scholarly journals Features of the Psycho-Emotional State of Future Specialists in the Field of Physical Education and Sports

2020 ◽  
Author(s):  
Ramualdas Kazemirovich Malinauskas ◽  
Andrius Viliusovich Kunstas
Keyword(s):  
Physical Education ◽  
Stress Tolerance ◽  
Sense Of Coherence ◽  
Emotional State ◽  
Physical Education Teachers ◽  
The Future

The purpose of the study is to analyse the characteristics of the psycho-emotional state of future specialists in the field of physical education and sports. To achieve this goal, two methods were used: A. Antonovsky scale for assessing the sense of coherence and a scale for assessing the level of stress tolerance (Thermometer according to Kiselev). The results showed that the future coaches have a better psycho-emotional state than future physical education teachers because they are more resistant to stress.

An archaeological analysis to trace the emergence and transformation of qualified physical education teachers in Singapore primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Physical Education Teachers ◽  
National Archives ◽  
The Future ◽  
The Status ◽  
Archaeology Of Knowledge ◽  
Archaeological Analysis ◽  
Key Events ◽  
Underlying Processes

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

scholarly journals Journey from the Past to the Future in Raising the Ideal Physical Education Teacher: A Metaphor Study

2021 ◽  
Vol 10 (5) ◽  
pp. 133
Author(s):  
Hande Baba Kaya ◽  
Öznur Kara ◽  
Pelin Ustaoğlu Hoşver
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Assistant Professor ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Ideal Teacher ◽  
The Future ◽  
Sports Sciences ◽  
The Ideal

The aim of this research is to examine the ideal physical education profile from the perspective of physical education teacher educators, that is, academicians working in the physical education and sports teaching department of the faculties of sports sciences. Within the scope of this purpose, the views of the academicians about the pre-graduate education, the undergraduate education period and their own teaching were compared with their views on the ideal physical education teacher. In order to express the comparisons more clearly, metaphor was used. The academicians were asked to match the physical education teachers who influenced them the most from their past to the future, their own teaching and their views on the ideal physical education teacher, with the nature metaphor presented to them by the researchers. In the study, which was based on the qualitative research method, the “interview” approach and the “interview form method” were used as the data collection method. According to the stratified sampling method, the participants of the study; taking into account the academic titles of the participants; 3 professors, 3 associate professors, 3 assistant professor and 3 lecturers A total of 12 physical education teacher educators (academics) were determined. As a result of the research, it was observed that while the participants defined their pre-graduate teachers closer to the ideal teacher in terms of their physical characteristics, they defined their undergraduate physical education teachers and themselves as closer to the ideal physical education teacher in the main themes of personality traits, teacher leadership styles and teaching methods.

scholarly journals History and Present Time of Physical Education

2009 ◽  
Vol 47 (1) ◽  
pp. 73-78
Author(s):  
Frantisek Seman
Keyword(s):  
Physical Education ◽  
Education Reform ◽  
19Th Century ◽  
Physical Education Teachers ◽  
Organizational Changes ◽  
Compulsory School ◽  
The Future ◽  
The Hours ◽  
Compulsory Subject ◽  
First Time

History and Present Time of Physical EducationThe first mention of standards for physical education in Slovakia refers to the Ratio education reform. This took effect on the territory of Hungary since 1777. Caring for physical education was one of the aims of the school. The requirement of compulsory school physical education is raised the first time by the poet Jan Kollar. Another Hungarian reform in the mid-19th century included physical education among the optional subjects, and this subject is taught in some cities. Physical education became a compulsory subject in 1868. Physical education was taught according to the Spiess system and the hours were for more classes or somewhere just for boys. Physical education teachers have been trained since 1871 in Budapest. A significant promoter of physical education was Ivan Branislav Zoch, author of the first Slovak textbook on physical education (1873). The level of physical education increased after the formation of Czechoslovakia in 1918. Physical education was a compulsory subject in schools other than universities (since 1938). Since 1939, in Slovakia the future teachers of physical education were trained in the Physical Education Institute of the Slovak University. The Physical Education Institute underwent a number of organizational changes. In 1960 it was converted into the Institute of Physical Education and Sports, Comenius University in Bratislava, and its direct successor is the Faculty of Physical Education and Sports, Comenius University in Bratislava. Beyond this, the physical education teachers are also trained in other institutions in Slovakia.

scholarly journals Peculiarities of personal maturity formation of the future physical education teachers

2021 ◽  
Vol 1 (36) ◽  
pp. 265-271
Author(s):  
Ruslan HURIN ◽  
Suzanna IHNATENKO ◽  
Zulfiiy MAMATOVA
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
The Future

Application of a Program to Promote Personal Development and Self-Awareness in Future Physical Education Teachers of the Degree in Education and Its Relationship with Wisdom

2021 ◽  
Author(s):  
Milagros Arteaga-Checa ◽  
Maria Victoria Palop-Montoro ◽  
David Manzano-Sánchez
Keyword(s):  
Physical Education ◽  
Personal Development ◽  
Intervention Program ◽  
The Other ◽  
Physical Education Teachers ◽  
Self Awareness ◽  
2030 Agenda ◽  
The Future ◽  
Before And After ◽  
Self Knowledge

The objective of the present study was to apply an intervention program based on emotional ed-ucation and self-knowledge, in students of the degree in Education to verify changes in wisdom. For this, the 3S-WS questionnaire was administered before and after 8 weeks of intervention, an-alyzing aspects related to affective, cognitive and reflective wisdom. The sample consisted of 100 students (40 men and 60 women, aged between 20 and 29 years). After the intervention program, students improved reflective wisdom without difference between sexes. On the other hand, men had higher values in all variables than women. In conclusion, the program to improve personal development and self-awareness could be useful to improve wisdom (especially reflective wis-dom) in 3rd and 4th year students of the degree in Education, specializing in Physical Education. At the same time, it is intended that these students understand the foundations of the intervention so that in the future it can be replicated in their classrooms and contribute to the sustainable de-velopment of the 2030 Agenda.

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