scholarly journals Physical Education in Moroccan primary schools: What Contributions to the Development of Children's Personalities

2021 ◽  
Vol 3 (2) ◽  
pp. 126-130
Author(s):  
SOULAIMAN HARFOUF
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Positive Impact ◽  
Physical Educators ◽  
Material Conditions ◽  
Primary Cycle ◽  
Different Levels

In Morocco, physical education (PE) in primary school is justified by its contribution to the integral formation of children. It has a positive impact on the development of the personality of those who invest in it. This is the reason why PE is included as a separate subject in the curricula of the different levels of the primary cycle. However, several factors minimise the effect of practising PE in schools and make it difficult for PE to make a real contribution to the development of children's personalities.This article therefore sets out to show that in the absence of rational programming, qualified physical educators and suitable and sufficient material conditions, PE cannot claim to make a real contribution to the development of children's personality.

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

scholarly journals Physical Activity Levels in Physical Education Lessons at Singapore Primary School

2021 ◽  
Vol 1 (2) ◽  
pp. 118-123
Author(s):  
Nur Syahida Binte Jamaluddin ◽  
Masato Kawabata
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Dominant Hand ◽  
Physical Activity Intensity ◽  
Activity Intensity ◽  
Physical Activity Levels

Physical education (PE) lessons are the appropriate occasions to promote physical activity for children. Although the moderate-to-vigorous physical activity (MVPA) levels during PE lessons were investigated in several countries, MVPA levels during PE lessons were never reported at Singapore primary schools. Therefore, the present study aimed to investigate physical activity intensity levels during PE lessons at a Singapore primary school. A total of 93 students (40 girls) voluntary participated in the study: 28 in Grade 1, 39 in Grade 4, and 26 in Grade 6. They were asked to wear an accelerometer on their non-dominant hand in two PE lessons to measure physical activity levels objectively. They also completed questionnaires on their experiences during the PE lessons. The average of the MVPA levels time (%) in the scheduled lesson time across the three grades was 46.98 ± 5.25%, but the average of the MVPA levels time (%) in the actual lesson time was 69.74 ± 7.31%. These results indicated that it would be possible to achieve the recommended MVPA time in PE lessons. The findings of this study would be useful for PE teachers to reflect whether their PE lessons are efficient to promote primary school student’s physical activity levels.

scholarly journals A CONCEPT FOR INCLUSIVE PHYSICAL EDUCATION TRAINING PROGRAM FOR FUTURE PRE-SCHOOL AND PRIMARY-SCHOOL TEACHERS

2019 ◽  
Vol 17 (2) ◽  
pp. 97-100 ◽  
Author(s):  
G. Terzieva
Keyword(s):  
Physical Education ◽  
Motor Activity ◽  
General Education ◽  
Primary School ◽  
Training Program ◽  
Primary Schools ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Positive Effects

The adoption of new normative documents in the field of education in Bulgaria determines the inclusion of children with special educational needs in general education schools. The significant and integral role which physical education plays in the educational process poses the question of the inclusion of children with impairments in motor activity training as well. Teachers implementing it contribute greatly to its positive effects. The main features of physical education include active motor activity and the related physical workload. In order for them to be adapted successfully to the specific needs of children with different disabilities, more specialized training is required. The analysis of the curricula of the faculties of education in Bulgaria shows that future pre-school and primary school teachers who will be responsible for the physical education of children in kindergartens and primary schools respectively do not receive appropriate training in adaptive physical education. The aim of this article is to present a concept for introducing a training program on "Motor Activity Training and Inclusive Physical Education", intended for students of the specialty Preschool and Primary School Education at the Faculty of Education, Thrakia University, Bulgaria

scholarly journals Postoje žiakov 4. ročníku základných škôl v okrese Zvolen k telesnej a športovej výchove

2012 ◽  
Vol 6 (2) ◽  
pp. 112-125
Author(s):  
Peter Mesiarik
Keyword(s):  
Education Research ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Basic Research ◽  
Research Tool ◽  
Sport Education ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education ◽  
Students First

This paper presents the results of research to determine attitudes of students 4thgrades of primary schools in the district Zvolen to physical and sport education. Research set consisted of 553 students from 8 urban and 8 village primary schools. As a basic research tool was a standardized questionnaire designed for attitudinal students first primary school. The authors found that boys and girls more positive and very positive attitudes toward physical and sport education over the indifferent attitudes. Students of urban primary schools had more positive attitudes than students of village primary schools. The most indifferent attitudes toward physical education for pupils showed low-class village primary schools, where are poor conditions for physical and sport education.

scholarly journals Implementation of Curriculum Planning on Inclusive Physical Education in Primary Schools in Hong Kong

2011 ◽  
Vol 17 (2) ◽  
pp. 57-65
Author(s):  
Chunxiao LI ◽  
Shihui CHEN
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Primary Schools ◽  
Curriculum Planning ◽  
Track And Field ◽  
Physical Educators ◽  
Inquiry Teaching ◽  
Football Game ◽  
Rope Skipping

