scholarly journals Análisis filosófico sobre el currículum de Educación Física en Chile (Philosophical analysis of the Physical Education curriculum in Chile)

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 605-614
Author(s):  
Felipe Nicolás Mujica Johnson
Keyword(s):  
Physical Education ◽  
School Context ◽  
Education Curriculum ◽  
Philosophical Perspective ◽  
Passive Learning ◽  
Theoretical Perspectives ◽  
Teachers And Students ◽  
The Subject ◽  
Cultural Positioning ◽  
Sobre Todo

  La Educación Física moderna surge con la fundamentación de la filosofía moderna, en la cual destaca la corriente racionalista y positivista. De este modo, las primeras bases curriculares se desarrollaron con el enfoque conductista de la pedagogía por objetivos, orientado por la estandarización, la univocidad ideológica, la mirada objetivista de la corporalidad, la reproducción de contenidos didácticos, el aprendizaje pasivo, la rigidez, el discurso de neutralidad y la obsesión por la eficacia. Después de varias décadas de aquella perspectiva surgieron en el mundo y, sobre todo, en Europa, perspectivas teóricas que propusieron bases filosóficas posmodernas. Orientadas por la relatividad, la pluralidad ideológica, la mirada subjetiva de la corporalidad, la flexibilidad, la contextualización, el posicionamiento histórico-cultural y el aprendizaje activo. Aquella mirada posmoderna no estaría muy reflejada en el contexto escolar chileno, de modo que este ensayo se propuso analizar desde la perspectiva filosófica algunos aspectos problemáticos que existirían en torno al currículum de Educación Física escolar en Chile. Los resultados del análisis muestran tres aspectos curriculares conflictivos, asociados al SIMCE de Educación Física, al enfoque orientado a la salud que propone el nuevo nombre de la asignatura y al diferente paradigma curricular entre la formación inicial docente con la realidad escolar. Este conocimiento refleja que existen importantes desafíos curriculares en torno a la asignatura y el contexto estudiado, sobre todo, para integrar los nuevos saberes contemporáneos. Aquello también exige un amplio debate en torno a la materia y una amplia participación del profesorado como del alumnado.  Abstract. Modern Physical Education arises with the foundation of modern philosophy, in which the rationalist and positivist current stands out. Thus, the first curricular bases were developed with the behaviorist approach of pedagogy by objectives, oriented by standardization, ideological univocity, the objectivist view of corporeality, the reproduction of didactic contents, passive learning, rigidity, the discourse of neutrality and the obsession with efficiency. After several decades of that perspective, theoretical perspectives emerged in the world, especially in Europe, that proposed postmodern philosophical bases. Oriented by relativity, ideological plurality, the subjective view of corporeality, flexibility, contextualization, historical-cultural positioning and active learning. That postmodern look would not be very much reflected in the Chilean school context, so this essay was proposed to analyze from a philosophical perspective some problematic aspects that would exist around the school Physical Education curriculum in Chile. The results of the analysis show three conflicting curricular aspects, associated with the SIMCE of Physical Education, the health-oriented approach proposed by the new name of the subject and the different curricular paradigm between initial teacher training and school reality. This knowledge reflects that there are important curricular challenges around the subject and the context studied, above all, to integrate new contemporary knowledge. This also requires a broad debate on the subject and a wide participation of both teachers and students.

scholarly journals Una historia de la enseñanza de la natación en la Educación Física vista a través de los currículos reales de los profesores de campo en Francia

2018 ◽  
Vol 2 (3) ◽  
pp. 3-12
Author(s):  
Emmanuel Auvray
Keyword(s):  
Physical Education ◽  
Local Level ◽  
National Level ◽  
Historical Research ◽  
Education Curriculum ◽  
Educational Levels ◽  
Palabras Clave ◽  
History Of ◽  
The Subject ◽  
Structured Questionnaire

