scholarly journals HARMONIOUS PHYSICAL DEVELOPMENT STUDY OF FIRST GRADE PUPILS

2021 ◽  
Author(s):  
Bogdan Andrei Urichianu ◽  
◽  
Cristina Vischiu ◽  
◽  
◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
First Grade ◽  
Physical Development ◽  
Human Beings ◽  
Mathematical Methods ◽  
Literature Teaching ◽  
Body Development ◽  
Roman Baths ◽  
Development Of Students

The harmony of the physical body development of human beings and working constantly since antiquity, became part of the educational ideal in Greece (KALOSKAGATHON - Nice man and good) or the Roman baths. (Mens sana in corpore sano - Juvenal). In this study we aimed to accomplish finding harmonious physical development of students in preparatory class at Secondary School No. 16 in Bucharest. Objectives of the study is to determine the factors that influence the physical, cognitive and psycho social development of 6-7 years pupils. The methods used in this study are: the literature, teaching observation, measurement method, statistical and mathematical methods of data processing and interpretation. Observations and measurements carried out proves that the psychological and physical development of students are below the required values corresponding to their age which shows lack of physical activity practice by not participating actively in physical education lessons and the lack of games and recreational activities in free time. In a study conducted we have concluded that the introduction of three hours of physical education, as required by law, it is imperative that all pupils benefit from a harmonious physical development. Moreover families and schools are responsible for pupils' participation in physical activity, especially in the form of age-specific play.

Physical activity levels during adventure-physical education lessons

2012 ◽  
Vol 18 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jeffrey Gehris ◽  
Elizabeth Myers ◽  
Robert Whitaker
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Development ◽  
Activity Levels ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

scholarly journals ANALYSIS OF INDICATORS OF PHYSICAL DEVELOPMENT OF STUDENTS I - COURSE

2018 ◽  
Vol 1 (12) ◽  
pp. 299-301
Author(s):  
Irina Yaroshevich
Keyword(s):  
Physical Education ◽  
Practical Experience ◽  
Physical Development ◽  
Development Of Students

Considered practical experience and analysis of indicators of physical development of students. Students of the 1st course have little information about their physical and functional indicators for physical education classes, therefore, they have not developed motivation and interest in classes.

scholarly journals PENGEMBANGAN PENDIDIKAN KARAKTER DALAM PENDIDIKAN JASMANI DAN OLAHRAGAPADA PENDIDIKAN ANAK USIA DINI

2015 ◽  
Vol 27 (II) ◽  
pp. 93
Author(s):  
Hariadi Hariadi
Keyword(s):  
Physical Activity ◽  
Child Development ◽  
Physical Education ◽  
Character Education ◽  
Learning Process ◽  
Individual Quality ◽  
Human Beings ◽  
Physical Quality

Abstract: Character education is an efforts that is designed and implemented systematically to embedded the values ​​of learner behaviour associated with the God, ourselves, human beings, the environment, and nationality embodied in thoughts, attitudes, feelings, speaking , and actions based on religious norms, laws, manners, culture, and customs. Physical Education and Sport (PENJASOR) is essentially a Education processes that utilizes physical activity (motion) to produced a holistic change in individual quality, like on physical, mental, and emotional. Physical education treated the children as a unified whole, total creature, rather than just think of it as someone who separated physical quality and mental. Through the Penjasor learning process is a medium that is considered very precise and powerful in Established of a system of values ​​and character. That aka materialized when given stimulus as early as possible in accordance with the laws of child development.

scholarly journals Interventions Which Aim at Implementing the Knowledge-Based Approach in the PE Lesson: A Systematic Review

2021 ◽  
Vol 13 (21) ◽  
pp. 11781
Author(s):  
Teodora Mihaela Iconomescu ◽  
Bogdan Sorin Olaru ◽  
Laurențiu Gabriel Talaghir ◽  
Claudiu Mereuță ◽  
Gheorghe Balint ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
First Grade ◽  
Interactive Methods ◽  
Cognitive Component ◽  
Knowledge Based ◽  
University Level ◽  
The University ◽  
Theoretical Component ◽  
The Way

