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Artykuły w czasopismach na temat „Physical education”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 maja 2023

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1

Kayihan Erbas, Mustafa. "Determination of physical education teachers' educational beliefs". International Journal of Academic Research 5, nr 5 (15.10.2013): 386–92. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.60.

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Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS". European International Journal of Multidisciplinary Research and Management Studies 02, nr 04 (1.04.2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.

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3

Kumar, Pradeep, i Vijendra Singh. "Comparative Self-Concept Study of Physical Education and Non-Physical Education Students". International Journal of Physical Education & Sports Sciences 7, nr 13 (1.07.2014): 0. http://dx.doi.org/10.29070/7/56005.

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Kumar, Pradeep. "Relative Study of Stress In Physical Education and Non-Physical Education Students". International Journal of Physical Education & Sports Sciences 7, nr 13 (1.01.2015): 0. http://dx.doi.org/10.29070/7/56010.

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Kumar, Pradeep. "Study of Social Adjustment In Physical Education and Non-Physical Education Students". International Journal of Physical Education & Sports Sciences 8, nr 15 (1.07.2015): 0. http://dx.doi.org/10.29070/8/56017.

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Bahadirovna, Khamraeva Zukhro. "PEDAGOGICAL CATEGORIES OF PHYSICAL EXERCISES IN PHYSICAL EDUCATION CLASSES TAUGHT IN HIGHER EDUCATIONAL INSTITUTIONS". International Journal of Pedagogics 03, nr 04 (1.04.2023): 71–75. http://dx.doi.org/10.37547/ijp/volume03issue04-13.

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The categorization of physical exercises into categories is their distribution into groups that are linked together according to their most important signs. The teacher will be able to determine the nature of physical exercises with the help of categories, consequently, relieve the choice of exercises, which will meet the requirements of the pedagogical task. As long as the discipline of physical education develops, it becomes rich continuously with new information, while categorization does not always remain the same.

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7

Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich i Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education". American Journal of Social Science and Education Innovations 03, nr 03 (26.03.2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.

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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.

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8

O.S., Jumanov. "MODERN APPROACHES TO THE ORGANIZATION OF PHYSICAL EDUCATION IN EDUCATIONAL INSTITUTIONS". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, nr 10 (1.10.2021): 113–17. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-22.

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The article provides information on modern approaches to the organization of physical education in educational institutions, the factors determining the impact of exercise in the process of pedagogical research, the state of physical culture in society, indicators and general physical fitness.

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9

Richardson, Karen Pagnano. "Physical Education Teacher Education". Journal of Physical Education, Recreation & Dance 82, nr 7 (wrzesień 2011): 45–56. http://dx.doi.org/10.1080/07303084.2011.10598658.

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10

Mahammatov, Abdumannon, Azam Abdurakhimov i Mingjigit Kholbekov. "Combination Of Music And Physical Education". American Journal of Social Science and Education Innovations 03, nr 03 (6.03.2021): 6–15. http://dx.doi.org/10.37547/volume03issue03-02.

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11

Crainer, Stuart. "PHYSICAL EDUCATION". Business Strategy Review 23, nr 1 (marzec 2012): 36–37. http://dx.doi.org/10.1111/j.1467-8616.2012.00816.x.

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12

Sherwood, Steve. "Physical Education". Clearing House: A Journal of Educational Strategies, Issues and Ideas 86, nr 1 (26.11.2012): 27–31. http://dx.doi.org/10.1080/00098655.2013.729443.

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13

Thompson, Tommy. "Physical Education". Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, nr 2 (listopad 1998): 69–70. http://dx.doi.org/10.1080/00098659809599599.

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14

Aronson, Richard M. "Physical Education". Journal of Physical Education, Recreation & Dance 57, nr 6 (sierpień 1986): 29–32. http://dx.doi.org/10.1080/07303084.1986.10606159.

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15

Kumar, N. R. Ram. "Physical Education: College Physical Education Informatization Development Research". Indian Journal of Forensic Medicine & Toxicology 11, nr 2 (2017): 315. http://dx.doi.org/10.5958/0973-9130.2017.00129.3.

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16

Ross, James G., Charles O. Dotson, Glen G. Gilbert i Susan J. Katz. "After Physical Education … Physical Activity outside of School Physical Education Programs". Journal of Physical Education, Recreation & Dance 56, nr 1 (styczeń 1985): 77–81. http://dx.doi.org/10.1080/07303084.1985.10603691.

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17

Guedes, Claudia. "Physical Education and Physical Activity". Journal of Physical Education, Recreation & Dance 78, nr 8 (październik 2007): 31–48. http://dx.doi.org/10.1080/07303084.2007.10598076.

