Статті в журналах з теми "Health culture of the teacher of physical culrure and sports"

The article deals with the problem of future teachers' professional training of physical education through sports games. One of the main challenges facing the higher education system is the task of training a competent specialist in the broader field, further enhancing basic education and bringing it closer to research and practical professional activity. The effectiveness of sports games in promoting the harmonious development of personality is explained by: their specific competitive activity; deep versatile impact on the body of those engaged in the development of physical qualities and the development of vital motor skills; accessibility for people of all ages and preparedness; emotional charge; a unique sight that no other sport can match. That is why sports games are widely represented in physical education in general and vocational education institutions. Sports games help shape the basics physical and spiritual culture of the individual, increasing health resources as value systems that are actively and long-term implemented in a healthy way life. The great role of sports games is manifested in the formation of the conscious the need to master the values of health, physical culture and sports; physical improvement and promotion of health as a condition of achievement and achievement high level of professionalism in socially significant activities that ensures the achievement of the necessary and sufficient level of physical qualities, systems of motor skills; mastering knowledge at the level of skills independent classes and the ability to attract others. The modern professionally trained specialist of physical culture has to meet the following basic requirements: to have a thorough and versatile knowledge, a wide erudition, which allow to adapt to the rapidly changing social needs; differ in flexibility of the mind, be initiative, be creative in the case; treat sports games as the first vital ones.

The problem of training specialists in physical culture and sports for professional activity using health-saving technologies is considered. Under human competence, teachers understand the specially structured knowledge, skills, abilities and attitudes that they acquire in the learning process. They allow a person to identify and solve, regardless of the context, problems specific to a particular field of activity. The essence of the concept of «health competence» of a physical education teacher is insufficiently researched, and therefore requires further scientific research. It is necessary to eliminate the contradiction between the modern requirement of society for the health-preserving competence of a physical education teacher and the insufficient theoretical-methodological and methodological-technological elaboration of the problem of its formation. Further our research provides to define essence, structure and the maintenance of health-preserving competence of the future teacher of physical culture, to substantiate organizational and pedagogical conditions and to develop methodical and technological aspect of its formation in the course of biological preparation. A physical education specialist must have methods for determining and evaluating the quantitative indicators of an individual's health and be able to use the most informative of them in practice. To do this, in our opinion, it is not necessary to include new disciplines or special courses in the curriculum. Appropriate adjustments should be made to the curricula of biological disciplines for students majoring in physical culture and sports at the university. Particular attention in this context is paid to physiology, because the study of the functions of body systems can be supplemented by methods of studying their functional state with the help of various biological samples.

The article analyzes and substantiates that human health is the most important social value and is closely related to the fundamental right of the individual to physical, spiritual, social well-being in terms of maximum length of active life. We interpret health as a complex, holistic, multi-vector dynamic state that shows progress in the process of realization of genetic potential in the context of a particular social and ecological environment and allows a person to realize its important biological and social functions to varying degrees.Definitely, a healthy lifestyle of a future physical education teacher represents a system of formed theoretical skills and practical skills of daily behavior, the functional direction of which is to preserve and strengthen their own health in its various manifestations (physical, mental, moral, spiritual, social, professional), compliance important leading guidelines for the implementation of pedagogical activities, which is based on the organization of the educational process, taking into account the formation of health skills.The level of elaboration of the issue concerning the preparation of physical education teachers for the formation of a healthy lifestyle of student youth in the field of education is thoroughly analyzed. The essence of the concept of “healthy lifestyle” is revealed in detail, the peculiarities of its formation in schoolchildren of different age categories are characterized. The structure of readiness of the teacher of physical culture to the organization and introduction of health-preserving activity which leading components, in our opinion, are: motivational, cognitive, activity, improving, reflexive is defined. The basic levels of formation of readiness of the teacher of physical culture to the organization of healthpreserving activity - high, sufficient, basic, elementary are characterized.It is established that the readiness of a physical education teacher to organize health activities is the result of comprehensive preparation for the professional role of teacher, organizer, moderator of health, sports, sports and mass process in the institution, it is the ability to create health culture and healthy lifestyle of students and actively participate in creating a healthy educational environment of the educational institution.

Introduction. The article is a definition of the importance of solving the identified problems of implementation and effective use of modern sports and health technologies. The aim of the study is to characterize innovative technologies in health-improving activity of the teacher. Material and methods: literature analysis, clarification of causal relations, systematization, abstraction and concretization, the analysis of documentation and results of activity of researchers on a problem. Results. The role of innovative processes in the improvement of the methodical system of physical education of students is considered. The concept of «innovation» is characterized through the prism of the individual style of the teacher-innovator. The orientation of professional training of the future teacher of physical culture on formation and development of the professional personal readiness of the future teacher is defined. Psychological and pedagogical conditions that allow to build the educational process of physical education on the basis of taking into account the individual psychological characteristics of students are described. The formation of students' readiness for innovative activity through in-depth study of theoretical issues of improving the educational process, the positive aspects of pedagogical theories, ideas and technologies is considered. Conclusions. The method of the round table is found to be an important method of active training of future teachers to carry out innovative health activities. Computer programs, which are used to control the strengthening and preservation of the health of young students by means of physical culture and monitoring the physical condition of children of primary school age, are described. The author notes that an effective way to increase the level of physical activity is the creation and implementation of various popular fitness hybrids of health and sports. Examples of successful use of innovations in physical education lessons are identified. It is noted that the results of the study indicate the propriety of making changes in the process of training future physical education teachers

Teacher efficacy influences what and how they teach. This may be particularly important to consider in Aotearoa New Zealand contexts where primary classroom teachers teach health and physical education and use physical activity breaks with little training. It remains unclear how classroom teachers perceive this role and how to better support them. The purpose of this study was to investigate classroom teachers’ and administrators’ views of teaching health and physical education, including physical activity behaviours, in primary schools in Aotearoa New Zealand. Participants were 10 teachers and three administrators from two schools selected as a purposive sample. Data were collected through formal interviews, field notes, and photographs, and were analysed using inductive analysis and constant comparison. The findings are shared using four themes: (a) support for physical activity breaks; (b) support for curriculum content in health and physical education and ‘Kiwi’ sport culture; (c) teachers’ influence level; and (d) school environment. Overall, teachers and administrators felt very efficacious in their roles of creating healthy and active schools. These teachers also appeared to be confused regarding the difference between physical education, sport, and physical activity. They did feel, however, that instructional self-efficacy could be improved through enhanced content and pedagogy taught in teacher education programmes, and increased opportunities for professional learning and development. Potentially, this could lead to more time spent teaching the health and physical education content as well as a greater focus on the national curriculum for health and physical education being taught in Aotearoa New Zealand.

Introduction. At present in Russian society the problems of professional higher education in the field of physical culture and sports, changes of goals and content of training of trainers in connection with new social tasks are actively discussed: Promotion of a healthy lifestyle of the Russian population, formation of new life values, strategies and attitudes in society, building a course to extend the active life of Russian citizens and improve the health of the younger generation of Russians, development of health of saving technologies for the population, etc. The article justifies the need to develop a new approach to education of students of faculties of physical culture and sports, discusses the need to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students.Materials and methods. The article is an analytical review, where an attempt was made to systematize scientific psycho-pedagogical knowledge on the problem of training of the trainer in the system of higher vocational education. The main method of studying the problem of professional training of the teacher - trainer is the method of theoretical analysis of scientific pedagogical and psychological works in the works of domestic authors. It is noted that professional training of the teacher - trainer should be based on certain principles which are justified and disclosed in this article.Results. The content of professional activity of the teacher-trainer is considered and described, professional competences which he should possess as a professional are defined; Content, methods and means of training teachers in physical culture and sports. The results of the survey of students of the Faculty of Physical Culture and Sports of the Nizhny Novgorod State University named after N.I. Lobachevsky concerning their training and obtaining professional knowledge and skills in the psycho-pedagogical field are presented. The necessity to develop a new approach to education of students of faculties of physical culture and sports, the necessity to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students is justified.Discussion and Conclusions. The conclusion on the need for further theoretical analysis and synthesis of available scientific research on this problem is justified. On the basis of the results of few psychological studies of domestic authors, the need for further study of the problem of vocational training is proved. teachers-trainers. Prospects for the development of vocational higher education in the field of physical culture and sports have been defined. The conclusion that traditional approaches to training of the trainer-teacher in the system of higher school require revision, and the process of education - meaningful and organizational reform is justified.

Expand and deepening of detailed researches into the problems of training future primary teachers in physical education is very necessary under modern conditions. Scientists pay special attention to the creation and introduction of active methods of study, the skilful use of which would contribute to increasing efficiency in the acquisition by students of professional knowledge, skills in the organization of physical education process of pupils. Physical culture lessons in their modern format are insufficient in themselves to maintain health of children, because they are often carried out unskilled, uninteresting, which creates an additional study load, negative attitude of pupils to school physical culture is produced as a kind of secondary educational subject. There is a hopeless situation under such conditions, at first sight. Therefore, the way out of the situation that now has developed is to review fundamentally tasks, essence, functions, forms and technological foundations of physical education at school. First of all, it is necessary to go beyond the traditional perception of physical culture as means of conducting only appropriate lessons. Physical culture should be considered a key component of human culture and not only as the development of individual physical qualities of the body, as universal means and prerequisite for the formation of all qualities of the individual - ethical, emotionally and strong-willed, intellectual and creative, permissive-entertainment, spiritual in general. The activity components of the organizer of sports and mass work at primary school, listed in the research, are interconnected, constitute the main content of the structure of his abilities, although they are constantly improved in the processes of their manifestation. Also our observations convince that each individual teacher is most often dominated by some one of the components just named. One teacher is well produced with organizational tasks, another with Gnostic, and another with communicative tasks. This is the individual style of activity and the development level of his pedagogical abilities.

