Дисертації з теми "Physical curriculum"
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Laws, Christopher John. "Physical education, curriculum change and individualism." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.
Повний текст джерелаYelling, Martin Rhys. "Physical education, physical activity and the National Curriculum Physical Education : policy, provision and prospects." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4097.
Повний текст джерелаGroves, Suzanne Claire. "How children experience national curriculum physical education." Thesis, University of Chichester, 2001. http://eprints.chi.ac.uk/859/.
Повний текст джерелаTembo, Mark Jimu. "A Physical Education Curriculum Plan For Malawi." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27157.
Повний текст джерелаPh. D.
Eatinger, William M. "A middle school physical education curriculum guide." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/832.
Повний текст джерелаMasarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.
Повний текст джерелаParsons, Kari Ann. "Opportunities For Enhancing Vigorous Physical Activity Within The New Brunswick Physical Education Curriculum." Thesis, University of New Brunswick, 2010. http://hdl.handle.net/1882/1088.
Повний текст джерелаBicknell, Simon. "Physical Education teachers' perspectives on the 14-19 Physical Education Curriculum in England : a sociological study." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600581.
Повний текст джерелаChen, Ming-Hung. "Health, physical activity and fitness monitoring within the secondary physical education curriculum in England." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/10034.
Повний текст джерелаGregory, Elaine Ruth. "Curriculum and the status of physical education in homeschooling." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Повний текст джерелаMountakis, Costas. "Curriculum development in physical education in Greek primary schools." Thesis, University of Leeds, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252692.
Повний текст джерелаMowad, Laura Marie. "Evaluation of a high school leisure time physical activity curriculum." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196185969.
Повний текст джерелаTrend, Roger David. "Earth science and physical geography in the secondary school curriculum." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280451.
Повний текст джерелаLeieritz, Donald. "An intermediate school physical education curriculum: a guide and its development." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/538.
Повний текст джерелаDestro, Denise de Souza. "Política curricular em Educação Física do município de Juiz de Fora- MG: hibridismo entre o contexto de produção do texto político e o contexto da prática." Universidade do Estado do Rio de Janeiro, 2004. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10.
Повний текст джерелаFundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro
As discussões contemporâneas em relação ao campo do currículo têm se orientado na perspectiva de construções de propostas curriculares locais que dê visibilidade à participação da comunidade docente em seus diferentes momentos e aos processos culturais e experiências dos alunos como meio de se construir identidades múltiplas, favorecendo o empoderamento em contraposição às políticas curriculares globais que ainda se apresentam aos espaços escolares caracterizadas como verticalizadas, centradas no Estado, homogeineizantes e prescritivas. De acordo com essa perspectiva, analiso a política curricular da Educação Física do município de Juiz de Fora MG, cujo texto político é denominado Programa Municipal de Educação Física diretrizes curriculares (PROMEF), que se configura como uma política curricular local e diferenciada pelo fato de ter oportunizado a construção coletiva entre os responsáveis pelo Departamento de Educação Física escolar e os professores dessa disciplina que atuavam cotidianamente nas escolas contando, inclusive, com uma busca das manifestações culturais e de lazer das comunidades trabalhadas, para subsidiar os conteúdos que foram sistematizados como conhecimento pedagógico da Educação Física municipal. Esse estudo teve, assim, o objetivo de analisar a política curricular da Educação Física escolar desse município, destacando o contexto de produção desse texto político e verificar se os objetivos de tal proposta se viabilizam no contexto da prática e se essa proposta curricular se configura como incentivadora de construções identitárias múltiplas e ao empoderamento. Para dar encaminhamento aos objetivos, foram realizadas 28 entrevistas semi-estruturadas com os participantes do processo de construção da proposta e sua relação com o contexto da prática e análise do documento escrito PROMEF. De acordo com os dados coletados, essa diretriz avança em termos de políticas curriculares por ter oportunizado aos professores participarem de todo o seu processo de construção, mas não propicia o empoderamento e a construção de identidades múltiplas por pautar, sobretudo, numa orientação didático-metodológica que reforça o conhecimento historicamente elaborado, destacando a cultura discente apenas na perspectiva da superação e não como um caminho na busca do diálogo cultural crítico.