Background: Lately, there has been a change in the approach to physical education as a school subject. The new (knowledge-based) approach proposes the teaching of a theoretical component that provides information and complements the practical one. The students thus acquire a thorough understanding of the principles underlying physical activity and assimilate the knowledge needed to independently conduct their physical activity throughout their lives. Materials & Methods: Firstly, there were identified a number of interventions that implement the theoretical component specific to the new approach, in the school environment. Interventions targeting students from the first grade to the university level were taken into account, without setting any geographical or temporary limits. Then, we analyzed the way in which the theoretical content was adapted and implemented at each educational level. The tools used in the evaluation of the theoretical component were also presented. Results and Conclusion: Even from the elementary school level, we find adapted methods for implementing a cognitive component. As we advance through middle school, high school and university level, we find interventions that propose theoretical contents adapted to contemporary society. Within the university-level chapter, special attention was dedicated to future physical education teachers and to the way in which they are prepared to teach a cognitive component within the physical education lesson. Finally, three categories of tools used in the evaluation of the cognitive component were presented: questionnaires, interviews, interactive methods.

scholarly journals The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs

2020 ◽  
Vol 12 (12) ◽  
pp. 4922
Author(s):  
Irina Kliziene ◽  
Ginas Cizauskas ◽  
Aldona Augustiniene ◽  
Saule Sipaviciene ◽  
Roma Aleksandraviciene
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Problem Solving ◽  
Physical Education ◽  
General Problem ◽  
Education Program ◽  
First Grade ◽  
Problem Solving Skills ◽  
Post Test ◽  
Experimental Group

Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.

Students’ Views on Physical Development and Physical Self-Concept in Adventure-Physical Education

2010 ◽  
Vol 29 (2) ◽  
pp. 146-166 ◽  
Author(s):  
Jeffrey Gehris ◽  
Jeff Kress ◽  
Ricky Swalm
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Development ◽  
Self Concept ◽  
Multidimensional Model ◽  
Education Curriculum ◽  
Physically Active ◽  
Semistructured Interviews ◽  
Open Coding ◽  
Physical Effects

This study investigated 10th-grade students’ views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students’ views and participant observations were conducted to corroborate those views. Open coding was used to analyze the data. Students viewed adventure activities as an alternative way to be physically active that was more fun and motivating than traditional forms of exercise. Students expressed how the adventure activities helped them build strength and endurance particularly in their arms and legs. Students felt seven components (body fat, coordination, endurance/fitness, flexibility, physical activity, sports competence, and strength) of physical self-concept were relevant to adventure-physical education and two components (appearance and health) were not. Implications for designing activities and employing teaching strategies to enhance the physical self-concept and fitness of young people are discussed.

scholarly journals COMPARATIVE ANALYSIS OF PHYSICAL DEVELOPMENT AND PHYSICAL EFFICIENCY OF MEDICAL STUDENTS

2018 ◽  
Vol 25 (4) ◽  
pp. 75-78
Author(s):  
T. V. RUDEVA ◽  
L. N. PORUBAYKO ◽  
S. F. BOYCHENKO
Keyword(s):  
Physical Activity ◽  
Comparative Analysis ◽  
Longitudinal Study ◽  
Medical Students ◽  
Physical Education ◽  
Physical Development ◽  
Educational Process ◽  
Anthropometric Data ◽  
Data Dynamics ◽  
Medical University

Aim. This longitudinal study was conducted to examine the indicators of physical development and physical efficiency of students of the Kuban State Medical University during five years of their study.Materials and methods. There was carried out a comparative analysis of the anthropometric data dynamics, the indices of physical development proportionality of Erismann, Pignier and Quetelet, and  the physical efficiency level of the students of the Kuban State Medical University during five years of their study.Results. Physical development of the students almost has not changed by the 5th year of their study. It corresponds with the age standards of the examined group.Conclusion. For optimizing the educational process during the physical education classes the physical activity of students needs to be increased as well as the amount of training in extracurricular time.

scholarly journals PHYSICAL DEVELOPMENT BY MEANS OF FITNESS TECHNOLOGIES AS ONE OF GENERAL ASPECTS OF STUDENT’S HEALTH

2019 ◽  
Vol 72 (5) ◽  
pp. 1074-1078
Author(s):  
Valeriy O. Zhamardiy ◽  
Viktoriya I. Donchenko ◽  
Anatoliy V. Yemets ◽  
Yevheniia O. Skrinnik
Keyword(s):  
Blood Pressure ◽  
Physical Education ◽  
Physical Development ◽  
Step Test ◽  
Dominant Hand ◽  
Control Groups ◽  
Equal Distribution ◽  
Men And Women ◽  
Education Process ◽  
Development Of Students

