scholarly journals THE OPTIMIZATION OF MANAGEMENT OF THE PHYSICAL EDUCATION SYSTEM IN INSTITUTIONS OF SECONDARY EDUCATION

2019 ◽  
pp. 92-97
Author(s):  
Serhii Havryshko ◽  
◽  
Vasyl Kobal ◽  
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Education System

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 RESEARCH ON THE NORMATIVE PROVISION OF THE EDUCATION SYSTEM WITH A FOCUS ON THE SUBJECT PHYSICAL EDUCATION AND SPORT

2019 ◽  
Vol 17 (Suppl.1) ◽  
pp. 792-796
Author(s):  
Korneliya Naydenova
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Education System ◽  
Legal Framework ◽  
Training System ◽  
Normative Documents ◽  
Functional Changes ◽  
Documentary Sources ◽  
Motor Activities ◽  
The Subject

In the last four years there have been a number of changes in the field of secondary education in the country, which are basically of a normative nature. Following the processes of regulation and functioning of the education system in the country, we decided to study the basic normative documents that regulate and have relation to the subject Physical Education and Sport. The method by which we conducted the study is research and analysis of literary and documentary sources. As a result of the research carried out, we have identified changes in the structure of the educational system, which have an immense impact on the state of the educational requirements and the content of the subject curricula. The conclusions of the conducted survey are as follows: 1. The already approved legal framework, which regulates the secondary education system in the country, is based on a qualitatively new approach in education, which leads to both structural and functional changes in the system. 2. The subject of Physical Education and Sports remains obligatory for all pupils at all stages and levels of the education system, except for those who are trained under the "Dual Training" system in the second high school stage. 3. In the approved curricula of Physical Education and Sport, there are many repetitions of the learning content in the different stages and grades, which is a prerequisite for loss of training hours and non-observance of the principles and particularities of the training in motor activities.

scholarly journals Análisis del desarrollo curricular de la Educación Física en la Enseñanza Secundaria Obligatoria: Comparación de los currículos autonómicos (Analysis of curriculum development of Physical Education in Secondary Education: Comparison of regional curricula)

Retos ◽  
2016 ◽  
pp. 82-87
Author(s):  
David Méndez Alonso ◽  
Angel Pérez Pueyo ◽  
Antonio Méndez Giménez ◽  
Francisco Javier Fernandez Río ◽  
José Antonio Prieto Saborit
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
School Context ◽  
Research Work ◽  
Activity Levels ◽  
Autonomous Community ◽  
Autonomous Communities ◽  
Credit Hours ◽  
Curricular Development

Tres fueron los objetivos de esta investigación: a) analizar el desarrollo curricular autonómico a partir del RD 1.105/2014 que establece el currículo básico de Educación Secundaria Obligatoria (ESO) en relación a la Educación Física (EF), b) comparar la carga horaria asignada a esta asignatura, y c) examinar las diferentes posibilidades que los currículos autonómicos han contemplado para incrementar la actividad física (AF) de los estudiantes en horario lectivo. Se realizó un análisis comparativo y cualitativo de las 15 normativas curriculares autonómicas disponibles. Los resultados muestran una elevada disparidad entre las autonomías en la manera de abordar los elementos curriculares. La catalogación de la EF como asignatura específica ha provocado serias divergencias, principalmente en los contenidos. Pese a las reiteradas reivindicaciones de los docentes y profesionales de la salud, la carga horaria se ha mantenido inmutable en relación a las leyes anteriores: dos horas semanales. Con todo, la consideración de propuestas en el marco de las asignaturas de libre configuración autonómica podría representar una vía eficaz para el incremento de la AF en los centros educativos.Abstract. The present research work has three main goals: a) to assess curricular development of RD 1105/2014, which establishes the basic curriculum in compulsory Secondary Education, in relation to Physical Education; b) to compare credit hours of this subject by Autonomous Community; and c) to examine the different curricular strategies that each Autonomous Community has taken into consideration to increase students’ physical activity levels within the school context. A comparative, qualitative analysis was carried out to assess 15 Spanish Autonomous Communities’ curricula. Results showed high disparities among Communities. The fact that Physical Education has been stated by law as a specific subject has led to sharp differences, mainly in terms of contents. Despite education and health professionals’ recurrent demands for change, physical education credit hours have remained unaltered: 2 hours per week. However, the consideration of different proposals within the new free-configuration autonomous subjects framework could represent an effective strategy to increase physical activity in educational contexts.

scholarly journals Educación Física y desarrollo de la autonomía: la percepción del alumnado de Educación Secundaria (Physical Education and the development of autonomy: the perception of the students of Secondary Education)

Retos ◽  
2016 ◽  
pp. 300-305
Author(s):  
Raquel Aguado-Gómez ◽  
Ángeles López-Rodríguez ◽  
Juan Luis Hernández-Álvarez
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Psychometric Properties ◽  
Autonomy Support ◽  
Teaching Experience ◽  
Specific Training ◽  
Four Dimensions ◽  
Metacognitive Development ◽  
Gender And Age ◽  
Teaching Support