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18

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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19

Junaydulloyevich, Abdullayev Mehriddin, Berdiyev Obid Ismatovich i Omonova Nilufar Rahmon Qizi. "Methodology Of Organization Of "Physical Education And Sports" Lessons In Higher Educational Institutions". American Journal of Social Science and Education Innovations 03, nr 02 (28.02.2021): 313–20. http://dx.doi.org/10.37547/tajssei/volume03issue02-50.

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Sport plays an important role in understanding the identity of the nation, in joining and uniting it towards specific goals, and in demonstrating its potential and power to the world. From this point of view, the development of sports in the country is a topical and extremely important issue. As, a physically strong and healthy nation will be strong, its state will be powerful in all respects and will develop towards great progress.

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20

Sağin, Ahmet Enes, Sinan Uğraş i Mehmet Güllü. "Bullying in Physical Education: Awareness of Physical Education Teachers". Physical Culture and Sport. Studies and Research 95, nr 1 (1.06.2022): 40–53. http://dx.doi.org/10.2478/pcssr-2022-0010.

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Abstract This study investigates how physical education (PE) teachers make sense of peer bullying, which types of behaviors they associate with peer bullying, their opinions about these behaviors, and methods for preventing bullying. The study group consisted of 18 PE teachers. The interview technique was used as a qualitative research method in the study. The data obtained after one-on-one interviews were analyzed through content analysis. According to the data obtained, PE teachers are the most important variable in the decrease or increase of peer bullying in classes. However, PE classes provide a suitable environment for the emergence of peer bullying. Additionally, bullying caused by the individual characteristics of students and environmental reasons can increase in schools, and there are generally no collective intervention programs within schools to prevent it. According to the teachers’ opinions, some of the important results are that students who are exposed to bullying experience the same fear every week in PE lessons, and although it is known that the majority of them do not want to participate in the activity in order to avoid being bullied, no solution can be found.

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21

Parry, Jim. "Physical Education as Olympic Education". European Physical Education Review 4, nr 2 (październik 1998): 153–67. http://dx.doi.org/10.1177/1356336x9800400206.

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22

Felis-Anaya, Mercè, Daniel Martos-Garcia i José Devís-Devís. "Socio-critical research on teaching physical education and physical education teacher education". European Physical Education Review 24, nr 3 (14.02.2017): 314–29. http://dx.doi.org/10.1177/1356336x17691215.

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The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.

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23

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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24

Tarpara, Tanvi, Dilip Gholap i Mayur Patel. "Gender Sensitization In Sports and Physical Education". International Journal of Physical Education & Sports Sciences 13, nr 2 (1.04.2018): 23–25. http://dx.doi.org/10.29070/13/56690.

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25

Abdullaeva, Barno Pulatovna. "FOOTBALL AS A MEANS OF PHYSICAL EDUCATION". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, nr 08 (31.08.2021): 72–76. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-16.

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This article discusses the effective teaching of football sports in the physical development of preschool children. Additionally, it is mentioned that, football exercises not only have a healthy effect on their healthy growth and development, but also on the leg and arm muscles of children in motion. And exercises that encourage children to move with the ball were also kept in mind.

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26

Correia, Walter Roberto, i Sergio Roberto Silveira. "School physical education". Quaestio - Revista de Estudos em Educação 22, nr 3 (23.12.2020): 699–719. http://dx.doi.org/10.22483/2177-5796.2020v22n3p699-719.

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This article has as its goal to justify and analyze the thematic propositions of the XV Seminar of School Physical Education: teachers’ autonomy and responsibilities. To do so, the theme is historically contextualized from two phases: 1) The search for legitimacy in the academia and; 2) The search for approximating teachers and their teachings. In the first one, it is possible to affirm that the seminars organized by EEFEUSP, from their very beginning and throughout the following twenty years, have presented an academic position towards the specificities and the different forms of school knowledge related to the curriculum component Physical Education, aiming at contributing to a legitimacy of the Physical Education itself in the academia. In the second phase, the question is properly and profitably addressed so to justify the seminar’s time and social place, targeting the teaching and the building of different kinds of knowledge through it. In this last phase, it is noticed an increase in the number of participants and also in the number of presentations, showing that the path chosen with locus on the teaching was right. Finally, once the analysis of the editing of the XV Seminar of School Physical Education is finished, it is put in this essay the challenge to think and project seminars to the next decade.

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27

Griggs, Gerald. "Primary physical education". European Physical Education Review 21, nr 2 (16.04.2015): 272. http://dx.doi.org/10.1177/1356336x15580633.

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Ward, Gavin, i Gerald Griggs. "Primary Physical Education". European Physical Education Review 24, nr 4 (11.04.2017): 400–417. http://dx.doi.org/10.1177/1356336x16676451.