Modern discussions about curriculum have been orientated at the perspective of the forming of local curriculum proposals which give visibility to the participation of teachers community in their different moments and to cultural processes and students experiences as a way to form multiple identities promoting the empowerment in contrast with global curriculum politics that are still present at some schools classified as verticalized, centred at the State and prescriptive. Through this perspective I analyze the curriculum politics of Physical Education at the city of Juiz de Fora MG whose text is called Municipal Program of Physical Education (PROMEF). This program is a local and different curriculum politics because it promoted a collective construction among those responsible for Physical Education Department and the teachers of this subject that worked daily at schools searching for cultural and leisure manifestation at their communities to support the contents that has been systematized as pedagogical knowledge of municipal Physical Education. So this study had the aim of analyzing the curriculum politics of Physical Education at Juiz de Fora pointing at the context of production of this political text and check if the purposes of such proposal are possible inside the context of the practice and if this curriculum proposal stimulates multiple identity constructions and empowerment. It were made 28 semi-structured interviews with participants of this process and their relation to the context of the practice and PROMEF analysis. According to the data this directive advances in terms of curriculum politics because it has led the teachers to join in their construction process, but it doesnt allow empowerment neither the construction of multiple identities. It all happens because this directive is based on a methodological didactic orientation which enhances the historically elaborated knowledge, emphasizing the culture of students only through an overcoming perspective and not as a way to search for a critical cultural dialogue.
Becker-Busha, Jacqueline. "Student perceptions of the school physical fitness testing program : the Fitnessgram." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/1497.
Повний текст джерелаParks, Krystyn. "Nutrition and physical activity curriculum for before and after school daycares." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528021.
Повний текст джерелаThe purpose of this project is to create fun and educational lesson plans for before and after school childcare providers of children in kindergarten through fifth grade. The lesson plan will incorporate aspects of physical activity and nutrition into the basic curriculum for this age group. The nutrition and physical activity curriculum contains four themed weekly lessons. Each lesson incorporates a nutrition discussion, an activity related to the discussion, and one group game. The lessons and activities were designed to incorporate minimal materials so that any facility could easily incorporate them. A committee of nutrition professionals and educators reviewed the curriculum and improvements were made based on their recommendations.
Broderick, Jane Tingle, Rebecca Aslinger, and Seong Bock Hong. "Baking Cookies: Using Emergent Curriculum to Explore Physical Science and Measurement." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4482.
Повний текст джерелаDoecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16265/1/Philip_Doecke_Thesis.pdf.
Повний текст джерелаDoecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16265/.
Повний текст джерелаHorrell, Andrew Brian. "Pragmatic innovation in curriculum development : a study of physical education teachers' interpretation and enactment of a new curriculum framework." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21005.
Повний текст джерелаPetersen, Neal Theo. "Inkorporering van die omgewing in die wetenskapkurrikulum : ‘n gevallestudie met ‘n tros skole." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3368.
Повний текст джерелаThis study investigates the degree to which Physical Science teachers (grades 10-12) are ready for the implementation of the new curriculum (NCS) and to what degree they, as well as the grade 9 Natural Science teachers, are capable of incorporating environmental issues in the curriculum. Data was collected by means of questionnaires and semi-structured interviews.
Kitchen, Darrin. "Mandatory fitness testing and elementary physical education teachers' curriculum decision-making processes." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2450.
Повний текст джерелаPerry, Heather Marina. "Implementation of the National Curriculum for physical development in the reception year." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25386.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted
Cliff, Ken. "A sociocultural perspective as a curriculum change in health and physical education." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080916.090440/index.html.
Повний текст джерелаDinan-Thompson, Maree Therese. "Curriculum construction and implementation : a study of Queensland health and physical education /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16213.pdf.
Повний текст джерелаChadwick, Hunter M. Dmitriyev Grigory. "Towards a critical coaching curriculum." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/hunter_m_chadwick/Chadwick_Hunter_M_200908_edd.pdf.
Повний текст джерелаLi, Chung, and 李宗. "The teachers' view on the planning and implementation of the physical education curriculum for the secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626299.
Повний текст джерелаChan, Lin. "The implementation of theoretical elements in the Hong Kong secondary school physical education curriculum." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627334.
