scholarly journals Exploring the Relationship Between Physical Education and Physical Activity

2008 ◽  
Vol 4 (3) ◽  
Author(s):  
Chunlei Lu ◽  
Amanda De Lisio
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Education Program ◽  
Academic Community ◽  
Successful Implementation ◽  
Teaching Learning ◽  
Educational Profession ◽  
The Relationship

The lack of knowledge within the educational profession, related to physical activity and physical education, is jeopardizing the implementation of quality physical education at both elementary and secondary school levels. Despite the effort of the academic community to broaden the awareness of each concept, an alarming number of people within the educational profession still reference each term interchangeably (AAHPERD, 2008; Fishburne & Hickson, 2005). The purpose of the following paper is to re-examine the relationship between physical activity and physical education in an attempt to further progress the understanding of, and identify the appropriate function of, each within a teaching-learning environment. The paper will build on current literature involving the correlation between physical activity and physical education. Ultimately, by further clarifying the role of each, the paper can support every educator in the successful implementation of Daily Physical Activity (DPA) and a quality physical education program for every public school.

The Relationship Between Secondary School Physical Education and Postsecondary Physical Activity

2017 ◽  
Vol 74 (3) ◽  
pp. 551-569
Author(s):  
Meagan Dargavel ◽  
Jennifer Robertson-Wilson ◽  
Pamela J. Bryden
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
The Relationship

scholarly journals Investigating the Role of Physical Education in Physical Activity Promotion: An Italian Multicenter Study

2016 ◽  
Vol 13 (8) ◽  
pp. 854-860 ◽  
Author(s):  
Francesca Gallè ◽  
Valeria Di Onofrio ◽  
Fabio Barbone ◽  
Giorgio Brandi ◽  
Sebastiano Calimeri ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Confidence Interval ◽  
Extracurricular Activities ◽  
Odds Ratio ◽  
Current Practice ◽  
Geographical Differences ◽  
Activity Promotion

Background:Physical education (PE) can be considered an instrument for active lifestyle promotion, and PE teachers can motivate youths to continue their studies in the field of Movement Sciences (MS).Methods:To evaluate the role of PE in higher secondary school in promoting physical activity (PA) and MS careers, previous PE experiences and current PA practice were investigated in a sample of Italian freshmen enrolled in different university degree courses.Results:A total of 7033 questionnaires were completed by students from 14 universities (41.3% males, mean age 20 ± 2.76 years). Recreation seemed to be the principal aim (42.2%) pursued during PE lessons, which are based mainly on practical activities (51.7%). Of all respondents, 67.2% were satisfied with the PE received during higher secondary school, and 51.6% participated in extracurricular PA. Current practice of PA was reported by 58.1% of the sample. Extracurricular activities were associated with choice of MS curricula (odds ratio: 2.15; 95% confidence interval, 1.85–2.50) and with current practice of PA (odds ratio: 1.68, 95% confidence interval, 1.51–1.87). Geographical differences concerning lessons organization and satisfaction were registered (P < .01).Conclusions:To enhance its role in health promotion, PE teaching should be improved by increasing the time allocated to PE and by strengthening the provision of school-based extracurricular PA.

scholarly journals Análisis del disfrute con la educación física, la importancia de las clases y las intenciones de práctica en estudiantes de secundaria: comparativa por género y curso (Analysis of the enjoyment of physical education, the importance of classes and the int

Retos ◽  
2020 ◽  
pp. 719-726
Author(s):  
Vicent Lluna-Ruiz ◽  
Mario Alguacil ◽  
María Huertas González-Serrano
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Social Environment ◽  
Private School ◽  
Social Agents ◽  
Perceived Ability ◽  
Validated Questionnaire ◽  
The Social