The purpose of the work is to characterize the biomedical component in the training of specialists in the field of knowledge 01 Education / Pedagogy in specialties 014 Secondary education (physical culture), 014 Secondary education (human health), 017 Physical culture and sports. Research methods. To obtain the most significant research results and their interpretation, the following methods were used: theoretical analysis and synthesis, systematization, generalization of information presented in scientific sources of information. Medical and biological support of physical culture is most justified, connected with the influence of physical exercises on the human body, the subject of which is the problems of human physical development, the activity of the main functional systems of the body, biochemical processes in the implementation of motor activity. This is due to the study of human health, the health-improving effect of motor exercises, adaptation to physical activity, determination of the influence of intense muscular activity on the body systems, adaptive changes in the life support system and regulation of human motor activity. Human motor activity associated with physical activity is one of the main factors that ensures normal vital activity, the basis for mental and physical development in ontogenesis. At the same time, mainly in the biomedical sciences, the physical qualities of a person are considered as natural (biological) properties without taking into account the integral individuality. Medical and biological education in physical culture of a person has recently been due to the active study of integrative approaches to the physical condition of a person. A future teacher of physical culture in the learning process should form a universal competence based on the sports and physical culture of the individual, reflecting its integrative nature. An integrated factor in physical culture and sports is movement, the direction of which is determined by operational, current and long-term goals of physical activity.

Statement of the problem. Due to the natural conditions and climate of the Russian Federation, ski training for the sports and wellness purposes is one of the most affordable and popular types of physical exercise. This is no coincidence that besides being a compulsory element of the university curriculum, this physical activity got included into the recently revived All-Russian Sports Complex “Ready for Labour and Defense” approved in 2014. However, as the sports and wellness industry develops and the range of sports and wellness services offered to the population broadens, the ski sport coaches face the task of supporting and strengthening the interest of the youth in ski training. The problem of the physical culture teachers specializing in ski training is the search for arguments in favour of ski training within the Physical Culture and Sports discipline. To get the students majoring in non-sports subjects involve in ski training voluntarily, it is necessary to enhance their interest and get the students motivated to train. The purpose of the article is to explore the students’ attitude to ski training as a means of physical culture included into the Physical Culture and Sports discipline, the results of which should be considered as a management tool for the teacher consisting of motivated arguments, as well as improvement of the training program to enhance the students’ interest for such training. The research methods are based on analysis and synthesis of the scientific and research works focused on the development of motivation and its main elements, analysis of the published academic works and educational experience in the student youth sports and wellness activity domain, analysis of the traditional ski training methods used at universities and the practical experience of the university staff, practical sociological survey methods like questionnaires and interviews. The research results provide the foundation for the identification of the main positive and negative factors experienced by physical culture and sports majoring students at their ski trainings. Their interest is concentrated on the snowy period of the academic year; they generally prefer even aerobic activity on a small training loop, as well as training on skiing course slopes with multiple ascends and descends. More profound work on the improvement of skiing techniques in both snowy and non-snow periods, the need to intensify their skiing activity associated with excessive physical load meet negative attitude of the students. To improve the ski training motivation, a list of arguments in favour of outdoor training was formulated to help students understand and personally evaluate their capacity for physical development and health improvement. It is used to efficiently supplement the conviction and stimulation methods used to raise the students’ need for this type of training. To strengthen the cumulative positive motivation to do ski training, the students’ interest for improvement of specific qualities and technical elements was taken into account. Conclusion. To keep the students interested in ski training, to prevent passive observer attitude to the physical culture and sport discipline, it is necessary to rely upon the achieved results with due attention to the shaping of the student’s personality and his/her individual qualities and interests.

The article substantiates the theoretical and methodological principles of improving the subject-methodological competence of future physical culture teachers in conditions of blended learning. The issues of modernization of the domestic system of higher pedagogical education are considered, the problem of developing the trajectory of professional development of a teacher of a new Ukrainian school on the basis of the competence approach is actualized. The essence and structure of the concept «subject-methodological competence of future physical culture teacher» are defined as the generalized purpose and result of his/her professional skills which are characterized by integration of theoretical knowledge on a specialty and orientation in modern concepts of physical culture and health-improving work organization; as well as the ability to select methods of rehabilitation and develop technologies to increase the level of physical activity of student youth; the skills of organizing partnerships with parents and colleagues in order to improve the quality of educational process on the subject of «Physical Culture». The main directions of improving the subject-methodological competence of future physical culture teachers in conditions of blended learning are determined on the example of studying the discipline "Modern sports and health-improving technologies": at the organizational level – determining learning outcomes, selecting assessment strategies, designing courses, distinguishing the optimal part of face-to-face and online components; at the content level – structuring of materials (topics, tasks, program questions) that are professional in content and educational in form and provide contextual modelling of future physical culture and health-improving activities; at the procedural and technological level – the use of a set of tools and practices that contribute to the professional adaptation of the student to future activities and are provided with active methods (problem-based learning, discussion, analysis of educational situations, solving educational problems, gamification, creative individual work, modelling professional and methodological activities, etc.) and educational means (multimedia textbooks, interactive tasks); at the reflexive level – the use for educational and diagnostic purposes of various forms of answers: oral; written (graphic); using information and communication technologies.

The relevance of the development of electronic educational systems has long been one of the main topics for discussion not only at the level of universities, but also at secondary and basic education. Many higher educational institutions in Russia are actively using distance-learning technologies, which bring them to a qualitatively new level of interaction between the teacher and students. The purpose of the study is to analyze the effectiveness of the process of informatization of educational resources in the discipline “Physical culture and sports” at the university for further substantiation of the path of development of the digital environment in this discipline, regardless of the health level of students and their place of stay. The issues of the effectiveness of electronic educational resources in organizational and management activities in the field of physical culture and sports are analyzed. The directions of creation of a unified educational information system for universities with the possibility of maximum use of information resources in pedagogical activity, for specialists in physical culture and sports are considered. Thus, the main challenge for modern education in the field of physical culture and sports is the construction of an adaptive educational system that responds to the transformation of the environment, and the creation of conditions for the implementation of individual (personalized) educational trajectories using modern educational technologies.

The article deals with the problems of students’ healthcare of higher educational establishments. The Law of Ukraine «On Education», «The National Doctrine of the Development of Education in Ukraine», «The Concepts of Children and Youth Education in the National System of Education» emphasize the need to create organizational, psychological and pedagogical conditions for the personal and physical development and self-development of students, their self-realization in accordance with abilities, social and personal interests, preparation for independent life. The aim of the research is to find out the state of the students’ health culture formation and the ways to increase the level of health culture in the educational process of higher education. Pedagogical conditions for the health culture formation include the educational environment, that is the teacher of physical education, and the students’ involvement in sports and mass recreational work outside the classroom. It is necessary to offer students the opportunity to be engaged in motor activity at a time convenient for them, that is, to combine the directions of physical culture – physical education with mass sports, aimed at providing motor activity of students during their leisure time. The forms of conducting physical education classes (on a student’s choice) can be fitness classes, cheerleading, table tennis, badminton, power fitness, volleyball, football, aerobics, sports dances, etc. It is understandable that such forms of conducting classes require financial support to the higher educational establishments, which financially will not be able to provide themselves with such a wide range of health-motor programs. At the state level, this should be included into the legislative documents and be financially supported. An analysis of the questionnaire among students is given on the basis of which students choose modern, rather than classical, physical education, including strength fitness, dance fitness, cross-fitness, table tennis, badminton, football, volleyball, basketball; and a new form of conducting classes is a section work in stead of classical physical education classes.

Объективные требования сегодняшнего дня: активное реформирование сферы образования, физической культуры и спорта; острая необходимость в условиях пандемии укрепления здоровья населения, улучшения их аэробных функциональных показателей; создание условий привлечения различных контингентов к занятиям оздоровительными видами физической культуры; обеспечение роста популярности и престижа профессиональной деятельности педагога по физической культуре и спорту; увеличение числа работающих в фитнес-индустрии; стимулирование изобретений российских фитнес-технологий – обусловливают потребность в совершенствовании методик высшего образования в области физической культуры и спорта, в том числе программ подготовки бакалавра физкультурно-спортивных профилей по направлению «Педагогическое образование».В соответствии с этим были определены задачи совершенствования профессиональной подготовки бакалавров, предложено обновленное содержание дисциплин, неординарные формы, методы и подходы обучения на основе внедрения фитнес-технологий. There are such objective requirements of today as: active reform of education, physical culture and sports; an urgent need in strengthening the health of the population, improving their aerobic functional indicators in the pandemic situation; in attracting various contingents to health-improving types of physical culture; in growing popularity and prestige of the professional activity of a teacher in physical culture and sports; in increasing the number of employees in the fitness industry; in stimulating inventions of Russian fitness technologies. These requirements cause the need in improving the methods of higher education in the field of physical culture and sports, including training programs for bachelor of physical culture and sports specialization in the pedagogical education direction.It is necessary to train personnel who not only have soft skills and hard skills, but are also ready for self-development, creativity, for an adequate goal setting, development of their own strategy, and realization of dreams. In other words, the graduate must be entrepreneurial, be able to organize a successful business in the industry, survive in it, develop, understand current trends, be able to balance at the intersection of sciences, be fluent in digital technologies and foreign languages, have the necessary competencies to conduct classes in institutions of various jurisdictions with using the latest techniques and technologies, which is also a priority in the development strategy of the physical culture and sports direction in Russia. The traditional education system in the field of physical culture and sports prepares students to work with children in educational organizations of various levels, forms their skills in conducting educational and training sessions, but, unfortunately, does not teach health related work with various contingents. Thus, there is a contradiction between the real formed competence and modern requirements for a specialist working in the field of health related physical culture. This problem requires a revision of the curriculum. In accordance with this, the goal was set, the tasks were defined to improve the professional training of bachelors, the updated content of disciplines, extraordinary forms, methods and approaches of teaching based on the introduction of fitness technologies were proposed.

