Gotowe bibliografie tematyczne / Physical and health education

Gotowa bibliografia na temat „Physical and health education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Physical and health education"

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Parpiev, Oybek. "The Health-Oriented Principle Of Physical Education". American Journal of Applied Sciences 03, nr 03 (27.03.2021): 22–27. http://dx.doi.org/10.37547/tajas/volume03issue03-04.

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Physical education and sports should be an integral part of the general culture of the citizens of the country.Therefore, the principle of health-oriented physical education requires attention to the responsibility of participants to respond to their health and when exercising. This article scientifically explores the principle that physical education is health-oriented.
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POP, Cristiana Lucretia. "Physical and Health Education for a Resilient Future Workforce". Revista Romaneasca pentru Educatie Multidimensionala 7, nr 2 (8.12.2015): 133–40. http://dx.doi.org/10.18662/rrem/2015.0702.12.

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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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Cardina, Catherine, i Alisa R. James. "Healthy Behaviors: The Role of Health Education and Physical Education". Journal of Physical Education, Recreation & Dance 89, nr 9 (8.11.2018): 9–11. http://dx.doi.org/10.1080/07303084.2018.1516458.

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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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Trout, Josh. "Postural Health in Physical Education". Journal of Physical Education, Recreation & Dance 93, nr 7 (2.09.2022): 4–11. http://dx.doi.org/10.1080/07303084.2022.2100532.

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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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Rozprawy doktorskie na temat "Physical and health education"

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Fairclough, Stuart John. "Health-enhancing physical activity during secondary school physical education". Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5792/.

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Hooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education". Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.

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Schools, and in particular physical education (PE), have been increasingly recognised for the role that they play in promoting healthy, active lifestyles amongst children and young people in light of the public health agenda (Armour and Harris, 2013). However, whilst schools have been recognised for the role that they can play in promoting health to children and young people, concerns have been expressed with regard to the status of health in PE and the approaches and practices used to address health-related learning (Cale et al., 2016). A particular concern in this regard is what children and young people know and understand about health , and how they come to conceive this within PE, with a growing body of literature suggesting that pupils conceptions are relatively superficial and simplistic (see Harris et al. (2016) for an overview). Accordingly, the purpose of this research is to explore pupils conceptions of health within PE. The research was comprised of four phases which took place over an 18-month period within the East Midlands region of England. Phase one involved an online survey being distributed to all state secondary schools (n = 293) and with a total of 52 schools responding. Phase two involved semi-structured interviews being conducted with 13 PE teachers at two case study schools and focus groups with 117 pupils (aged 11-12) at the same schools. A participatory approach underpinned the study and relevant methods/techniques were employed within pupil focus groups to generate discussion and elicit pupils conceptions of health . Examples of the methods/techniques employed included: drawings, concept cartoons and statement sheets. Pupils worked interactively with one another to undertake and discuss tasks/activities in line with the youth voice agenda that underpinned the research. This agenda is often allied with participatory methods (Heath et al., 2009) and seeks to privilege the voices of younger participants, recognising that children and young people are competent social agents, capable of both understanding and articulating their own experiences (Christensen and James, 2008). Phase three involved follow-up focus groups with the same pupils who participated during the preceding phase, and a similar participatory approach was employed. Phase four involved semi-structured focus groups being conducted with the same PE teachers at each school. Data generated were analysed using a Foucauldian-inspired discourse analysis. The findings of the study highlight that the vast majority of pupils conceptions of health were reductive, limited and limiting. These conceptions of health were identified as being underpinned by: corporeal notions, aesthetic orientations and healthist influences. In addition, they aligned with normative conceptions of health , that were evidently influenced by public health discourses, which may well have been promulgated by and through PE. Whilst pupils did not necessarily consider that PE influenced their conceptions of health , there were evident links, which PE teachers themselves acknowledged and problematised. Positively, it was highlighted that there were some pupils who were able to disrupt normative conceptions of health and, in doing so, they demonstrated their capacity for criticality. As such, the challenge for PE is now to consider how it might support pupils to develop their capacities to receive, interpret and be critical of health-related information. If it can do so, it may well be that critically-inclined conceptions of health can be fostered within, through and by the subject.
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Kelly, Luke E., i 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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Woodfield, Lorayne Angela. "Young people's physical activity, attitudes towards physical education, and health related fitness". Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/967fa15e-56a2-40cf-892a-7de2ba417114/1.