Antecedentes: En educación fïsica, como en otras materias, son conocidos y aplicados los estudios de personas de relevancia nacional e internacional. Sin embargo, los docentes anónimos, que en definitiva son los que aplican el currículo y le dan un carácter real, tienen mucho que decir en este sentido. La inclusión de la natación dentro de la materia de educación física ha sufrido una gran evolución a lo largo de los años, y son los profesores de campo los que más tienen que aportar al respecto.Objetivos: El propósito de este estudio fue dar cuenta de una investigación histórica sobre la evolución, según una población de profesores de educación física anónimos, de prácticas educativas escolares relacionadas con la natación en Educación Secundaria (Bachillerato, Educación Secundaria Obligatoria) durante la segunda mitad del siglo XX.Método: Se ha llevado a cabo una encuesta por cuestionario semiestructurado, completado con los testimonios escritos, y los registrosimpresos privados y semi-oficiales, donde han participado un total de 158 profesores de diferentes niveles educativos pertenecientes a 25 academinas educativas.Resultados: Se desprende de este estudio una periodización constituida en tres periodos: una natación utilitaria (1945-1959), una natación a la sombra de la natación deportiva federativa (1960-1986), y una natación que gira sobre ella misma (1987-2000). Además, a nivel local, existe una diversidad relativa de currículos reales, que sin embargo siguen estando basados en los currículos nacionales formales de educación física.Conclusiones: Concretamente, la disparidad curricular (real-oficial) parece estar relacionada con un conjunto de variables que dependen a nivel macro de los diferentes recorridos biográficos personales y profesionales de los profesores de campo; a nivel meso a los contextos educativos locales; y a nivel micro a la evolución en la identidad de la educación física y discursos sobre la pedagogía y la didáctica de la natación. Esta disparidad real nos hace cuestionarnos la democratización efectiva de la educación física a nivel nacional frente al lema de la República francesa "libertad, igualdad y fraternidad”.Palabras clave: Natación, historia, educación física y deportiva, curriculum y prácticas pedagógicas.Title: A history of the teaching of swimming in France in physical education seen through the real curricules of field teachersAbstractBackground: In physical education as in other subjects, the studies of people of national and international relevance are known and applied.However, anonymous teachers, who are ultimately those who apply the curriculum and give it a real character, have much to say in thisregard. The inclusion of swimming within the subject of physical education has undergone a great evolution over the years, and fieldteachers are the ones who have to contribute the most.Objectives: The purpose of this study is to account for a historical research on the evolution, according to a population of anonymousphysical education teachers, of school educational practices related to swimming in Secondary Education (Baccalaureate, CompulsorySecondary Education) in 25 academies, during the second half of the 20th century.Method: A survey was carried out by semi-structured questionnaire, completed with written testimonies, and private and semi-officialprinted records, where a total of 158 teachers of different educational levels belonging to 25 educational academinas participated.Results: Results: it is clear from this study a periodization constituted in three periods: a swimming of survival (1945-1959), a swimming inthe shadow of the federative sports swimming (1960-1986), and a swimming that turns on itself (1987 -2000). In addition, at the local level,there is a relative diversity of real curricula, which nonetheless continue to be based on formal national physical education curricula.Conclusions: Specifically, the curricular disparity (real-official) seems to be related to a set of variables that depend at the macro level of thedifferent personal and professional biographical paths of the field teachers; at a meso level to local educational contexts; and at the microlevel, the evolution in the identity of Physical Education and discourses on pedagogy and the didactic of swimming. This real disparity makesus question the effective democratization of physical education at the national level against the motto of the French Republic "freedom,equality and fraternity".Keywords: Swimming, history, physical and sports education, curriculum and pedagogical practices.Titulo: Uma história do ensino da natação na França na educação física visto através dos curriculos reais de professores de campoResumoAntecedentes: Na educação física, como em outros assuntos, são conhecidos e aplicados os estudos de pessoas de relevância nacional einternacional. No entanto, professores anônimos, que são, finalmente, aqueles que aplicam o currículo e dão um caráter real, têm muito adizer a este respeito. A inclusão da natação no sujeito da educação física sofreu uma ótima evolução ao longo dos anos, e professores decampo são os que têm de contribuir mais.Objetivos: O objetivo deste estudo é explicar uma pesquisa histórica sobre a evolução, de acordo com uma população de professoresanônimos de educação física, de práticas educacionais escolares relacionadas à natação em Ensino Secundário (Bacharelado em EnsinoSecundário Obrigatório) em 25 academias, durante a segunda metade do século XX.Método: uma pesquisa foi realizada por questionário semi-estruturado, completo com testemunhos escritos e registros impressos privadose semi-oficiais, onde participaram 158 professores de diferentes níveis educacionais pertencentes a 25 academias educacionais.Resultados: é claro a partir deste estudo uma periodização constituída em três períodos: um nado de sobrevivência (1945-1959), umanatação à sombra da natação desportiva federativa (1960-1986) e uma natação que gira sobre si mesma (1987 -2000). Além disso, a nívellocal, há uma diversidade relativa de currículos reais, que, no entanto, continuam a ser baseados em currículos nacionais formais deeducação física.Conclusões: especificamente, a disparidade curricular (real-oficial) parece estar relacionada a um conjunto de variáveis que dependem donível macro dos diferentes caminhos biográficos pessoais e profissionais dos professores de campo; em um nível meso para contextoseducacionais locais; e no nível micro, a evolução na identidade da Educação Física e os discursos sobre pedagogia e a didática da natação.Essa disparidade real nos faz questionar a democratização efetiva da educação física a nível nacional diante do lema da República Francesa"liberdade, igualdade e fraternidade".Palavras-chave: natação, história, educação física e esportiva, currículo e práticas pedagógicas.

