scholarly journals DEVELOPING SOCIAL COMPETENCIES OF PUPILS THROUGH WORKSHOPS IN PHYSICAL EDUCATION CLASSES

2019 ◽  
pp. 259
Author(s):  
Bisera Jevtić ◽  
Gorana Đorić ◽  
Danijela Milošević
Keyword(s):  
Physical Education ◽  
Physical Culture ◽  
School Age ◽  
Social Competencies ◽  
Elementary School Age ◽  
Raising Awareness ◽  
Discriminatory Behavior ◽  
The Social ◽  
And Behavior ◽  
Social Competences

The aim of the study is to determine and develop the social competences of elementary school age pupils in physical education classes, through workshops. The center of the author's interest is an introduction with opinions and behavioral patterns according to differences, based on defined criteria and indicators of measurement. It is pointed out that there is the necessity of taking active roles by all participants of the school community in acquiring new competencies in order to cultivate and respect the principles of differences in classes of physical education. The study offers new experience about utilization of the workshop method, forms, and techniques, as well as the possibilities of raising awareness and behavior change when it comes to discriminatory behavior of pupils through physical culture. This also provides the opportunity for further examination of the workshop method in order to implement it in the teaching of physical education.

scholarly journals PENDEKATAN KONSTRUKTIVIS SOSIAL DALAM PENINGKATAN HASIL BELAJAR IPS DI SD KELAS IV

2020 ◽  
Vol 6 (1) ◽  
pp. 34-44
Author(s):  
Elsinora Mahananingtyas
Keyword(s):  
Elementary School ◽  
Social Context ◽  
Class Action ◽  
Social Constructivist ◽  
School Age ◽  
Constructivist Approach ◽  
Elementary School Age ◽  
A Value ◽  
The Social ◽  
Social Constructivist Approach

Learners at elementary school age generally have a concept that is rich, but not systematically, not organized and spontaneous. With a skilled supervisor dialogue together, then learners can develop the concepts that are more systematic, logical, and rational. A social constructivist approach stresses the social context in learning that knowledge is constructed and built together with the teacher or friend of the more skilled colleagues. The purpose of this research is to improve or enhance quality (quality) were learning in class by applying the social constructivist approach at grade IV in the primary Christian Advent of Ambon. The method of this research is a type of class action Research with 4 stages, namely planning, implementation, observation and reflection. The results of this research that is happening gradual classical on the learners of the cycle I meeting 1 to 2 meetings amounted to 6.6% of the cycle I of the meeting 1 of 59% to 65.6% in meeting 2. While the ketuntasan of classical learners on cycle II increased to 6.8% in cycle II meeting 1 of 77.2% to 84%. Cycle II whole learners, prepared with a value above the KKM i.e. 15 learners or 100% complete

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

scholarly journals Benefits of Outdoor Sports in Blue Spaces. The Case of School Nautical Activities in Viana do Castelo

2020 ◽  
Vol 17 (22) ◽  
pp. 8470
Author(s):  
Míriam Rocher ◽  
Bruno Silva ◽  
Gonçalo Cruz ◽  
Renato Bentes ◽  
Josep Lloret ◽  
...  
Keyword(s):  
Physical Education ◽  
Children And Adolescents ◽  
Well Being ◽  
Social Benefits ◽  
School Age Children ◽  
Physical Education Teachers ◽  
School Age ◽  
Outdoor Sports ◽  
The Social

Participating in outdoor sports in blue spaces is recognized to produce a range of significant social benefits. This case study empirically analyzes the social benefits associated with the School Nautical Activities project carried out in Viana do Castelo (Portugal) in school-age children and adolescents. It consisted of a 4 year program in which scholars took part in nautical activities (surfing, rowing, sailing, and canoeing) in blue spaces once a week during a semester as a part of their physical education course. The methods used for data collection were as follows: (1) a survey answered by 595 participants in the program and (2) five focus groups (FG): two FGs with participants (seven on each FG), two FGs with their parents (eight participants each), and one FG with the physical education teachers (five participants). Interviews were transcribed and qualitative analysis with NVivo software was developed. Results revealed clear evidence on the social benefits for school-age children and adolescents associated with participation in outdoor activities in blue spaces both in the overall health and in all the following analyzed categories: mental health and well-being, education, active citizenship, social behavior, and environmental awareness. More than 40% state that their overall health is much better now (13.4%) or somewhat better now (29.9%) due to their participation in the program. Thus, this article provides support for the anecdotal recognition of the benefits for school-age children and adolescents from participating in sports in the outdoors and especially in blue spaces.