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The aim of this study was to assess the physical activity, attitudes towards physical education, and health related fitness at two points, one year apart (Phase One and Phase Two). Three hundred and ninety four secondary school pupils of mixed ethnicities from National Curriculum school years 7, 8 and 9 (mean age ± S.D. = 12.9 ± 0.81 years) participated in phase one of the study. Two hundred and sixty seven pupils (from the original 394 participants) from National Curriculum school years 8, 9 and 10 (mean age ± S.D. = 13.7 ± 0.79 years) took part in phase two one year later. Physical activity was measured using the four by one-day physical activity recall questionnaire (Cale, 1993). Attitude was measured using the Pre-Adolescent Attitude towards Physical Education Questionnaire (PAAPEQ) (Shropshire, 1997). Five components of health related fitness were measured in a randomly selected sub-sample (35%) of the overall sample: body composition (measured using skinfold measures and body mass index); cardiovascular endurance (measured using the twenty metre multistage fitness test, Brewer et al., 1988); flexibility (measured using the sit and reach test); muscular strength (measured using hand grip dynamometry); and muscular endurance (measured using situps). Results of repeated measures ANOVA revealed a significant decrease in energy expenditure between phase one and phase two (p<0.01) and young people’s energy expenditure was higher during weekends (especially Saturdays) than during school days (p<0.01). Young Asians were found to expend less energy than white and black pupils (p<0.01) and boys expended more energy than girls (p<0.01). No main effect according to school year was found (p>0.05) although a significant ‘time’ by ‘days’ of the week interaction was revealed; pupils in Year 8 were more active on school days than those in Years 7 and 9 (p<0.05). Non-parametric analyses conducted on time spent in moderate physical activity (MPA) and vigorous physical activity (VPA) indicated that: MPA and VPA decreased between phases one and two; Asians consistently spent less time in MPA than white and black pupils (p<0.01); boys engaged in more MPA and VPA than girls (p<0.01). However, the difference in mean reported time for boys and girls decreased between phases one and two. Percentages of the whole sample meeting optimal activity guidelines and percentages classified as active or moderately active decreased between measurements for the whole sample. With regard to attitudes towards PE, results from MANOVA revealed a significant ‘school year’ x ‘ethnicity’ x ‘gender’ interaction (p<0.05). Attitudes of black males became more positive with age whereas the attitudes of other groups followed an age related decline. Significant main effects were found according to school year (p<0.01) and ethnicity (p<0.05). Attitude towards PE became less favourable with school year. Asian pupils had more positive overall attitudes than white and black pupils but univariate analysis revealed that Asian pupils had a less positive attitude towards their PE teacher (p<0.05). Furthermore, Pearson’s product moment correlations indicated weak yet significant positive relationships between total attitude towards PE and energy expenditure (p<0.01), time spent in moderate activity (p<0.05) and time spent in vigorous activity (p<0.01). Results of repeated measures ANOVA conducted on health related fitness data revealed that, for all groups, body fat (p<0.05) and muscular endurance (p<0.01) increased between phases one and two. In both phases, significant positive relationships were found between muscular endurance and energy expenditure (p<0.01) and vigorous activity (p<0.05 and p<0.01 for phases one and two respectively). Therefore, young people who were more active had greater levels of muscular endurance. No further consistent findings were made. Findings indicate that generally young people’s physical activity decreases with age and that girls are less active than boys although as young people age the physical activity gap between the genderes narrows. Findings also lend support to the idea that cultural differences may influence physical activity levels and attitudes towards PE. Furthermore, associations between physical activity and attitude towards PE exist and therefore, attitude may be used to predict physical activity behaviour. Ethnicity, age, and attitude towards PE should be considered in the development of future interventions to increase young people’s physical activity levels. However, as the current study did not reveal strong associations between physical activity and health related fitness, further research is required in the area.
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Thomson, Jennifer. "The experiences of Cégep physical and health education teachers". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114305.

