physical Rehabilitation" in the process of training trainers of educational qualification level "Bachelor" at the Faculty of Physical Education of Poltava National Pedagogical University named after V.G. Korolenko . The purpose, tasks of studying the discipline, the list of professional competencies and learning outcomes that students must have during the course are defined. A detailed description of the components of the educational and methodological complex of the discipline is given and presented. The components of educational-methodical complex of the subject was determined: training and content syllabus, supporting lecture notes with questions for self-instructional training, materials for practical classes and independent work, tests for current and module control of students knowledge, final tests. The system of training highly qualified specialists provides classroom (lectures and practical classes) and independent work. In order to promote research activities a master student has 2/3 from all kind of training time.
According to the educational subject syllabus the teacher suggested the following ways of evaluation of educational achievements of bachelor students as current, modular, final control. Current knowledge assessment and control module are performed in the forms of different tests. The final assessment consists of all points earned during the current testing and modul controls, as well as the performance of individual work. Overall evaluation of bachelor students success is rating and is set by 100-scale system and totraditional scale accepted in Ukraine. A range of points that students may get for the topics of content moduleswere given.
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&NA;, &NA;. "PHYSICAL EDUCATION CONFERENCE". Family & Community Health 17, nr 1 (kwiecień 1994): 87. http://dx.doi.org/10.1097/00003727-199404000-00025.
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Кравчук, Т. М., Н. М. Санжарова i Ю. В. Голенкова. "Analyzing Syllabus “Sports and Pedagogical Improvement in Artistic Gymnastics” for Female Second-Year Students of the School of Physical Education and Sports". Teorìâ ta Metodika Fìzičnogo Vihovannâ, nr 4 (30.12.2016): 41–46. http://dx.doi.org/10.17309/tmfv.2016.4.1178.
Pełny tekst źródłaStreszczenie:
The objective is to analyze the syllabus content of the discipline “Sports and Pedagogical Improvement (Artistic Gymnastics)” for female second-year students of the School of Physical Education and Sports.
Materials and methods: analysis, synthesis and comparison of literary sources, pedagogical observation, study and collation of instructors’ positive working experience.
Results. The analysis of the syllabus content of the discipline ”Sports and Pedagogical Improvement” for female second-year students allowed to determine that the principal tasks are: to arm the students with the knowledge of the main types of training for qualified female athletes in artistic gymnastics; to teach the future professionals the fundamentals of the methods of physical, technical, psychological, tactical and theoretical training in artistic gymnastics; to shape the students’ professional and pedagogical abilities and skills in effective realization of all types of female gymnasts’ training; to cultivate in the future professionals the knowledge, abilities and skills of organizing control of the level of female gymnasts’ physical, technical, psychological, tactical and theoretical training.
Conclusions. Teaching the discipline “Sports and Pedagogical Improvement (Artistic Gymnastics)” in the second year of training at the School of Physical Education aims at arming the students with the knowledge of the main types of female athletes’ training in artistic gymnastics; teaching them the fundamentals of the methods of physical, technical, psychological, tactical and theoretical training, and shaping professional and pedagogical abilities and skills in effective realization of all the above-mentioned types of training in the future professional activity.
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Graizi, Mayadah, Kenny S. L. Cheah i Kazi Enamul Hoque. "The Effects of Physical, Emotional, and Cognitive Demands on Academic Leaders’ Performance in Malaysian Research Universities". International Journal of Learning, Teaching and Educational Research 20, nr 3 (30.03.2021): 282–303. http://dx.doi.org/10.26803/ijlter.20.3.17.
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This study attempted to investigate the possible impact of physical, emotional, and cognitive job demands on burnout among Malaysian academic leaders at Research Universities (RU). Another objective of the study was to study the direct and mediating role of burnout on the job performance of the target population. Through a quantitative study and by using a five-Likert point, 250 academic leaders in Malaysian Research Universities (MRUs) were surveyed. The obtained primary data were subject to quantitative analysis through outer loading of the items using Smart PLS software. The exploratory and confirmatory tests applied to the primary data earlier to the inferential tests started with testing the direct hypotheses structured followed by the indirect effect. Findings indicated that based on the model extracted and the loaded factors, it was found that cognitive, emotional, and physical demands have a significant impact on burnout. Burnout also showed a significant effect on in-role and extra-role performance of the academic leaders and an indirect effect of burnout between job demands and job performance was observed. As an implication, this study can have pedagogical implications for educational policymakers, education syllabus designers, and academic leaders. Assessing the interaction role of gender type suggests further research, which benefit the policymakers in diversifying the job demand for each type.
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Bhugra, Dinesh. "What needs balancing?" Advances in Psychiatric Treatment 12, nr 1 (styczeń 2006): 78–79. http://dx.doi.org/10.1192/apt.12.1.78.
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Curriculum is not the same as syllabus. The latter is a statement of topics to be studied in a specific course. The former ranges from a statement of purpose, aims and contents (the paper curriculum) to how these are applied in practice, what learners do and the behaviours, knowledge and performances that they see as important. The Postgraduate Medical Education and Training Board (PMETB) defines curriculum as:
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Pate, Russell R., Jennifer R. O'Neill i Kerry L. McIver. "Physical Activity and Health: Does Physical Education Matter?" Quest 63, nr 1 (luty 2011): 19–35. http://dx.doi.org/10.1080/00336297.2011.10483660.
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Pate, Russell R., Meg Leavy Small, James G. Ross, Judith C. Young, Katherine H. Flint i Charles W. Warren. "School Physical Education". Journal of School Health 65, nr 8 (październik 1995): 312–18. http://dx.doi.org/10.1111/j.1746-1561.1995.tb03380.x.
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