The article highlights the problems of physical education of schoolchildren in the pedagogical heritage of VO Sukhomlinsky. It is stated that in our time, human life and health are the highest human values. Therefore, today one of the main tasks of the national education system is to raise the conscious attitude of students to their own health and the health of others, to preserve and strengthen the physical, mental, social and spiritual health of the child. According to VO Sukhomlinsky, the education of a child's physical culture was important. For physical exercises, children were divided into three groups - basic, preparatory and special. Particular attention was paid to children with poor health. In addition, physical education and sports should bring students pleasure and enjoyment, become a need of the individual. The system of physical education substantiated by VO Sukhomlinsky covers all links of educational process at school. It thoroughly analyzes the basics of physical culture, reveals the basic principles, content, methods and tools, organizational forms of education, focuses on the features and qualities of teaching. Thoughts, theoretical positions of the teacher about physical culture are close and clear to the teachers of Ukraine; they are relevant today, and therefore can be used in today's school.

The article considers the problems of increasing interest and ways to involve students in physical culture and sports. It is determined that in matters of motivation of student youth such qualities of the teacher's personality as compassion, benevolence, sensitivity, justice, purposefulness play a significant role. The teacher is obliged to monitor their appearance and keep themselves in good shape, to have their own approach to each student, and most importantly - to be interested in their work. It is also determined that the organization of normal life of student youth entering a new independent adult life depends on the conditions and traditions of the educational institution in which they study. The modern lifestyle and behavior of students is greatly influenced by living and living conditions, financial opportunities, material prosperity, organization of education and recreation, diet and quality of food. Of great importance are the interpersonal relationships that develop in the student environment, the motives of youth. The implementation of these functions is through the solution of some tasks: to gain experience in the creative use of physical culture and sports to achieve life and professional goals, providing general and professional physical training, which determines the psychophysical readiness of students for future professions, forming motivational and value attitude of students to physical culture, attitude to a healthy lifestyle, physical self-improvement and self-education, the need for regular exercise and sports, mastering the scientific and practical foundations of a healthy lifestyle and physical culture, mastering the system of practical skills and abilities to ensure the preservation and strengthening of health , mental well-being, development and improvement of psychophysical abilities and personal qualities, self-determination in physical culture, formation at students of understanding of a role of physical culture in development of the person and preparation for professional activity; development of personality and its preparation for professional activity

The pandemic announced in the world requires non-standard solutions from teachers to implement a full-fledged educational process in the higher education system of the Russian Federation. The academic discipline Physical Culture and Sports is no exception. The use of accessible and modern wellness programs in the classroom is necessary for the full maintenance and strengthening of students ' health, increasing their motor activity during the day. Special responsibility is assigned to teachers who are able to organize a competent educational process in the context of distance learning, while observing all the principles of teaching. Modern information technologies have made it possible to conduct training sessions online on the Mirapolis platform. To do this, we used selected wellness programs published on YouTube, the Fitify program and the Pacer pedometer. Students studied under the guidance of a teacher, using a video link. Thus, the teacher could not only control the correctness of the exercises, but also adjust the programs. At the end of the semester of distance learning in the discipline Physical Culture and Sports, a survey of students was conducted, the purpose of which was to analyze the degree of their satisfaction with the organization and methodology of classes. The greatest difficulties in physical education (6.3% of respondents) were caused by 1st year students, nevertheless, the motivation for physical education has not changed. More than 50% of respondents are satisfied with the received physical activity in distance classes. Among the positive aspects of distance learning were noted: the absence of the need to spend time on the way to and from the place of study and, as a result, the availability of more free time 79%, low risk of infection (71%), the opportunity to study at an individual pace (56%). For 40% of respondents, it is an opportunity to use modern technologies. Thus, the results showed that the majority of students adapted well to the organization of distance learning at SPbGUP, including in the discipline physical culture and sports.

AbstractThe article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of health-improving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.

This article is devoted to the study of the problem moments of teaching physical culture in higher educational institutions. He considers the problems of the organization of physical education, the shortcomings of the modern system of the educational process, as well as the need to introduce new methods and methods of teaching students to make educational goals that give to the preservation and strengthening of the health of the future generation. It is determined that interactive learning is a form of organization of cognitive activity, is a method of knowledge, which is carried out in the form of a joint activity of the teacher and the student, when all participants interact with each other, exchange information, solve problems together, simulate situations, evaluate the actions of others and their own behavior, etc. It is envisaged that the main goal of the interactive form of conducting physical education classes will be to immerse students in the real atmosphere of business cooperation, in solving problems, optimally developed skills and qualities of a future specialist. However, there are difficulties in using this method in the educational process, among which are the following: lack of knowledge of the content of the method, inability to use it in practice, misunderstanding of its place in the structure of the class, mistrust of the effectiveness of its use in the learning process. It is proved that one of the perspective directions of improvement of physical education of students is the development of scientific principles of monitoring of physical and motor development on the basis of involving a complex of information and technological approaches that will meet the current state. At the same time, the fundamental changes in the development of civilization affect the changes in the system of requirements, which are presented to both the specialist and the education system as a whole.

The progressive humanity understood: medicine has relative possibilities of eliminating the consequences of destructive processes in the human body and psyche, while prevention, propaedeutics and other forms of prevention are relevant not consequences, but causes. Doctors should abandon the monopoly on improving health and move to cooperate with humanitarian activities in achieving the hygienic, preventive, sinological, therapeutic and valeological aim (the last one can prevent the disease development in the initial stages of any dysfunction). The medical industry and pharmacology itself would have to be motivated to do this, because the supportive therapy, the nosological approach to most human pathologies, the rise of pharmacological business stimulate the medical approach. These trends should be taken into account in pedagogy as an initial activity in shaping a future human potential. However, there was an internal contradiction near these positive trends in their own valeology: if a person can be forced to be treated, not to violate the laws or rights of others, then valeology can only be involved. Because it is a worldview concept, even an ideological one, the bitter experience of totalitarian attraction to political or cultural ideas didn’t produce a positive result. Attraction to valeological worldview, and therefore behavior, is similar to attraction to art, religion, philosophy. The deep spiritual preparedness need here and need of a person who is difficult to present within microgroups, and only in individual conscious individuals. At the mass level, the only way out is fashion, style, hobby. “To be healthy is fashionable” - such a declarative slogan was heard in many countries, but it cannot be said that the involvement in mass physical culture, hygiene and sports, increased valeological consciousness and reduced the disease level among the population.

<p><em>Utilization of information in mass media print by master of physical education and health in physical education and health in SMA 5, SMA 6, SMA 11 Semarang.<br /> The presence of print media is now a community needs. That's because, the print media presents a variety of information including information of actual politics, culture, economy, crime, entertainment, and sports. Basically, sports information in the print media have educational value and can add insight to a reading of new knowledge. The study produced these findings: (1) third physical education and health teacher at school who becomes the object research have made use of sports information in the print media to support the success of teaching and learning process, (2) the type of information they use to support the success of learning teaching is a form of news, articles about health, (3) form of utilization is appropriate to set clipping and through direct delivery of the material in the field while providing practice in the field. This method is considered more effective because all students can immediately practice, (4) sports information in the print media meets the needs of teachers and physical health education in supporting the learning process.</em></p>

The purpose of this paper is to engage the reader in a conversation about justice imperatives in education, disability, and health. As counternarrative to structured majoritarian scholarship and positioned in the expressed intent of the National Academy of Kinesiology’s 90th annual meeting theme of Kinesiology’s Social Justice Imperative, we express feelings about the urgency for social justice in teacher education. To start, we operationally define social justice as advocacy, agency, and action. Next, we recommend the application of critical theoretical frameworks in conceptualizing and conducting research involving historically marginalized and minoritized populations (e.g., African American students). This conversation is theoretically grounded in intersectionality to offer a nuanced understanding of social constructions, such as ethnicity (e.g., African American) and race (e.g., Black), gender, culture, disability, and sociometric positioning regarding justice imperatives in education, disability, and health.

