scholarly journals The Subject “Philosophy of Sports” as an Object of Understanding by a Physical Education Teacher

2021 ◽  
Author(s):  
Kirill Sergeevich Spiridonov
Keyword(s):  
Physical Education ◽  
Physical Culture ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
The Subject

In this article, I will consider the problems of physical culture and sports, based on my observations in practice, and tell you what a modern teacher of physical culture and sports needs to understand and know today so that he can work more effectively in his classes. I will tell you about the subject "Philosophy of Sports" for a more extensive understanding of the area I am touching on. I will try to convey information, in a clear way, about what is needed in order for children to have results at school, and how to look at these results if they are not visible. Also in this article you will be able to take something new, innovative and interesting for yourself, and something will be a topic for your thoughts.

The role of the physical education teacher in the education process based on selected Polish books published after 1989

2019 ◽  
Vol 5 (4) ◽  
pp. 1-5
Author(s):  
Beata Foszczyńska
Keyword(s):  
Physical Education ◽  
Physical Culture ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Social Sphere ◽  
The World ◽  
The Subject ◽  
The Right ◽  
Education Process

The subject of the article is the presentation of the role of physical education teacher in selected books published in Poland after 1989 year. Physical education teacher is played an important role in contemporary pedagogy. His tasks include not only the development of physical fitness of his students, but also the harmonious development of their personality, specially the moral and social sphere, in accordance with the principle of holistic pedagogy. The teacher should care for the right image of himself. He have to introduce the students into the world of the values of physical culture and be the guide to the values of sporting activity. The research used the bibliographic, analytical, descriptive and axiological methods and the technique of content analysis guided by the content and interpretation potential of the axiological dominant of books. The interpretation of axiological contents has shown the role of physical education teacher in the education process.

scholarly journals Creative potential of physical education teacher as one of the key elements of professional competence

2020 ◽  
Author(s):  
Iuliia Sergeevna Krasil'nikova ◽  
Kseniia Denisovna Surkova ◽  
Ekaterina Aleksandrovna Bruslanova
Keyword(s):  
Physical Education ◽  
Professional Competence ◽  
Professional Competencies ◽  
Physical Culture ◽  
Physical Education Teacher ◽  
Creative Potential ◽  
Education Teacher ◽  
Key Indicators

The article considers the creative potential of a teacher as one of the key indicators of professional competence, and in particular a teacher of physical education. Further, the concept of "creative potential" is given and detailed and the professional competencies of the teacher of physical culture are presented. In addition, possible ways to develop the creative potential of the teacher were identified. In conclusion, the possible inclusion of creative options for solving professional pedagogical problems is presented.

scholarly journals Visión del profesorado de educación física de educación secundaria obligatoria en Andalucía sobre las actividades en el medio natural (Vision of physical education teachers in secondary education in Andalusia on outdoor activities)

Retos ◽  
2015 ◽  
pp. 9-15
Author(s):  
Jesús Sáez Padilla ◽  
José María Rodríguez López ◽  
Francisco Javier Giménez Fuentes-Guerra
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Formal Education ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Outdoor Activities ◽  
Education Teacher ◽  
Natural Vision ◽  
Methodological Rigor ◽  
The Subject

