scholarly journals The unity of physical and moral education: value foundations

2020 ◽  
Vol 9 (1) ◽  
pp. 245-250
Author(s):  
Sergey Aleksandrovich Klychkov
Keyword(s):  
Physical Education ◽  
Moral Education ◽  
Healthy Lifestyle ◽  
Healthy Person ◽  
Moral Values ◽  
Physical Culture ◽  
Moral Culture ◽  
Moral Perfection ◽  
Relationship Of ◽  
The Relationship

The paper substantiates the urgency of the problem of educating a person whose body and spirit are in harmonious unity - a healthy person both physically and morally. As one of the ways to solve this problem, the development of a moral personality within the framework of physical education is proposed. Evidence of the relationship of the physical and moral development of man in the process of education is given. The situation is substantiated that education is an introduction to values and it is proved that education of a person in harmony of body and spirit is possible in the process of his involvement in the values of physical culture and moral values. The specificity of value is revealed as a conscious meaning that defines a persons attitude to the world, to people and to himself and shows the place of relations in moral culture and in physical culture of a person. It is proved that values can be both components of physical culture, embodying ideals and ideas about the standard of a physically perfect person, and components of moral culture (a standard of moral man). The correlation of moral values and values of physical culture is determined and specific values are identified that are the value foundations of the unity of physical and moral education: freedom, justice, dignity, culture, moral perfection, mercy, intellectuality. The essence of the moral component of physical education is revealed. It consists in the fact that in the process of such education personalitys attitude to health, to a healthy lifestyle, to himself and to other people, as well as human morality are developed.

FACTORS INFLUENCING THE FORMATION AND DEVELOPMENT OF MOTIVATION OF STUDENTS FOR INDEPENDENT PHYSICAL CULTURE AND SPORTS ACTIVITIES

2021 ◽  
Vol 71 (3) ◽  
pp. 97-107
Author(s):  
Zh.S. Mukhambet ◽  
◽  
V.N. Avsiyevich ◽  
Keyword(s):  
Physical Education ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Physical Culture ◽  
Factors Affecting ◽  
Foreign Countries ◽  
Level Of Training ◽  
Relationship Of ◽  
The Relationship ◽  
Sports Activities

The article presents the analysis of literary data on the study of the provisions of the motivational and meaningful nature of the development of physical culture and sports of students and the results of the questionnaire of the coaching and teaching staff of higher educational institutions of Kazakhstan, which was carried out in order to identify factors affecting the formation and development of motivation of students for independent physical education and sports activities. The main factors of a meaningful nature affecting the formation and development of students' motivation have been identified, such as: application of the experience of foreign countries in organizing students' physical education and sports, the level of training of scientific, pedagogical and coaching personnel in the field of physical culture and sports, the level of student motor activity, and the level of student health. The relationship of provisions of motivational and informative nature of development of physical culture and sports of students is revealed.

scholarly journals Physical education and healthy lifestyle

2021 ◽  
Vol 8 (1) ◽  
pp. 1-10
Author(s):  
Nenad Živanović ◽  
Zoran Milošević ◽  
Veroljub Stanković ◽  
Nebojša Ranđelović ◽  
Kristina Pantelić-Babić
Keyword(s):  
Virtual Reality ◽  
Physical Education ◽  
Physical Exercise ◽  
Healthy Lifestyle ◽  
Physical Culture ◽  
Technological Advances ◽  
Body Activity ◽  
Anthropological Research ◽  
Physical Recreation ◽  
The Relationship

Physical Culture, as a part of general culture, can be defined as a human activity, which, through its knowledge ABOUT and FOR physical exercise within its areas (physical education, sports and physical recreation), allows the transformation of personality from real to possible. Physical Education, as one of the areas of Physical Culture, is therefore a very important educational link. It is particularly important in anera characterized by fast technological advances and technicalism that is rapidly introducing people to virtual reality. Hence, we emphasize that Physical Education, with its knowledge ABOUT and FOR physical exercise, builds the basis for a healthy, active and long life in young people. This is possible due to the fact that Physical Education, based on the Theory of Theoanthropocentrism, sees physical exercise as a beneficial body activity necessary for man and stems from the relationship to a man as a person, not an individual. The increasingly present virtual reality is in complete harmony with the sedentary culture, increasingly dominant not only in Western civilization. This undoubtedly leads to "active" hypokinesia, the root of many disturbing changes and health problems. Anthropological research conducted in Serbia and AP Vojvodina have confirmed that the number of people who regularly engage in physical exercise is decreasing. That is why we point out the importance of Physical Education, which, with its knowledge of how and why to exercise, builds the awareness of the necessity for physical exercise, as well as of the possibility of seeing every physical activity as physical exercise.