The issue of increasing the motivation of pupils to the subject "Physical culture and health," independent regular exercises, improvement of motor skills, and the formation of physical education knowledge is currently very relevant in the educational system. There are new views and theoretical and practical recommendations on the problems of physical education of schoolchildren. Many experts in this field believe that it is possible to form an interest to physical culture in special conditions of school or out-of-school visits of sports sections. Other researchers see a solution to this problem in increasing the number of physical education lessons or raising physical education in home environment. However, there is no generally accepted position on this issue. Purpose: to determine the physical needs, motives and values for physical culture of elementary schoolchildren attending day-care centers. Materials and methods: the organization of the study is represented by conducting a diagnostic questionnaire of the needs, motivation and value spheres of physical culture of the 59 pupils of the 4th grades of secondary schools No. 24 and No. 59 of Gomel, visiting day-care centers. Results: the results of the questionnaire made it possible to see the actualization of nine physical education needs and values among puplis. The needs for physical education, physical education and motor skills acquired maximum importance. Physical education, which is not important for pupils, includes the needs for adequate physical education, health and physical education. Conclusion: a child cannot be an active and interested participant in physical education without a balanced system of physical education needs, motives and values. Therefore, to solve this problem, it is very important for a teacher to understand not only the structure and content of these spheres of human culture, to know the mechanisms for their formation, but also to know how to diagnose them. Keywords: demand-motivation sphere; elementary school pupils; motivation; physical education; motive; physical education environment; physicality; motor skills; physical fitness; physical education thinking

Students of the Elementary School have core competencies and basic competencies that must be achieved according to the 2013 curriculum contained in Minister of Education and Culture Regulation number 24 of 2016 concerning Core Competencies and Basic Competencies of Learning in the 2013 Curriculum on Basic Education and Secondary Education. In PERMENDIKBUD number 24 (2018) it is stated that curriculum objectives include four competencies, namely (1) spiritual attitude competency, (2) social attitude, (3) knowledge, and (4) skills. The competency is achieved through extracurricular, curricular and / or extracurricular learning processes. The importance of the correct use of terms in learning materials in schools is one of the important things where in the academic world the use of standard language is a must. In sports and health physical education material which on several occasions uses the term in English, remembering that sports culture originates from a global culture that uses the English term needs to be mastered appropriately by physical and physical education teachers. The questionnaire is used as a data collection tool that uses descriptive quantitative analysis and research data will be obtained from a questionnaire filled out by elementary school PJOK teacher participants in Bangkalan who attended the basic motion material socialization event carried out by the STKIP PGRI Bangkalan sports education study program. Data analysis techniques used by researchers in looking at the percentage of respondents from the questionnaire distributed. Based on the results of the research and discussion above it can be concluded that the understanding of the knowledge of the accuracy of the use of English terminology in the material of large ball games physical and sport education and the results of the analysis have shown that the accuracy of elementary school teachers in using the terminology in English to teach sports the body in elementary school the results are quite good.

The system of health-preserving work of the educational institution began to be formed in 1930 with the establishment of the institute of professional training. In 1933, a military department was organized, whose teachers introduced physical education for students. In 1955, the Department of Physical Education was established on a professional basis with five teachers who promoted new forms of health and sports and mass work. According to the results of 1990, 98% of employees and students took the course "Civil Defense" at the Kryvyi Rih Pedagogical Institute. In 1992, the Department of Fundamentals of Medical Knowledge made the last graduation of students majoring in "Medical Training". Among the health disciplines, Valeology was introduced into the curriculum in the early 1990s as separate courses: Fundamentals of Valeology, Fundamentals of Health and Physical Education. According to the Charter of the Red Cross Society of Ukraine, the primary organization of the Red Cross Society was established in 2003 at the Kryvyi Rih State Pedagogical Institute. A "Center for Health and Preservation" was established in 2003 on the basis of the valeology section. In 2005, in-service teacher training courses were organized. Since 1995, the disciplines "Civil Defense" and "Life Safety" have been introduced into the working curricula of the pedagogical institution of higher education. In 2004, an additional specialization "Physical Culture" was introduced in the training of specialists in the specialty "Primary Education" at the bachelor's and master's levels. In the coming years, the section "Valeology" coordinates the work of departments of faculties, other structural units of the educational institution on the formation of students and employees of the institute needs a healthy lifestyle, conducts explanatory and preventive measures provided by the comprehensive program for 2011-2015. In 2017, the Kyiv State Pedagogical University licensed the training of specialists of the first (bachelor's) level in the specialty 014 Secondary Education (Physical Culture) specializing in sports tourism. The study of the introduction of health-preserving technologies in the educational process of Kryvyi Rih State Pedagogical University since 1930 and to the present according to modern and archival documents has determined their compliance with program-normative and organizational principles of state educational policy.

This article is devoted to the issues of physical education in preschool education in Ukraine. The organisation of physical education process in kindergartens in this country is conducted in accordance with the regulation of the Ministry of Education and Science of Ukraine “On preschool education” and with the state educational programmes “Child”, “Ukrainian preschool”, “Little Seed”, “Toddler”, “Pre-school Child”, “Me in the World”. Physical games, morning gymnastics, Health Days, Sports Days and walking trips play an important role in physical education of preschoolers in Ukraine. The main tasks of physical education in Ukraine in preschool institutions are: strengthening the health of children; fostering the harmonious development of the organism; development of motor skills; body hardening; forming hygiene habits. In the recent years, an increase in the interest in using the resources of folk physical culture in physical education classes has been observed in the activities of Ukrainian preschools. The position of a physical education teacher has been introduced in preschool education institutions. The basic organisational forms of conducting physical education classes in preschools in Ukraine include: frontal form, classes in teams, additional activities. An important element of the effectiveness of physical education of preschool children in Ukraine is the integration of physical education forms with music and dance.

Physical education is the main objective of physical education in preschool educational institutions of the Republic of Belarus. This is an integral part of the successful improvement of a diversified personality, both in the field of physical culture and in the connection with other areas of life. In this regard, the issue of increasing the level of formation of physical education knowledge, an integral part of the cognitive component of personal physical education, is currently very relevant in the education system at all its levels. The modern system of preschool and general secondary education in the field of physical education is aimed at creating knowledge and ideas about physical culture among pupils as a part of the general human culture, revealing and developing child’s physical abilities and, in general, increasing pupils’ interest in sports. Currently, new views and theoretical and methodological approaches to the problem of physical education of preschoolers are emerging. Many experts in this field believe that it is possible to form an interest in physical culture in special conditions of kindergarten or out-of-school visits to sports sections. Other researchers see a solution to this problem in increasing the number of physical education classes or in educating the physical culture of the individual in a home environment. However, there is no generally accepted position in this regard. Purpose: to determine the physical needs, motives and values for physical culture of elementary schoolchildren attending day-care centers. Materials and methods: the organization of the study is represented by conducting a diagnostic questionnaire through test tasks developed by the authors, compiled taking into account the age characteristics of older preschool children on the basis of the Preschool Center for the Development of a Child in Chechersk. Results: the results of the study revealed the general level of formation of the cognitive component of personal physical education of older preschool children, as well as the most learned types of five basic physical education knowledge in boys and girls of preschool age: about physical exercise, health, personal hygiene, physical opportunities, the Olympic movement. Girls were found to have a higher overall level of physical education than boys in testing physical capabilities and the Olympic knowledge. Conclusion: without a balanced system of physical education knowledge a child cannot be an active and interested participant in physical education. Therefore, in order to solve this problem, it is very important for a teacher to understand not only the structure and content of this most important component of personal physical culture, to know the mechanisms for its formation, but also to possess the method of its diagnosis. Keywords: cognitive component; senior preschoolers; physical education knowledge; personal physical education; physical culture of the individual; physical education environment; physical education thinking.

The article considers the peculiarities of motivation of young tourists to engage in a variety of sports tourism. The low level of physical activity of youth stipulates the search for forms of involvement of children in various types of physical culture and sports. Teachers’ motives for classes have a significant impact on the improvement of physical culture and sports work and increase its effectiveness. Based on the analysis of the scientific literature, it is defined that sports tourism develops in two interrelated but independent areas: the sports trips and the competitions in tourism. Sports trips are carried out in accordance with regulations. As most researchers note, such activities have a great potential in the upbringing and development of children. Competitions in sports tourism involve a unified comparison of skills and abilities to overcome natural (or artificial) obstacles passing distances of a certain complexity. It has recently been observed that young tourists, under the guidance of a teacher, specialize in a particular area of sports tourism, that in its turn means preparation and participation in competitions in tourism, or just prepare and take sports trips. The purpose of the article: to identify the characteristics of motivation of young tourists to engage in a variety of sports tourism. Based on the analysis of the scientific literature, it is defined that the motivation to engage in various types of sports tourism depends on age, gender, type of higher nervous activity, experience of sports tourism. Children often prefer motives: enjoyment of activities, pleasant pastime, gaining of new knowledge, skills and abilities, development of physical qualities and also strengthening of health. Using the method of questionnaires, it is defined that the priorities of the motives of young tourists depend on the direction of sports tourism. The data confirmed the conclusions of scientists on the priority of motives, but young tourists, whose main activity is going camping, hiking, taking sport trips prefer the motive of aesthetic pleasure and thrills, whereas participants of sports competitions in tourism highlight the motive of physical perfection. In addition, the motives for communication, cognition, gaining of useful skills and knowledge are essential for the campers, while the participants of the competitions are in need of approval and increasing prestige of individual. In order to form a harmonious personality, the leaders of tourist clubs need to use different directions of sports tourism organizing classes.Key words: camping, hiking, competitions in sports tourism, young athletes of tourism, motive for classes.