La opinión y participación del profesorado de Educación Física (EF) que imparte docencia en la Etapa de Educación Secundaria Obligatoria (ESO) en la comunidad andaluza, nos ha permitido investigar un bloque de contenido del currículo de esta materia. Venimos observando, desde el comienzo de nuestro trabajo, que las Actividades en el Medio Natural como bloque de contenido en la materia de EF interesan al profesorado, sin embargo, su desarrollo curricular en los centros andaluces en escaso. Desde el rigor metodológico, se ha llevado a cabo un análisis exhaustivo de la legislación, documentos e información relevante que conforman el marco teórico de la  investigación. A continuación se ha recogido, mediante cuestionarios y entrevistas, la opinión del profesorado de EF así como las aportaciones de expertos formadores/as en actividades en la naturaleza. Tras el análisis y discusión de los resultados se han planteado algunas mejoras junto a las perspectivas futuras relacionadas con la formación, el profesorado de EF de los IES andaluces y las actividades en el medio natural. A modo de ejemplo, la incorporación de forma progresiva de actividades formativas y educativas clásicas de la educación no formal como son: las acampadas y los campamentos.Palabra clave: Formación Profesorado, Currículo, Actividades en el Medio Natural y Educación Física.Abstract: The opinions and participation of physical education teacher who teaches in the Secondary Education in the andalusian community has allowed us to investigate a block content of the curriculum of the subject. We have been watching since the beginning of our work, the activities in the environment as a block of content on the subject of interest to teacher of physical education, however, curriculum development in schools in poor andalusians. From the methodological rigor, has conducted a comprehensive analysis of legislation, relevant documents and information that form the theoretical framework of research. The following has been collected through questionnaires and interviews, the views of physical education teachers and input from experts trainers in activities in the environment. After analysis and discussion of the results have raised some improvements with the future outlook related to training, physical education teacher in the Secondary Education in Andalucia and activities in the environment. For example, the incorporation of progressive form of classical training and education activities of non-formal education such as: camping and camps.Key words: Teacher Training, Curriculum, Outdoor Activities and Physical Education.

Dance in Physical Education: Experiences in Dance as Described by Physical Education Student Teachers

2012 ◽  
Vol 3 (1) ◽  
pp. 14-29
Author(s):  
Hilde Rustad
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Education Student ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Contact Improvisation ◽  
Dance Improvisation ◽  
The Subject

Abstract In Norway dance in school is mainly placed within the subject of physical education. This paper is based on a study conducted together with students in physical education teacher education. The main focus is to explore experiences in dance improvisation and contact improvisation as described by physical education student teachers. The study is influenced by phenomenological thinking. The analysis makes evident that the students experienced the subject of dance improvisation and contact improvisation in many different ways. Yet, how the student teachers express their experiences can be divided into the different roles of student-dancers experiencing dancing and student-teachers trying to decide whether what they do in the dance classes can be used in teaching in schools.

The Figure of Teacher Expected in Modern Physical Education

2016 ◽  
Vol 1 (1) ◽  
pp. 117-138
Author(s):  
Józef Węglarz
Keyword(s):  
Physical Education ◽  
The Body ◽  
Physical Culture ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Modern Education ◽  
The World

Modern education is meant to prepare comprehensively a person to live independently in specific social and cultural realities. A part of this versatility covers preparing the student to participate in physical culture in adulthood. It is a main goal of the process of physical education. To fulfil this purpose, it is necessary to equip the student with fixed beliefs about the need to care for his body and with skills to command it. These powers (axiological and technological ones) should be supported by extensive knowledge of the needs and possibilities of the body to such an extent that all activities relating to the body are rational. It is the task of physical education teacher who is supposed to introduce the student into the world of physical culture. The teacher is expected to be the student’s guide to the world of the body’s value.

scholarly journals ATTITUDES OF 15–16-YEAR-OLD PUPILS WITH A SUFFICIENT ACTIVITY LEVEL TOWARDS THE PHYSICAL EDUCATION TEACHER AND THEIR BEHAVIOUR

2017 ◽  
Vol 1 (104) ◽  
pp. 14-19
Author(s):  
Vida Ivaškienė ◽  
Asta Lileikienė ◽  
Gytė Levulienė ◽  
Vytautas Markevičius
Keyword(s):  
Physical Education ◽  
Teacher Characteristics ◽  
Physical Activities ◽  
Activity Level ◽  
Good Knowledge ◽  
Questionnaire Data ◽  
Physical Education Teacher ◽  
Physically Active ◽  
Education Teacher ◽  
The Subject

