scholarly journals THESAURUS MODELLING OF ENGLISH TERMINOLOGY OF SPORT (SEMANTIC FIELD “FOOTBALL”)

2021 ◽  
pp. 25-30
Author(s):  
Ирина Игоревна Жучкова
Keyword(s):  
Physical Education ◽  
Vocational Training ◽  
English Language ◽  
Semantic Relations ◽  
Physical Education Teachers ◽  
Semantic Field ◽  
Russian People ◽  
Semiotic Theory ◽  
The Way

Обнаружено, что в спортивном дискурсе англоязычных стран существуют специализированные понятия, которые не совпадают полностью по значению с русскими терминами. Это приводит к сложностям, которые препятствуют пониманию и правильному использованию спортивной терминологии. Цель проводимого исследования заключается в систематизации англоязычной футбольной терминологии с помощью тезаурусного подхода, предполагающего конструирование семантических полей и выявление информационно-семиотической природы изучаемой терминологии. В первой части работы подробно описывается методика конструирования тезауруса английской спортивной терминологии и обосновывается выбор информационно-семиотического подхода в качестве основы исследования. Во второй части исследования конструируется семантическое поле «Football» с наглядной схемой семантических отношений. Исследование показало, что в футбольном дискурсе не существует изолированных понятий, все исследуемые термины связаны друг с другом сетью иерархических, синонимических, вариативных и ассоциативных отношений. Более того, выявление информационно-семиотической природы английской футбольной терминологии не только способствовало разграничению нюансов в значении спортивных терминов, но и позволило наглядно проиллюстрировать связь терминов внутри поля посредством построения схем. Полученные результаты могут быть использованы в процессе профессиональной подготовки специалистов-лингвистов, учителей физической культуры, а также спортсменов, изучающих английский язык. Within the English discourse of sport there are many special concepts that do not coincide in meaning with Russian terms. As a result, Russian people learning the English language do not understand the meaning of English sports terms and are confused in their use. The current research is aimed at systematizing English discourse of sport, and namely its football terminology, and revealing the semiotic structure of terms within it via thesaurus modelling of terms related to this discourse. In the first part of the work there is a description of the way the English thesaurus of sports terms was constructed. In addition, the author explains why the semiotic theory was chosen as the basis for this research. In the second part of the work the author presented a semantic field for the term football with a visual scheme of semantic relations. The research showed that there are no isolated terms in football discourse and all terms are connected with each other through hierarchic, synonymic, variance and associative relations. Moreover, systematizing terms via the thesaurus approach could help not only differenciate the nuances in meaning of sports terms but also illustrate the relations among these terms due to the constructed schemes. The achieved results can be used for the vocational training of students majoring in linguistics, sports, and Physical Education teachers.

scholarly journals PHYSICAL EDUCATION TEACHER AS A REFLECTIVE PRACTITIONER STUDYING AT A SPORTS UNIVERSITY

2017 ◽  
Vol 2 (10) ◽  
pp. 1-8
Author(s):  
Laura Tumynaitė
Keyword(s):  
Physical Education ◽  
Vocational Training ◽  
Opportunity To Learn ◽  
Physical Education Teachers ◽  
Teaching Model ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Training Tool ◽  
European Dimension ◽  
Theoretical Assumptions

Research background.With the rapid advancement and changes in students’ generation, the societyneeds improvements in the process of the preparing physical education teachers. The process of the preparationrequires the development of a practically, individually, creatively,critically minded physical education teachercapable of active and independent problem solving in practice. The article focuses on the process of preparationand improvement of the curriculum for physical education teachers in Lithuania. The aim of the article is toupdate and compare a new European dimension–a reflective teaching model that encourages the analysis ofpast activities and the construction of new activities.The aim of the researchwasto reveal theoretical assumptions about the application of the reflectivemodel in the training of physical education teachers atasports university.Conclusionsandperspectives:It is important to reform the academic and practical content of studiesby creating reflexive physical education teacher training, creating conditions for the reflection of personal andprofessional identity, developing and integrating reflective model approaches into the content of studies,developing teacher competencies, developing reflective analysis and cooperation and interaction with studentsin the areas of knowledge, skills and valuables. The reflective model in vocational training of specialists in thework of physical educationteacherscreates conditions for the development of changes and the search foralternative ways to attract students to enjoy physical activity and fulfill the goal of physical education–to bephysically active not only within the school, but also outside it. This goal is developed at a universitywhereuniversality is particularly emphasized.The argument for the purpose of physicaleducationis part of the research as a training tool for thetraining of physical education teachers. A combination of practicalwork and research is necessaryas it givesthe educators the opportunity to learn themselves to understand their knowledge and maintain opinions.Itwould also help improve the sometimes extremely good status of the teacher of physical education and enhancethe knowledge of the work of a physical education teacher in the practice of professional work.