La presente investigación analiza la opinión de los estudiantes acerca del papel que ejercen los distintos agentes sociales (familia, amigos, profesor) en su práctica de actividad física de actividad física, así como su habilidad percibida, para finalmente comprobar si existen diferencias en el disfrute, la importancia percibida de las clases y las intenciones de práctica deportiva en función del género y del curso. El estudio se ha llevado a cabo en los cursos de 3º y 4º de la ESO y 1º de Bachillerato de un colegio privado de Valencia (España), con una muestra compuesta por 165 alumnos. Los datos se obtuvieron a partir de un cuestionario validado formado a partir de la literatura existente y orientado a conocer información sobre aspectos como la frecuencia con que su entorno les habla de actividad física, la practican, la practican con los propios estudiantes o les animan a su práctica, la importancia que el entorno le otorga a la educación física y en qué medida esos agentes sociales son importantes para influir en la práctica de actividad física de los estudiantes. Por último, se analiza la habilidad percibida por los estudiantes, su interés hacia la actividad física, su disfrute con ella y sus intenciones de práctica, para posteriormente analizar comparaciones basadas en el género y en el curso al que pertenecen, comprobando en qué aspectos existen o no diferencias significativas en función de dichas variables.Abstract. This research analyses students' opinions about the role of different social agents (family, friends, professor) in their practice of physical activity, as well as their perceived ability, enjoyment, and sports intentions. The study was carried out in the 3rd and 4th years of secondary school and 1st year of Bachillerato of a private school in Valencia (Spain), with a sample of 165 students. The data were obtained from a validated questionnaire formed from existing literature and aimed at knowing information on aspects such as the frequency with which their social environment talks to them about physical activity, they practice it, practice it with the students themselves or encourage them to practice it, the importance that the social environment attributes to physical education and to what extent these social agents are important in influencing students’ practice of physical activity. Finally, students’ perceived ability, their interest in physical activity, their enjoyment of it, and their intentions of practice are analysed, and then comparisons based on gender and the course to which they belong are analysed, checking in which aspects there are -or not- significant differences depending on these variables.

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

Starpkulturālās komunikācijas nozīme visaptverošas valsts aizsardzības sistēmas veidošanā

2021 ◽  
pp. 238-245
Author(s):  
Uldis Zupa ◽  
Keyword(s):  
Turning Point ◽  
Essential Element ◽  
The State ◽  
Successful Implementation ◽  
National Defense ◽  
Defense System ◽  
State And Society ◽  
State Defense ◽  
The Relationship

The implementation of the comprehensive national defense system in Latvia marks a new turning point in the relationship between the state and society – instead of being consumers of the security and defense provided by the state, every inhabitant of Latvia must become an active contributor to the natio-nal defense system. Thus, the society’s willingness to defend the state becomes an essential element in the successful implementation of the comprehensive state defense system. This article analyzes the different views of Latvian and Russian-speaking population on issues that affect the willingness to defend the state, as well as evaluates the role of intercultural communication for informing public and increasing the involvement in the comprehensive national defense system.

The special measures school and the ‘c’ word: A case study of the role of conformity, compliance chimera, and the power of community and context in a special measures secondary school in northern England

2017 ◽  
Vol 9 (2) ◽  
pp. 101-113
Author(s):  
Diann Hanson
Keyword(s):  
Secondary School ◽  
Children's Services ◽  
Economic Context ◽  
Economically Deprived ◽  
Children’S Services ◽  
The Uk ◽  
The Relationship ◽  
Methods Of Reconstruction

This article explores the relationship between capital and education through the experiences of a British secondary school following a grading by the Office for Standards in Education, Children’s Services and Skills that placed the school into special measures, considering the underlying assumptions and inequalities highlighted and obfuscated by the special measures label. The formulaic and ritualistic manner in which operational and ideological methods of reconstruction were presented as the logical (and only) pathway towards improvement is examined in an effort to disentangle the purpose of the ‘means-to-an-end’ approach within prevailing hegemonic structures, requiring a revisit to contemporary positioning of Gramscian concepts of ideology through the work of Gandin. The decontextualisation of schools from their socio-economic environments is probed in order to expose the paradoxes and fluidity of resistant discourse. The ambiguities between a Catholic ethos, neo-liberal restructuring and the socio-economic context of the school and the greater demands to acquiesce to externally prescribed notions of normativity are considered as a process that conversely created apertures, newly formed sublayers and corrugations where transformation could take root. Unforeseen epiphanies and structures of dissent are identified and will enrich the narrative of existence and survival in a special measures school in an economically deprived northern town in the UK.

Sign in / Sign up

Export Citation Format

Share Document