A Brief Description of Physical Education and School Children's Sport Involvement in Singapore, Greece, France, Finland, and the United States

2006 ◽  
Vol 4 (3) ◽  
pp. 220-226 ◽  
Author(s):  
C. K. John Wang ◽  
Athanasios G. Papaioannou ◽  
Philippe G. Sarrazin ◽  
Timo Jaakkola ◽  
Melinda A. Solmon
Quest ◽  
2016 ◽  
Vol 69 (2) ◽  
pp. 220-235 ◽  
Author(s):  
Junghwan Oh ◽  
Kim C. Graber

Author(s):  
I. Turchyk ◽  
R. Chopyk ◽  
N. Kizlo

The study and generalization of foreign experience is a value for Ukraine, which has set itself the task of integration into the world community and can be an important source of thorough thinking and creative use of positive ideas in domestic theory and practice of physical education and sports. This article analyzes the content and features of the organization of intramural (in-school) sports in the United States. The study found that intramural sports in the United States are an integral part of the overall education program, which provides an opportunity to involve children with different levels of development of motor skills and qualities in motor activities outside of physical education lessons. Participation in intramural sports programs is voluntary. It is determined that the intramural sports program in the United States is characterized by certain features that must be taken into account for its successful implementation. It was found that, first of all, American specialists determine the direction (nature) of the sports program and possible types of physical activity, taking into account the wishes of students; it is important to properly plan and compile a quality schedule for classes in compliance with the capacity of existing sports facilities; it is obligatory to observe the rules of admission of students to classes and competitions, as well as their annual medical examination; implementation of the sports program is carried out with the use of modern information technologies; the accounting and evaluation of the program is constantly carried out; proper administration and quality arbitration are of great importance; special attention is paid to the competition procedure itself and the determination of winners; a special place is given to the financing of programs and their support and promotion.


2020 ◽  
Vol 29 (6) ◽  
pp. 651-664
Author(s):  
Jung-Hwan Oh ◽  
Jae-Ho Park ◽  
Sung-Woo Cho ◽  
Sok Park

2018 ◽  
pp. 123-133 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Thomas J. Templin ◽  
Amelia Mays Woods ◽  
Kim C. Graber

2020 ◽  
Vol 104 (561) ◽  
pp. 427-434
Author(s):  
Tyler Skorczewski

The National Archery in the Schools Program (NASP) began in Kentucky, USA in 2002 and has rapidly expanded to thousands of students around the United States. The program teaches archery in physical education classes and organises tournaments for student archers in elementary school and high school. The program goals include improving student motivation, attention, behaviour, attendance and focus, as well as introducing students to an outdoor skill with the hope that this may increase attention to wildlife conservation efforts in the future.


2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.


2016 ◽  
Vol 20 ◽  
pp. 39-47
Author(s):  
Tomáš Tlustý

This paper looks at the fi rst steps taken by the American YMCA to expand its physical education program across various countries in South and Central America, Asia and Europe. The YMCA was established in 1844 in London. However, it particularly fl ourished in the United States of America, building large physical education facilities, setting up its fi rst physical education institute and developing new sports. Their schools were attended by people from all over the world, who went on to promote the organisation’s physical education program. Due to cooperation with the US army, the organisation saw further expansion and its secretaries began to operate in other countries. They were instrumental in establishing the fi rst local YMCA groups, often provided with material and fi nancial support by the United States. Local groups began to build their own physical education facilities and adopt new “American” sports. Elwood S. Brown was a pioneer in the promotion of the American YMCA’s physical education program. He worked for the organisation on several continents, signifi cantly assisting the organisation of big sporting events which were always attended by sportsmen from several countries. Unfortunately,many of the national YMCA groups were later paralysed by the Second World War. Despite that, theYMCA has become the largest voluntary youth organisation in the world.


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