scholarly journals Study on Technology as Support for the Activity of Physical Education and Sport Teachers in the Primary and Secondary Education System of Cluj-Napoca

2018 ◽  
Vol 63 (4) ◽  
pp. 5-14
Author(s):  
Remus Văidăhăzan ◽  
◽  
Cosmin Prodea ◽  
Mihai Kereki ◽  
◽  
...  
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Education System ◽  
Primary And Secondary Education

scholarly journals CONSTATATIVE STUDY ON THE ASSESSMENT IN THE PHYSICAL EDUCATION DISCIPLINE IN THE SECONDARY EDUCATION CYCLE

2020 ◽  
Vol 13(62) (2) ◽  
pp. 119-126
Author(s):  
A.G. DOBRE ◽  
F. GRIGORE
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Primary Education ◽  
Education System ◽  
Evaluation Criteria ◽  
Educational Process ◽  
Assessment System ◽  
Concrete System ◽  
Personal Performance

We appreciate that the problem of assessment in the education system is addressed in many specialized studies. Following the analysis of the instructional-educational process and the assessment system in the physical education discipline of the secondary education, in the present study, it was started from the idea that in the success of the students of the primary education cycle, the weight of the personal performances prevails, followed and aided by other evaluation criteria. The purpose of the paper was to establish to what extent the success of the physical education discipline is based on a concrete system of the personal performance of the students.

scholarly journals Academic Effects of the Use of Flipped Learning in Physical Education

2019 ◽  
Vol 17 (1) ◽  
pp. 276 ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan Manuel Trujillo Torres ◽  
Santiago Pozo Sánchez
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Flipped Learning ◽  
Primary And Secondary Education ◽  
Educational Spaces ◽  
Information And Communication ◽  
Training Methodologies ◽  
Experimental Group

The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

Justificación del valor educativo de la Educación Física y el docente. ¿Qué profesional del deporte debe impartir la materia de Educación Física? ¿El Maestro/a y Profesor/a de Educación Física o el Monitor/a deportivo/a? (Justification of the educational

Retos ◽  
2020 ◽  
pp. 852-867
Author(s):  
Vicente Miñana-Signes ◽  
Manuel Monfort-Pañego
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Free Time ◽  
Professional Competencies ◽  
Physical Education Teachers ◽  
Primary And Secondary Education ◽  
School Sports ◽  
Competencias Profesionales ◽  
Educación Primaria ◽  
And Training

Esta revisión teórica pretende explicar y reflexionar sobre lo que es la Educación Física de calidad y las competencias profesionales de los docentes de la materia para no confundirlo con el deporte escolar. Actualmente, son varias las instituciones que recomiendan una Educación Física de Calidad, y entre otros aspectos destacan que esta debe aumentar hasta las 3h lectivas a la semana tanto en la etapa de educación primaria obligatoria como en la secundaria. En la Comunidad Valenciana, el programa de “Esport a l’Escola+1h EF” propone que las federaciones deportivas se encarguen de desarrollar dicho proyecto dirigido a todo el alumnado de 3º y 4º de primaria en la hora de libre disposición y lectiva de los centros escolares anteriormente mencionados. Sin embargo, el docente de Educación Física (maestro/a y profesor/a) tiene unas competencias y formación específicas para poder acometer las funciones que le son propias y que, por lo tanto, difieren mucho de la de los técnicos o monitores deportivos, que, sin ser mejores ni peores, se desarrollan en otro contexto, con otros recursos, y con otro tipo de objetivos. La Educación Física y el deporte escolar son distintos pero complementarios. Existen otros cauces, como pueda ser el Proyecto Deportivo de Centro para fomentar la cohesión entre estos dos ámbitos, el educativo y el federativo.Abstract. This theoretical review aims at explaining and reflecting on what quality Physical Education and teachers’ professional competencies are, so as not to confuse it with school sports. Currently, there are several institutions that recommend a Quality Physical Education, and among other aspects they emphasize that this should increase up to 3 hours per week both in the stage of compulsory primary and secondary education. In the Valencian Community, the “Esport a l'Escola + 1h EF” program proposes that sports federations be responsible for developing said project aimed at all students in grades 3 and 4 during free time and based on the choice of the mentioned schools. However, Physical Education teachers (teachers and professors) have specific skills and training to be able to undertake the functions that are proper to their job, therefore, differ greatly from that of sports technicians or instructors, who are not better or worse, but work in another context, with other resources, and with other types of objectives. Physical Education and school sports are different but complementary. There are other channels, such as the Sports Center Project, to promote cohesion between these two areas, education and federation. 