Background. As our society is subject to changes, knowledge about the learners’ attitudes towards a physical education teacher, their behaviour and characteristics can help to more effectively address the problems of physical education at school. The research hypothesis was raised in this article as follows: attitudes of 15–16-year-old pupils with a sufficient activity level towards a physical education teacher and their behaviour will differ with respect to gender: the male pupils’ approach will be more positive than that of female pupils. Research aim was to investigate the attitudes of 15–16-year-old pupils with a sufficient activity level towards a physical education teacher and their behaviour. Methods. The survey was conducted during physical education classes in Kaunas secondary schools in spring, 2015. The questionnaire survey was carried out. Questionnaire data of 300 sufficiently physically active pupils (150 boys and 150 girls) were analysed. Results. Both boys and girls indicated good knowledge of the subject, friendliness, communication with the group, taking into account pupils’ opinions as the most appealing characteristics of the physical education teacher. Both genders considered that the most unfavourable teacher characteristics were insisting on meeting physical standards, non-involvement in physical activities together with pupils in the classroom and disregarding pupils’ needs and wishes. More girls than boys (p < .05) did not appreciate the teacher’s non-communication with pupils, lack of dedication and making offensive comments. Conclusions. Both boys and girls pointed out that the most appealing traits of the physical education teacher’s characteristics were good knowledge of the subject, friendliness, communication with the group and taking into account pupils’ opinions. Girls appeared to be more demanding to the physical education teacher’s behaviour than boys.

scholarly journals TRAINING ORGANIZATION FOR PE TEACHERS TO FORM PUPILS’ HEALTHY LIFESTYLE THROUGH PHYSICAL EDUCATION

2021 ◽  
pp. 126-130
Author(s):  
T. DENYSOVETS ◽  
O. KVAK
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Well Being ◽  
Educational Process ◽  
Dynamic State ◽  
Physical Culture ◽  
Physical Education Teacher ◽  
Education Teacher

The article analyzes and substantiates that human health is the most important social value and is closely related to the fundamental right of the individual to physical, spiritual, social well-being in terms of maximum length of active life. We interpret health as a complex, holistic, multi-vector dynamic state that shows progress in the process of realization of genetic potential in the context of a particular social and ecological environment and allows a person to realize its important biological and social functions to varying degrees.Definitely, a healthy lifestyle of a future physical education teacher represents a system of formed theoretical skills and practical skills of daily behavior, the functional direction of which is to preserve and strengthen their own health in its various manifestations (physical, mental, moral, spiritual, social, professional), compliance important leading guidelines for the implementation of pedagogical activities, which is based on the organization of the educational process, taking into account the formation of health skills.The level of elaboration of the issue concerning the preparation of physical education teachers for the formation of a healthy lifestyle of student youth in the field of education is thoroughly analyzed. The essence of the concept of “healthy lifestyle” is revealed in detail, the peculiarities of its formation in schoolchildren of different age categories are characterized. The structure of readiness of the teacher of physical culture to the organization and introduction of health-preserving activity which leading components, in our opinion, are: motivational, cognitive, activity, improving, reflexive is defined. The basic levels of formation of readiness of the teacher of physical culture to the organization of healthpreserving activity - high, sufficient, basic, elementary are characterized.It is established that the readiness of a physical education teacher to organize health activities is the result of comprehensive preparation for the professional role of teacher, organizer, moderator of health, sports, sports and mass process in the institution, it is the ability to create health culture and healthy lifestyle of students and actively participate in creating a healthy educational environment of the educational institution.

scholarly journals Introduction of health-saving technologies in the process professional and pedagogical training specialists in physical culture and sports

2020 ◽  
Vol 1 (189) ◽  
pp. 174-179
Author(s):  
Tatyana Bryukhanova ◽  
Keyword(s):  
Physical Education ◽  
Professional Activity ◽  
Physical Culture ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Pedagogical Training ◽  
Concept Of Health ◽  
Modern Requirement ◽  
The University ◽  
Training Specialists