scholarly journals Principal’s Leadership In Developing The Competencies Of Physical Education Teachers In Muhammadiyah Nitikan Elementary School Yogyakarta

KINESTETIK ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 35-46
Author(s):  
Arifin Arifin ◽  
Enung Hasanah
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Qualitative Method ◽  
Work Group ◽  
Leadership Role ◽  
Physical Education Teachers ◽  
Teacher Skills ◽  
Teachers And Students ◽  
Teacher Work ◽  
The Subject

This study explores the principal's leadership role in developing Muhammadiyah Nitikan Yogyakarta Elementary School's physical education teacher's competencies. The researchers used a qualitative method in the research. The researchers collected the data through collecting data from observations, interviews, and documentation. The sample is determined through purposive sampling. The number of participants in this study amounted to 10 respondents. The sample consisted of principals, curriculum time, arts and talent lecturers, physical education teachers, and students. This study concluded that the principal had made full efforts by enforcing programs and activities to develop physical education (PE) teachers' competencies at Muhammadiyah Nitikan Yogyakarta Elementary School to teach physical education effectively and master learning materials. Programs enforced to improve the competencies of physical education teachers namely as follows: 1) planning for developing the competence of PE teachers by following the Teacher Work Group (KKG) and the Subject Teacher Deliberation (MGMP); 2) Mapping the competence of teacher skills through competency tests and writing scientific articles or enforcing classroom action research (PTK); 3) Giving opportunities for PE teachers to attend sports training and seminars; 4) Direct coaching by the principal.

scholarly journals Fear or freedom? Visually impaired students’ ambivalent perspectives on physical education

2020 ◽  
pp. 026461962096181
Author(s):  
Sebastian Ruin ◽  
Martin Giese ◽  
Justin A Haegele
Keyword(s):  
Physical Education ◽  
Visually Impaired ◽  
Healthy Lifestyle ◽  
School Context ◽  
School Setting ◽  
The Body ◽  
Blind And Visually Impaired ◽  
The Subject ◽  
Visually Impaired Students ◽  
The Relationship