Links between children's attachment behavior at early school-age, their attachment-related representations, and behavior problems in middle childhood

2009 ◽  
Vol 33 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Ellen Moss ◽  
Jean-François Bureau ◽  
Marie-Julie Béliveau ◽  
Magdalena Zdebik ◽  
Suzanne Lépine
Keyword(s):  
Behavior Problems ◽  
Middle Childhood ◽  
Attachment Behavior ◽  
School Age ◽  
Narrative Story ◽  
Early School ◽  
The Social ◽  
Early School Age ◽  
Narrative Performance ◽  
And Behavior

The objective of the present study was to examine associations between children's attachment behavior at early school-age, dimensions of narrative performance, and behavior problems as assessed in middle childhood. Children's attachment patterns with mother were assessed at age 6 ( N = 127) using the Main and Cassidy (1988) separation—reunion classification system. Two years later, these children ( N = 109) completed the Narrative Story Stem Battery (Bretherton, Oppenheim, Buchsbaum, Emde, & The MacArthur Narrative Group, 1990), and teachers rated their level of behavior problems using the Social Behavior Questionnaire (Tremblay, Vitaro, Gagnon, Piché, & Royer, 1992). Results indicated that secure children depicted fewer conflict themes in their narratives than did disorganized/controlling children, produced more discipline themes than avoidant children, and had higher coherence scores than ambivalent children. Avoidant children also depicted fewer conflict themes than disorganized/controlling children. Finally, children's narrative conflict themes significantly predicted both level of externalizing and total behavior problems, even after controlling for variance explained by gender and disorganized/controlling attachment behavior. Girls' narratives were more likely to evoke discipline and affection/affiliation themes, and to be more coherent than boys' narratives.

scholarly journals THE EXPLOSIVE STRENGTH OF GIRLS OF THE YOUNGER SCHOOL AGE

2019 ◽  
pp. 677
Author(s):  
Miloš Paunović ◽  
Marko Đurović ◽  
Saša Veličković ◽  
Mladen Živković ◽  
Nikola Stojanović
Keyword(s):  
Physical Education ◽  
Descriptive Statistics ◽  
Control Group ◽  
Physical Culture ◽  
School Age ◽  
Physical Education Class ◽  
Explosive Strength ◽  
Education Class ◽  
Statistical Program ◽  
Experimental Group

Physical education in younger school age is very important. But in practice, this subject is not carried out regularly or is not performed by pedagogues of physical culture. Problem of the research was to determine whether the developmental gymnastics program had an effect on development of explosive strength with younger school age girls. The sample of respondents for experimental group consisted of 59 girls and for control group 45 girls aged 9 to 11 years. To determine the level of explosive strength three tests were used. Data processing was performed by the statistical program SPSS v. 20. For all data, the parameters of descriptive statistics were calculated. To determine the differences between the groups, a t-test for independent samples was used with calculation of significance of the size of difference (Cohen's d). The research has shown the effects of the developmental gymnastics program on the development of explosive strength with girls aged 9 to 11 years. Differences in explosive strength were identified in favor of the experimental group in two out of the three variables. The results obtained accurately indicate that respondents included in the development gymnastics program have a significantly higher level of explosive strength than respondents who only attended physical education class.

scholarly journals Formation of civic and social competences by means of physical education

2020 ◽  
pp. 102-107
Author(s):  
I. Turchyk ◽  
N. Sorokolit ◽  
B. Tjupak
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Modern Society ◽  
School Age ◽  
The Public ◽  
Low Level ◽  
Self Confidence ◽  
Positive Tendency ◽  
High Level ◽  
Social Competences

In the article have been described opportunities of realization of forming the public and social competences on the physical education lessons. It is based on questionnaire of physical education teachers from Lviv region and on pedagogical experiment to which middle school age pupils are involved. The verification was conducted and established the influence of named directions during trainings and motor games that were chosen specially on forming the public and social pupils’ competences. The level of forming of specified competences among middle school age pupils was determined and checked during the research. It was found out that implemented approaches and applied motor games positively influenced on increasing the level of public and social competences. Positive changes were noticed  in the level of self-confidence (the level of low self-confidence has decreased from 40% to 10%, the adequate one has increased on 20% (55% from the beginning and 75% after the experiment), the high self-confidence has doubled (from 5% to 10%), too high self- confidence has increased on 5%). In the strategy of pupils’ behavior, the ability to make a decision during problematic situation become better in 7,5 times (10% in the beginning and 75% after the experiment). The need in extra help has decreased in 4 times (from 80% to 20%). The level of sociability and cooperation in children groups has increased in the average level of sociability on 15% (from 45% to 60% after the experiment) and in the high level of sociability on 20% (from 20% to 40%). No children with low level of sociability were noticed. The small positive tendency to grow was found out in  children adaptation to school studying (the  high level of cooperation has increased on 5%, the average – on 15% and low level has decreased on 20%). Modern society is facing  new challenges, one of which is the formation of individuals who are able to make extraordinary decisions and effectively establish relationships in a rapidly changing reality. Activity, independence, creativity, sociability, adequate self-esteem, ability to adapt to rapid changes.