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This case study explored the personal and professional lives of 10 Cégep physical and health education (PHE) teachers. The participants, between 32-59 years, were PHE educators at Cégeps within a large Canadian city and its surrounding areas. Semi-structured interviews were conducted with the PHE teachers about their experiences instructing at the Cégep level. Rich discussions were generated to explore the roles and responsibilities of the participants within the Cégepat which they taught. Data analyses were conducted on the verbatim transcriptions of the interviews. Four themes emerged from the data. The first theme, pathways to teaching, reflected the discussions about teacher experiences that led the educators to instruct at the Cégep level. The second theme, Cégep PHE teacher career, demonstrated the structure and professional life of the PHE teachers. The third theme, a focus on education outcomes, highlighted participants' recollections of individualized instruction and resultant student success. The fourth theme, insider's perspective, described the participants' personal viewpoints about the teaching position which allowed for the identification of benefits and challenges of the job. Data triangulation, member checking, peer review, audit trail, and researcher reflexivity were used to establish trustworthiness. The Cégep PHE teachers spoke of their professional experiences which may influence the teaching of physical activity and health behaviours of at-risk college-aged students. Recommendations are made for future studies to delve into the world of Cégep to spark more research about PHE delivery and its effect on college-aged populations.
Cette étude de cas a explore les vies personnelles et professionnelles de dix enseignant d'éducation physique et en santé au Cégep. Les participants ont été entre 32 et 59 ans et ils étaient les éducateurs de Cégep au sein d'une grande ville canadienne et ses banlieues. Des entretiens semi-structurés ont été pratiqués avec les enseignants d'éducation physique et en santé. Des entrevues ont suscités des discussions riches pour mieux comprendre les rôles et les responsabilités des participants au sein de l'établissement d'enseignement au cours de laquelle ils ont enseigné. Une analyse des données ont été réalisés sur les transcriptions des entrevues. Quatre thèmes ont émergé : le chemin d'accès à l'enseignement, la carrière des enseignants d'éducation physique et en santé au Cégep, mettant l'accent sur les résultats scolaires, et la perspective d'un initié. Les résultats ont reflété l'importance des expériences qui ont dirigé les éducateurs pour enseigner au Cégep, la structure et la vie professionnelle de cette carrière, et l'accent mis sur leur instruction de chaque étudiant individuelle. Les résultats ont également décrit les points de vue personnels des participants sur l'enseignement qui ont permis des avantages et des défis de l'emploi. La triangulation des données, la vérification de membre, l'examen par un collègue, le chemin de vérification, et la réflexivité du chercheur ont été utilisé pour établir la fiabilité des descriptions faites par les enseignants. Les enseignants d'éducation physique et en santé au Cégep ont parlé de leur expériences professionnelles qui peuvent influencer l'enseignement de l'activité physique et les comportements de santé des étudiants collégial.
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Palichuk, Y. "Strengthening the health of students during independent physical education". Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18934.

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Johnson, Cheryl Ann, i Paul Gregory Rossi. "Physical education health related topics in the middle grades". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1824.

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It is our goal to create a curriculum where students have the opportunity to learn and promote competency in the area of health and fitness. Additionally, to be able to reason critically and integrate the information learned through healthy choices and understand the importance of physical fitness and exercise.
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Ward, Laura G. "Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?" Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.

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Over the past decade there have been increasing amounts of academic, political and media interest in Physical Education. teachers and their role in promoting healthy, active. lifestyles. Indeed, there is a long-standing assumption that schools play a fundamental role in producing 'a healthy nation' arid that Physical Education is responsible for promoting sport, physical activity and health amongst young people. This research was located within the context of Health-Related Exercise (HRE), a statutory component of the National Curriculum for Physical Education in England which aims to promote in pupils the knowledge, skills and understanding necessary to lead healthy, active lifestyles. An extensive and critical review of literature revealed that there were continuing concerns over the status, organisation and teaching of HRE within the curriculum, and that questions had been raised over Physical Education teachers' knowledge of HRE and the extent to which they have engaged with continuing professional development (CPD) in the area (HRE-CPD). The reasons underpinning these concerns have been relatively unexplored and this thesis represents a contribution towards understanding the social processes which have served to influence the nature and extent of Physical Education teachers' engagement with HRE and HRE-CPD.
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Chen, Ming-Hung. "Health, physical activity and fitness monitoring within the secondary physical education curriculum in England". Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/10034.