With a growing interest in sport, fitness, and a healthy lifestyle, bodily practices are increasing in importance in our society. In the school context, physical education (PE) is the subject where these practices play a central role. But, the German language discourse shows in an exemplary manner that inherent body-related social normality requirements are articulated in didactic traditions and curricular requirements, and that these normality requirements have exclusionary potential for those students who do not fit into the norms. Against this background, this article seeks to understand children with visual impairments’ (CWVI’s) individual constructions of PE in a school specialized for CWVI in Germany. This interview study with eight CWVI focused on individual opportunities and challenges concerning central aspects in PE. The findings show that the CWVI draw ambivalent perspectives on PE that range from existential fears (e.g., fears of heights) to feeling free in working off energy. These aspects especially gain importance in connection to the body, when the general wish to learn and experience with the body seems to be disturbed by normality requirements – like doing certain movements in a pre-defined way – which lead to existential challenges for the CWVI. Further, the relationship between blind and visually impaired students in PE seems ambivalent. Within this special school setting, the segregation according to the external differentiation in “handicapped” and “non-handicapped” somehow leads to a kind of subsegregation at the blind and visually impaired school.

scholarly journals Issues Affecting Selection and Evaluation of ESP Teaching Materials

2018 ◽  
Vol 7 (02) ◽  
pp. 210-218
Author(s):  
Magda Pašalić ◽  
Bisera Plančić
Keyword(s):  
Tertiary Education ◽  
English For Specific Purposes ◽  
Design Evaluation ◽  
Teaching Materials ◽  
Theoretical Perspectives ◽  
Teachers And Students ◽  
The Subject ◽  
Evaluation Of Teaching ◽  
Maritime English ◽  
Evaluation Techniques

The paper will point out a range of obstacles and challenges English lecturers encounter when teaching English for Specific purposes (ESP) and when deciding which course book and teaching materials would best suit their students in tertiary education. Other issues relating to ESP will also be considered such as what exactly ESP means, main characteristics of ESP courses, their teachers and students. This paper will also include analysis of actions that need to be taken in the evaluation of ESP materials as suggested by various authors on the subject. There will be an example of the specific requirements of teaching materials in Maritime English and their evaluation. The aim is to give an overview of theoretical perspectives and methodologies for the evaluation of teaching materials and to encourage ESP teachers to design evaluation techniques for their type of ESP course.

scholarly journals Reconstruyendo la materia de Didáctica de la Educación Física desde la perspectiva autobiográfica del alumnado (Reconstructing the subject of Didactics of Physical Education from students’ autobiographical perspective)

Retos ◽  
2019 ◽  
pp. 628-633
Author(s):  
Raúl Eirín-Nemiña
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
School Context ◽  
Naturalistic Inquiry ◽  
Future Teachers ◽  
Inquiry Approach ◽  
Autobiographical Texts ◽  
The Subject ◽  
Educación Primaria ◽  
Positive Memories

