scholarly journals The Curriculum of Physical Education and Moral Education

2000 ◽  
Vol 6 (1) ◽  
pp. 14-16
Author(s):  
Siu Wing YEUNG
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Moral Reasoning ◽  
Moral Judgment ◽  
Moral Education ◽  
Real Life ◽  
English Abstract ◽  
Value System ◽  
Communal Life ◽  
The Relationship

LANGUAGE NOTE | Document text in English; abstract also in Chinese.Recently, much emphasis has put on the training of physical fitness in Physical Education (PE) subject. In fact, one of the most important objectives of PE is to promote the qualities of desirable moral behaviors, co-operation in communal life and the ability of making moral judgment in students. PE is a significant media to provide real life situations for students to re-exercise the moral reasoning and reappraise the value of PE. This coincides with Kohlberg's theory (1987) that moral reasoning has to go through the process of re-evaluation of own value system in different situations, thus achieving a balance and fostering the advancement of a person's level of moral reasoning. This essay discussed the relationship between moral education and PE, and the way to implement moral education in PE is suggested.近年來，體育科的發展多集中在體能方面，對於其他方面的發展則略嫌忽略，道德發展正是其中一環。體育科正正能夠作為一個極之有效的媒介，讓學生有機會重覆遇上兩難的情景，而進行重覆練習道德思維判斷，尋找出一個在內心世界的平衡點 — 體育的價值。這個歷程正符合近代心理學家勞倫斯郭耳堡(1987)的認知道德發展模式，當一些價值在實際選擇情景中發生衝突時，道德價值的認知便邁向評量價值更具批判責任的一步，這樣便能提升個人的道德思維層次。這篇文章就是探討兩者的關係。

scholarly journals Improved Model Exploration for the Relationship between Moral Foundations and Moral Judgment Development Using Bayesian Model Averaging

2020 ◽  
Author(s):  
Hyemin Han ◽  
Kelsie J Dawson
Keyword(s):  
Moral Reasoning ◽  
Moral Judgment ◽  
Moral Education ◽  
Bayesian Model ◽  
Bayesian Model Averaging ◽  
Model Averaging ◽  
Moral Foundations ◽  
Regression Methods ◽  
Improved Model ◽  
The Relationship

Although some previous studies have investigated the relationship between moral foundations and moral judgment development, the methods used have not been able to fully explore the relationship. In the present study, we used Bayesian Model Averaging (BMA) in order to address the limitations in traditional regression methods that have been used previously. Results showed consistency with previous findings that binding foundations are negatively correlated with post-conventional moral reasoning and positively correlated with maintaining norms and personal interest schemas. In addition to previous studies, our results showed a positive correlation for individualizing foundations and post-conventional moral reasoning. Implications are discussed as well as a detailed explanation of the novel BMA method in order to allow others in the field of moral education to be able to use it in their own studies.

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.

scholarly journals Evaluation of the Relationship between AcademicPerformance and Physical Fitness Measures in California Schools

2006 ◽  
Vol 4 (2) ◽  
pp. 207-214 ◽  
Author(s):  
Sangeeta Singh ◽  
Shari McMahan
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Correlation Coefficients ◽  
Physical Education Teachers ◽  
California Standards Test ◽  
Science Scores ◽  
Fitness Measures ◽  
California Schools ◽  
The Relationship ◽  
Academic Year

The purpose of this study was to evaluate the relationship between academic achievement and physical fitness in California schools. Data from the academic year 2004-2005 Fitnessgram were compared to reading, mathematics and science scores on the California Standards test (CST) of 253 elementary schools in the Orange County School District. Physical education teachers from the 10 lowest scoring and 10 highest scoring schools were interviewed regarding content of the physical education classes in their school. Simple correlation coefficients revealed a positive linear relationship between academic scores and physical fitness scores. The interview with the teachers revealed that most of the 10 lowest scoring schools did not have a designated physical education teacher. All of the 10 highest scoring schools had designated physical education teachers and followed the physical education guidelines recommended by the California Education Board.

Classroom Teachers’ Leisure Physical Activity and Their Conduct of Physical Education

1999 ◽  
Vol 19 (1) ◽  
pp. 126-132 ◽  
Author(s):  
Thomas L. McKenzie ◽  
Kathryn J. LaMaster ◽  
James F. Sallis ◽  
Simon J. Marshall
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Leisure Time Physical Activity ◽  
Classroom Teachers ◽  
Physically Active ◽  
Relationship Of ◽  
The Relationship ◽  
5Th Grade ◽  
Leisure Physical Activity

The relationship of classroom teachers’ leisure time physical activity and their conduct of physical education classes was investigated. Eighteen 4th- and 5th-grade teachers reported on their leisure physical activity and had their physical education classes observed systematically during 4 consecutive semesters. Correlational analyses confirmed that more active teachers taught physical education differently from those that were less active. Teachers who were more active provided students with increased physical fitness activities, and the teachers themselves spent more time promoting physical fitness during lessons. The study provides some support for the hypothesis that physically active teachers provide higher quality physical education.

On the relationship between physical activity, physical fitness, and stress reactivity to a real-life mental stressor.

