scholarly journals Representations and Realization of Written Planning of PSE Teachers in Tunisia

2021 ◽  
Vol 10 (1) ◽  
pp. 63
Author(s):  
Ben Chaifa Mounira ◽  
Abd Elmajid Naceur ◽  
Elloumi Mohamed
Keyword(s):  
Physical Education ◽  
Lesson Planning ◽  
Active Phase ◽  
The Other ◽  
Initial Training ◽  
Teaching Approaches ◽  
Learning Situation ◽  
The Difference ◽  
And Gender ◽  
Teaching Learning

Planning is an act of anticipation carried out by the teacher during the pre-active phase to prioritize the pedagogical and didactic teaching approaches. On the other hand, in the teaching field, the teaching-learning situation is also complex to be identified by simple planning. In this study, we seek to explain the influence of gender and the seniority of physical education and sports (PSE) teachers on representations of written lesson planning and its management in the field. We collaborated with 20 PSE teachers and 10 trainee students in initial training in secondary schools. We filmed practical sessions and we carried out two types of interviews with the participants and we analyzed the content of the written plans of the participants in our experiment. Our results show that the professional seniority and the gender of the PSE teacher do not modulate the representations that are made of the written planning of the lesson. However, in practice, the teacher's representations of written planning are not always consistent with their realization on the ground. The difference between teachers' representations of the PSE teacher's written planning and their teaching practices is dependent on the professional seniority and gender of the acting person. The actions of the actor are shaped by the aspects inherent in the learning situation, the actions of the teacher are therefore contextualized.

scholarly journals “ATTITUDES OF STUDENTS OF TAFILA TECHNICAL UNIVERSITY TOWARDS DISTANCE LEARNING”

2021 ◽  
Vol 58 (1) ◽  
pp. 5044-5051
Author(s):  
Dr. Lama Majed Al-Qaisy
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
The Other ◽  
Other Hand ◽  
Males And Females ◽  
Technical University ◽  
The Difference ◽  
Students Attitudes ◽  
And Gender ◽  
Academic Year

This paper focuses onidentifying the attitudes of the students of Tafila Technical University towards distance learning. The study sample consisted of 314 undergraduate students for the academic year 2020/2021. The results of the study show that students’attitudes toward distance learning were positive. As for the difference between students’ attitudes and study variables, it was found that there were no differences between students’attitudes towards distance learning and gender (males and females). On the other hand, differences were found due to the type of college and were in favor of the scientific colleges.

scholarly journals Er gutter bedre enn jenter i kroppsøving? -En studie av jenter og gutters kroppsøvingskarakterer i den videregående skolen

2017 ◽  
Vol 11 (1) ◽  
pp. 5
Author(s):  
Pål Lagestad
Keyword(s):  
Physical Education ◽  
Well Being ◽  
The Other ◽  
Gender Composition ◽  
Second Best ◽  
Physiological Conditions ◽  
School Year ◽  
Study Programme ◽  
And Gender ◽  
Using Data

