Every Body Active: A Sports Council National Demonstration Project in England

1989 ◽  
Vol 6 (2) ◽  
pp. 100-108 ◽  
Author(s):  
Ian Stafford
Keyword(s):  
Physical Education ◽  
Implementation Phase ◽  
Community Sport ◽  
Research Findings ◽  
Education Act ◽  
Two Phases ◽  
Set Up ◽  
Sport And Recreation ◽  
Mass Participation ◽  
External Community

The 1981 Education Act implies that, in England, provided certain conditions are satisfied, schoolchildren with special needs should be taught in an integrated setting (Advisory Centre for Education, 1981). In 1982 the English Sports Council set up national demonstration projects to promote mass participation in sport throughout all sections of the community. Every Body Active (E.B.A.) is such a project, based at Sunderland Polytechnic, and it focuses on the participation and integration of young people (11–24 years) with physical or sensory disabilities in community sport and recreation and school physical education. The project is divided into two phases. The research phase, initiated in January 1987, ran for a period of 15 months during which data were collected in order to establish needs. Subsequently several schemes were established to be undertaken in the implementation phase, initiated in April 1988. The focus of this paper is the physical education scheme and the research findings that preceded its formation. On the basis of the research phase, a physical education scheme has been implemented that focuses on a special school for pupils with physical disabilities, its physical education program, and links with mainstream schools and external community sport and recreation agencies.

scholarly journals Linking secondary school physical education with community sport and recreation for girls: a process evaluation

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Meghan M Casey ◽  
Amanda Telford ◽  
Amanda Mooney ◽  
Jack T Harvey ◽  
Rochelle M Eime ◽  
...  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Process Evaluation ◽  
Community Sport ◽  
Sport And Recreation

scholarly journals Linking Physical Education With Community Sport and Recreation

2012 ◽  
Vol 14 (5) ◽  
pp. 721-731 ◽  
Author(s):  
Meghan Casey ◽  
Amanda Mooney ◽  
Rochelle Eime ◽  
Jack Harvey ◽  
John Smyth ◽  
...  
Keyword(s):  
Physical Education ◽  
Community Sport ◽  
Sport And Recreation

Transition of Students with Disabilities into Community Recreation: The Role of the Adapted Physical Educator

1992 ◽  
Vol 9 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Patricia L. Krebs ◽  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Life Skills ◽  
Skills Training ◽  
Adapted Physical Education ◽  
Developmental Approach ◽  
Community Sport ◽  
Physical Educator ◽  
Sport And Recreation

The mission of education is to prepare all students with and without disabilities for adult life in the community. Recent amendments to Public Law 94-142 now require transition services, which promote movement from school to postschool activities, for all students with disabilities to begin as early as age 14 and to be included in the student’s IEP. Most special education programs provide vocational, domestic, and community independent living skills training. However, the same cannot be said for lifelong sport and fitness training. A life-skills model for teaching sport and fitness skills that are chronologically age appropriate, functional, and community based is preferred to the traditional developmental approach for teaching adapted physical education. The life-skills model for teaching adapted physical education changes the setting–from school sport facilities to community sport and recreation facilities–in which adapted physical education classes are conducted. It also expands the role of the adapted physical educator from direct service provider to include transition team member, consultant to regular physical education and community sport and recreation agencies, trainer of support personnel, and environmental analyst.

Effectiveness of a program for adolescent girls linking physical education with community sport and recreation

2013 ◽  
Vol 16 ◽  
pp. e32
Author(s):  
M. Casey ◽  
J. Harvey ◽  
W. Payne ◽  
A. Telford ◽  
R. Eime ◽  
...  
Keyword(s):  
Physical Education ◽  
Adolescent Girls ◽  
Community Sport ◽  
Sport And Recreation

Reconfiguration and Unified Kinematics Analysis of a Metamorphic Parallel Mechanism With Bifurcated Motion

2012 ◽  
Author(s):  
Dongming Gan ◽  
Jian S. Dai ◽  
Lakmal D. Seneviratne
Keyword(s):  
Parallel Mechanism ◽  
Geometric Condition ◽  
Translation Vector ◽  
Kinematics Analysis ◽  
Constraint Equations ◽  
Mechanism Modeling ◽  
The Difference ◽  
Two Phases ◽  
Set Up ◽  
Joint Center