2019 ◽  
Vol 26 (4) ◽  
pp. 344-355 ◽  
Author(s):  
Jens-Peter Gnam ◽  
Simone-Nadine Loeffler ◽  
Sascha Haertel ◽  
Florian Engel ◽  
Stefan Hey ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Stress Reactivity ◽  
Real Life ◽  
The Relationship

Discussion and Practical Research of Moral Education in Physical Education

2011 ◽  
Vol 187 ◽  
pp. 803-808
Author(s):  
Hui Wang
Keyword(s):  
Physical Education ◽  
Moral Education ◽  
Teaching Practice ◽  
Full Range ◽  
University Education ◽  
Moral Value ◽  
Moral Training ◽  
The Relationship ◽  
Education Courses ◽  
Sports Activities

Teaching practice in physical education, how to approach moral education penetration and the way of penetration enriches the methods of moral education, also represents the developing trends that the physical education teaching will play an important role in the process of training students in ideological and moral traits. This article explores the moral function of physical education, the moral values of physical education and physical education conferred by the natural characteristics of some moral education. Explores the relationship between physical education and moral education, advantage which by means of physical education to teach student moral training in the curriculum. Explained in sports activities should adhere to the implementation of the principle of moral education, in sports activities implement the contents of moral education, and the implement strategies and approaches of moral education in physical education teaching. The main purpose of this article is to provide a full range of penetration moral education for university education, implement education concept of the central crew, excavate the moral value of physical education teaching, and provide the possible theoretical basis for physical moral education courses.

scholarly journals Moral Education: Current Values in Students and Teachers’ Effectiveness in Inculcating Moral Values in Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Vaishnavi. R. Kanzal ◽  
Subikshalakshmi. G ◽  
Lopamudra Goswami
Keyword(s):  
Moral Education ◽  
Science Teachers ◽  
Transition Period ◽  
Real Life ◽  
Moral Values ◽  
Practical Implementation ◽  
Adolescent Students ◽  
Age Range ◽  
The Relationship

Moral values play an important role in every aspect of an individual’s life. It is necessary for the holistic growth of an individual. According to Piaget’s theory of moral judgment, adolescence is the phase where the transition from heteronomous to autonomous morality takes place. During this transition period, the role of educators becomes crucial, as most of the learning in that phase occurs at school. Despite moral education being provided in schools, there is a substantial increase in delinquency. This evokes a question whether teachers inculcate moral values effectively in students. This study focuses on measuring the current moral values in students, the effectiveness of teachers in inculcating such moral values and whether there is effective implication of the learnt moral values. Sampling method was random and the sample size of the students and their moral science teachers are 102 and 12 respectively. The age range of the students was between 12 and 14. The tools used were Moral Values Scale (MVS), Personal Values Scale (PVS) and Teachers’ Effectiveness Scale (TES). The result from that quantitative analysis revealed that the current level of moral values in students range from high to extremely high. The teachers are very effective in inculcating moral values in the students. The relationship between teachers’ effectiveness in inculcating moral values and the current moral values in students is positive, but negligible. But, the qualitative observation revealed that there is an immense gap between the theoretical knowledge of moral values of the adolescent students and the practical implementation of the same. Further studies will be focused on strategies that could encourage practical implementation of moral values through moral education in their real life situations.

scholarly journals Physical Fitness as Part of the Health and Well-Being of Students Participating in Physical Education Lessons Indoors and Outdoors

2020 ◽  
Vol 17 (1) ◽  
pp. 309 ◽  
Author(s):  
Marcin Pasek ◽  
Mirosława Szark-Eckardt ◽  
Barbara Wilk ◽  
Jolanta Zuzda ◽  
Hanna Żukowska ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Well Being ◽  
Control Group ◽  
Natural Environments ◽  
Open Spaces ◽  
The Relationship ◽  
Health And Well Being ◽  
Experimental Group

The analysis of existing information on physical activity and fitness as elements of health and well-being reveals that they are achieved particularly effectively in contact with nature. Physical education lessons outdoors, as a form of healthy training, have been performed in numerous countries for years, providing a response to the traditional indoor model of this kind of education. The purpose of this paper is to clarify the relationship between the participation of students in outdoor and indoor lesson activities and the change in their physical fitness. 220 students participated in an experimental study. The experimental group, which did exercise usually in open spaces, included 49 boys and 54 girls. The control group, which exercised inside school, consisted of 63 boys and 54 girls. The study period lasted two years and involved the fifth and sixth form of primary school. Experimental group subjects were 11.26 years old (±0.32) during the initial test, and the control group individuals were 11.28 years (±0.32). During the final test, the average ages of experimental group subjects was 12.96 years (±0.32), and 12.98 years (±0.32) in the control group. The International Physical Activity Test was applied in the study. The differences between the levels of particular components of physical fitness were not statistically significant during the initial measurement (p-values ranged from p = 0.340 to p = 0.884). After two years of outdoor physical education lessons, there was revealed a considerable increase in the speed, jumping ability, and aerobic endurance of the students. Statistically significant differences were observed in these three tests, including running speed (p = 0.001), legs power (p = 0.001), and endurance (p = 0.000). The findings encourage one to continue pedagogical experiments regarding physical activity in outdoor natural environments.

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