Повний текст джерелаCoates, Ainslee Claire. "A case study of curriculum implementation : change, loss and grief in Health and physical education in the New Zealand curriculum." Thesis, University of Canterbury. Christchurch College of Education, 2003. http://hdl.handle.net/10092/3595.
Повний текст джерелаKistler, Timothy S. "A curriculum guide: for the freshman level program at Upland High School." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/765.
Повний текст джерелаPerez, Cassiana de Souza. "O novo currículo de Ciências Físicas e Biológicas do Estado de São Paulo (2008-2010): com a palavra os professores do ensino fundamental de ciclo II da Diretoria Regional de Ensino Centro-Oeste." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9621.
Повний текст джерелаIn 2008 the São Paulo State Department of Education (SEESP) implemented a curriculum proposal that in 2009 became the Official State Curriculum. Such a proposal was justified by the argument that the Law of Guidelines and Bases of Education (LDB) has given autonomy to schools and brought a decentralization which did not work along the years. With the National Curriculum Parameters (PCNs) a new proposal is directed towards the teaching of Natural Sciences considering the cognitive development, own experiences, age, cultural and social identities and the different meanings and values that Science can has for the students, aiming a significant learning. However the State of São Paulo did not develop clear strategies for the educators in order to deal with this new way of teaching. Such autonomy acquired by schools seemed more like a laissez-faire curriculum without discussions for a differentiated learning. So the new SEESP curricular proposal arises, sleeps with the laissez-faire curriculum and wakes up with the prescribed curriculum that must be adopted by all schools without considering the educator's heterogeneity. This research has the goal to listen to the teachers of discipline Physical and Biological Sciences from the São Paulo State Official Education in order to have answers to the following question: how teachers received, understood and are carrying out the curriculum proposed by the SEESP? We aimed to develop a qualitative research with results obtained from the dialogs with the teachers as well as the bibliographic research. We hope, with this study, bring the school, as a wholly, to a reflection process of and not for the school in a sense to contribute for the reflection of the praxis in the current curriculum context
No ano de 2008, a Secretaria de Estado da Educação de São Paulo (SEESP) implantou uma proposta curricular que, em 2009, passou a ser Currículo Oficial do Estado, o que é justificado devido à Lei de Diretrizes e Bases da Educação (LDB) ter dado autonomia às escolas e trazido uma descentralização que não funcionou ao longo dos anos. Com os Parâmetros Curriculares Nacionais (PCNs), uma nova proposta é direcionada no ensino de Ciências Naturais, considerando o desenvolvimento cognitivo, as experiências, a idade, as identidades cultural e social e os diferentes significados e valores que as Ciências podem ter para os educandos, objetivando uma aprendizagem significativa. Contudo, o Estado de São Paulo não desenvolveu estratégias definidas para que os educadores encarassem esse novo perfil de ensino, sendo que a autonomia adquirida pelas escolas parecia mais um laissez-faire curricular, sem discussões para uma aprendizagem diferenciada. Assim, surge a Nova Proposta Curricular da SEESP, de modo que se dorme com o laissez-faire curricular e se acorda com o currículo prescrito, sem considerar a heterogeneidade dos educandos, o qual deve ser seguido por todas as escolas da rede oficial. A presente pesquisa teve como objetivo ouvir professores da rede oficial de ensino do Estado de São Paulo, da disciplina de Ciências Físicas e Biológicas, no intuito de obter resposta para o seguinte questionamento: como os professores receberam, compreenderam e estão realizando o currículo proposto pela SEESP? Pretendeu-se desenvolver uma pesquisa qualitativa, contendo os resultados dos diálogos com os professores, bem como da pesquisa bibliográfica. Espera-se, com este estudo, levar a escola, como um todo, a um processo reflexivo da e não para a escola, no sentido de contribuir para reflexões da práxis dentro do atual contexto curricular
Romanello, Mary L. "Cultural Competence and Reflective Practice in Physical Therapy Education." Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1006873170.
Повний текст джерелаJess, Michael Chalmers. "Curriculum innovation from a complex ecological perspective : a developmental physical education case study." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8190.
Повний текст джерелаCarney, Claire Geraldine Aine. "The training of the primary school teacher to teach National Curriculum physical education." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481191.
Повний текст джерелаMoles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.