scholarly journals Improvement of the methodology for the development of coordination in primary school children

2020 ◽  
pp. 178-181
Author(s):  
V.P. Soromotina ◽  
R.L. Petrina
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Primary School Children ◽  
Physical Culture ◽  
School Age ◽  
Temporal Characteristics ◽  
Survey Results ◽  
Primary School Age ◽  
Coordination Development ◽  
Spatial And Temporal Characteristics

The article analyzes modern approaches to the development of children of primary school age coordination. According to most scientists, the younger school-age is sensitive to the formation and improvement of coordination. Therefore, the physical education curriculum for children in grades 1-4 was analyzed for coordination tools. А questionnaire was conducted among a physical culture specialists on during the research. The answers received by the respondents indicate the following: the development of coordination should be given special attention during the primary school age; in practice, specialists use many different means to develop coordination; exercises to develop the ability to differentiate the spatial and temporal characteristics of movements are almost never used but can make classes more interesting and As a result, some differences were found between the coordination development methodology described in the program and the survey results. The need to improve the methods and means of developing coordination in physical education classes, in particular, paying attention to the ability to differentiate the spatial and temporal characteristics of movements, was proved.

COMPETITIVE ATHLETICS FOR CHILDREN OF ELEMENTARY SCHOOL AGE

PEDIATRICS ◽  
1968 ◽  
Vol 42 (4) ◽  
pp. 703-704
Author(s):  
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Athletic Programs ◽  
Physical Conditioning ◽  
Competitive Sports ◽  
School Age ◽  
Community Agencies ◽  
Elementary School Age ◽  
Adequate Supervision ◽  
Made In

COMPETITIVE SPORTS organized by school or other community agencies are now played so universally in all parts of the country by children 13 years of age and younger that the above organizations wish to suggest positive and realistic guidelines to govern participation. Children of this age are not miniature adults; they are boys and girls in the process of maturation into adults. They seek and can profit from suitable play opportunities, but the benefits are not automatic. High quality supervision and a broad range of physical education activities, including sports adapted to the needs and capacities of growing children, are required for full realization of benefits. A variety of competitive sports, appropriately a part of a sound physical education program, has the advantage of directing funds, facilities, instruction, and leadership toward all children in the school system or community. Such a program avoids providing a narrow sports experience for children or one directed only to the physically gifted, the well developed, the skillful, or the precocious child. The problems involved are sufficiently significant and variable to warrant each community's having a local committee representing education, recreational, and medical specialists. Decisions about all school or community athletic programs may then be made in terms of local interest and needs, adequate supervision, and assurance of proper safeguards. Such decisions about athletic programs for children of elementary school age should embody local consideration of the following: 1. Proper physical conditioning. 2. Conduct of the sport: (a) competent teaching and supervision with regard for the relative hazards of each particular sport; (b) modification of rules, game equipment and facilities to suit the maturity level of the participants; (c) qualified officials.

Original research article. New Physical Education Paradigm – Following In Professor Matić’s Footsteps

2016 ◽  
Vol 3 (1) ◽  
pp. 87-95
Author(s):  
Goran Petrović
Keyword(s):  
Physical Education ◽  
Curriculum Reform ◽  
Functional System ◽  
Original Research ◽  
Physical Culture ◽  
Social Changes ◽  
New Paradigm ◽  
Current State ◽  
The Social ◽  
Social Scientific

Summary This paper analyses the current position of physical culture in the society. It points out the social changes that have substantially suppressed the term physical education and replaced it with the phrase, physical education and sport. In the light of need to reinstate this term into the professional discourse, there was a reminder of the importance and the social scientific contribution to creation of the Theory of physical culture by Milivoje Matić. The critical analysis of the current state of physical education was also conducted. In order to improve physical education classes, a new paradigm of physical education, that will be based on installation of the functional system of physical education and curriculum reform, has to be created. New physical education paradigm signalizes the return to the physical culture - following in professor Matić’s footsteps.

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