Novice and Experienced Children’s Physical Education Teachers: Insights into Their Situational Decision Making

1993 ◽  
Vol 12 (2) ◽  
pp. 197-214 ◽  
Author(s):  
George Graham ◽  
Mark Manross ◽  
Christine Hopple ◽  
Tom Sitzman
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Teacher Educators ◽  
Physical Education Teachers ◽  
University Courses ◽  
Child Centered ◽  
Field Notes ◽  
The Way

In recent years several studies have compared experienced and inexperienced teachers as they teach the same topics to similar groups of children or perform the same planning or observation tasks. This study compares the way 3 novice (NT) and 3 experienced (ET) teachers teach the same content (dribbling) to the same intact classes of children (Grades 3-5). Interviews, field notes, and document analyses were employed to determine how these 6 teachers varied in their planning and teaching. The NTs tended to be more subject-centered. They relied on textbooks and university courses to develop an extensive progression of tasks to present to classes. The lessons of the ETs, in contrast, were more child-centered and tailored to a particular class. The NTs, who tended to be unsure which tasks would succeed, presented more tasks. The ETs, who knew which tasks would be appropriate, devoted more time to fewer tasks and provided a higher percentage of learning cues. The results will be of particular interest to teacher educators; the implications are discussed in the concluding section.

scholarly journals PROFESSIONAL PREPARATION FOR FUTURE TEACHERS OF PHYSICAL CULTURE AT FITNESS FOR SPORTS AND PEDAGOGICAL IMPROVEMENT

2018 ◽  
Vol 64 ◽  
Author(s):  
V.А. Вabalich
Keyword(s):  
Physical Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Preparation ◽  
Physical Education Teachers ◽  
Physical Culture ◽  
Future Teachers ◽  
Level Of Training ◽  
Step Algorithm

The level of training for future teachers of physical education should be in line with the current requirements of a comprehensive school, this necessity prompts us to find ways to increase the efficiency and quality of their professional development. The article presents the methodology and results of the experiment, aimed at increasing the professional training of physical education teachers at sports-and-pedagogical improvement classes (volleyball). A step-by-step algorithm of actions is developed, which shows ways of formation of knowledge, skills and abilities. The components of the content of vocational training, which determined the effectiveness of the introduced methodology, were revealed. The study envisaged increasing attention to interdisciplinary integration in order to improve the quality of theoretical knowledge, practical skills for the preparation of a competent, competitive expert in physical education and sport.

scholarly journals THE EFFECT OF DRAMA IN EDUCATION TOWARDS THE SUBJECT OF PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nick Mavroudis
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Drama In Education ◽  
Educational Method ◽  
Comprehensive Development ◽  
The Subject ◽  
The Way

This article aims to fill the bibliographic gap concerning the way physical education teachers may apply drama in education in elementary schools. Drama in education is an educational method which, based on movement, speech and expression, aims at the comprehensive development of a child. The application of its techniques may provide new dimensions and perspectives to the teaching of physical education in elementary school. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

‘It's just the way it is…’ or not? How physical education teachers categorise and normalise differences

2012 ◽  
Vol 24 (7) ◽  
pp. 783-798 ◽  
Author(s):  
Noortje van Amsterdam ◽  
Annelies Knoppers ◽  
Inge Claringbould ◽  
Marian Jongmans
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
The Way

scholarly journals INNOVATIVE METHODS OF EDUCATION AS A BASIS FOR HIGH-QUALITY VOCATIONAL TRAINING OF PHYSICAL EDUCATION TEACHERS

2019 ◽  
pp. 222-230
Author(s):  
Olena Otravenko
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Teaching Methods ◽  
Vocational Training ◽  
Educational Institutions ◽  
Physical Education Teachers ◽  
Higher Educational Institutions ◽  
Innovative Methods ◽  
Higher Educational

The article is focused on the implementation of innovative teaching methods for the quality improvement of vocational training of future physical education specialists, creation of conditions for productive creative professional activities and harmonious development of the individual and provision of opportunities for the creative use of the newest teaching methods in the information and educational space of higher educational institutions. The quality of training of future physical education teachers in higher educational institutions is a system-integral unity of its procedural and productive characteristics, which is characterized by professional and personal development of future specialists who are competitive and able to understand the valuesemantic context of educational activity, increase creative potential, find non-standard solutions for vocational and educational tasks as well as capable of vocational self-determination and self-realization. The article deals with the description of teaching methods: contextual, gaming, problem-based, modular, full knowledge acquisition and distance learning. Teachers have been using more frequently active and interactive methods like case-methods, brainstorming, and training as the forms of educational work. Students regularly perform practical and creative tasks; a large number of seminars are held in the form of discussions, business games and master classes. The expansion of innovative processes in the educational space of the institution of higher education has become a significant driving factor for the formation of new mechanisms for vocational training and the creation of an internal system of education quality that contains the development if innovative methods, processes and resources presented in organizational and regulatory documents, various procedures for controlling the quality of vocational training of applicants and the main activities of the institution of higher education.

scholarly journals Escola x tecnologia: reflexões sobre a formação de professores de educação física