Chosen Problems of Physical Education in the Czech Republic

2020 ◽  
Author(s):  
Kamil Kotlík
Keyword(s):  
Quality Of Life ◽  
Czech Republic ◽  
Secondary Education ◽  
Physical Education ◽  
Phenomenological Approach ◽  
The Other ◽  
The Czech Republic ◽  
Primary And Secondary Education ◽  
A Current

The main topic of the paper is the analysis of a state of physical education in primary and secondary education in the Czech Republic. The paper is engaged in an issue of the pupils (and their legal representatives) approach to the physical education as well as of the curricu-lar grounding of the physical education. The next viewpoint is an analysis of a general social and individual value of physical education with the respect to a quality of life of a certain in-dividual. As the last but not the least thing is that the paper evaluates current attitudes to the physical education. The main goal of the paper is to analyse some of main problems to which the physical educa-tion in the Czech primary and secondary education currently is facing (namely big increase of exemption in secondary school and motivation to attend physical education classes). Partial goals are on one hand to uncover less obvious problems connected with above-mentioned, on the other hand point out some of the causes of a current state of physical education. The last partial goal is to offer a possibilities of a solution of the certain state. The methodological background of the paper has a qualitative character, while the main method is the content analysis when the inductive approach prevails. A reason for using such method is its suitability for processing a new topic. Further, due to the interpretation of gained data we use also the phenomenological approach. Except of aforementioned, we realized open interviews with Heads of schools. The author finds out that the physical education is currently facing to serious problems when some of them markedly overlaps the sphere of the physical education and their solution is not committed only to the sphere of physical education. Among the other things, these problems may negatively influence a quality of life of the Czech population. Finally, the paper offers possibilities of solution of a current negative evolution.

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

Primary and Secondary Education in Uganda: Challenges and Prospects

2021 ◽  
Vol 4 (1) ◽  
pp. 78-87
Author(s):  
Kamonges Wahab Asad
Keyword(s):  
Secondary Education ◽  
Education System ◽  
Critical Analysis ◽  
Colonial Period ◽  
Educational Goals ◽  
Primary And Secondary Education ◽  
Educational Challenges

The education system of Uganda has gone through a number of changes since the colonial period. After attaining her independence in 1962 from Britain, several commissions and committees were formed to look into the education system and recommendations from time to time were reached for purposes of ensuring the achievement of educational goals. The implementation of these recommendations has greatly influenced the education system’s implementation in Uganda. This paper provides a critical analysis of the educational challenges of the operating education system at the primary and secondary levels, and the policies under it with a view of highlighting the prospects. Lastly the writer makes recommendations and a conclusion.

scholarly journals The Pedagogy of Higher Education: How to Evaluate the Quality of Training in Morocco to Improve it

2018 ◽  
Vol 8 (1) ◽  
pp. 92 ◽  
Author(s):  
Sara Riahi ◽  
Azzeddine Riahi
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Detailed Analysis ◽  
Education System ◽  
Vocational Training ◽  
Teaching Profession ◽  
The State ◽  
Primary And Secondary Education ◽  
And Training

This paper is devoted to the profession of higher education. It aims to characterize the profession of teaching and objectively draw the portrait of the Moroccan teacher to identify the business improvement routes, so the education system. This paper deals with the teaching profession in all cycles of education and training: a detailed analysis of the state of the trade is proposed for primary and secondary education, supplemented by the results of the survey, opinion on these cycles; for higher education and vocational training, a brief description of the state of business is provided in this paper.

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