scholarly journals Secondary School Physical Education Curriculum: Implications for Sports Development in Botswana

2003 ◽  
Vol 9 (1) ◽  
pp. 69-73
Author(s):  
O.M. TORIOLA
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Curriculum Design ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Sport Participation ◽  
Education Curriculum ◽  
Structured Interviews ◽  
Human Right

LANGUAGE NOTE | Document text in English; abstract also in Chinese.In many countries, a major rationale for curriculum design in physical education is that it promotes a physically active lifestyle among the youths and provides a basis for the development of fundamental sports skills. Access to physical education and sport is not only a fundamental human right but it also promotes health, desirable social attitudes and values. Based on the above rationale physical education was introduced to Botswana secondary schools in 1999. In this study, the Botswana secondary school physical education curriculum was analysed regarding its potential role in sports development in the country. Structured interviews were carried out with Principals of selected public secondary schools in which physical education is a teaching subject and the curriculum development unit in the Ministry of Education. Results were discussed in the following specific areas: curriculum content analysis, implementation problems, time allocation, provision of teaching and learning resources, funding, personnel, opportunities for competitive sport participation and assessment procedures. Problems affecting the teaching of physical education in Botswana were also discussed and possible solutions proffered. Finally, analysis of implications of the physical education curriculum for sport development in Botswana was presented.體育運動對學童成長過程非常重要，本文旨在探討非洲波斯尼亞中學體育課程，從多方面分析體育課程與體育運動發展的關係，透過與校長及敎育部長面談，了解影響體育運動發展的原因。

scholarly journals Research on the Optimization of Physical Education Curriculum in Chinese Elementary and Middle Schools from the Perspective of Healthy China

2020 ◽  
Vol 9 (6) ◽  
pp. 228
Author(s):  
Chengwei Xu ◽  
Xiaofeng Lv ◽  
Zhongyi Li
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Social Impact ◽  
The Body ◽  
Education Curriculum ◽  
Multiple Perspectives ◽  
Local Conditions ◽  
Education And Health ◽  
Primary And Secondary School

at present, the physical education and health course in primary and secondary schools in China is faced with the dilemma of failing to strengthen the body and bring health and vitality to the students. Through the method of literature review and comparative analysis, this paper studies the physical education curriculum of primary and secondary schools in China, finds that there are some problems in the curriculum of primary and secondary school sports, and explores the social impact of these problems from multiple perspectives. From the perspective of “healthy China 2030”, this paper puts forward the following suggestions: 1. Adjusting measures to local conditions, vigorously promoting the development of school-based physical education curriculum; 2. Paying attention to the clarity of curriculum objectives, reflecting the gradual and targeted of curriculum objectives; 3. Constructing the primary, junior high and high school integrated physical education curriculum teaching content system, hoping that this study could provide a certain theoretical support for Chinese primary and secondary school physical education and health courses so that physical education could become an important position for young people to civilize their spirit and savage their physique, and provide help for the early realization of sports power and healthy China.

scholarly journals Curricular proposal through the traditional game of Mate: Tool for improving perceptual-decisional skills in Secondary school physical education students (Propuesta didáctica mediante el juego tradicional del Mate: Herramienta para la mejora de las habil

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 517-523
Author(s):  
Daniel Ramos-Pérez ◽  
Francisco Tomás González Fernández ◽  
Rafael Burgueño ◽  
Honorato Morente-Oria
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Core Content ◽  
Physical Education Students ◽  
Teaching Unit ◽  
Curricular Implementation ◽  
And Performance

Sport represents a core content within of the Spanish Secondary Physical Education curriculum. Thus, perceptional and decisional processes should be pivotal elements to be take into consideration when successfully tackling the design and planning the sport teaching and learning process in the context of secondary school Physical Education. More particularly, the MATE game may be a suitable strategy to be implemented by physical educators in enhancing both processes and, consequently, providing students with a quality teaching for any sport. Therefore, the present study aims to show a curricular implementation proposal that, based on secondary Physical Education curriculum, helps students improve the perceptual and decisional process involved in teaching of sport through the game of MATE. To do this, a 13-lesson teaching unit is shown, considering the progression of this game as a main instructional strategy in terms of managing to increase the cognitive and decisional complexity for the student through the introduction of new rules and materials, such as mats (and their disposition) or increasing the number of balls that intervened during the game. Thus, this study aims to provide an integrated learning proposal, in which students understand the internal logic of the game and, consequently improve their participation and performance in it. Resumen. El deporte representa un contenido central dentro del currículum de Educación Física en Educación Secundaria Obligatoria. De esta manera, los procesos de carácter tanto perceptivo como decisional deben tenerse en cuenta elementos calve a la hora de planificar y diseñar con éxito el proceso de enseñanza y aprendizaje en educación física. Más particularmente, el juego del mate puede ser una estrategia adecuada a ser usada por el profesorado de educación física a la hora de mejorar ambos procesos y, consecuentemente, ofrecer al alumnado una enseñanza de calidad para cualquier deporte. Por tanto, el presente estudio tiene como objetivo presentar una propuesta de implementación curricular que, fundamentada en el currículum de Educación Física en Educación Secundaria Obligatoria, ayude al estudiantado a mejorar el proceso perceptivo y decisional implicado en la enseñanza del deporte mediante el juego del mate. Para ello, se presenta una unidad didáctica de 13 sesiones, teniendo en cuenta la progresión de este juego como principal estrategia didáctica en cuanto a la gestión del aumento de la complejidad cognitivo y decisional del estudiante por medio de la introducción de nuevas reglas y materiales tales como el número de casas (y su disposición) o el incremento del número de balones que intervienen en el juego. De este modo, este estudio pretende ofrecer una propuesta de aprendizaje integrada, en la cual el alumnado comprende la lógica interna del juego y, como consecuencia, mejora su participación y rendimiento en este juego.