The article considers the peculiarities of motivation of young tourists to engage in a variety of sports tourism. The low level of physical activity of youth stipulates the search for forms of involvement of children in various types of physical culture and sports. Teachers’ motives for classes have a significant impact on the improvement of physical culture and sports work and increase its effectiveness. Based on the analysis of the scientific literature, it is defined that sports tourism develops in two interrelated but independent areas: the sports trips and the competitions in tourism. Sports trips are carried out in accordance with regulations. As most researchers note, such activities have a great potential in the upbringing and development of children. Competitions in sports tourism involve a unified comparison of skills and abilities to overcome natural (or artificial) obstacles passing distances of a certain complexity. It has recently been observed that young tourists, under the guidance of a teacher, specialize in a particular area of sports tourism, that in its turn means preparation and participation in competitions in tourism, or just prepare and take sports trips. The purpose of the article: to identify the characteristics of motivation of young tourists to engage in a variety of sports tourism. Based on the analysis of the scientific literature, it is defined that the motivation to engage in various types of sports tourism depends on age, gender, type of higher nervous activity, experience of sports tourism. Children often prefer motives: enjoyment of activities, pleasant pastime, gaining of new knowledge, skills and abilities, development of physical qualities and also strengthening of health. Using the method of questionnaires, it is defined that the priorities of the motives of young tourists depend on the direction of sports tourism. The data confirmed the conclusions of scientists on the priority of motives, but young tourists, whose main activity is going camping, hiking, taking sport trips prefer the motive of aesthetic pleasure and thrills, whereas participants of sports competitions in tourism highlight the motive of physical perfection. In addition, the motives for communication, cognition, gaining of useful skills and knowledge are essential for the campers, while the participants of the competitions are in need of approval and increasing prestige of individual. In order to form a harmonious personality, the leaders of tourist clubs need to use different directions of sports tourism organizing classes.Key words: camping, hiking, competitions in sports tourism, young athletes of tourism, motive for classes.

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.

In preschool, children build new contacts and social relationships with other people. They learn to cooperate with their peers and communicate in groups. In addition to social relationships, basic motor competencies (in German: Motorische Basiskompetenzen (MOBAK)) are also seen as a central developmental goal in early childhood and are necessary for participation in the culture of sports and movement. The aim of this paper is to describe the connection between social relationships and basic motor competencies in early childhood. In this present study, the motor competencies of N = 548 preschool children (51% girls, M = 68.0 months, SD = 6.8) were tested in the competence areas of self-movement and object movement. The children’s perceived social relationships were recorded from teacher and parent perspectives. The results clearly show a connection between social relationships and motor competencies in early childhood, with a stronger connection observed in boys. This finding is relevant both from a developmental and a health-oriented perspective, as it points to a link between physical and mental health, as well as technical and interdisciplinary competencies, in early childhood.

This article analyzes and characterizes innovative approaches used in training of future physical education teachers. Modernization of education enhances the training and education of a specialist of high quality and competence, who is capable of creating knowledge and finding the ways of self-accomplishment in the conditions of continuous integration of Ukraine into the European educational space. Strengthening of young people health potential, providing a differentiated approach to different age groups of children, foreseeing their needs and motivation for physical development and self-improvement depend on a physical culture specialist.We have developed an integrated system of medical and biological education as well as revealed the ways to implement the principle efficient combination theoretical knowledge and practical implication. Professional and practical, humanitarian and socio-economic training occupies a prominent place in the modern training of future physical culture specialists. This issue defines the value of professional activity. Thus, we made an attempt to construct the content of integrated natural science subject and built a thorough logical and didactic structure which will assist to support knowledge advancement in accordance with the new achievements of the disciplines of the natural science cycle; it also strengthens the relationship between the fundamentals and professional education targets; ensures variability and alternativeness, humanization and democratization of the educational process; boost the improvement of natural science education and establish a sustainability of sports-specialized training. This study identifies the main directions, factors, indicators and criteria for intensifying student learning while using innovative and information and communication technologies.This study is based on current modern ideas of philosophical interpretation of human values in the context of vocational education, education of a healthy generation which actualizes the humanitarian significance of natural sciences and opens wide opportunities for interdisciplinary and transdisciplinary integration in training and achieving high sports results. We have proved the effectiveness of scientific and professional-pedagogical competence which is provided by creating an innovative educational environment. This environment is characterized by openness and autonomy, information availability and integration, flexibility and synchronization, multi-vector trajectory and creativity. Due to the use of innovative approaches in the training of future physical education teachers’ cognitive activity, creative thinking and professional curiosity, innovative technologies of physical education are mastered much better, and what is most important, the professional competencies of natural science teachers, teachers-innovators are developed. We have proved that the concept of training new types of physical culture specialists requires mastering the multi-cycle creative work activity when a teacher starts finding new principles and ideas to develop and implement new technologies based on maximum of variations of ways for processing knowledge and its practical implementation. We recommend that physical culture program should be taken into account in the aspect of its correlation with previous and subsequent disciplines while planning the educational process in secondary education. Furthermore, it is relevant to adjust the content of the discipline being studied in order to prevent educational material from coping and repeating. The integrative approach is the most predictable and necessary, we will see the solution of the problem of integration in a close combination of natural science with sports-specialized training. Natural science disciplines should include professionally target knowledge, be focused on teaching methods and education. This approach assimilates professionally target disciplines through the principle of joining theory with practice, thus boosting knowledge in professional and pedagogical activities.

This article is devoted to special aspects of giving classes in the discipline “Applied Physical Education and Sports” at the Department of Physical Culture at Siberian Federal University. These aspects are considered an example of development and introduction of online course of the swimming specialization in educational process. It is connected with the transition to distance learning caused by the spread of COVID-19 infection in the world. The transition to this format of study was an effective way of interacting with full-time students in the applied discipline. It made it possible to avoid the eventual interruption of educational activities, as feedback from the “student – university teacher” was organized. This allowed the students to receive the full information by providing interim assessment for the spring semester of the 2019-2020 academic year. The article reflects the personal experience of university teachers in the development and implementation of the electronic course, its main resources, content, and features of functioning. This allowed asynchronously teach students, posting interactive lectures, offer videos on the topic of the course, issue practical tasks and training programs, check the assimilation of material, as well as monitor the performance of tasks, maintain motor activity and health of students.

Purpose: Determining the state of the student and his situational-motor skills, and their comparison, enables the teacher to control his work in an immediate manner, and he programmes and implements well planned and additional contents in order to realize the set goals. In order to achieve these functions, it is necessary to determine the current state of the students, as well as the state after the implemented specific contents and programs. The aim of the research was to determine the partial changes (differences) of situational-motor abilities that were created under the influence of a four-month program of basketball, volleyball and handball in the pupils of the fifth grades of elementary school. Material: The study included N = 106 class V students, aged 10 to 11 years. The sample of respondents was divided into two subgroups, an experimental group (53 students), who conducted physical and health education classes according to the modified plan and program of sports games (basketball, volleyball and handball) for a half-year and control group (53 students) who attended regular classes from physical and health culture according to the current curriculum. 9 variables were used to assess situational-motor abilities. Descriptive statistics and discriminatory analysis were used to determine the changes (differences) in situational-motor skills. Results: The results of the research at the descriptive level showed certain differences between the groups in the final versus the initial measurements on the individual variables of situational motors. Based on the results of the discriminatory analysis, the relative contribution of each of the variables of the situational motor in the final measurement is seen. The SMKVLS (Running the ball with your hand in the slalom) and SMRBLZ (Throwing the ball against the wall for 30 seconds) variables are the biggest contributors, and the smallest SMOGCPM (Aiming the goal over the net from the basic stand) and SMOSD (Lower frontal serve). Conclusions: Physical and health culture in schools has the primary task of influencing positive transformation processes in all dimensions of students by applying appropriate content.

Introduction.Motivation of pupils is the principal aspect in successful physical education. One of the main objectives of a physical-education teacher is to create in pupils a strong desire to consciously and voluntarily carry out regular physical exercises and develop the potential to work independently.Theaimof the research was to show the influence of various approaches to the organization of sports activities on motivation leading to physical activity in young men aged 16–18.Methodology and research methods. The methodological base of the research involved a personally-oriented educational concept combining differentiated and kinesiological approaches to physical education. The research was carried out in phases using annual and longitudinal tests to evaluate students’ knowledge and skills. Levels of general intelligence were estimated using the I-S-T 2000R test as adapted by L. A. Yasyukova. Formal-dynamic characteristics of individuality were studied using the method developed by V. M. Rusalov. In order to evaluate motivation for the realization of motor activity, a specially-designed questionnaire was used. IBM SPSS Statistics 22 and Microsoft Excel software programs were employed for statistical processing of primary experimental material.Results and scientific novelty.A comparative analysis of the personal characteristics of senior school students and 1st year students (177 people) identified heterochronism in the development of standard motive and mental abilities of young people. It was observed that a lack of synchronism in the formation of separate functional systems in an organism causes a different attitude of school students to physical exercises implemented through an integrated program and standard approach without taking into account individual characteristics of young men. As compared with their peers, motivation to sport activities is initially higher among pupils with higher motor function. A formative level of general intelligence is lower due to students’ potential success when performing a wide complex of activities required by the physical culture curriculum. However, allowing free choice in sport specialization significantly increases the motivation of young people who are physically weaker but who are more intellectually developed than their peers.Practical significance. The research outcomes serve as scientific justification for the more extensive introduction of sports-oriented approach into educational institutions when organizing physical education. A sports-oriented approach is focused on preferences and interests of each student. The approach provides a free choice of the most attractive kinds of activity which gives a feeling of satisfaction and self-confidence, and consequently, enhances motivation to physical selfimprovement through visiting fitness centres and gyms which, in turn, will ensure good health in the future.