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Aims: The aims of this study are three-fold: to review the worldwide literature on monitoring the health, physical activity and fitness of young people; to determine the purpose and prevalence of the monitoring of young people's health, physical activity and fitness within secondary PE school curricula in England and to explore the factors affecting teachers' views of and approaches to such monitoring; and to propose recommendations for monitoring health, physical activity and fitness within secondary school PE curricula in England which may have relevance and applicability to the Taiwanese context. Methods: The research design involved the integration of quantitative and qualitative methods, including a national survey of selected state secondary schools and interviewing a sample of Head of PE department (HoPE). Descriptive statistics and Chi-Square analysis were employed to analysis quantitative data of the prevalence of monitoring pupils' health, physical activity or fitness within school curriculum, and to exam the homogeneity of HoPEs' attitudes and views (agree v.s disagree) towards specific statements with different gender, and teaching experience. The significant level of Chi-square is .05. Coding and thematic analysis were employed to analysis qualitative data. Results: 118 schools (38.4%) returned the questionnaires and 12 teachers were interviewed. The proportion of schools which monitored pupils' health, physical activity and fitness was 39%, 61.9%, and 89.0% respectively. The interview data revealed issues including purpose and value of monitoring; responsibility and accountability; pupils' responses; teachers' conceptual confusion, and resource limitations. Recommendations: Nine recommendations were proposed including: (1) physical educators should broaden their monitoring approach beyond fitness; (2) formal guidance on monitoring within the PE school curriculum should be produced; (3) teachers should be offered continuing professional development on this topic; (4) PE teachers should be encourage to employ simply, manageable monitoring methods; (5) health benefits of physical activity and physical activity promotion should be weighted through monitoring processes; (6) PE teachers should realise that the processes of monitoring health, physical activity and fitness are appropriate contexts for learning; (7) it is unnecessary to make comparisons between students or against standardized norms; (8) teachers should aim to personalise monitoring procedures and ensure that pupils' experience of monitoring is positive; (9) PE teachers should encourage and teach children self-monitor skills to develop their independence and self- management skills. An example formal guidance for key stage 3 on monitoring health, physical activity and fitness within the PE curriculum has been proposed to help PE teachers broaden their approaches on monitoring and present them a range of implementation example.
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Hardee, Angelica M. "Physical Activity among College Students". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1409065705.

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Książki na temat "Physical and health education"

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British Association of Advisers and Lecturers in Physical Education. Health-focused physical education. [Leicester]: BAALPE, 1988.

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Plato's physical education. Ronkonkoma, NY: Linus Learning, 2014.

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Cale, Lorraine, i Jo Harris. Physical Education Pedagogies for Health. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003225904.

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Housdon, Fanitsa. Passport to healthy living: Health and physical education. [Ontario]: s.n., 2003.

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Waterloo Region Roman Catholic Separate School Board (Ont.). Physical and health education: Curriculum review. [Waterloo, ON]: The Board, 1993.

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Rosedale Heights Secondary School (Toronto, Ont.). Grade 9 physical and health education. [Toronto: The School], 1990.

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Council, Hampshire County. Health and safety in physical education. [Winchester]: Hampshire County Council, 1997.

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Stirrup, Julie, i Oliver Hooper. Critical Pedagogies in Physical Education, Physical Activity and Health. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003003991.

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Manitoba. Manitoba Education, Citizenship and Youth. Human sexuality: A resource for physical education/health education. Winnipeg: Manitoba Education, Citizenship and Youth, 2005.

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Buchanan, Jason S. Nutritional and physical education. New York: Nova Science, 2012.

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Części książek na temat "Physical and health education"

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Howells, Kristy. "Physical Education and Health Education". W 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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Jess, Mike, Paul McMillan i Nicola Carse. "Physical Education and Health". W Physical Education Pedagogies for Health, 109–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003225904-8.

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Bowler, Mark, Paul Sammon i Ash Casey. "Health-Based Physical Education". W Physical Education Pedagogies for Health, 62–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003225904-5.

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Hyndman, Brendon, Matthew Winslade i Bradley Wright. "Physical Activity and Learning". W Health and Education Interdependence, 179–204. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3959-6_10.

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Powell, Darren. "Primary Physical Education and Health". W Routledge Handbook of Primary Physical Education, 9–19. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-2.

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Hodge, Samuel R., i Alexander Vigo-Valentín. "Health, Nutrition, and Physical Activity". W Handbook of Urban Education, 64–83. Wyd. 2. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-6.

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Williams, Oli, Gareth Wiltshire i Kass Gibson. "Health Inequalities". W Critical Pedagogies in Physical Education, Physical Activity and Health, 170–83. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003003991-11.

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Lynch, Timothy. "Approaches to Health and Wellbeing". W Physical Education and Wellbeing, 35–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22266-6_3.

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Stirrup, Julie, i Estelle Damant. "Health, Physical Education and the Curriculum". W Critical Pedagogies in Physical Education, Physical Activity and Health, 14–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003003991-1.

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Petrie, Kirsten, i Kylie Thompson. "H/health Education in Primary Schools". W Critical Pedagogies in Physical Education, Physical Activity and Health, 74–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003003991-5.