2020 ◽  
Vol 18 (1) ◽  
pp. 17-22
Author(s):  
Géssyca Tolomeu Oliveira ◽  
Beatriz Leite Mazzi ◽  
Bruno Ocelli Ungheri ◽  
Priscila Augusta Ferreira Campos ◽  
Renato Melo Ferreira
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Selection Criteria ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Cognitive Changes ◽  
Traditional School ◽  
Education Degree ◽  
Mu Method ◽  
The Way

INTRODUÇÃO: Na educação, os meios de comunicação de massa trouxeram mudanças e possibilidades significativas, como as mudanças cognitivas, resultando num confronto entre a forma que se aprende na escola tradicional e a forma como se aprende mediado pelas novas tecnologias de comunicação. OBJETIVO: Analisar se os alunos da graduação do curso de Educação Física Licenciatura da Universidade Federal de Ouro Preto sentem-se preparados para trabalhar com a tecnologia em suas aulas. MÉTODOS: Foram selecionados randomicamente alunos do primeiro, quinto e oitavo períodos, o critério de seleção foi alunos que estivessem cursando as disciplinas disponibilizadas para seus respectivos períodos. Foi analisado, através de entrevista, a opinião de nove alunos. A entrevista teve um total de três perguntas principais e abrangeu assuntos da atualidade e aqueles já estudados na matriz curricular do curso. A análise dos dados foi conduzida de acordo com a seguinte sequência: transcrição, organização e interpretação (classificação e organização). As gravações foram transcritas por meio de digitação em um computador. A classificação e organização das informações foi feita através do método Meaning Unit (MU). RESULTADOS: Os achados da pesquisa apontam que, sob a perspectiva discente, existe um volume reduzido de encargos didáticos que se valem dos recursos tecnológicos como ferramentas pedagógicas. Isso pode demonstrar limites no grau de sistematização da referida temática nos conteúdos trabalhados durante o curso e, consequentemente, na percepção dos alunos e alunas acerca de seu preparo para atuação na Educação Física Escolar. CONCLUSÃO: Conclui-se que os alunos do curso de Educação Física da Universidade Federal de Ouro Preto não se sentem preparados para trabalhar com a tecnologia na escola. ABSTRACT. School x technology: reflections about formation of physical education teachers. BACKGROUND: In education, the mass media brought changes and significant possibilities, such as cognitive changes, resulting in a confrontation between the way that you learn in traditional school and the way that you learn mediated by new communication technologies. OBJECTIVE: To analyze if the undergraduate students of Physical Education Degree from Federal University of Ouro Preto feel prepared to work with the technology in their classes. METHODS: Students from the first, fifth and eighth periods were randomly selected; the selection criteria were students who were studying the subjects available for their respective periods. It was analyzed, through an interview, the opinion of nine students. The interview had a total of three main questions and covered topics of the present time and those already studied in the curricular matrix of the course. Data analysis was conducted according to the following sequence: transcription, organization and interpretation (classification and organization). The recordings were transcribed by typing on a computer. The classification and organization of the information was done through the Meaning Unit (MU) method. RESULTS: Analyzes of these transcriptions initially totaled 117 MUs and, after a concordance analysis between the three evaluators with experience in qualitative research, with the objective of categorizing each MU in a pre-defined category, resulted in 77 MUs, being some used in the present study. CONCLUSION: It is concluded that the students of the Physical Education course from Federal University of Ouro Preto do not feel prepared to work with the technology in their classes.

scholarly journals ¿Jugamos al Súper Mario Bros? Descripción de una experiencia gamificada en la formación del profesorado de Educación Física (Will we play Super Mario Bros? Description of a gamified experience in the training of Physical Education teachers)

Retos ◽  
2019 ◽  
pp. 529-534
Author(s):  
Gonzalo Flores Aguilar
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Degree Program ◽  
Physical Education Teachers ◽  
Basic Characteristics ◽  
The Way

De cara a aumentar e impulsar la presencia de las metodologías activas en la enseñanza de la Educación Física, en este artículo se describen las características básicas de una experiencia gamificada denominada “Súper Mario Bros”, que ha sido desarrollada y aplicada durante el curso 2017/2018 en una de las asignaturas del Grado de Ciencias de la Actividad Física y del Deporte (CAFE). Además de detallar los “ingredientes clave” de los que se compone la gamificación, y la manera en la que el docente los incorpora en su experiencia, aquí se presentan un conjunto de reflexiones sobre diversos aspectos a tener en cuenta en cada uno de dichos ingredientes. En definitiva, con este trabajo se quiere difundir la manera en la que se puede gamificar una asignatura, a partir de una experiencia real y exitosa, que puede servir como modelo inspirador para el profesorado interesado. Abstract. In order to increase and promote the presence of active methodologies in the teaching of Physical Education, this article describes the basic characteristics of a gamified experienced called "Super Mario Bros", which has been developed and implemented during the course 2017/2018 in one of the subjects of the Degree program in Sciences of Physical Activity and Sports (CAFE). In addition to detailing the "key ingredients" which gamification is composed of, and the way teachers incorporate them into their projects, here are a set of reflections on various aspects to consider in each of those ingredients. In short, this work aims to disseminate the way in which a subject can be gamified, based on a real and successful experience, which can serve as an inspiring model for interested teachers.

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