El propósito de este artículo es el de investigar las experiencias y recuerdos de las clases de Educación Física (EF) que tienen los alumnos y alumnas de la materia de Didáctica de la EF del grado de de maestro de la USC. Se ha hecho analizando el discurso que presentan los estudiantes de la materia, apoyándose en la teoría de la memoria autobiográfica, mediante textos autobiográficos de sus recuerdos de la EF escolar. Los participantes han sido 60 alumnos (47 mujeres y 13 hombres) de la materia Didáctica de la EF, de la titulación de Grado en Maestro de la USC. Para acceder a sus autobiografías se han usado relatos elaborados de sus recuerdos escolares. El análisis de los datos se ha usado desde un enfoque de indagación naturalista (Lincoln & Guba, 1985) a través de la lectura reiterada de los textos elaborados por los alumnos, identificando temas recurrentes y patrones que dan como resultado el establecimiento de categorías provisionales que, una vez decantadas, conforman los temas centrales y el contenido del discurso que expresan los textos. Estos se agrupan en torno a recuerdos agradables y positivos, memorias negativas e influencias del profesor. Estas concepciones que traen los futuros docentes sirven como contexto para confrontarlos con una idea de EF escolar que rompa estos estereotipos. Apoyada en una idea de EF inclusiva e integradora, favorecemos la adquisición de un espíritu crítico para que, como futuros docentes de educación primaria, construyan sus propios significados de la EF en la escuela y en su identidad profesional.Abstract. The purpose of this article is to investigate experiences and memories of Physical Education classes (PE) of students from the subject of Didactics of PE of the degree in Primary Education of USC. This has been done by analyzing the discourse presented by students of the subject, relying on the theory of autobiographical memory, through autobiographical texts of their memories of school PE. Participants were 60 students (47 women and 13 men) of the subject in Didactics of PE. To access their autobiographies, written accounts of their school memories were used. Data analysis was carried out from a naturalistic inquiry approach (Lincoln & Guba, 1985) through repeated readings of the texts written by the students, identifying recurring themes and patterns that result in the establishment of provisional categories that, once settled, constituted the central themes and contents of the discourse expressed in the texts. These are grouped around pleasant and positive memories, negative memories and teachers’ influences. These conceptions that future teachers bring serve as a context to confront them with an idea of school PE that breaks these stereotypes. Based on an inclusive and integrative idea of PE, we favour the acquisition of a critical spirit so that students, as future teachers of primary education, construct their own meanings of PE within the school context and in their professional identity.

scholarly journals Los valores literarios en las enseñanzas de régimen general. El caso de la Ley de Educación de Andalucía

2017 ◽  
Vol 21 (4) ◽  
pp. 337-358
Author(s):  
Elia Saneleuterio ◽  
Rocío López-García-Torres
Keyword(s):  
21St Century ◽  
Scientific Community ◽  
School Context ◽  
Educational Approach ◽  
Literary Education ◽  
The Subject ◽  
Set Up ◽  
The Aesthetic ◽  
Aesthetic Values ◽  
Sobre Todo

Resumen:Nuestro estudio parte de un planteamiento educativo integral, donde todas las dimensiones de la persona, así como los valores que se relacionan con ellas, deben ser potenciadas, y en concreto las que se derivan de la concepción humana que propone el profesor Gervilla (2008, p. 64): “animal de inteligencia emocional, singular y libre en sus decisiones, de naturaleza abierta o relacional, en el espacio y en el tiempo”.Siendo esenciales los valores estéticos en relación con esta dimensión, resulta evidente que la educación literaria supone un aspecto fundamental en la formación del alumnado, sobre todo teniendo en cuenta su papel en el desarrollo de la creatividad, clave de la educación del mañana para pedagogos como Gerver o Robinson, responsables de las teorías más innovadoras del siglo XXI, cuyo desarrollo ha obtenido gran acogida entre la comunidad científica. La capacidad para crear y disfrutar de la belleza puede ser abordada también desde diversas disciplinas facilitadoras de valores estéticos, si bien estimamos que la literatura se erige en un medio privilegiado en el contexto escolar, al basarse en el lenguaje y en la comunicación verbal.Dadas estas consideraciones, puede afirmarse que la atención a los valores literarios, como parte de la formación de la creatividad, debe ser convenientemente considerada en la legislación vigente.Así pues, nuestra investigación se completa con un análisis axiológico de una realidad legislativa concreta, la andaluza, que nos lleva a concluir que los valores literarios no están suficientemente contenidos en ella, por lo que consideramos que dicha carencia debería ser objeto de reflexión y subsanación en próximas revisiones normativas.Our study is based on a comprehensive educational approach in which all the dimensions of a person, as well as the values related to them, must be strengthened, especially those concrete dimensions as proposed by Professor Gervilla (2008, p. 64): “animal de inteligencia emocional, singular y libre en sus decisiones, de naturaleza abierta o relacional, en el espacio y en el tiempo”.Because the aesthetic values are essential in relation to this dimension, it becomes quite evident that literary education plays a fundamental role in student formation, especially when one takes into account its role in the development of creativity. Creativity is the key for tomorrow’s education according to pedagogues such as Gerver or Robinson who are responsible for the 21st century´s most innovative theories, and the development of the latter has been well received among the scientific community. The ability to create and enjoy beauty can also be addressed from various guiding disciplines of aesthetic values if we perceive that literature is set up as a privileged means in the school context in relation to language and verbal communication.Given these circumstances, it can be argued that attention to literary values, as part of the formation of creativity, must be properly considered in the current legislation.Therefore, our research is completed with an axiological analysis of a concrete legislative reality, the Andalusian, which leads us to conclude that literary values are not sufficiently contained therein, and we believe that this deficiency should be the subject of reflection and correction in future regulatory reviews.