The child's health is a refl ection of the infl uence of various environmental factors on the child's body. One of the main factors is habitual motor activity, in which music is a powerful means of infl uencing the child's psychological, physiological, and pedagogical sphere of development. According to the FSES of Preschool Education, before the child's stay in preschool is a direct educational activity, the teacher can use various technologies, including in game form, to fully reveal the potential of each child. The teacher, who owns various musical technologies, is able to infl uence the development of speech, emotions, movements of children, encourage them to activity, enrich them with bright artistic impressions, and give them joy. The author suggests the program "Music in physical culture and sports" in which musical-sports and music-healing technologies can be used in a game form in the work of educators, instructors in physical education, music managers, the program material can be recommended to parents for gaming communication with the child.

The article considers education as the main factor and indispensable condition of socio-economic progress, the most important value and main capital of modern society, the priority and driving force of which is a person capable of search, independent, creative thinking, learning, socio-professional activities and creativity. The need for a radical change in attitude to physical culture is emphasized, its great importance is emphasized as a universal and personal value that encourages people to take care of their health, to engage in self-education in this field throughout life. Accordingly, the need to improve the training of highly qualified personnel in the field of physical culture and sports is emphasized. The teacher must be able to educate the next generation to be creative and independent. Therefore, the development of new approaches to the content and organization of the educational process, which provide and stimulate the personal activity of the student, is crucial in the system of training specialists with higher physical education. The orientation of professional pedagogical education on the individual and creative development of the personality of a physical education teacher is considered as a means of improvement, and as a strategic direction of professional training of teachers on the basis of personality-oriented approach. Introduction of humanistic models designed to implement a personal approach related to the transfer of emphasis from the process of learning (teaching) to the process of individualized learning. In this regard, before the training of future teachers of physical culture is the task of transition to personality-oriented education, the priority of personal development, its ability to self-improvement, self-realization.

Human resources is a key point for organizations, the correlation of job satisfaction and organizational climate are important indicators. There are numerous studies that evaluate student satisfaction by referring to physical education; However, few studies focus on the satisfaction of the physical climate of the physical education teacher, which is a factor that impacts educational quality. For this reason, the objective of this study is to evaluate the satisfaction of the organizational climate of physical education teachers in the upper middle level. A descriptive-correlational study, of transversal type, is presented. The "Questionnaire for the analysis of the perception of the satisfaction of the working environment in organizations" was used for data collection. The study participants were 43 professors who teach the subject of physical culture and health of the upper middle level of the UANL. Among the most significant results, there is a high satisfaction (70%) determined by the physical conditions of the job; in relation to the sports equipment available for carrying out activities, the satisfaction was of acceptable level (55%) but not high as expected; When making a correlation with the organizational climate, we observe that the indicators of teamwork, communication and distribution of workloads are at a medium level (46%), influenced by the low participation of workers in cultural and recreational activities. In conclusion, sports managers must have as an important factor the satisfaction of the organizational climate. Our results agree that managers must promote synergy among workers of all levels that encourages greater satisfaction of the organizational climate.

Ergonomic biomechanics in the life of a modern person is a new direction, positioned in the health services market. Some firms conduct ergonomic workplace assessments to combat chronic fatigue in their employees and improve physical activity. The factor of "product ergonomics" is gaining momentum in marketing. The performed analysis showed that ergonomic biomechanics is not studied in universities of a sports profile and students do not have a sufficient idea of where this direction can be used. In the scientific literature, this aspect is not sufficiently represented and its development will show not only the social function of ergonomic biomechanics, but its practical orientation both in education and in the ordinary life of a person as a consumer. Applied scientific research was carried out at the Kuban State University of Physical Culture, Sports and Tourism by students of the "Physical rehabilitation" profile while studying the profile subject "Biomechanics of human motor activity". The first part of the study was conducted in a classroom using biomechanical parameters and computer chairs on which students sit (photo-video recording, measuring angles while sitting). This practical lesson was held for the first time and was a surprise for the students. Moreover, the difficulty was that the students were in the classroom, and the teacher was at home in self-isolation, guiding the measurements using voice communication and a computer. The second part of the study consisted in the ability to organize their own ergonomic environment using the example of a workplace at home. The use of the method of design technologies made it possible to show not only the practical orientation of the research, but also the individuality, the creative approach of the student when performing a practical task on his own. The presented applied research shows the development of the competencies indicated in the work program for the subject and will be continued during the internship in secondary schools in the city of Krasnodar and the Krasnodar Territory.

is the great honor for us to edit proceedings of “7th Cyprus International Conference on Educational Research (CYICER-2018)” 07-09 June, 2018, Acapulco Hotel Convention Center in Kyrenia, Cyprus. This privileged scientific event has contributed to the field of educational research for seven years.As the guest editors of this issue, we are glad to see variety of articles focusing on arts education, college and higher education, creativity, curriculum and ınstruction, democracy education, developmental psychology, distance education, education and culture, educational administration, educational planning, educational technology, environmental education, foundations of education, geography education, guidance and counseling, health education, history education, human resources in education, human rights education, ınnovation and changing in education, ınstructional design, language learning and teaching, learner needs in 21 century, learning and teaching, learning psychology, life long learning, mathematic education, measurement and evaluation in education, mobile learning, multi-cultural education, music education, new learning environments, nursery education, pre-school education, primary school education, professional development, science education, secondary school education, social sciences teaching, special education, sports and physical education, teacher training, technology-based learning, the role of education in the globalization world vocational education and etc.Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 37 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 10 high quality research papers were selected and accepted for publication.I hope that you will enjoy reading the papers.Best RegardsGuest EditorsProf. Dr. Huseyin Uzunboylu, Near East University, North Cyprus

Message from the Guest Editors It is the great honor for us to edit proceedings of “8th Cyprus International Conference on Educational Research (CYICER-2019)” 13-15 June 2019, Cyprus Science University in North Cyprus. This privileged scientific event has contributed to the field of educational research for seven years. As the guest editors of this issue, we are glad to see variety of articles focusing on arts education, college and higher education, creativity, curriculum and instruction, democracy education, developmental psychology, distance education, education and culture, educational administration, educational planning, educational technology, environmental education, foundations of education, geography education, guidance and counseling, health education, history education, human resources in education, human rights education, ınnovation and changing in education, instructional design, language learning and teaching, learner needs in 21 century, learning and teaching, learning psychology, life long learning, mathematic education, measurement and evaluation in education, mobile learning, multi-cultural education, music education, new learning environments, nursery education, pre-school education, primary school education, professional development, science education, secondary school education, social sciences teaching, special education, sports and physical education, teacher training, technology-based learning, the role of education in the globalization world vocational education and etc. Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 42 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 13 high quality research papers were selected and accepted for publication. I hope that you will enjoy reading the papers. Best Regards Guest Editors Prof. Dr. Huseyin Uzunboylu, Near East University, North Cyprus Editorial Assistant Zeynep Genç, Msc. Istanbul Aydin University, Istanbul, Turkey Assist. Prof. Dr. F. Sülen Sahin Kiralp, Girne American University, North Cyprus

