scholarly journals Importance of sociology of sport in education of future professors of physical education and coaches

Sociologija ◽  
2018 ◽  
Vol 60 (3) ◽  
pp. 670-690
Author(s):  
Sandra Radenovic ◽  
Branka Savovic
Keyword(s):  
Physical Education ◽  
General Education ◽  
Technological Development ◽  
First Year ◽  
First Year Students ◽  
Sociology Of Sport ◽  
Second Year ◽  
The Republic ◽  
The University ◽  
Professional Studies

In the first part of the paper, the authoresses consider the importance of the sociology of sport as a special sociological discipline and general education subject for the education of future professors of physical education and coaches. In this part of the paper will be considered the thematic units that are being studied within the sociology of sport as an obligatory subject at the faculties in the Republic of Serbia and some countries of the region. Special attention will be paid to the sociology of sport that is being studied as an obligatory subject in the first year of basic academic studies and at the second year of professional studies at the Faculty of Sport and Physical Education of the University of Belgrade. In the second part of the paper, the authorsesses expose the answers of the first year students of the basic academic studies and the second year students of professional studies at the Faculty of Sport and Physical Education of the University of Belgrade regarding the perception of the importance of studying sociology of sport as a special sociological discipline and general education subject. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. III 41004: Rare Diseases]

scholarly journals Transforming Rural Family Medicine Curriculum From Experiential to Virtual: A Response to COVID-19 Limitations

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
James G. Boulger ◽  
Emily Onello
Keyword(s):  
Medical Students ◽  
First Year ◽  
Health Issues ◽  
University Of Minnesota ◽  
Rural Medicine ◽  
First Year Students ◽  
Rural Family ◽  
Second Year ◽  
The University ◽  
Rural Physician

Cessation of all classroom and clinical activities in the spring of 2020 for first- and second-year medical students at the University of Minnesota Medical School Duluth campus both forced and enabled revision of rural medicine instruction and experiences. Creatively utilizing rural family physicians and third-year rural physician associate medical students to interact with first-year students virtually in a number of areas and using electronic connectivity enabled the institution to continue to emphasize rural medical health issues with the students.

scholarly journals Relationship between Learning Motivation and Reflection in Undergraduate Students

2018 ◽  
Vol 23 (6) ◽  
pp. 97-106 ◽  
Author(s):  
T.S. Tikhomirova ◽  
N.V. Kochetkov
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
First Year ◽  
First Year Students ◽  
Individual Level ◽  
Motivation For Learning ◽  
Second Year ◽  
The Individual ◽  
The University ◽  
The Relationship

This article aims to study the relationship between personal reflection and the intensity of motivation for learning in a university.In order to achieve this goal, the following techniques were employed: A.V.Karpov and V.V.Ponomaryova’s technique for identifying the individual level of reflectivity, and T.I.Ilyina’s technique for assessing learning motivation in university students.The empirical study involved 143 subjects.The obtained data indicate that for the first-year students the meaning of the ‘mastering the profession’ motive is directly connected with their reflections on the present and future activities, while the meaning of the ‘getting a diploma’ motive is inversely correlated with the reflection of communication.In the second year, the intensity of the ‘gaining knowledge’ motive correlates with the reflection of communication, and the meaning of the ‘mastering the profession’ motive has an inverse relationship with the reflection of future activity.In the third year, the values of the motive for acquiring knowledge correlate with the integral indicator of reflection, whereas in the fourth year none of the reflection components are interconnected with the components of the motivation for learning in the university.

scholarly journals Assessment of the Level of Somatic Health of First-Year Students in the Period of Adaptation to Educational Activities in a Technical University

2020 ◽  
pp. 170-182
Author(s):  
A.M. Кaragodina ◽  
E.G. Prytkova ◽  
N.D. Zhegalov
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Comprehensive Evaluation ◽  
First Year ◽  
First Year Students ◽  
Somatic Health ◽  
School Year ◽  
Scientific Papers ◽  
Technical University ◽  
The University

The article considers the processes of quantitative measurement of the level of somatic health of first year students within adapting period to the educational environment of the University. The aim of the study is to assess the dynamics of the state of students’ somatic health in different periods of training. The study involved 68 students of the main and preparatory groups of the 1st year of the Volgograd State Technical University faculty of Economics and management, with an average age of 18.6±0.76 years. The results of diagnostics and evaluation of physical development, level of physical fitness and functional state of technical University students are presented. The study was organized on the basis of scientific papers in the field of adaptation processes and somatic health R.M. Baevsky (1979), G.L. Apanasenko (1988), N.M. Amosov (1998), E.N. Weiner (2001). Physical fitness testing was based on the use of testing and scoring standards of the curriculum of the Department of physical education. For a comprehensive evaluation of the physical condition E.A. Pirogova’s method was used (1986). The evaluation parameters of somatic health of first year students has changed relative to the periods of study. The lowest rates were observed in the period of admission to the University by the end of the school year, the average during the session, while high — after a period of rest over the holidays. As a result, conclusions are drawn about the need to monitor health factors in order to prevent failures of adaptive indicators that lead to disease. This kind of research monitoring should become a mandatory and permanent event in physical education classes at the University.

