Environment, technology and animals: looking backwards and the future of physical education

2021 ◽  
Vol 26 (4) ◽  
pp. 429-438
Author(s):  
Michael Gard
Keyword(s):  
Physical Education ◽  
The Future

An archaeological analysis to trace the emergence and transformation of qualified physical education teachers in Singapore primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Physical Education Teachers ◽  
National Archives ◽  
The Future ◽  
The Status ◽  
Archaeology Of Knowledge ◽  
Archaeological Analysis ◽  
Key Events ◽  
Underlying Processes

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

History of Adapted Physical Education: Priorities in Professional Preparation

1986 ◽  
Vol 3 (2) ◽  
pp. 112-117 ◽  
Author(s):  
Joseph P. Winnick
Keyword(s):  
Physical Education ◽  
Professional Preparation ◽  
Adapted Physical Education ◽  
The Future ◽  
History Of

This presentation traces and reviews past and contemporary concerns, issues, or priorities relating to professional preparation with special emphasis on the identification of people who have had a significant impact upon professional preparation, and the graduates of our programs, who will provide leadership in the future.

Health indicators of children 10-11 years old at physical education lessons (cycling module)

2021 ◽  
pp. 113-116
Author(s):  
Maryna Prudnikova ◽  
Katerina Mulik
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Health Indicators ◽  
Weather Conditions ◽  
The Body ◽  
Main Role ◽  
Number Of Children ◽  
Grade 5 ◽  
The Future ◽  
Demographic Processes

The future of Ukraine is children, the future of demographic processes largely depends on their number, their health. The main role in the child's life is played by the dynamic process of growth and biological maturation, where one of the informative indicators is the cardiovascular system. In case of severe discomfort in the body, it is necessary to stop classes and consult a doctor. All physical activity must correspond to the physical fitness and age of the children. The cycling module is designed for 24 hours, according to the schedule, two physical education lessons were paired. For an effective lesson. In the course of the lessons, they mastered theoretical information (10 %), general and special physical training (20 %), technical training (70 %). During physical culture classes using a bicycle, objective factors were taken into account, such as the availability of a sports ground for technical riding, equipment (30 bicycles), and the weather conditions of the region. Over the course of one and a half months, the conducted classes formed the necessary skills for safe cycling, technical skill in children of 10-11 years old, provided the necessary foundation for physical fitness and motivation to go in for sports. The increase in adaptive indices of the heart was 14 % in grade 5-A, 8 % in grade 5-B, and 15 % in grade 5-V of the total number of children in each grade. This indicates that muscular work took place with positive consequences for the functional state of the body of children aged 10-11 years.

Chapter 6: Perspectives on the Future of Doctoral Programs

2021 ◽  
pp. 1-10
Author(s):  
Murray F. Mitchell ◽  
Hal A. Lawson ◽  
Hans van der Mars ◽  
Phillip Ward
Keyword(s):  
Physical Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Influential Factors ◽  
Core Knowledge ◽  
Physical Education Teacher Education ◽  
The Future ◽  
Local Program ◽  
State Accreditation ◽  
Pete Programs

What does the future hold for Doctoral Programs for Physical Education Teacher Education (D-PETE) programs, faculty, and doctoral students? What can D-PETE faculty prioritize and do to create a more desirable future for D-PETE, PETE, and school physical education programs? What are the main facilitators, constraints, and barriers? Framed by these three questions, this chapter offers an action-oriented analysis of doctoral programs. Alongside physical education-specific program priorities influential factors in the external environment merit attention, including regional and state accreditation, neoliberal forces for accountability, the regulatory environment, program standards and national rankings, and declining enrollments. Mindful of alternative perspectives and university- and program-specific action plans, a dual priority appears to be crosscutting. Every D-PETE program needs to reflect theoretically sound and evidence-based practices, and D-PETE graduates need to be prepared to advance these practices after graduation. Toward these ends, it is timely to work toward consensus on a core knowledge base, explore how best to share resources across university boundaries, and join forces to solidify and safeguard appropriate practices. Today’s choices have short- and long-term consequences for each program and the profession overall, recommending that national priorities gain prominence alongside local program traditions and D-PETE faculty practices.

Motor Development: A Perspective on the Past, the Present, and the Future

2021 ◽  
pp. 1-10
Author(s):  
Jane E. Clark ◽  
Jill Whitall
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Academic Discipline ◽  
Scientific Field ◽  
Grand Challenges ◽  
Scientific Area ◽  
The Past ◽  
The Future ◽  
Area Of Study

In 1981, George Brooks provided a review of the academic discipline of physical education and its emerging subdisciplines. Forty years later, the authors review how the field has changed from the perspective of one subdiscipline, motor development. Brooks’s text sets the scene with four chapters on motor development from leaders in the field, including G. Lawrence Rarick, to whom the book is dedicated. From this beginning, the paper describes the evolving scientific perspectives that have emerged since 1981. Clearly, from its past to the present, motor development as a scientific field has itself developed into a robust and important scientific area of study. The paper ends with a discussion of the grand challenges for kinesiology and motor development in the next 40 years.

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