Artiklen undersøger om den vitalistiske kunst er domineret af en mandighedsdyrkelse og om forholdet mellem kunstnernes liv og deres værk har haft betydning for den vitalistiske interesse. Dette gøres med udgangspunkt i fire kunstneriske værker.Sarah Huss Jønsson: The cultivation of gender and body within the vitalistic art in Denmark in the beginning of the 20th century.Vitalism was a cultural current that emphasized the cultivation of the sensuous human body in close contact with nature. It found expression in philosophy, art and the broad body cultures in the period 1890-1945. The cultivation of the vitality was influenced by the development of the modern society around 1900, which changed materially, mentally, economically, socially as well as in physical culture. In exchange for Christianity, which slowly lost its authority, the vitalists found the meaning of human existence in the cultivation of the active body and outdoor life, while the cultivation of nature – due to the influence of modern science – was put in connection with the human health. After 1945 the ideas of vitalism faded away, probably because of Nazi-Germany`s use of a distinct cultivation of the human body and instinct. Within the last decade it has been viewed by the historian Hans Bonde that there exists a significant cultivation of manliness in the vitalism of art, as it is seen in the vitalism of sports and gymnastics. Furthermore it is also claimed by the scholar Lise Præstgaard that the representation of genders in the vitalism of art is affected by the biological view on gender that was dominating at that time. Therefore the genders are claimed to be pictured in dichotomy: man is mainly seen as the rational and active gender, woman is mainly seen as the soft and sensuous one. The purpose of this article is to examine whether these above theses can be seen in such a distinct way in regard to the vitalism of art? Or should it be viewed in a more nuanced way? Finally the article sets out to examine whether there is a possible connection between the lives of the artists and their description of the genders in their vitalistic works. The leading cultivators of vitality in Denmark were a group of painters called »the Hellenists« (1894-1903). Inspired by the old Greeks they gathered each summer to explore the mix between outdoor painting and gymnastics – all naked. After 1900 vitalism was expressed in a wider sense by the painters J. F. Willumsen and Oluf Hartmann and by the sculptors Kai Nielsen and Rudolph Tegner in their respective works such as »En bjergbestigerske« (»The mounteneeress «) (1904), »Jakobs kamp med englen« (»Jakobs fight with the angel«) (1908), »Vandmoderen« (»The water-mother«) (1919-1920) and »Mod lyset« (»Towards the light«) (1909). Beside the effect of the cultivation of the body and nature in modern society, the artists also very much seem to be influenced by their private lives in their description of the genders in their vitalistic works. When it comes to Willumsen, Tegner and Kai Nielsen they all fell in love in the period when they started to express themselves in a vitalistic way. In Willumsen´s »En bjergbestigerske « this was expressed through an emphasis on the beauty and independence of the woman and the greatness of nature. In Tegner´s creation of »Mod lyset« his vision of the healing forces of the sunlight seems to affect him. Here the vitalism is seen in the lofty placement of man, women and child and their naked voluminous, muscular bodies and expressive movements upwards, which put them in touch with the life-giving sunlight. Kai Nielsen´s love for the woman and the children was inspired by his own family and influenced the vitalistic expression in »Vandmoderen«. Here the naked, sensuous and fertile woman is in close contact with a lot of lively naked children, which is underscored by its connection with the life-giving water and the children´s activity. Hartmann represents the cultivation of the »homoerotic« element in painting. For Hartmann it is seen in »Jakobs kamp med englen«, which expresses the passion, instinct and intensity of vital and powerful men´s bodily fight. This inspiration Hartmann might have got from his painting teacher, Kristian Zahrtmann, who was homosexual and a cultivator of manliness. It is seen that the woman – and not only the man - can be seen as the active gender, and also that the cultivation of women and children as well as youth and manliness is a defining factor in vitalism. Therefore this article does not entirely reject the above theses on the cultivation of the genders in the vitalistic art. It rather wants to speak for a modification of the theses.