Повний текст джерелаCarlson, Alyssa Justine. "Evaluation of a Nutrition and Physical Activity-Based Curriculum on Children’s Lifestyle Choices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28681.
Повний текст джерелаKinchin, Gary David. "High school students' perceptions of and responses to curriculum change in physical education /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946776021297.
Повний текст джерелаWilliams, Vanyelle Coughran. "Development of a Physical Science Curriculum for Interactive Videodisc Delivery: A Case Study." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332133/.
Повний текст джерелаMikaels, Jonas. "Becoming-place : (Re)conceptualising friluftsliv in the Swedish physical education and health curriculum." Doctoral thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5033.
Повний текст джерелаDuffy, Mark Steven. "Developing the Etiwanda Intermediate School physical education curriculum through inservices and staff development." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1262.
Повний текст джерелаSamanich, Tracy Tucker. "Effectiveness of idea-generating questions used in written expression as measured through curriculum-based measurement." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407507105.
Повний текст джерелаVeal, Mary Lou. "A descriptive study of pupil assessment in secondary physical education /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1062188x.
Повний текст джерелаO'Neil, Kason M., and Andy Dotterweich. "Using the Run-jump-throw Program as a Supplement to a Physical Education Curriculum." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4040.
Повний текст джерелаHartman, Sheri A. "Development of "Teachers Integrating Physical Activity into the Curriculum" (TIPAC) Using a Systems Model Approach." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492422535370981.
Повний текст джерелаLi, Chung. "The teachers' view on the planning and implementation of the physical education curriculum for the secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626299.
Повний текст джерелаWong, Poon Yuen-fong Christina. "The physical education curriculum in the junior secondary schools in Hong Kong and Guangzhou : a comparative study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057799.
Повний текст джерелаGillespie, Lorna. "Influences on curriculum value orientations of physical education teachers and implications for the profession." Thesis, University of Canterbury. Christchurch College of Education, 2003. http://hdl.handle.net/10092/3754.
Повний текст джерелаChan, Lin, and 陳蓮. "The implementation of theoretical elements in the Hong Kong secondary school physical education curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38627334.
Повний текст джерелаDomenghini, Cynthia M. "Physical activity and curriculum development of an after-school gardening program for youth health." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13136.
Повний текст джерелаDepartment of Horticulture, Forestry, and Recreation Resources
Candice A. Shoemaker
Public health research shows that targeting behavior directly when promoting healthy behaviors is not as effective for sustainability. Instead the recommendation is to integrate a theoretical framework that identifies factors which affect the targeted behavior and develop the intervention aimed at those factors. The objectives of this dissertation were to measure the healthful benefits of gardening for youth. Strategies were developed for creating an after-school garden club curriculum to target healthy eating, physical activity, sedentary behavior, and gardening. Accelerometers were used to determine physical activity intensity during a garden club session following a curriculum developed to promote physical activity through gardening. In a separate experiment, a portable gas analyzer was used to measure energy expenditure of youth while gardening. The constructs of Social Cognitive Theory were used to provide a guide with strategies for developing a curriculum with a theoretical basis for an after-school garden club targeting overweight prevention. Strategies presented include activities for targeting the theoretical constructs as well as for implementing evaluations. Fourth and fifth grade students at four randomly selected elementary schools in Manhattan, Kansas were invited to join the garden club. Students with parental permission attended the club for ten weeks in the fall and twelve weeks in the spring. During the second year of implementation students with parental permission participated in the accelerometer study. For six days students wore an accelerometer and completed a daily activity log detailing their activities during that time. Students in the fourth and fifth grades from eight Manhattan, Kansas elementary schools were invited to participate in the energy expenditure study during the summer of 2010. Students who participated in this study (n=20) wore a portable gas analyzer and heart rate monitor while performing four gardening tasks. Data were used to calculate energy expenditure of youth while gardening. A theoretically-based after-school garden club curriculum was developed to target increasing youth healthy behaviors. Results from the accelerometer study showed that students were significantly more physically active at the moderate and vigorous intensity level and significantly less sedentary at garden club compared to not at garden club. For students who participated in the energy expenditure study, the gardening tasks (transplanting, weeding, cultivating, and raking) were moderate physical activity (3-5.99 METs). Gardening can be a valuable tool for promoting and increasing physical activity in youth.