scholarly journals Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

2022 ◽  
Vol 7 (1) ◽  
pp. 335-351
Author(s):  
Gloria Ajit ◽  
Terry Lucas ◽  
Ringah Kanyan
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Design And Technology ◽  
Structured Interviews ◽  
School Students ◽  
Early Implementation ◽  
Teachers And Students ◽  
Implementation Stages ◽  
The Subject

Design and Technology (D&T) is a relatively new curriculum in Malaysian secondary schools. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application. However, knowing how design-based education is employed in schools is crucially essential. Therefore, this study aimed to obtain insights into the D&T curriculum implementation from students and teachers’ viewpoints. The study involved semi-structured interviews with four teachers and five secondary school students. Interviews were transcribed verbatim, while conclusions were drawn based on theme analysis. The findings indicated that students and teachers recognised the purpose and direction of the D&T curriculum. Nevertheless, challenges exist in various aspects, as the subject is still in the early implementation stages. Challenges such as teachers’ knowledge and skills, students’ lack of understanding in abstract topics and insufficient facilities, equipment, and resources offer opportunities for researchers to explore relevant approaches to assist teachers and students in teaching and learning. Previous studies demonstrated the effectiveness of technology-assisted interventions to ease and overcome problems involving cost and time constraints. Thus, suitable technology-assisted strategies should be developed and utilised to facilitate the students’ abstract details visualisation in technological application topics.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

scholarly journals Training music teachers in England – what is the music that is being taught in secondary schools?

2020 ◽  
pp. 262
Author(s):  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Music Teachers ◽  
Policy And Practice ◽  
Governmental Regulation ◽  
International Audience

This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.

Therapists’ Perception of their Relationship with Educational Staff In Secondary Inclusive Schools

2021 ◽  
Vol 8 (3) ◽  
pp. 73-87
Author(s):  
Meytal Fogel -Simhony
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Educational System ◽  
Management Team ◽  
Role Perception ◽  
Structured Interviews ◽  
Inclusive Schools ◽  
Educational Staff

Due to the disparities inherent in the role perception of expressive and creative therapists in the Israeli educational system, and the difficulty of fulfilling the role in an optimal manner for all parties involved, this study aims to examine the role perception of the therapist in secondary schools with inclusive education, examining the therapist’s work vis-a-vis the school’s educational staff and its management team.The sample included 11 therapists who have worked in a secondary school for over two years. The data was collected through semi-structured interviews. Findings of the study indicated a number of significant parameters in the therapist's work vis-à-vis the staff. Moreover, it is evident that the therapist's own role perception is related to the role perception as perceived by the educational and management team. The discussion examines the significance of the disparity between the therapist's role perception and the expectations and perceptions of the staff within the educational system.

Physical Activity and Environmental Influences during Secondary School Physical Education

2009 ◽  
Vol 28 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Bik C. Chow ◽  
Thomas L. McKenzie ◽  
Lobo Louie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Vigorous Physical Activity ◽  
Regression Analyses ◽  
Movement Skills ◽  
Instruction Time ◽  
Trained Observers ◽  
The U.S

Physical activity engagement during physical education is important for many reasons, including developing physical fitness and movement skills and promoting health. Much more is known about physical activity in elementary than secondary schools. We examined physical activity and how it was influenced by instructor-related and environmental characteristics during 238 lessons taught by 65 physical education specialists in 30 randomly selected secondary schools in Hong Kong. Trained observers used SOFIT (System for Observing Fitness Instruction Time) in randomly selected grade 7–12 classes over a 6-month period. Results showed students engaged in moderate-to-vigorous physical activity (MVPA) about 35% of lesson time, a level similar to that found in U.S. elementary schools and short of the U.S. Healthy People 2010 objective of 50% engagement time. Multiple regression analyses found that six potentially modifiable variables contributed to 35% of the variability in lesson MVPA percent.

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