Forskning peker på at kroppsøvingsfaget i den norske skolen synes å være en arena som flere gutter enn jenter finner attraktiv. Vi vet imidlertid lite om hvor-dan dette gir seg utslag i karakteren i kroppsøving. Ved hjelp av data ved-rørende alle de 6928 elevene som var registrert med kroppsøving i den videre-gående skolen i Nordland skoleåret 2010/11, ser denne studien nærmere på hvordan kroppsøvingskarakteren varierer i forhold til kjønn, og hvor ulike studieretninger og kjønnssammensetninger blir trukket inn i analysene. Resul-tatene viser at guttene fikk signifikant bedre karakterer i kroppsøving enn jentene, noe som gir utslag i at gutter i større grad enn jenter fikk toppkarak-teren 6, men også nest beste karakter 5. Flere jenter enn gutter fikk karakteren 3. Det er påfallende hvordan dette mønsteret viste seg å være stabilt, uavhengig av studieretning og kjønnssammensetning, noe som indikerer at denne vurder¬ingspraksisen ikke er tilfeldig. På bakgrunn av funnene og tidligere forskning blir det stilt spørsmål ved om gutters fysiske overlegenhet gis et fortrinn i karak¬tersettingen, ved at flere gutter enn jenter får toppkarakterene. Det blir videre argumentert for at funnene også kan være et resultat av at jenter generelt opp¬lever mindre trivsel i kroppsøvingen, noe som kan gi seg utslag i mindre deltak¬else og innsats i kroppsøving. Mer forskning omkring kroppsøvingslæreres vur¬deringspraksis må utføres før en med sikkerhet kan forklare funnene i studien.Nøkkelord: kroppsøving, karakter, kjønn, vurderingAbstractResearch indicates that physical education is more attractive to boys than girls. However, we do not know much about how this may affect grades given in physical education among girls and boys. Using data from all the 6928 students who took physical education in high schools in Nordland county in the school year 2010/2011, the study seeks to investigate how gender affects the grades in physical education among girls and boys, adjusted for type of classes and classes with more than 80 percent boys or girls. The results show that boys get significantly better marks than girls in physical education, and that more boys than girls are getting the best mark 6, and also the second best mark 5. On the other hand, more girls than boys are getting the mark 3. These patterns appear in every type of class, independent of study programme and gender composition. It is argued that boys have better physiological conditions than girls, which may contribute to explaining a higher level of marks 5 and 6. Another possible explanation is that research has shown that girls experience less well-being in physical education, and that this may contribute to less effort during physical education. More research is needed to clarify the findings in the study.Keywords: physical education, mark, gender, assessment

scholarly journals Implications for Promoting Physical Literacy

2018 ◽  
Vol 37 (3) ◽  
pp. 262-271 ◽  
Author(s):  
Elizabeth J. Durden-Myers ◽  
Nigel R. Green ◽  
Margaret E. Whitehead
Keyword(s):  
Physical Education ◽  
Curriculum Planning ◽  
The Other ◽  
Teaching Approaches ◽  
Physical Literacy ◽  
Philosophical Basis ◽  
Definition Of ◽  
Philosophical Underpinning

This study considers the implications for teachers of physical education of adopting physical literacy as the focus of their work. These implications arise from the philosophical underpinning of the concept, from the definition of physical literacy and are in line with the mission of the International Physical Literacy Association. In the first section of this study, recommendations stemming from the philosophical roots of the concept will be outlined in brief. The other three sections will demonstrate how this philosophical basis and the definition of physical literacy should inform, first, lesson and unit content; second, teaching approaches; and, finally, curriculum planning. Unpacking the implications and what physical literacy looks like in practice is essential if teachers are to begin to incorporate physical literacy within their practice.

scholarly journals Evaluación de la inteligencia emocional del maestro de educación física en centros educativos de la Región de Murcia.

2020 ◽  
pp. 13-22
Author(s):  
M. Carboneros Castro ◽  
N. Gutiérrez-Ruiz ◽  
M. Martínez-Quiles ◽  
K. Deliautaite ◽  
S. Angosto
Keyword(s):  
Emotional Intelligence ◽  
Teacher Training ◽  
Physical Education ◽  
Learning Process ◽  
Psychological Factor ◽  
The Other ◽  
Physical Education Teachers ◽  
Teacher Student ◽  
Las Mujeres ◽  
Teaching Learning

La inteligencia emocional es un factor psicológico clave para generar un vínculo profesor-alumno y un proceso de enseñanza-aprendizaje óptimo. Por ello, el objetivo del presente estudio fue conocer el nivel de inteligencia emocional en docentes de Educación Física. La muestra constó de 94 maestros de Educación Física de diferentes colegios de la Región murciana. El cuestionario, utilizado de forma electrónica, fue el TMMS-24. Los resultados únicamente mostraron una correlación positiva entre la claridad y la reparación emocional, siendo esta última dimensión la que obtuvo mejores puntuaciones entre los participantes. En relación al género, las mujeres manifestaron puntuaciones superiores en la reparación emocional. Por otro lado, los maestros con una experiencia inferior a cinco años mostraron valores superiores en inteligencia emocional, mientras que los más expertos obtuvieron valores superiores en reparación emocional. El análisis de estos resultados ayuda a mejorar los procesos de formación de los docentes en este ámbito. Emotional intelligence is a key psychological factor to generate a teacher-student bond and an optimal teaching-learning process. Thus, the aim of this study was to know the level of emotional intelligence in Physical Education teachers. The sample consisted of 94 Physical Education teachers from different schools in the Region of Murcia. The questionnaire, used electronically, was the TMMS-24. The results only showed a positive correlation between clarity and emotional repair, with the latter dimension obtaining the highest scores among the participants. In relation to gender, females showed higher scores in emotional repair. On the other hand, teachers with less than five years' experience showed higher values in emotional intelligence, while the more experienced ones obtained higher values in emotional repair. The analysis of these results helps to improve teacher training about emotional intelligence.