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Streszczenia konferencji na temat "Physical and health education"

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Jajat, Jajat, Kuston Sultoni, Cep Ubad Abdullah i Adang Suherman. "Physical Education Students’ Physical Self-Concept". W 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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Rybalko, Lina. "HEALTH-SAVING TECHNOLOGIES IN PHYSICAL EDUCATION". W KORSZERŰ MŰSZEREK ÉS ALGORITMUSA TAPASZTALATI ÉS ELMÉLETI TUDOMÁNYOS KUTATÁSI. European Scientific Platform, 2020. http://dx.doi.org/10.36074/18.09.2020.v3.44.

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Ciomag, Rela-Valentina. "Physical And Health Education For Future Economists". W ICPESK 2018 - International Congress of Physical Education, Sports and Kinetotherapy. Education and Sports Science in the 21st Century, Edition dedicated to the 95th anniversary of UNEFS. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.87.

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Shutova, Tatiana, Tatiana Vysotskaya, Svetlana Bochkareva i Igor Bodrov. "Physical education of students with poor health". W Journal of Human Sport and Exercise - 2020 - Winter Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc2.08.

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Tomoliyus, Tomoliyus, i Yustinus Sukarmin. "Performance Assessment for Physical Education". W 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007055000590064.

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Song, YiQi, i YiFei Ouyang. "Exploration and Analysis of Health Education in College Physical Education". W 2014 International Conference on Social Science (ICSS-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icss-14.2014.55.

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"The Influence of Physical Education Curriculum Reform on Adolescent Physical Health". W 2020 Conference on Social Science and Modern Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000727.

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Lian, Xinyu, i Xiadi Lyu. "Constructing New Strategies for Combining University Physical Education and Health Education". W 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.049.

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"College Physical Education (PE) Teaching and the Physical Health of College Students". W 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000372.

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Ginanjar, Agi, Adang Suherman, Tite Juliantine i Yusuf Hidayat. "Competitions in Physical Education Using Sports Education Model". W Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.80.

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Raporty organizacyjne na temat "Physical and health education"

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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, grudzień 2013. http://dx.doi.org/10.14526/41_2013_13.

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel i Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Bunn, Sarah, i Lev Tankelevitch. Sleep and Health. Parliamentary Office of Science and Technology, wrzesień 2018. http://dx.doi.org/10.58248/pn585.

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A POSTnote that explains what is known about sleep and sleep disorders, the effects of poor sleep on performance, and on physical and mental health. It also describes the role of sleep in the context of public and occupational health, road safety, education and the consumer technology market.
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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake i Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, wrzesień 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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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina i Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, lipiec 2021. http://dx.doi.org/10.31812/123456789/4634.

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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
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Desveaux, Laura, Rhiannon Mosher, Judy L. Buchan, Rachel Burns, Kimberly M. Corace, Gerald A. Evans, Leandre R. Fabrigar i in. Behavioural Science Principles for Enhancing Adherence to Public Health Measures. Ontario COVID-19 Science Advisory Table, kwiecień 2021. http://dx.doi.org/10.47326/ocsat.2021.02.24.1.0.

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The science of getting people to start something new is different from the science of getting them to continue positive behaviours. Amid rising rates of new SARS-CoV-2 variants of concern, Ontario needs a refreshed approach to maintaining and enhancing adherence to public health measures. Promising strategies to increase effective masking and physical distancing include persuasion, enablement, modelling the behaviour, and clear education.
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Molotylnikova, Vira. MODERN TYPES OF BODY RELAXATION METHODS AFTER INTENSE PHYSICAL EXERTION. Intellectual Archive, listopad 2022. http://dx.doi.org/10.32370/iaj.2748.

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The article presents varieties and variants of relaxation techniques advisable to use after intense physical exertion. The concept of "relaxation" and understanding of its role in physical education to maintain health and harmonious development of youth are considered. Considering the fact that one of the main trends in sports remains the increase in the intensity of training and the need to improve the results of competitions, the problem of restoring the athlete's performance capacity after physical exertion is extremely relevant today. Understanding the causes of fatigue and the physiological mechanisms of recovery, control over the relevant processes, the rational use of modern methods of body relaxation and means of recovery are important for assessing the impact of physical stress on the body, the effectiveness of training programs, identifying overtraining, determining the optimal rest time after physical exercises, and therefore, are necessary to improve the athlete's training and achieving high results.
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Bermingham, Rowena, i Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, sierpień 2018. http://dx.doi.org/10.58248/pn583.

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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, maj 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Heckman, James, John Eric Humphries, Greg Veramendi i Sergio Urzua. Education, Health and Wages. Cambridge, MA: National Bureau of Economic Research, marzec 2014. http://dx.doi.org/10.3386/w19971.

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