scholarly journals History and Present Time of Physical Education

2009 ◽  
Vol 47 (1) ◽  
pp. 73-78
Author(s):  
Frantisek Seman

History and Present Time of Physical EducationThe first mention of standards for physical education in Slovakia refers to the Ratio education reform. This took effect on the territory of Hungary since 1777. Caring for physical education was one of the aims of the school. The requirement of compulsory school physical education is raised the first time by the poet Jan Kollar. Another Hungarian reform in the mid-19th century included physical education among the optional subjects, and this subject is taught in some cities. Physical education became a compulsory subject in 1868. Physical education was taught according to the Spiess system and the hours were for more classes or somewhere just for boys. Physical education teachers have been trained since 1871 in Budapest. A significant promoter of physical education was Ivan Branislav Zoch, author of the first Slovak textbook on physical education (1873). The level of physical education increased after the formation of Czechoslovakia in 1918. Physical education was a compulsory subject in schools other than universities (since 1938). Since 1939, in Slovakia the future teachers of physical education were trained in the Physical Education Institute of the Slovak University. The Physical Education Institute underwent a number of organizational changes. In 1960 it was converted into the Institute of Physical Education and Sports, Comenius University in Bratislava, and its direct successor is the Faculty of Physical Education and Sports, Comenius University in Bratislava. Beyond this, the physical education teachers are also trained in other institutions in Slovakia.

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.


2003 ◽  
Vol 9 (2) ◽  
pp. 8-18
Author(s):  
Ming Kai CHIN

LANGUAGE NOTE | Document text in Chinese; abstract also in English.Primary and secondary physical education teachers play an important role in the education reform, which emphasizes on the holistic development and life-long learning. The 2002 Physical Education Immersion Program (Jiangsu-China), organized by The Hong Kong Institute of Education, provided an opportunity for physical education students to improve their teaching and sports skills through interaction with staff and students from Inland China. This paper describes the objectives, contents, and assessments of the outcomes of the program. By examining and comparing the current curriculum structures and teaching strategies in physical education between Hong Kong and Inland China through this experience, the author looks forward to the change of the future of physical education in Hong Kong with reflections and suggestions. The aim of these changes is to improve the physical education curriculum and teaching strategies in order to better meet the needs of the current education reform that is occurring in Hong Kong, Inland China and world-wide.中、小學體育敎師在全面實施素質敎育,培養具有創新精神和實踐能力的新型人材中扮演著重要的角色。高等師範院校體育敎育專業則是培養和訓練這支跨世紀新型體育師資隊伍的搖籃。如何在體育敎育專業的敎學大綱和課程設置中體現實踐的重要性,創造機會讓學生走出課堂,通過觀摩、交流和實踐的手段來提高其敎學能力,是關係到能否培養出適應未來挑戰的中小學體育師資的關鍵。本文介紹了香港敎育學院體育及運動科學系舉辦的首次體育沉浸課程(Immersion Program)(中國-江蘇)2002交流活動,並就該課程的目標、內容、效果進行了分析,及在對香港中、小學體育敎學的現狀與內地的體育敎學進行了比較後,作者探討了香港體育敎育專業敎學改革的方向,並提出了一些可行的建議,以供香港體育工作者參考。


Author(s):  
Ramualdas Kazemirovich Malinauskas ◽  
Andrius Viliusovich Kunstas

The purpose of the study is to analyse the characteristics of the psycho-emotional state of future specialists in the field of physical education and sports. To achieve this goal, two methods were used: A. Antonovsky scale for assessing the sense of coherence and a scale for assessing the level of stress tolerance (Thermometer according to Kiselev). The results showed that the future coaches have a better psycho-emotional state than future physical education teachers because they are more resistant to stress.


2021 ◽  
Vol 10 (5) ◽  
pp. 133
Author(s):  
Hande Baba Kaya ◽  
Öznur Kara ◽  
Pelin Ustaoğlu Hoşver

The aim of this research is to examine the ideal physical education profile from the perspective of physical education teacher educators, that is, academicians working in the physical education and sports teaching department of the faculties of sports sciences. Within the scope of this purpose, the views of the academicians about the pre-graduate education, the undergraduate education period and their own teaching were compared with their views on the ideal physical education teacher. In order to express the comparisons more clearly, metaphor was used. The academicians were asked to match the physical education teachers who influenced them the most from their past to the future, their own teaching and their views on the ideal physical education teacher, with the nature metaphor presented to them by the researchers. In the study, which was based on the qualitative research method, the “interview” approach and the “interview form method” were used as the data collection method. According to the stratified sampling method, the participants of the study; taking into account the academic titles of the participants; 3 professors, 3 associate professors, 3 assistant professor and 3 lecturers A total of 12 physical education teacher educators (academics) were determined. As a result of the research, it was observed that while the participants defined their pre-graduate teachers closer to the ideal teacher in terms of their physical characteristics, they defined their undergraduate physical education teachers and themselves as closer to the ideal physical education teacher in the main themes of personality traits, teacher leadership styles and teaching methods.


Author(s):  
Sergey O. SHIPOV ◽  
Sergey A. KOMAROV

This article presents, for the first time, the meaning of the metaplot in the books of fables by I. A. Krylov. The metaplot of a lion is canonical for the fable genre and represents an invariant model of power in the fictional world. The purpose of this article is to identify and describe the metaplot as one of the significant factors of Krylov’s literary strategy, as he created the nine volumes of fables during a dynamic literary process and change in the dominant trends in the national verbal culture of the first half of the 19th century. The idea of the fabulist regarding the lion’s metaplot is revealed in the horizontal sphere of the world, the prevalence of negative tendencies and the tragic, but natural ending of the character in the eighth and ninth books. The authors of this article consider the infernal space in the metaplot of a lion as a structural part of a moralistic message, dialogically addressed to the character; they fix the correlation between the plot punishment and the emergence of the space of hell in the nine-book. Reconstruction of the character's individual hell, taking into account his passions, shows that Krylov’s use of infernal space is not accidental, which in the future will give researchers ample opportunities for analyzing the space of his entire meta-concept. This article focuses on the chronological points of actualization of the metaplot in the work of the fabulist, in particular, in 1818-1819, as well as his transferability of the texts within the framework of the nine books, which is obviously connected with his special vision of the intertextual integrity of the project.


2004 ◽  
Vol 26 (2) ◽  
pp. 197-214 ◽  
Author(s):  
Nikos Ntoumanis ◽  
Anne-Marte Pensgaard ◽  
Chris Martin ◽  
Katie Pipe

The purpose of this study was to provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled. From an initial participant pool of 390 British schoolchildren ages 14 to 15 years, 21 of them (15 girls and 6 boys) were selected to participate in semi-structured interviews. They were categorized as being amotivated based on their responses to a questionnaire measuring motivation in physical education. Three main perceived causes of amotivation were identified in the interviews: learned helplessness beliefs, low need satisfaction, and contextual factors. Amotivation was mainly displayed by nonattendance, low involvement in the class, and low intention to be physically active after leaving school. Students’ suggestions for reducing amotivation focused on the enhancement of positive affect, need satisfaction, and structural/organizational changes. The findings are discussed in conjunction with contemporary motivation theories and models of amotivation.


2021 ◽  
Vol 1 (36) ◽  
pp. 265-271
Author(s):  
Ruslan HURIN ◽  
Suzanna IHNATENKO ◽  
Zulfiiy MAMATOVA

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