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study was to examine how regular primary school PE teachers planning their inclusive physical education in Hong Kong. The questionnaires (IPESDQ) and cover letters with instructions for completing the questionnaire were delivered to 115 physical educators. A follow-up was made to contact nonrespondents two weeks and the final return rate of the survey was at 72.2% (n=83). Results showed most teachers (49.4%) used the curriculum guidance draft by themselves; only 10.4 % of teachers used individualized education plan (IEP), the most common teaching object (74.0%) was for understanding and enjoying exercise and sports; basketball, track and field, football, game, rope skipping, volleyball, badminton, and gymnastics were popularly used for teaching; Direct instruction strategy was popularly used by 72.7% of teachers and only 7.8% of teachers used inquiry teaching for inclusive physical education; Most teachers used sport skills (94.8%), attitude (92.2%) as evaluation contents. Perspectives for developing inclusive physical education service delivery were provided at last. 本研究採用修訂後的《融合體育教學》問卷，對小學體育教師進行了調查，目的在了小學體育教師如何規劃融合體育教學。83位教師回應了此次調查，經過統計後發現，49.4%的教師使用自己制定的課程綱要設計融合體育教學，僅有10.4%的教師採用個別化教學計劃(IEP); 教師普遍以瞭解和享受體育運動作為課堂教學目標(74.0%)；籃球，田徑，足球，遊戲，跳繩，排球， 羽毛球， 體操等教學內容受到教師的青睞；72.7%的教師採用直接教學法，僅有7.8%的教師使用探究式教學法；多數教師將運動技能(94.8%)，和態度(92.2%)作為評價學生學習的內容。

scholarly journals Mental Health and Wellbeing at Schools: Health Promotion in Primary Schools with the Use of Digital Methods

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 345
Author(s):  
Evanthia Sakellari ◽  
Venetia Notara ◽  
Areti Lagiou ◽  
Natalja Fatkulina ◽  
Svetla Ivanova ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Primary School ◽  
Primary Schools ◽  
Positive Impact ◽  
Primary School Children ◽  
Health And Wellbeing ◽  
Current Systematic Review ◽  
Digital Methods ◽  
Health Promotion Interventions

Mental health disorders among primary school children remain a crucial issue. Early health promotion interventions can positively affect and prevent the onset of mental disorders. Promising digital mental health methods have been implemented for adolescents and youths with scarce evidence among younger ages. Therefore, the aim of the current systematic review was to identify health promotion interventions on mental health and wellbeing, with the use of digital methods, delivered in primary school settings. Six digital interventions have been identified, three of which were targeting teachers and the others students. Regardless of the limited number of studies, the effectiveness of the web-based interventions upon teachers’ knowledge and attitudes and the positive impact on children’s behavioral improvements has been documented. The lack of adequate evidence highlights the need for further research in the field. The current review provides information for professionals working in primary schools useful for the design and implementation of effective mental health and wellbeing interventions.

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

scholarly journals SOME CHANGES IN THE PSYCHOMOTORISM OF STUDENTS WITH DIFFERENT LEVELS IN MOTOR ACTIVITY

2019 ◽  
Vol 17 (Suppl.1) ◽  
pp. 758-763
Author(s):  
Larisa Kasabova
Keyword(s):  
Physical Education ◽  
Motor Activity ◽  
Positive Impact ◽  
Thought Processes ◽  
Learning Abilities ◽  
Spare Time ◽  
Literary Sources ◽  
Different Levels ◽  
Education Process

Hypodynamia and hypokinesia are the main cause of decreased motor activity among students, resulting in lower vital parameters, deterioration in health and lowering the learning abilities. The quality of the physical education process in the higher school levels depends to a large extent on the psychological processes of the trainees. In the study we aim to identify some features of psycho-motor characteristics and to compare the level of learning of the total study material in students with different levels of motor activity. The following methods that were used: analysis of literary sources, sports-pedagogical experiment, sports-pedagogical testing, and mathematical-statistical analysis. Sixty (60) UNWE students were divided into two groups. The first one includes those who regularly participate in sport classes and the second one is formed by students not regularly attending those activities. The results of the study show that regular sports activities have a positive impact on the concentration of thought processes. Improvements in the psycho-motor of motor activity in students, lead to an increase in their activity during the educational and work process. We encourage students to attend regular physical education classes and practice sports in their spare time.

scholarly journals Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

2020 ◽  
Author(s):  
Barrie Gordon ◽  
B Dyson ◽  
J Cowan ◽  
A McKenzie ◽  
B Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Education Planning ◽  
Individual Interviews ◽  
National Monitoring ◽  
Aotearoa New Zealand ◽  
Research In Education

© 2016, New Zealand Association for Research in Education. This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

scholarly journals The effects of extracurricular physical education classes on gross motor development in primary school children – pilot study

2019 ◽  
Vol 11 (1) ◽  
pp. 136-143
Author(s):  
Waldemar Skowroński ◽  
Marianna Skowrońska ◽  
Izabela Rutkowska ◽  
Grzegorz Bednarczuk ◽  
Kalina Maria Kaźmierska-Kowalewska ◽  
...  
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
First Grade ◽  
Primary School Children ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

SummaryStudy aim: The aim of the study was to investigate the changes in gross motor skills in children participating and not participating in a project of extracurricular physical education classes in primary schools called “From fun to sport”.Material and methods: Thirty-one children in the first grade of primary school participated in the study (16 boys and 15 girls). A pedagogical quasi-experiment was applied. Children from the experimental group participated in an additional 45-minute lesson. To assess gross motor skills the TGMD-2 (Test of Gross Motor Development-2) was used.Results: Statistically significant differences were observed in the level of gross motor skills between children attending extracurricular physical education classes and those who did not participate in such activities (GMDQ: Δ boys = 11.86, p = 0.032; Δ girls = 13.1, p = 0.036).Conclusion: The experiment revealed large effects of additional activities of the project on increase of children’s motor skills level. Additional time should be included in physical education for the development of gross motor skills in physical education classes at the initial stage of school education.

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