scholarly journals Organizing a training process of school football class for children of elementary school age

Author(s):  
Vitaliy L. Skitnevskiy ◽  
Valentina F. Balashova ◽  
Ivan A. Sedov ◽  
Yulia S. Krasilnikova ◽  
Roman A. Stepanov ◽  
...  

The relevance of the problem under research is determined by the fact that the modern physical education of children of elementary school age requires an efficiency improvement. The schools’ physical education curriculum is aimed at utilization of general forms of physical activity during the day (such as morning gymnastics, athletic pauses, therapeutic exercise, walks, etc.), but the substantial content of these forms of physical activity does not allow for full accounting of the abilities of children of this age group and does not facilitate the efficient development of most physical qualities. The purpose of this article is to elaborate a method to improve football techniques by developing the selected fundamental elements. This article presents a special set of exercises for young football players to help them master the techniques for faster and finer results in less time. The proposed exercises for training process were aimed at perfecting of fundamental technical actions of football players: individual – shots on target, dribbling; and team actions – passing the ball on the run. The materials of this article may be found useful by physical education students, physical education teachers of general schools, secondary and higher educational institutions, as well as by teacher of vocational education.  

2016 ◽  
Vol 48 ◽  
pp. 640
Author(s):  
Matthew R. Nagy ◽  
Molly P. O’Sullivan ◽  
Shannon S. Block ◽  
Trevor R. Tooley ◽  
Rebecca E. Hasson

At- Tarbawi ◽  
2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Ika Hariani

This paper contains the psychology orientation of Islamic education. Each education level is different in how to educate and how to overcome the problems that occur, the age of the kindergarden is different from elementary school age, as well as elementary schools are different teaching systems with secondary schools, and also level schools. middle school is different in how to teach and how to deal with the problem with upper level schools. All levels have a phase that must be passed as an educator, if the wrong application results in misorientation, or lose direction. So that education is only a formality without any spirit that shapes the ethics of students to become human beings who are desired by Islamic education itself. The success of education depends on the initial orientation of the establishment of an educational institution. Where students will be taught at the institution. There is a lot of moral degradation in education because the empty psychology orientation of Islamic education in educational institutions, if there is an Islamic name is only a label without content, if from the beginning the educational institution has lost its orientation.


PEDIATRICS ◽  
1968 ◽  
Vol 42 (4) ◽  
pp. 703-704
Author(s):  

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.


2018 ◽  
Vol 50 (5S) ◽  
pp. 277
Author(s):  
Emma Weston ◽  
Tiwa Ajibewa ◽  
Matt Nagy ◽  
Molly O’Sullivan ◽  
Shannon Block ◽  
...  

2016 ◽  
Vol 48 ◽  
pp. 374-375
Author(s):  
Molly P. O’Sullivan ◽  
Matthew R. Nagy ◽  
Shannon S. Block ◽  
Trevor R. Tooley ◽  
Rebecca E. Hasson

1995 ◽  
Vol 14 (2) ◽  
pp. 215-230 ◽  
Author(s):  
Becky W. Pissanos

The purpose of this inquiry was to gain insight into the influence of the three primary providers of continued professional education—educational institutions, professional associations, and employers—on teachers’ continued professional learning. Four experienced elementary school physical education teachers were selected as participants using the typical case purposeful sampling technique. Participants were asked to share their constructed perceptions regarding the providers through a series of three semistructured, open-ended interviews. Data were inductively analyzed using the constant comparative analytic strategy. The result indicated that the teachers did not perceive educational institutions, professional associations, or employers to be contributing significantly to their continued professional learning. They concluded that continued professional learning is more closely related to the teacher’s motivation and commitment levels and to the teaching realities of marginality, isolation, and monotony that influence those levels.


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