scholarly journals Ethical concepts in the seventh grade physical education curriculum in Jordan: المفاهيم الأخلاقية في منهاج التربية الرياضية للصف السابع في الأردن

2021 ◽  
Vol 5 (46) ◽  
pp. 90-81
Author(s):  
Hana Mohammad Abualghanam, Shahed Nasser Abughanam Hana Mohammad Abualghanam, Shahed Nasser Abughanam
Keyword(s):  
Physical Education ◽  
Point Of View ◽  
Seventh Grade ◽  
Education Curriculum ◽  
Moral Concepts ◽  
The Subject

The study aimed to Recognition The importance and development of ethical concepts in the seventh grade physical education curriculum in Jordan. to the results. The study showed the following results: 1-There are many ethical concepts that were addressed in the seventh grade physical education curriculum, and the researcher limited them to three concepts, the most prominent of which are (good manners, cooperation, respect), which must be available in such educational curricula. Integration with society, especially at such an age. 2-The contribution of the physical education curriculum to the development of moral concepts from the point of view teachers was average This is attributed to the need to pay more attention to these concepts, teach them, and emphasize their application and work. The study recommended focusing on ethical concepts in such contexts. The study recommended the following:1- concentration On Value Moral Islamic in a situation Curricula Education sport. 2- Awareness the society from Through that Education Sports Instrument educational and ethical and back benefit on the students. In addition to suggestions for complementary studies on the subject.

scholarly journals Educação Física Escolar na Perspectiva do aluno da Educação Básica: uma Análise a Partir dos Periódicos Nacionais da Área

2021 ◽  
Vol 22 (2) ◽  
pp. 260-267
Author(s):  
Kerolen Modena Alves ◽  
Beatriz Teixeira Fernandes ◽  
Patric Paludett Flores ◽  
Vânia de Fátima Matias de Souza ◽  
Ana Luiza Barbosa Anversa
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Basic Education ◽  
Scientific Publication ◽  
Scientific Production ◽  
Scientific Journals ◽  
Teachers And Students ◽  
The Subject ◽  
Main Instrument ◽  
Scientific Publication Indicators

