HIGH SCHOOL: Integrating Strength and Conditioning Into the Physical Education Curriculum

1993 ◽  
Vol 15 (5) ◽  
pp. 46
Author(s):  
Ollie Whaley ◽  
Richard Beeler ◽  
Stephen Benson
Keyword(s):  
High School ◽  
Physical Education ◽  
Education Curriculum ◽  
Strength And Conditioning

scholarly journals Evaluation of Current Condition of Physical Education Curriculum of Iranian High Schools and the Prescribed Strategies to Improve Its Overall Situation Based on Expertise Ideas and Viewpoints

2017 ◽  
Vol 7 (3) ◽  
pp. 80
Author(s):  
Hossein Nazari ◽  
Syed Ebrahim Mirshah Jafari ◽  
Ahmad Reza Nasr Isfahani ◽  
Seyed Mohamad Marandi
Keyword(s):  
High School ◽  
High Schools ◽  
Physical Education ◽  
School Curriculum ◽  
Qualitative Approach ◽  
Education Curriculum ◽  
High School Curriculum ◽  
The Given

The ultimate goal of such inquiry and meticulous investigation is to evaluate the current condition of physical education curriculum of Iranian high schools and the strategies that can be employed in a path of improving its overall situation based on expertise ideas and their total viewpoint is such given pivotal affair. This investigation has been conducted in accordance with pathological phenomenology and sampling with regard of practical and feasible drawn-target and qualitative approach and method. The cited interviews were designated for 15 connoisseurs in the firmament of physical education. The figurative and the content narration of the study has evaluated in compliance with expertise viewpoints and ideas. The total findings and discovered entities as off-springs of expertise ideas in the fields of “fulfilling student’s expectances and their needs and desires”, “attention toward the reals of science, capacity and sight-perspectives”, has been extracted and summarized. The conclusion and overall gains of given investigation manifested that the criteria of high school curriculum were not expedient and appropriate in the fields of target, content, the employed pathological principle of instruction and the given evaluation in-use and it never satisfied the visualized expectance of expertise.

scholarly journals Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes

2019 ◽  
Vol 11 (7) ◽  
pp. 2057 ◽  
Author(s):  
Yi-Hsiang Pan ◽  
Chen-Hui Huang ◽  
I-Sheng Lee ◽  
Wei-Ting Hsu
Keyword(s):  
High School ◽  
Physical Education ◽  
Control Group ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Sport Education ◽  
Learning Effects ◽  
Education Curriculum ◽  
High School Physical Education ◽  
Experimental Group

The purposes of the study were to examine the students’ learning effects of different physical education curriculum model, which merged Teaching Personal and Responsibility (TPSR), respectively, with the Sport Education Model (SEM) and Traditional Teaching Model (TTM) for better learning effects in high school physical education classes. A pretest-posttest quasi-experimental design was used with an experimental group (TPSR-SEM; 75 students, Mage = 16.78 ± 0.54 years) and a control group (TPSR-SEM; 58 students, Mage = 16.82 ± 0.57 years). Experimental and control group sessions spanned 32 lessons over 16 weeks. Multivariate analysis of covariance was used for statistical analysis. The findings of research showed that the TPSR-SEM experimental group could improve more learning effects than the TPSR-TTM control group in the dependent variables, including sport self-efficacy, sport passion, responsibility, and game performance. We concluded that TPSR-SEM group could improve more learning effects than the TPSR-TTM group in the cognitive, psychomotor, and affective domains for physical education courses. It is worthy to develop TPSR-SEM in the physical education curriculum.

scholarly journals 791Health Promotion in High School curriculum: Brazil and Canada

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Israel Souza
Keyword(s):  
High School ◽  
Health Promotion ◽  
Physical Education ◽  
Key Words ◽  
Social Determinants ◽  
School Curriculum ◽  
Ministry Of Education ◽  
Education Curriculum ◽  
Core Concept ◽  
High School Curriculum

Abstract Focus of Presentation Searching on documents about High School (or Secondary) education we found some differences in both curriculum, Brazil and Canada. High School in Brazil has three year (grade 10 to 12). In other hand, High School in Canada has four years (grade 9 to 12). The main focus of this work is a comparison about how “health promotion” appears in High School curriculum in Brazil and Ontario-CA, in especial at Physical Education curriculum. Findings In Brazilian High School, Physical Education curriculum is mandatory. However the key-words “health” appears 11 times in a federal document (Ministry of Education) with 241 pages. Key-words like “health promotion” appear one time and “social determinants” none. Ontario-CA have a Health and Physical Education curriculum. In this case, the key-words “health” appears more than 1000 times in a province document (Ministry of Education) with 224 pages. Key-words like “health promotion” appear 14 times and “social determinants” 3 times. Conclusions/Implications Text Physical Education curriculum in Brazil need to emphasize “health promotion” contents as a life condition and physical literacy and health literacy. Meantime, Ontario-CA curriculum show a few content about “social determinants” which is a core concept in “health promotion” studies. Key messages Text High School curriculum need emphasize “health promotion” and “social determinants” as a core concept for a physical literacy and health literacy.

scholarly journals The Impact of Social Change on Inner-City High School Physical Education: An Analysis of a Teacher’s Experiential Account

1999 ◽  
Vol 18 (3) ◽  
pp. 312-335 ◽  
Author(s):  
Ang Chen
Keyword(s):  
High School ◽  
Social Capital ◽  
Physical Education ◽  
Inner City ◽  
Educational Opportunity ◽  
Participant Observation ◽  
Education Curriculum ◽  
Inner City High School ◽  
High School Physical Education ◽  
The Impact

This report analyzes changes in a traditional physical education curriculum in an inner-city high school. The analysis is based on my 14-week participant observation of classes and interviews with a veteran physical educator (Mary) who experienced community and curriculum changes during her 26-year tenure. A written chronological research narrative was examined through a framework that delineates the nature of curriculum discourses and student social capital for schooling. The findings show that the curriculum is failing because negative social changes have denied students’ access to necessary social capital for successful learning. Mary emphasized a curriculum discourse of control based on a belief of dual-responsibility that dichotomizes educational opportunity into responsibility of control for teachers and responsibility of learning for students. A grounded theory developed from the case suggests that the physical education curriculum should emphasize transformation of knowledge and skills, the person, and community culture rather than reproduction of the “official knowledge” (Apple, 1993).

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