scholarly journals Perceptions of the educational environment among undergraduate physical therapy students in a competency-based curriculum at the University of Chile

2019 ◽  
Vol 16 ◽  
pp. 9 ◽  
Author(s):  
Pablo Quiroga-Marabolí ◽  
Marcela Andrea Antúnez-Riveros ◽  
Marcela Aguirre-Jerez ◽  
Alvaro Besoain Saldaña ◽  
José Peralta-Camposano ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Educational Environment ◽  
First Year ◽  
Physical Therapy Students ◽  
First Year Students ◽  
Self Perceptions ◽  
Therapy Program ◽  
Competency Based ◽  
Second Year ◽  
The University

Purpose: This study aimed to assess the educational environment (EE) among students in a physical therapy undergraduate program, to identify patterns in EE perceptions among the students by year, and to determine issues that should be addressed.Methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was used to explore the relationships among the total mean score, subscales, and items in a competency-based curriculum in the physical therapy program at the University of Chile. The DREEM questionnaire was filled out by 166 of 244 students (68.03%), of whom 56.6% were men and 43.4% were women, with 75.9% between 19 and 23 years of age.Results: The total mean score (120.9/200) indicated that the EE was perceived as ‘more positive than negative.’ There were significant differences (P<0.05) between first-year students (113.41), who reported the lowest total mean score, and fourth-year students (126.60), who had the highest total mean score. Students rated their EE favorably on each subscale except social self-perceptions, which second-year students rated as ‘not too bad,’ and for which first-, third-, and fourth-year students gave a rating corresponding to ‘not a nice place.’ On the perceptions of teachers subscale, there were significant differences (P<0.05) between first-year students (28.05/44) and fourth-year students (32.24/44) and between second-year students (28.72/44) and fourth-year students (32.24/44). On the academic self-perceptions subscale, there were significant differences (P<0.05) between first-year students (18.12/32) and second-year (21.68/32), third-year (22.33/32), and fourth-year students (21.87/32).Conclusion: Physical therapy students at the University of Chile had positive perceptions of their EE. First-year students rated the largest number of items as problematic. Improvements are required across the program in the specific subscales mentioned above.

scholarly journals The silent but powerful communication of the physical environment of Nkozi campus of Uganda Martyrs University

2019 ◽  
Vol 6 (2) ◽  
pp. 52-74
Author(s):  
Laura Ariko Otaala
Keyword(s):  
Marketing Strategy ◽  
Thematic Analysis ◽  
Physical Environment ◽  
Selection Process ◽  
First Year ◽  
First Year Students ◽  
University Selection ◽  
Campus Visit ◽  
Second Year ◽  
The University

The purpose of this research was to find out what Uganda Martyrs University students think about the physical environment of the Nkozi campus, which is the main campus of the university with a view to find out if that factor can be used to market the university. Two sets of examination papers (one for second year and the other for first year students) were identified from the registry archives of the university because of their relevance to the topic of research. Initially, there was no certainty about the contents of these documents, but the titles of the pieces of work were suggestive enough to qualify them for selection. The documents were analysed using thematic analysis procedures. The findings indicate that most of the students have positive things to say about the beauty of their campus. In terms of student university selection process, the information found is very useful for Uganda Martyrs University in developing a marketing strategy that can be extended as far as senior one students. Since campus visits have been found to attract many students to specific universities, Uganda Martyrs University could develop a campus visit programme in which parents, potential students and other interested persons can experience the beauty of Nkozi campus. The current students could also be used to advertise the university since they know what the university can offer apart from the beautiful campus. It is recommended that Uganda Martyrs University develop a marketing strategy that has campus visits on top of the list of strategies to be adopted in increasing student intake.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

scholarly journals Study of Live Lecture Attendance, Student Perceptions and Expectations

2021 ◽  
Author(s):  
Johnathan Emahiser ◽  
John Nguyen ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
First Year ◽  
First Year Students ◽  
Study Materials ◽  
Class B ◽  
Second Year ◽  
To Come ◽  
Perceptions And Expectations ◽  
Insight Into

AbstractDeclining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

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