“I’m fat–and it’s okay! It doesn’t mean I’m stupid, or ugly, or lazy, or selfish. I’m fat!” so proclaims Joy Nash in her YouTube video, A Fat Rant. “Fat! It’s three little letters–what are you afraid of?!” This is the question I pose to my class on day one of Fat Studies. Sadly, many college students do fear fat, and negative attitudes toward fat people are quite prevalent in this population (Ambwani et al. 366). As I teach it, Fat Studies is cross-listed between Psychology and Gender Studies. However, most students who enrol have majors in Psychology or other behavioural health science fields in which weight bias is particularly pronounced (Watkins and Concepcion 159). Upon finding stronger bias among third- versus first-year Physical Education students, O’Brien, Hunter, and Banks (308) speculated that the weight-centric curriculum that typifies this field actively engenders anti-fat attitudes. Based on their exploration of textbook content, McHugh and Kasardo (621) contend that Psychology too is complicit in propagating weight bias by espousing weight-centric messages throughout the curriculum. Such messages include the concepts that higher body weight invariably leads to poor health, weight control is simply a matter of individual choice, and dieting is an effective means of losing weight and improving health (Tylka et al.). These weight-centric tenets are, however, highly contested. For instance, there exists a body of research so vast that it has its own name, the “obesity paradox” literature. This literature (McAuley and Blair 773) entails studies that show that “obese” persons with chronic disease have relatively better survival rates and that a substantial portion of “overweight” and “obese” individuals have levels of metabolic health similar to or better than “normal” weight individuals (e.g., Flegal et al. 71). Finally, the “obesity paradox” literature includes studies showing that cardiovascular fitness is a far better predictor of mortality than weight. In other words, individuals may be both fit and fat, or conversely, unfit and thin (Barry et al. 382). In addition, Tylka et al. review literature attesting to the complex causes of weight status that extend beyond individual behaviour, ranging from genetic predispositions to sociocultural factors beyond personal control. Lastly, reviews of research on dieting interventions show that these are overwhelmingly ineffective in producing lasting weight loss or actual improvements in health and may in fact lead to disordered eating and other unanticipated adverse consequences (e.g., Bacon and Aphramor; Mann et al. 220; Salas e79; Tylka et al.).The newfound, interdisciplinary field of scholarship known as Fat Studies aims to debunk weight-centric misconceptions by elucidating findings that counter these mainstream suppositions. Health At Every Size® (HAES), a weight-neutral approach to holistic well-being, is an important facet of Fat Studies. The HAES paradigm advocates intuitive eating and pleasurable physical activity for health rather than restrictive dieting and regimented exercise for weight loss. HAES further encourages body acceptance of self and others regardless of size. Empirical evidence shows that HAES-based interventions improve physical and psychological health without harmful side-effects or high dropout rates associated with weight loss interventions (Bacon and Aphramor; Clifford et al. “Impact of Non-Diet Approaches” 143). HAES, like the broader field of Fat Studies, seeks to eradicate weight-based discrimination, positioning weight bias as a social justice issue that intersects with oppression based on other areas of difference such as gender, race, and social class. Much like Queer Studies, Fat Studies seeks to reclaim the word, fat, thus stripping it of its pejorative connotations. As Nash asserts in her video, “Fat is a descriptive physical characteristic. It’s not an insult, or an obscenity, or a death sentence!” As an academic discipline, Fat Studies is expanding its visibility and reach. The Fat Studies Reader, the primary source of reading for my course, provides a comprehensive overview of the field (Rothblum and Solovay 1). This interdisciplinary anthology addresses fat history and activism, fat as social inequality, fat in healthcare, and fat in popular culture. Ward (937) reviews this and other recently-released fat-friendly texts. The field features its own journal, Fat Studies: An Interdisciplinary Journal of Body Weight and Society, which publishes original research, overview articles, and reviews of assorted media. Both the Popular Culture Association and National Women’s Studies Association have special interest groups devoted to Fat Studies, and the American Psychological Association’s Division on the Psychology of Women has recently formed a task force on sizism (Bergen and Carrizales 22). Furthermore, Fat Studies conferences have been held in Australia and New Zealand, and the third annual Weight Stigma Conference will occur in Iceland, September 2015. Although the latter conference is not necessarily limited to those who align themselves with Fat Studies, keynote speakers include Ragen Chastain, a well-known member of the fat acceptance movement largely via her blog, Dances with Fat. The theme of this year’s conference, “Institutionalised Weightism: How to Challenge Oppressive Systems,” is consistent with Fat Studies precepts:This year’s theme focuses on the larger social hierarchies that favour thinness and reject fatness within western culture and how these systems have dictated the framing of fatness within the media, medicine, academia and our own identities. What can be done to oppose systemised oppression? What can be learned from the fight for social justice and equality within other arenas? Can research and activism be united to challenge prevailing ideas about fat bodies?Concomitantly, Fat Studies courses have begun to appear on college campuses. Watkins, Farrell, and Doyle-Hugmeyer (180) identified and described four Fat Studies and two HAES courses that were being taught in the U.S. and abroad as of 2012. Since then, a Fat Studies course has been taught online at West Virginia University and another will soon be offered at Washington State University. Additionally, a new HAES class has been taught at Saint Mary’s College of California during the last two academic years. Cameron (“Toward a Fat Pedagogy” 28) describes ways in which nearly 30 instructors from five different countries have incorporated fat studies pedagogy into university courses across an array of academic areas. This growing trend is manifested in The Fat Pedagogy Reader (Russell and Cameron) due out later this year. In this article, I describe content and pedagogical strategies that I use in my Fat Studies course. I then share students’ qualitative reactions, drawing upon excerpts from written assignments. During the term reported here, the class was comprised of 17 undergraduate and 5 graduate students. Undergraduate majors included 47% in Psychology, 24% in Women Studies, 24% in various other College of Liberal Arts fields, and 6% in the College of Public Health. Graduate majors included 40% in the College of Public Health and 60% in the College of Education. Following submission of final grades, students provided consent via email allowing written responses on assignments to be anonymously incorporated into research reports. Assignments drawn upon for this report include weekly reading reactions to specific journal articles in which students were to summarise the main points, identify and discuss a specific quote or passage that stood out to them, and consider and discuss applicability of the information in the article. This report also utilises responses to a final assignment in which students were to articulate take-home lessons from the course.Despite the catalogue description, many students enter Fat Studies with a misunderstanding of what the course entails. Some admitted that they thought the course was about reducing obesity and the presumed health risks associated with this alleged pathological condition (Watkins). Others understood, but were somewhat dubious, at least at the outset, “Before I began this class, I admit that I was skeptical of what Fat Studies meant.” Another student experienced “a severe cognitive dissonance” between the Fat Studies curriculum and that of a previous behavioural health class:My professor spent the entire quarter spouting off statistics, such as the next generation of children will be the first generation to have a lower life expectancy than their parents and the ever increasing obesity rates that are putting such a tax on our health care system, and I took her words to heart. I was scared for myself and for the populations I would soon be working with. I was worried that I was destined to a chronic disease and bothered that my BMI was two points above ‘normal.’ I believed everything my professor alluded to on the danger of obesity because it was things I had heard in the media and was led to believe all my life.Yet another related, “At first, I will be honest, it was hard for me to accept a lot of this information, but throughout the term every class changed my mind about my view of fat people.” A few students have voiced even greater initial resistance. During a past term, one student lamented that the material represented an attack on her intended behavioural health profession. Cameron (“Learning to Teach Everybody”) describes comparable reactions among students in her Critical Obesity course taught within a behavioural health science unit. Ward (937) attests that, even in Gender Studies, fat is the topic that creates the most controversy. Similarly, she describes students’ immense discomfort when asked to entertain perspectives that challenge deeply engrained ideas inculcated by our culture’s “obesity epidemic.” Discomfort, however, is not necessarily antithetical to learning. In prompting students to unlearn “the biomedically-informed truth of obesity, namely that fat people are unfit, unhealthy, and in need of ‘saving’ through expert interventions,” Moola at al. recommend equipping them with an “ethics of discomfort” (217). No easy task, “It requires courage to ask our students to forgo the security of prescriptive health messaging in favour of confusion and uncertainty” (221). I encourage students to entertain conflicting perspectives by assigning empirically-based articles emanating from peer-reviewed journals in their own disciplines that challenge mainstream discourses on obesity (e.g., Aphramor; Bombak e60; Tomiyama, Ahlstrom, and Mann 861). Students whose training is steeped in the scientific method seem to appreciate having quantitative data at their disposal to convince themselves–and their peers and professors–that widely held weight-centric beliefs and practices may not be valid. One student remarked, “Since I have taken this course, I feel like I am prepared to discuss the fallacy of the weight-health relationship,” citing specific articles that would aid in the effort. Likewise, Cameron’s (“Learning to Teach Everybody”) students reported a need to read research reports in order to begin questioning long-held beliefs.In addition, I assign readings that provide students with the opportunity to hear the voices of fat people themselves, a cornerstone of Fat Studies. Besides chapters in The Fat Studies Reader authored by scholars and activists who identify as fat, I assign qualitative articles (e.g., Lewis et al.) and narrative reports (e.g., Pause 42) in which fat people describe their experiences with weight and weight bias. Additionally, I provide positive images of fat people via films and websites (Clifford et al. HAES®; Watkins; Watkins and Doyle-Hugmeyer 177) in order to counteract the preponderance of negative, dehumanising portrayals in popular media (e.g., Ata and Thompson 41). In response, a student stated:One of the biggest things I took away from this term was the confidence I found in fat women through films and stories. They had more confidence than I have seen in any tiny girl and owned the body they were given.I introduce “normal” weight allies as well, most especially Linda Bacon whose treatise on thin privilege tends to set the stage for viewing weight bias as a form of oppression (Bacon). One student observed, “It was a relief to be able to read and talk about weight oppression in a classroom setting for once.” Another appreciated that “The class did a great job at analysing fat as oppression and not like a secondhand oppression as I have seen in my past classes.” Typically, fat students were already aware of weight-based privilege and oppression, often painfully so. Thinner students, however, were often astonished by this concept, several describing Bacon’s article as “eye-opening.” In reaction, many vowed to act as allies:This class has really opened my eyes and prepared me to be an ally to fat people. It will be difficult for some time while I try to get others to understand my point of view on fat people but I believe once there are enough allies, people’s minds will really start changing and it will benefit everyone for the better.Pedagogically, I choose to share my own experiences as they relate to course content and encourage students, at least in their written assignments, to do the same. Other instructors refrain from this practice for fear of reinforcing traditional discourses or eliciting detrimental reactions from students (Watkins, Farrell, and Doyle-Hugmeyer 191). Nevertheless, this tack seems to work well in my course, with many students opting to disclose their relevant circumstances during classroom discussions: Throughout the term I very much valued and appreciated when classmates would share their experiences. I love listening and hearing to others experiences and I think that is a great way to understand the material and learn from one another.It really helped to read different articles and hear classmates discuss and share stories that I was able to relate to. The idea of hearing people talk about issues that I thought I was the only one who dealt with was so refreshing and enlightening.The structure of this class allowed me to learn how this information is applicable to my life and made it deeper than just memorising information.Thus far, across three terms, no student has described iatrogenic effects from this process. In fact, most attribute positive transformations to the class. These include enhanced body acceptance of self and others: This class decreased my fat phobia towards others and gave me a better understanding about the intersectionality of one’s weight. For example, I now feel that I no longer view my family in a fat phobic way and I also feel responsible for educating my brother and helping him develop a strong self-esteem regardless of his size.I never thought this class would change my life, almost save my life. Through studies shown in class and real life people following their dreams, it made my mind completely change about how I view my body and myself.I can only hope that in the future, I will be more forgiving, tolerant, and above all accepting of myself, much less others. Regardless of a person’s shape and size, we are all beautiful, and while I’m just beginning to understand this, it can only get better from here.Students also reported becoming more savvy consumers of weight-centric media messages as well as realigning their eating and exercise behaviour in accordance with HAES: I find myself disgusted at the television now, especially with the amount of diet ads, fitness club ads, and exercise equipment ads all aimed at making a ‘better you.’ I now know that I would never be better off with a SlimFast shake, P90X, or a Total Gym. I would be better off eating when I’m hungry, working out because it is fun, and still eating Thin Mints when I want to. Prior to this class, I would work out rigorously, running seven miles a day. Now I realise why at times I dreaded to work out, it was simply a mathematical system to burn the energy that I had acquired earlier in the day. Instead what I realise I should do is something I enjoy, that way I will never get tired of whatever I am doing. While I do enjoy running, other activities would bring more joy while engaging in a healthy lifestyle like hiking or mountain biking.I will never go on another diet. I will stop choosing exercises I don’t love to do. I will not weigh myself every single day hoping for the number on the scale to change.A reduction in self-weighing was perhaps the most frequent behaviour change that students expressed. This is particularly valuable in that frequent self-weighing is associated with disordered eating and unhealthy weight control behaviours (Neumark-Sztainer et al. 811):I have realised that the number on the scale is simply a number on the scale. That number does not define who you are. I have stopped weighing myself every morning. I put the scale in the storage closet so I don’t have to look at it. I even encouraged my roommate to stop weighing herself too. What has been most beneficial for me to take away from this class is the notion that the number on the scale has so much less to do with fitness levels than most people understand. Coming from a numbers obsessed person like myself, this class has actually gotten me to leave the scales behind. I used to weigh myself every single day and my self-confidence reflected whether I was up or down in weight from the day before. It seems so silly to me now. From this class, I take away a new outlook on body diversity. I will evaluate who I am for what I do and not represent myself with a number. I’m going to have my cake this time, and actually eat it too!Finally, students described ways in which they might carry the concepts from Fat Studies into their future professions: I want to go to law school. This model is something I will work toward in the fight for social justice.As a teacher and teacher of teachers, I plan to incorporate discussions on size diversity and how this should be addressed within the field of adapted physical education.I do not know how I would have gone forward if I had never taken this class. I probably would have continued to use weight loss as an effective measure of success for both nutrition and physical activity interventions. I will never be able to think about the obesity prevention movement in the same way.Since I am working toward being a clinical psychologist, I don’t want to have a client who is pursuing weight loss and then blindly believe that they need to lose weight. I’d rather be of the mindset that every person is unique, and that there are other markers of health at every size.Jones and Hughes-Decatur (59) call for increased scholarship illustrating and evaluating critical body pedagogies so that teachers might provide students with tools to critique dominant discourses, helping them forge healthy relationships with their own bodies in the process. As such, this paper describes elements of a Fat Studies class that other instructors may choose to adopt. It additionally presents qualitative data suggesting that students came to think about fat and fat people in new and divergent ways. Qualitative responses also suggest that students developed better body image and more adaptive eating and exercise behaviours throughout the term. Although no students have yet described lasting adverse effects from the class, one stated that she would have preferred less of a focus on health and more of a focus on issues such as fat fashion. Indeed, some Fat Studies scholars (e.g., Lee) advocate separating discussions of weight bias from discussions of health status to avoid stigmatising fat people who do experience health problems. While concerns about fostering healthism within the fat acceptance movement are valid, as a behavioural health professional with an audience of students training in these fields, I have chosen to devote three weeks of our ten week term to this subject matter. Depending on their academic background, others who teach Fat Studies may choose to emphasise different aspects such as media representations or historical connotations of fat.Nevertheless, the preponderance of positive comments evidenced throughout students’ assignments may certainly be a function of social desirability. Although I explicitly invite critique, and in fact assign readings (e.g., Welsh 33) and present media that question HAES and Fat Studies concepts, students may still feel obliged to articulate acceptance of and transformations consistent with the principles of these movements. As a more objective assessment of student outcomes, I am currently conducting a quantitative evaluation, in which I remain blind to students’ identities, of this year’s Fat Studies course compared to other upper division/graduate Psychology courses, examining potential changes in weight bias, body image and dieting behaviour, adherence to appearance-related media messages, and obligatory exercise behaviour. I postulate results akin to those of Humphrey, Clifford, and Neyman Morris (143) who found reductions in weight bias, improved body image, and improved eating behaviour among college students as a function of their HAES course. 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