ResumoEsta pesquisa teve por objetivo analisar a produção científica (1997-2018) sobre Educação Física escolar na perspectiva do aluno da Educação Básica brasileira. Adotou-se como tipo de pesquisa a revisão integrativa de literatura, sendo feito um levantamento em 14 periódicos científicos da Educação Física sobre o tema. A análise dos dados ocorreu por meio das categorias: perfil dos principais autores com publicação na temática; métodos e instrumentos utilizados nas pesquisas selecionadas e principais temáticas que retratam a perspectiva dos alunos sobre as aulas de Educação Física escolar. Verificou-se que a maior incidência de autores se encontra na região Sul e Sudeste do Brasil. O método mais utilizado nas pesquisas selecionadas foi o qualitativo, tendo como principal instrumento o questionário. Sobre a visão dos alunos a respeito da Educação Física escolar se destacaram concepções positivas, como socialização com colegas e professor; possibilidade de aulas fora da sala de aula; a maneira que o professor realiza a mediação do conteúdo e; como negativas foram identificadas a precariedade na infraestrutura, professores despreparados e/ou desmotivados e resistência dos alunos e professores frente aos novos conteúdos. Diante disso, nota-se que a produção científica analisada indica que os alunos veem as aulas de Educação Física escolar como uma disciplina com poucos conteúdos relevantes, entretanto também traz indicativos de socialização, autonomia e aprendizagem. Palavras-chave: Educação Física. Indicadores de Produção Científica. Discente. AbstractThis research aimed to analyze the scientific production (1997-2018) on Physical Education at school from the Brazilian Basic Education student’s perspective. The integrative literature review was adopted as a type of research, with a survey carried out in 14 Physical Education scientific journals on the subject. Data analysis took place through the following categories: the main authors’ profile with publication on the theme; methods and instruments used in selected research and main themes that portray the students' perspective on school Physical Education classes. It was found that the highest incidence of authors is found in the South and Southeast of Brazil. The most used method in the selected studies was the qualitative one, having as questionnaire the main instrument. Regarding the students' view of school Physical Education, positive concepts stood out, such as socializing with colleagues and teacher; possibility of classes outside the classroom; the way in which the teacher mediates the content and; as negative, the infrastructure precariousness was identified, unprepared and / or unmotivated teachers and students’ and teachers’ resistance to new content. Therefore, it is noted that the scientific production analyzed indicates that students see school Physical Education classes as a subject with few relevant contents, however it also brings indications of socialization, autonomy and learning. Keywords: Physical Education. Scientific Publication Indicators. Student.

scholarly journals Opinión de docentes y estudiantes sobre las clases de educación física en secundaria

2016 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Mauricio Cristhian Portillo-Torres ◽  
Óscar Hernández-Quesada ◽  
Hannia Quirós-Quirós
Keyword(s):  
High School ◽  
Physical Education ◽  
Focus Group ◽  
Focus Groups ◽  
Curriculum Reform ◽  
San Jose ◽  
Teachers And Students ◽  
The Subject

This paper reflects the views of teachers and students about the physical education classes in high school, with the aim of describing the most relevant aspects of those lessons from the approach to curriculum reform “Ethics, Aesthetics and Citizenship”. The opinion of teachers and students were collected through eight focus groups in four of the country’s educational regions (Alajuela, Cartago, Pérez Zeledón, Central San José). In all, 38 teachers and 27 students participated; each focus group lasted about an hour. The information collected was digitalized, categorized and analyzed using the program Atlas.ti7. The results show that physical education classes changed in a positive way. This is reflected in the diversity of activities that take place in the classroom. However, teachers and students express concern on how to design, implement and evaluate projects in the subject.

scholarly journals Motor Abilities: Peculiarities of Effects of Volleyball Training on Coordination Preparedness of Girls Aged 15

2019 ◽  
Vol 19 (1) ◽  
pp. 23-28 ◽  
Author(s):  
S. I. Marchenko ◽  
A. I. Dykhanova
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Performance Indicators ◽  
Education Curriculum ◽  
School Students ◽  
Motor Abilities ◽  
The Subject ◽  
Experimental Group ◽  
Generalization Of Data

The research purpose is to study the level of coordination abilities development of girls aged 15 and to determine its effects on the quality of performance of the basic volleyball-specific techniques. Materials and methods. To achieve the purpose set, the following methods were used: analysis and generalization of data of scientific and methodological literature, pedagogical testing, and methods of mathematical statistics for processing research results. Results. The confirmatory experiment revealed an insufficient level of coordination abilities in the girls aged 15. In the process of comprehensive control of coordination preparedness of the girls aged 15, the study observed statistically significant changes of all indicators in both groups (p < 0.05). The experimental group shows a tendency for greater improvement of results. It is worth noting a significant increase in the performance indicators of typical game exercises suggested by the subject-centered physical education curriculum. Conclusions. The presented results of the comprehensive pedagogical testing of coordination abilities of the girls aged 15 can be further used as a basis for developing experimental programs aimed at optimizing physical education for high school students.

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