Іntroduction: The problem of the formation, preservation and strengthening of students’ health during higher educational period is becoming increasingly relevant. Following factors have a purposeful impact on health and physical development of students: correct organization of physical education process, motivation to study, student’s personality and adaptation process to new educational conditions. The aim: A comparative analysis of assessment of the initial state of student’s health by means of physical development indicators. Materials and methods: For investigation and evaluation of physical development, the generalizing method of observation was used for a group of 600 students aging 18, 19 and 20 years (100 persons in each age group). All students were divided into control and experimental groups by the method of equal distribution of groups. The students from control groups took classes according to traditional educational system, which provided development of only those physical qualities that are necessary for successful assimilation of motor activity techniques. Students from experimental group took classes according to fitness technologies program. Results: The data obtained has shown that men and women from experimental groups during the formative have reliable differences only in body weight and in the index of Erisman. The dynamics of anthropometric indices of students from experimental and control groups depended from the content of educational and extra-curricular physical education classes. Implementation of fitness technologies in physical education process of students from experimental groups contributed to the improvement of functional indicators of both men and women. Following indicators changed: heart rate for 1 min, systolic blood pressure, diastolic blood pressure, Robinson index, lung life volume, muscle strength of dominant hand. The evaluation of anthropometric and functional indicators also helped to determine indices dynamics of students’ physical development during: force index, vital index, mass-growth index, Stange test, Genci test, Harvard step-test index. Сonclusions: The analysis of physical development of students testifies about imperfection of physical education system, low level of physical preparedness of students and unsatisfactory state of physical culture and health work in higher education institutions.

scholarly journals PENGEMBANGAN PENDIDIKAN KARAKTER DALAM PENDIDIKAN JASMANI DAN OLAHRAGAPADA PENDIDIKAN ANAK USIA DINI

2014 ◽  
Vol 24 (1) ◽  
pp. 13
Author(s):  
Hariadi Hariadi
Keyword(s):  
Physical Activity ◽  
Child Development ◽  
Physical Education ◽  
Character Education ◽  
Learning Process ◽  
Individual Quality ◽  
Human Beings ◽  
Physical Quality

Abstract Character education is an efforts that is designed and implemented systematically to embedded the values of learner behaviour associated with the God, ourselves, human beings, the environment, and nationality embodied in thoughts, attitudes, feelings, speaking , and actions based on religious norms, laws, manners, culture, and customs. Physical Education and Sport (PENJASOR) is essentially a Education processes that utilizes physical activity (motion) to produced a holistic change in individual quality, like on physical, mental, and emotional. Physical education treated the children as a unified whole, total creature, rather than just think of it as someone who separated physical quality and mental. Through the Penjasor learning process is a medium that is considered very precise and powerful in Established of a system of values and character. That aka materialized when given stimulus as early as possible in accordance with the laws of child development. Keywords: character education, physical education, sports, early children Abstrak Pendidikan karakter merupakan upaya-upaya yang dirancang dan dilaksanakan secara sistematis untuk menanamkan nilai-nilai perilaku peserta didik yang berhubungan dengan Tuhan Yang Maha Esa, diri sendiri, sesama manusia, lingkungan, dan kebangsaan yang terwujud dalam pikiran, sikap, perasaan, perkataan, dan perbuatan berdasarkan norma-norma agama, hukum, tata krama, budaya, dan adat istiadat. Pendidikan Jasmani dan Olahraga (PENJASOR) pada hakikatnya adalah proses pendidikan yang memanfaatkan aktivitas fisik (gerak) untuk menghasilkan perubahan holistik dalam kualitas individu, baik dalam hal fisik, mental, serta emosional. Pendidikan jasmani memperlakukan anak sebagai sebuah kesatuan utuh, mahluk total, daripada hanya menganggapnya sebagai seseorang yang terpisah kualitas fisik dan mentalnya. Pembelajaran Penjasor merupakan media yang dipandang sangat tepat dan ampuh dalam pembentukan sistem nilai dan karakter. Pembentukan karakter aka terwujud bila diberikan rangsangan sedini mungkin sesuai dengan hukum perkembangan anak. Kata kunci: pendidikan karakter, pendidikan jasmani, olahraga, usia dini

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