Este estudio se centró en conocer la percepción del alumnado sobre el apoyo docente al desarrollo de su autonomía en Educación Física (EF). Se aplicó la Escala de Percepción de Apoyo a la Autonomía en las Clases de Educación Física (EPAACEF), diseñada por los autores de este artículo y validada con adecuadas propiedades psicométricas. La escala, conteniendo 34 ítems, agrupados en cuatro dimensiones, fue aplicada a 721 alumnos y alumnas de Educación Secundaria (347 chicas), con una media de edad de 14.4 (±1.5) años. Este alumnado recibe clases de EF de siete docentes, con formación específica en EF y diferente experiencia en la enseñanza. Los resultados muestran la idoneidad de diseñar la EPAACEF, porque permite valorar los comportamientos docentes desde una perspectiva más sistémica, pudiendo afirmar que, según la percepción del alumnado, los comportamientos que apoyarían un desarrollo de su autonomía se producen con una frecuencia «moderadamente baja». Los docentes obtienen mejores resultados en los comportamientos relacionados con la atención a la motivación, y con la atención al desarrollo cognitivo y metacognitivo, debiendo atender más a las necesidades del alumnado relacionadas con los ritmos de aprendizaje y con fomento de sugerencias y participación activa. Analizando la EPAACEF globalmente no se producen diferencias significativas en función del género y de la edad, pero sí en alguna de las dimensiones.Abstract. This study focused on the perception of students on the teaching support to the development of their autonomy in Physical Education (PE). The Autonomy Support Perception Scale in the Physical Education Classes (EPAACEF), designed by the authors of this article and validated with adequate psychometric properties, was applied. The scale, containing 34 items, grouped in four dimensions, was applied to 721 students of secondary education (347 girls), with a mean age of 14.4 (± 1.5) years. These students receive PE classes of seven teachers, with specific training in PE and different teaching experience. The results show the appropriateness and validity of the EPAACEF, because it allows evaluating teacher behaviours from a more systemic perspective, being able to affirm that, according to the perception of the students, the behaviours that would support a development of their autonomy occur with a frequency «moderately low». Teachers obtain better results in the behaviours related to attention to motivation, and attention to cognitive and metacognitive development. They must attend more to the needs of students related to learning rhythms and encouraging suggestions and active participation. Analysing the EPAACEF globally, there are no significant differences in terms of gender and age, but exist in some of the dimensions.

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals Basic psychological needs and implicit beliefs of ability in secondary education | Necesidades psicológicas básicas y creencias implícitas de habilidad en educación secundaria

2021 ◽  
Vol 14 (28) ◽  
pp. 19-27
Author(s):  
Lidia Hernández-Andreo ◽  
Manuel Gómez-López ◽  
Alberto Gómez-Marmol ◽  
Antonio Joaquín García-Vélez ◽  
Bernardino Javier Sánchez-Alcaraz
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Social Relationships ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Implicit Beliefs ◽  
Secondary Stage ◽  
Incremental Belief ◽  
Gender Based ◽  
Entity Belief

El objetivo de este estudio fue analizar la relación entre el desarrollo de las necesidades psicológicas básicas y las creencias implícitas de habilidad en alumnado de Educación Secundaria. La muestra estuvo formada por un total de 97 estudiantes de Educación Secundaria, con edades comprendidas entre los 13 y los 15 años (edad media = 13.32 ± 0.62 años) a los que se les aplicaron los cuestionarios de apoyo a las necesidades psicológicas básicas y creencias implícitas sobre la habilidad en sus clases de Educación Física. Los resultados no encontraron diferencias significativas en las variables de necesidades psicológicas básicas y de creencias implícitas de habilidad en función del género de los estudiantes. Por otro lado, la creencia de entidad correlacionó positivamente con el apoyo a las relaciones sociales, mientras que la creencia incremental correlacionó positivamente con el apoyo a la competencia y las relaciones sociales. Estos resultados pueden servir de referencia a profesores de Educación Física a la hora de establecer estrategias en función del género que favorezcan la satisfacción de las necesidades psicológicas básicas de sus estudiantes.AbstractThe aim of this study was to know the levels of basic psychological needs, and implicit beliefs of ability in secondary stage students. The sample was made up of a total of 97 students of Secondary Education, with ages between 13 and 15 (mean age = 13.32 ± 0.62 years) to whom the questionnaires to support basic psychological needs and ability beliefs were applied in Physical Education lessons. The results found no significant differences in the variables of basic psychological needs and implicit beliefs of ability based on the gender of the students. On the other hand, entity belief positively correlated with support for social relationships, while incremental belief positively correlated with support for competition and social relationships. These results can serve as a reference for physical education teachers when establishing gender-based strategies to meet the basic psychological needs of their students.

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