scholarly journals ‘Save the queen’: female national wheelchair basketball players in gender-segregated and gender-mixed competitive sport

2021 ◽  
Author(s):  
Steffen Greve ◽  
Jessica Süßenbach
Keyword(s):  
Gender Discrimination ◽  
The Other ◽  
Competitive Sport ◽  
Wheelchair Basketball ◽  
Basketball Players ◽  
Men And Women ◽  
National Team ◽  
Playing Field ◽  
The Difference ◽  
And Gender

AbstractIn the German National Wheelchair Basketball League, men and women play together. On the national teams, on the other hand, they play separately according to gender. In addition, people without disabilities can also participate in wheelchair basketball. The differences in terms of disability and gender are to be classified and, if possible, eliminated in the competition with a classification system. The intersectional analysis of 12 biographical interviews with current national team players shows a clear reproduction of a traditional gender order. The women report various hierarchical relationships on the playing field that are obviously based on gender. Men play in more important positions and are considered more efficient. Yet these phenomena are mostly taken for granted and hardly questioned. Likewise, certain characteristics are attributed and certain roles are assigned to female players based on their gender. The men interviewed do not see these phenomena or do not reflect on them critically. The difference category of disability also has an influence on the competition setting and the gender discrimination.

scholarly journals The Gender Approach in the Physical Education System

2017 ◽  
pp. 12-17
Author(s):  
Mykhail Dudko ◽  
Inna Khrypko ◽  
Natalia Bishevets
Keyword(s):  
Gender Differences ◽  
Physical Education ◽  
Secondary School ◽  
Motor Activity ◽  
General Education ◽  
Educational Process ◽  
Global Changes ◽  
School Age ◽  
The Difference ◽  
And Gender

Because of global changes in gender roles the ideas of gender education gradually penetrate into educational establishments. However, on the lessons of physical education students study in accordance with general programs of state requirements for the level of general education despite gender differences. It is necessary to study the differences of organization educational process in accordance to gender, the introduction of which, will help students to the full self–realization in the institute. The purpose of the research – is to summarize the data of the main gender differences that should be consider in physical educational process of students. The analysis of literature sources about the difference in gender educational process of pupils of different ages showed that there is a gender imbalance in attending motor activity during extra–curricular time and differences in self–assessment of own possibilities. Beginning from the secondary school age, girls and boys have different sports preferences and motives for attending physical education lessons. It has been clarified that the gender approach in physical culture – is the process of physical education of young students according to their motor preferences and motivational attitudes depending on gender with a view to better meeting their needs. Regardless of gender, younger schoolchildren prefer to spontaneous gaming and good grades become the main motivation for the classes. Beginning from the secondary school age, boys become to prefer martial arts and game sports and girls would choose health–improving types of fitness. The desire to increasing the level of physical training motivate boys to visit classes and for girls is to reduce body weight and improve the figure. It is necessary to consider systematized data about motor activity priorities and motivational attitudes to visit classes of physical education in accordance with age and gender.

Survival of gastric cancer (GC) patients is not determined by the predominant genomic ancestry (PGA): Results from an ethnically admixed Brazilian cohort of GC patients.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. e15588-e15588
Author(s):  
Helano C. Freitas ◽  
Luiza Ferreira Araujo ◽  
Diana Noronha Nunes ◽  
Maria D. Begnami ◽  
Thais Fernanda Bartelli ◽  
...  
Keyword(s):  
Overall Survival ◽  
Clinical Characteristics ◽  
Disease Free Survival ◽  
Tumor Location ◽  
The Other ◽  
Cancer Center ◽  
Clinical Aspects ◽  
The Difference ◽  
And Gender ◽  
Brazilian Cohort