This paper introduced a new metamorphic parallel mechanism consisting of four reconfigurable rTPS limbs. Based on the reconfigurability of the reconfigurable Hooke (rT) joint, the rTPS limb has two phases while in one phase the limb has no constraint to the platform, in the other it constrains the spherical joint center to lie on a plane. This results in the mechanism to have ability of reconfiguration between different topologies with variable mobility. Geometric constraint equations of the platform rotation matrix and translation vector are set up based on the point-plane constraint, which reveals the bifurcated motion property in the topology with mobility 2 and the geometric condition with mobility change in altering to other mechanism topologies. Following this, a unified kinematics limb modeling is proposed considering the difference between the two phases of the reconfigurable rTPS limb. This is further applied for the mechanism modeling and both the inverse and forward kinematics is analytically solved by combining phases of the four limbs covering all the mechanism topologies.

scholarly journals KITAB ‘BURDAH’ KARYA SASTRA LISAN ARAB DALAM PERSPEKTIF MASYARAKAT MUSLIM DI MANADO SULAWESI UTARA

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Gayda Bachmid
Keyword(s):  
Arabic Language ◽  
Daily Routine ◽  
Community Perception ◽  
User Community ◽  
Cultural Aspects ◽  
The Social ◽  
Research Findings ◽  
Set Up ◽  
Regular Practice

This article reveals the role of Burdah as an Arabic literary book that has become a regular practice of the Moslem community in Manado. The researcher tries to find out the social and cultural aspects through the Arabic text pertaining to concrete condition where the content of the book is practiced and this serves as the key to comprehend the users’ view and thinking pattern. The problems paralleled to the research objective is identifying and analyzing the social, spiritual and metaphysical reflection. The research findings indicate socially, there is a unitary perception in which the user community is called to set up an organization to learn about the book. The projected spiritual transformation of the book as a prophecy work toward a future hope makes it a routine regular practice at wedding ceremony, housewarming, and children under five thanksgiving. Metaphysical transformation is held as a miracle so that this regular practice can cure various diseases. This belief rooted in the user community perception has become a daily routine custom even though the Arabic language read is not understood. Key words: Burdah, spiritual, cultural and metaphysical transformation.

scholarly journals School physical education

2020 ◽  
Vol 22 (3) ◽  
pp. 699-719
Author(s):  
Walter Roberto Correia ◽  
Sergio Roberto Silveira
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Second Phase ◽  
School Knowledge ◽  
Academic Position ◽  
Two Phases ◽  
Do So

This article has as its goal to justify and analyze the thematic propositions of the XV Seminar of School Physical Education: teachers’ autonomy and responsibilities. To do so, the theme is historically contextualized from two phases: 1) The search for legitimacy in the academia and; 2) The search for approximating teachers and their teachings. In the first one, it is possible to affirm that the seminars organized by EEFEUSP, from their very beginning and throughout the following twenty years, have presented an academic position towards the specificities and the different forms of school knowledge related to the curriculum component Physical Education, aiming at contributing to a legitimacy of the Physical Education itself in the academia. In the second phase, the question is properly and profitably addressed so to justify the seminar’s time and social place, targeting the teaching and the building of different kinds of knowledge through it. In this last phase, it is noticed an increase in the number of participants and also in the number of presentations, showing that the path chosen with locus on the teaching was right. Finally, once the analysis of the editing of the XV Seminar of School Physical Education is finished, it is put in this essay the challenge to think and project seminars to the next decade.

The Grievance Redress System under the Right to Education Act

2019 ◽  
pp. 280-329
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Education System ◽  
Current System ◽  
Right To Education ◽  
Education Act ◽  
Right To Information ◽  
Set Up ◽  
The Right

Chapter 5 examines the conceptual set-up of the grievance redress system created by the Right to Education Act, and analyses studies on its performance. It highlights the deficiencies of the current system, and compares it to other, more effective systems such as grievance redress under the RTI Act. The different institutions that are part of the grievance redress system are either not sufficiently independent or do not have sufficient competences to enforce their ‘judgments’. These deficiencies, as well as additional implementation issues, also translate into a malfunctioning system ‘on the ground’. The chapter also examines other grievance redress systems for different state services (for instance, the ones created by the Right to Information Act), highlighting that some of the deficiencies found in the right to education system are actually not universal.

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