Recent Studies of American Adolescents as Guides for the Reorganization of the Secondary School Physical Education Program

1938 ◽  
Vol 9 (4) ◽  
pp. 38-42
Author(s):  
Rosalind Cassidy
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Education Program

scholarly journals An Examination of the Responsibility Model in a New Zealand Secondary School Physical Education Program

2010 ◽  
Vol 29 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Barrie Gordon
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Secondary School ◽  
Education Program ◽  
Transfer Of Learning ◽  
Socially Responsible ◽  
Self Assessments ◽  
Zealand Secondary School ◽  
Personal And Social Responsibility ◽  
Responsibility Model

This study examined a six-month implementation of the Responsibility Model in a New Zealand secondary school. Data were collected through interviews, observations and student self-assessments. The implementation was found to be successful in developing positive, supportive and well-behaved classes in physical education. The majority of students developed a greater understanding of personal and social responsibility and became more personally and socially responsible in class. For most students, however, this understanding was firmly associated with physical education and they generally showed little understanding of the potential for the transfer of learning to other contexts.

scholarly journals An examination of the responsibility model in a New Zealand secondary school physical education program

2020 ◽  
Author(s):  
Barrie Gordon
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Secondary School ◽  
Education Program ◽  
Transfer Of Learning ◽  
Socially Responsible ◽  
Self Assessments ◽  
Zealand Secondary School ◽  
Personal And Social Responsibility ◽  
Responsibility Model

This study examined a six-month implementation of the Responsibility Model in a New Zealand secondary school. Data were collected through interviews, observations and student self-assessments. The implementation was found to be successful in developing positive, supportive and well-behaved classes in physical education. The majority of students developed a greater understanding of personal and social responsibility and became more personally and socially responsible in class. For most students, however, this understanding was firmly associated with physical education and they generally showed little understanding of the potential for the transfer of learning to other contexts. © 2010 Human Kinetics, Inc.

scholarly journals An examination of the responsibility model in a New Zealand secondary school physical education program

2020 ◽  
Author(s):  
Barrie Gordon
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Secondary School ◽  
Education Program ◽  
Transfer Of Learning ◽  
Socially Responsible ◽  
Self Assessments ◽  
Zealand Secondary School ◽  
Personal And Social Responsibility ◽  
Responsibility Model

This study examined a six-month implementation of the Responsibility Model in a New Zealand secondary school. Data were collected through interviews, observations and student self-assessments. The implementation was found to be successful in developing positive, supportive and well-behaved classes in physical education. The majority of students developed a greater understanding of personal and social responsibility and became more personally and socially responsible in class. For most students, however, this understanding was firmly associated with physical education and they generally showed little understanding of the potential for the transfer of learning to other contexts. © 2010 Human Kinetics, Inc.

scholarly journals Exploring the Relationship Between Physical Education and Physical Activity

2008 ◽  
Vol 4 (3) ◽  
Author(s):  
Chunlei Lu ◽  
Amanda De Lisio
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Education Program ◽  
Academic Community ◽  
Successful Implementation ◽  
Teaching Learning ◽  
Educational Profession ◽  
The Relationship

The lack of knowledge within the educational profession, related to physical activity and physical education, is jeopardizing the implementation of quality physical education at both elementary and secondary school levels. Despite the effort of the academic community to broaden the awareness of each concept, an alarming number of people within the educational profession still reference each term interchangeably (AAHPERD, 2008; Fishburne & Hickson, 2005). The purpose of the following paper is to re-examine the relationship between physical activity and physical education in an attempt to further progress the understanding of, and identify the appropriate function of, each within a teaching-learning environment. The paper will build on current literature involving the correlation between physical activity and physical education. Ultimately, by further clarifying the role of each, the paper can support every educator in the successful implementation of Daily Physical Activity (DPA) and a quality physical education program for every public school.

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