e15588 Background: Clinical characteristics, treatment response and overall survival of GC patients differ between Asian and non-Asian countries. Here we evaluated the possible associations between PGA, clinical characteristics and survival in an admixed GC Brazilian cohort. Methods: We included 112 GC pts diagnosed and treated at AC Camargo Cancer Center (São Paulo, Brazil) before 2013. The study was approved by local IRB. Genomic DNA was used for capture-based enrichment of a customized gene panel including 99 genes. Libraries were sequenced in the NextSeq 500 platform (Illumina), using paired-end reads (2x75bp). Ancestries were determined through a set of ancestry informative markers (AIMs), covered by target and off-target reads, described by Elhaik et al. (2014). Results: An average of 406 AIMs were recovered from the available samples, revealing average ancestries was as follows: 55.4% European, 27.7% Asian, 8.9% African; 8% of subjects were highly admixed (HA; < 50% of any ancestry). We found no association between PGA and age at diagnosis (p = 0.58), tumor location (p = 0.34), Lauren (p = 0.24) and staging (p = 0.68). There was an association between PGA and gender (p = 0.04) and a marginal association between PGA and EBV (p = 0.056). BRCA2 was the only gene enriched in the Asian subgroup, compared to the other groups combined (p = 0.009). The median follow-up time was 95 months. We found no differences in median overall survival (OS) (p = 0.4) or disease-free survival (DFS) (p = 0.6) according to PGA. The HA subgroup presented worst survival outcomes compared to the other groups aggregated (mOS 34m; 95%CI 5-80 x mOS 71m; 95% CI 44-85, respectively), but the difference was not statistically significant (HR 1,73; 95% CI 0.74-4.05; p = 0.2). Even for patients with > 75% AIMs for any given ancestry, we found no differences in OS between Europeans (n = 25; mOS 86m; 95%CI 80-NA), Asians (n = 22; mOS 83m; 95%CI 51-NA) and Africans (n = 5; mOS 67m; 95%CI 22-NA), p = 0.4. Conclusions: The most prevalent ancestries in this Brazilian GC cohort were European, followed by Asian and African. Although we found associations between ancestry and a few clinical aspects, PGA was not associated with survival.

scholarly journals Detonation as Grammatological Version of Philosophy Texts Reading

2017 ◽  
Vol 20 (1) ◽  
pp. 257-268
Author(s):  
Оlha Volodymyrivna Hаidamachuk
Keyword(s):  
Focal Point ◽  
The Other ◽  
Second Step ◽  
Learning Approach ◽  
Learning Situation ◽  
Equal Rights ◽  
The Third ◽  
Modern Learning ◽  
The Difference ◽  
Simultaneous Reading

In the article the J. Derrida’s deconstruction interpretation is reasoned as a detonation. The deconstructor demonstrates that the strategic inflexion in a reading should be started from the tactics of rereading of already written as a «reading in between of lines». Derrida tries to revoke a «logocentric» intonation in favour of, as he thought, «grammatological» articulation. If it was true, we dealt with a field of unbounded, undivided tonation, the every in- of which had been always abrogated beforehand. However, in fact his deconstruction gives a voice those detonations, which will hardly have it as of right. When «Of grammatology» author was deconstructing texts he reread, he proceeded from «really obvious» in-tonation (there was supposed that the whole “logocentric” epoch was tuned on it), and aspired to interpret unheard before de-tonations instead of to balance in a field of tonation. It means his focal point is detonation (dispersion, scattering, burst etc.). As a result, «detonational processes» were activated in his own text too. Grammatological version of philosophy texts reading (detonation) is extrapolated on a modern learning approach. We suggest exploring the difference between the teacher-centred strategy and the learner-centred strategy. Derrida revocates «logocentric» intonation the same as he declines any subordination, which is focused mode of a lector-expertize’s voice as the only source of sense, in favour of «grammatological» articulation. In fact the deconstruction gives voice to suppressed detonation. Maximum of such diffusion allows us to acknowledge students have equal rights to be sources of sense. In West-European teaching discourse it names learner-centred strategy. The conclusion is that the new Derrida’s strategy of reading is divided on three tactic steps, two of which he could perform himself and showed to us, while he could only detect third one by his intuition and invited us to step there ourselves. The first step is the intoning as guiding lines obtaining for the next steps. Philosophy (metaphysics) is opened through traditional «intono-logical» (logocentric) reading strategy. The second step is «suspension» of intonation’s dictat for the sake of dе-tonation of the intoned (any mistake has a positive value. The third step is articulation as perfect techniques of simultaneous reading of in- and de-tonations in their inversely corresponding completeness, which opens the whole field of tonation. The model of the lack of domination promotes the learning situation as a «just play» for all participants: a freed from command role instructor just as one of equal-righted participants of learning process becomes the same learner as students. So every time they together should look for knowledge in the other way then before.