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Physical Education is widespread across the world, yet despite its cultural variation it remains remarkably similar. The ability of the subject to replicate its practices makes it a potential site for exploration from a memetic perspective. The purpose of this paper is to examine documentary evidence such as research papers, policy documents and inspection reports, and offer for consideration potential memes that are at work within the memeplex of UK, primary school Physical Education. Four proposals are offered as potential memes: ‘sport as techniques’; ‘anyone can teach it’; ‘busy, happy and good’; and ‘nowhere important’. It is concluded that the current environment in primary schooling within the UK, serves to strengthen the proposed four primary Physical Education memes by reaffirming current practices. Moving beyond these memes requires significant rethinking about what constitutes primary Physical Education.

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29

Carse, Nicola, Mike Jess i Jeanne Keay. "Primary physical education". European Physical Education Review 24, nr 4 (12.04.2017): 487–502. http://dx.doi.org/10.1177/1356336x16688598.

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

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30

Maude, Patricia M. "Physical Education Strand". Women in Sport and Physical Activity Journal 2, nr 2 (październik 1993): 79–82. http://dx.doi.org/10.1123/wspaj.2.2.79.

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Spake, Ellen. "Physical Therapy Education". Pediatric Physical Therapy 5, nr 3 (marzec 1993): 139???140. http://dx.doi.org/10.1097/00001577-199300530-00008.

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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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Buschner, Craig. "Online Physical Education". Journal of Physical Education, Recreation & Dance 77, nr 2 (luty 2006): 3–8. http://dx.doi.org/10.1080/07303084.2006.10597818.

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Smith, Nicole J., i Monica Lounsbery. "Promoting Physical Education". Journal of Physical Education, Recreation & Dance 80, nr 1 (styczeń 2009): 39–43. http://dx.doi.org/10.1080/07303084.2009.10598266.

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Mosier, Brian. "Virtual Physical Education". Journal of Physical Education, Recreation & Dance 83, nr 3 (marzec 2012): 6–10. http://dx.doi.org/10.1080/07303084.2012.10598734.

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Vaughn, Bev. "Beyond Physical Education". Journal of Physical Education, Recreation & Dance 83, nr 3 (marzec 2012): 32–33. http://dx.doi.org/10.1080/07303084.2012.10598744.

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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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Barker, Dean. "Physical education futures". Sport, Education and Society 15, nr 3 (sierpień 2010): 383–85. http://dx.doi.org/10.1080/13573322.2010.494011.

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Smith, Timothy K. "Selling Physical Education". Journal of Physical Education, Recreation & Dance 56, nr 6 (sierpień 1985): 66–67. http://dx.doi.org/10.1080/07303084.1985.10603803.

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Turkington, H. David, i F. Alex Carre. "Individualized Physical Education". Journal of Physical Education, Recreation & Dance 56, nr 2 (luty 1985): 36–48. http://dx.doi.org/10.1080/07303084.1985.10604212.

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Henderson, Donald H. "Physical Education Teachers". Journal of Physical Education, Recreation & Dance 56, nr 2 (luty 1985): 44–48. http://dx.doi.org/10.1080/07303084.1985.10604215.

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Bressan, Elizabeth S. "Children's Physical Education". Journal of Physical Education, Recreation & Dance 57, nr 2 (luty 1986): 26–28. http://dx.doi.org/10.1080/07303084.1986.10606039.

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Moore, Gary K. "Elementary Physical Education". Journal of Physical Education, Recreation & Dance 57, nr 5 (czerwiec 1986): 61–63. http://dx.doi.org/10.1080/07303084.1986.10606136.

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Chandler, Gary L. "Invitational Physical Education". Journal of Physical Education, Recreation & Dance 59, nr 4 (kwiecień 1988): 68–74. http://dx.doi.org/10.1080/07303084.1988.10609733.

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Ignico, Arlene A. "Elementary Physical Education". Journal of Physical Education, Recreation & Dance 60, nr 2 (luty 1989): 23–24. http://dx.doi.org/10.1080/07303084.1989.10603938.

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Werner, Peter. "Whole Physical Education". Journal of Physical Education, Recreation & Dance 65, nr 6 (sierpień 1994): 40–44. http://dx.doi.org/10.1080/07303084.1994.10606940.

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Han, Sang-Mo, i Seang-Leol Yoo. "Epistemological Review of Elementary Physical Education: Conditions of Physical Education". Korean Journal of the Elementary Physical Education 25, nr 3 (31.10.2019): 19–34. http://dx.doi.org/10.26844/ksepe.2019.25.3.19.

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Braksiek, Michael. "Pre-service physical education teachers’ attitudes toward inclusive physical education". German Journal of Exercise and Sport Research 52, nr 1 (1.10.2021): 1–10. http://dx.doi.org/10.1007/s12662-021-00755-1.

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AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

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McNeill, Michael, Boon San Coral Lim, Chee Keng John Wang, Wee Keat Clara Tan i Ann MacPhail. "Moving towards quality physical education: Physical education provision in Singapore". European Physical Education Review 15, nr 2 (czerwiec 2009): 201–23. http://dx.doi.org/10.1177/1356336x09345224.

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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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