scholarly journals The importance of physical culture in shaping a healthy lifestyle of students in higher education institutions

2020 ◽  
pp. 51-55
Author(s):  
T. Denysovets ◽  
O. Kvak
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Motor Activity ◽  
Healthy Lifestyle ◽  
Higher Education Institutions ◽  
Healthy Person ◽  
Physical Culture ◽  
Intellectual Activity ◽  
Full Member ◽  
Pathogenic Factors

The article deals with the problems of education of a healthy lifestyle in higher education. The analysis of forming the skills of students’ healthy lifestyle in higher education institutions is carried out. The process of physical education at the university is analyzed, which aims at forming the foundations of a healthy lifestyle of students, physical culture as an integral part of the general culture of the future specialist. It is substantiated that motor activity improves the life of the organism as a whole, stimulates the intellectual activity of the person, increases the productivity of mental labor, positively influences its mental and emotional activity. The basic components of a healthy lifestyle are characterized. Direct connection of motor activity with the state of human health has been established, which, in turn, is determined by the reserves of energy, plastic and regulatory support of body functions, is characterized by resistance to pathogenic factors and ability to counteract pathological processes and is the basis for social and biological functions. The students’ communication opportunities in the process of physical exercises, games and sports, the education of the need for systematic physical education, the pursuit of physical perfection, work and healthy lifestyle are analyzed. It is proved that only a physically and mentally healthy person can most effectively realize the potential inherent in it, without any restrictions to feel an active and full member of society.

FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES

2020 ◽  
Author(s):  
Ekaterina Olegovna Tumanovskaya ◽  
Keyword(s):  
Physical Education ◽  
Children With Disabilities ◽  
Social Processes ◽  
Adaptive Physical Education ◽  
Relationship Of ◽  
The Relationship

The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities

scholarly journals Goals and Their Associations with Beliefs about Success in and Perceptions of the Purposes of Physical Education

1995 ◽  
Vol 14 (2) ◽  
pp. 140-156 ◽  
Author(s):  
Mary D. Walling ◽  
Joan L. Duda
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Goal Orientation ◽  
Task Orientation ◽  
Physical Education Class ◽  
School Students ◽  
Know How ◽  
Education Class ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of students’ goal orientation to their beliefs about what leads to success in physical education and perceptions of the purposes of physical education. High school students (N = 144,78 females and 66 males) completed a modified version of the Task and Ego Orientation in Sport Questionnaire and measures of beliefs and perceived purposes specific to physical education class. Results indicated that students high in task orientation were significantly more likely to believe that success is achieved through intrinsic interest/effort/cooperation than were those low in task orientation. High ego-oriented students believed that success is achieved when students possess high ability more so than low ego-oriented students. The high task/low ego students were most likely to reject the notion that success in physical education occurs when students know how to use deceptive tactics and were less likely to perceive that an important function of physical education is to provide an easy class.

Fitness Load and Exercise Time in Secondary Physical Education Classes

1993 ◽  
Vol 12 (2) ◽  
pp. 180-187 ◽  
Author(s):  
Xiao Jun Li ◽  
Paul Dunham
Keyword(s):  
Heart Rate ◽  
Physical Education ◽  
Student Behavior ◽  
Skill Level ◽  
Exercise Time ◽  
Record Heart Rate ◽  
Classified Students ◽  
The Mean ◽  
Relationship Of ◽  
The Relationship

This study investigated the effect of secondary school physical education on fitness load. Fitness load was defined as the product of the mean heart rate above threshold (144 bpm) and fitness time (the duration of the heart rate above threshold). The relationship of fitness load and skill level of students was also studied. Teachers of 24 classes classified students as having high, moderate, or low skill ability. Seventy-two students, 1 from each skill level in each class, wore heartwatches to record heart rate at 15-s intervals. Student behavior was videotaped and coded. Twenty-one percent of the classes produced an overload effect, and 79% did not. The highly and moderately skilled students achieved fitness load more frequently than their lower skilled colleagues. The relationship between fitness load and percentage of time exercising was r = .66, indicating 44% common variance.

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