scholarly journals Instructional Pyramid: Expanding Coach Wooden’s “Pyramid of Success” to Guide P.E.T.E. Professionals

2012 ◽  
Vol 18 (2) ◽  
pp. 46-64
Author(s):  
Robert CHRISTENSON ◽  
David BARNEY
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
The Other ◽  
Physical Education Teacher ◽  
Critical Part ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty ◽  
Teaching Learning ◽  
First Job

What in the teaching-learning process can PETE (Physical Education Teacher Education) faculty identify as being effective and a critical part of this multifaceted practice? Which of the physical activity learning experiences best serves the student? Finally, how does a future-professional physical education teacher, who is inexperienced and intimidated by their first job circumstances, wade through all the information and responsibilities to perform up to expectations? As described by Veal (2011), “Teachers operate in an intensely complicated and demanding world. They face 30 or more students at once - each one different from the other, demanding individualized attention and treatment. Teachers must respond to a continuous and rapid succession of events, many of which are unanticipated, leaving little time for thoughtful decision making.”  (Abstract taken from first part of Introduction)

scholarly journals Valoración de la escuela y la Educación Física y su relación con la práctica de actividad física de los escolares (Assesment about school and Physical Education and its relation with the physical activity of school)

Retos ◽  
2016 ◽  
pp. 312-315
Author(s):  
Marián Fernández Villarino ◽  
Miguel González Valeiro ◽  
Belén Toja Reboredo ◽  
Francisco Carreiro da Costa
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Training Programs ◽  
Healthy Lifestyle ◽  
Initial Training ◽  
Physical Competence ◽  
And Gender ◽  
And Cluster Analysis ◽  
Educación Primaria ◽  
Permanent Formation

El objetivo de este estudio fue doble: (i) describir la opinión del alumnado hacia la escuela, la Educación Física (EF) y la actividad física (AF) teniendo en cuenta el género y, (ii) caracterizar al alumnado en función de la valoración de la Educación Física y de las variables percepción de cualidades atléticas, práctica de las amistades, competencia física percibida y género. Participaron en este estudio 1273 alumnos y alumnas (48.9% de chicos, 51.1 % de chicas), de edades comprendidas entre los 10 y los 18 años, de 26 centros de educación primaria y secundaria de Galicia. Como técnica de recogida de datos se utilizó el cuestionario denominado “Cuestionario internacional sobre el estilo de vida de los alumnos” validado por Marques (2010). Se realizaron análisis descriptivos y de cluster. Los resultados sugieren una actitud positiva del alumnado hacia la EF, encontrándose diferencias significativas por género (p < .01). Cuanto más positiva es la actitud hacia esta, mayor es la práctica de AF. Los resultados nos permiten mejorar la intervención en la escuela y en la EF así como los programas de formación inicial y permanente del profesorado, incorporando competencias necesarias para la promoción de estilos de vida activos y saludables.Abstract: The aim of this study was twofold: (i) to describe the opinion of the students towards school, Physical Education and physical activity differentiating by gender (ii) to characterize the students according to their assessment of physical education and the following variables: perception of athletic qualities, friendships practice, perceived physical competence and gender. The sample consist 1273 students (48.9% boys, 51.1% girls), aged between 10 and 18 years, from 26 primary and secondary schools of Galicia. Data was collected by a questionnaire, named “International questionnaire on the students' lifestyle” validated by Marques (2010).  Data were analyzed using descriptive and cluster analysis. Overall, the results suggest a positive attitude of the students towards physical education, significant gender differences were found (p <.01). The more positive the attitude towards physical education, the more physical activity is practiced. The results allow us to improve the intervention in school and in the Physical Education and initial training programs and could be use on permanent formation program, incorporating necessary competences in order to promote active and healthy lifestyle.

Sign in / Sign up

Export Citation Format

Share Document