The problem of training specialists in physical culture and sports for professional activity using health-saving technologies is considered. Under human competence, teachers understand the specially structured knowledge, skills, abilities and attitudes that they acquire in the learning process. They allow a person to identify and solve, regardless of the context, problems specific to a particular field of activity. The essence of the concept of «health competence» of a physical education teacher is insufficiently researched, and therefore requires further scientific research. It is necessary to eliminate the contradiction between the modern requirement of society for the health-preserving competence of a physical education teacher and the insufficient theoretical-methodological and methodological-technological elaboration of the problem of its formation. Further our research provides to define essence, structure and the maintenance of health-preserving competence of the future teacher of physical culture, to substantiate organizational and pedagogical conditions and to develop methodical and technological aspect of its formation in the course of biological preparation. A physical education specialist must have methods for determining and evaluating the quantitative indicators of an individual's health and be able to use the most informative of them in practice. To do this, in our opinion, it is not necessary to include new disciplines or special courses in the curriculum. Appropriate adjustments should be made to the curricula of biological disciplines for students majoring in physical culture and sports at the university. Particular attention in this context is paid to physiology, because the study of the functions of body systems can be supplemented by methods of studying their functional state with the help of various biological samples.

scholarly journals Gênero, sexualidade e educação física: formação e prática docente

2020 ◽  
Vol 4 (3) ◽  
pp. 217
Author(s):  
Milena De Bem Zavanella Freitas ◽  
Osmar Moreira de Souza Junior
Keyword(s):  
Gender Differences ◽  
Physical Education ◽  
Education Program ◽  
Public University ◽  
Gender And Sexuality ◽  
Physical Education Teacher ◽  
Professional Qualification ◽  
Professional Performance ◽  
Education Teacher ◽  
The Subject

ResumoA Educação Física escolar é um meio cujas diferenças de gênero emergem de modo hierárquico, da mesma forma que a sexualidade se torna um problema. A capacidade do(a) docente para intervir sobre atitudes discriminatórias depende de uma formação que contribua para isso. Considerando a graduação um momento importante, esse trabalho tem os seguintes objetivos: analisar como o currículo do curso de Licenciatura em Educação Física de uma universidade pública aborda gênero e sexualidade; analisar de que forma docentes formados(as) por este currículo identificam seu impacto na atuação profissional. Os dados foram obtidos por meio do Projeto Pedagógico, das disciplinas e de entrevistas com docentes formados(as) pelo currículo. Concluímos que a abordagem do curso não é suficiente na preparação de docentes quando o assunto é gênero e sexualidade. Portanto, são apresentadas sugestões para que conhecimentos obtidos na graduação tenham maior proximidade com os desafios da educação formal.Palavras-chave: Gênero. Sexualidade. Formação Profissional. Educação Física Escolar.Gender, sexuality and physical education: teacher training and practiceAbstractPhysical Education is a way whose gender differences emerge hierarchically, in the same way that sexuality becomes a problem. The ability of the teacher to intervene on discriminatory attitudes depends on the training that contributes to this. Considering graduation an important moment, this work has the following objectives: to analyze how the curriculum of the Physical Education program at a public university addresses gender and sexuality; analyze how teachers trained by this curriculum identify their impact on professional performance. The data were obtained through the Pedagogical Project, the subjects and interviews with teachers trained by the curriculum. We conclude that the course approach is not sufficient in the preparation of teachers when the subject is gender and sexuality. Therefore, suggestions are made for knowledge obtained in undergraduate courses to be closer to the challenges of formal education.Keywords: Gender. Sexuality. Professional Qualification. Physical Education.Género, sexualidad y educación física: formación y práctica docenteResumenLa educación física escolar es un medio en el cual las diferencias de género surgen jerárquicamente, de la misma manera que la sexualidad se convierte en un problema. La capacidad del maestro para intervenir en actitudes discriminatorias depende de la capacitación que contribuya a eso. Considerando la graduación como un momento importante, este trabajo tiene los siguientes objetivos: analizar cómo el plan de estudios del curso de Educación Física en una universidad pública aborda el género y la sexualidad; Analizar cómo los maestros capacitados por este plan de estudios identifican su impacto en el desempeño profesional. Los datos se obtuvieron a través del Proyecto Pedagógico, las asignaturas y entrevistas con docentes formados por el currículum. Concluimos que el enfoque del curso no es suficiente en la preparación de los maestros cuando la temática es género y sexualidad. Por lo tanto, se hacen sugerencias para que el conocimiento obtenido en los cursos de pregrado se acerque más a los desafíos de la educación formal.Palabras clave: Género. Sexualidad. Formación Profesional. Educación Física Escolar.

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