scholarly journals Extracurricular activities in physical education and sports at school in the Covid-19 conditions

2021 ◽  
Vol 29 (4s) ◽  
pp. 153-163
Author(s):  
Mariana Borukova ◽  
Milena Kuleva
Keyword(s):  
Physical Education ◽  
Extracurricular Activities ◽  
Education System ◽  
The United States ◽  
Survey Method ◽  
Ministry Of Education ◽  
Normative Documents ◽  
Peace Of Mind ◽  
Anglo American ◽  
Professional Fields

In the educational system of Bulgaria, extracurricular activities are provided and organized in all schools. There are also schools in the education system of Bulgaria that are neither private nor attached to the Ministry of Education. They are foreign schools in Bulgaria that are under the auspices of their embassies and their education system (e.g. French Lyceum, Anglo-American School, Russian School, American College and others). Sports activities are widespread, as it is well known that most European countries, and especially the United States, believe that competitive spirit is crucial in many professional fields, as well as teamwork, which is imperceptibly developing in most sports. The aim of the present study is to examine the opinion of parents of children from the secondary education level regarding extracurricular activities in physical education and sports in the context of COVID-19. Various research methods were used, like review study of specialized literature and normative documents and survey method. As a result, it was concluded that when students are placed in new and different conditions for sports, their desire and interest to play and to be active is not reduced. The created and well-organized safe environment during the classes gives confidence and peace of mind to the parents that their children are safe.

scholarly journals RESEARCH ON THE NORMATIVE PROVISION OF THE EDUCATION SYSTEM WITH A FOCUS ON THE SUBJECT PHYSICAL EDUCATION AND SPORT

2019 ◽  
Vol 17 (Suppl.1) ◽  
pp. 792-796
Author(s):  
Korneliya Naydenova
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Education System ◽  
Legal Framework ◽  
Training System ◽  
Normative Documents ◽  
Functional Changes ◽  
Documentary Sources ◽  
Motor Activities ◽  
The Subject

In the last four years there have been a number of changes in the field of secondary education in the country, which are basically of a normative nature. Following the processes of regulation and functioning of the education system in the country, we decided to study the basic normative documents that regulate and have relation to the subject Physical Education and Sport. The method by which we conducted the study is research and analysis of literary and documentary sources. As a result of the research carried out, we have identified changes in the structure of the educational system, which have an immense impact on the state of the educational requirements and the content of the subject curricula. The conclusions of the conducted survey are as follows: 1. The already approved legal framework, which regulates the secondary education system in the country, is based on a qualitatively new approach in education, which leads to both structural and functional changes in the system. 2. The subject of Physical Education and Sports remains obligatory for all pupils at all stages and levels of the education system, except for those who are trained under the "Dual Training" system in the second high school stage. 3. In the approved curricula of Physical Education and Sport, there are many repetitions of the learning content in the different stages and grades, which is a prerequisite for loss of training hours and non-observance of the principles and particularities of the training in motor activities.

scholarly journals Methodology for assessing the harmony of the ratio of physical and mental development of preschoolers 5-6 years old

2021 ◽  
pp. 130-138
Author(s):  
Н.И. Батанцев ◽  
С.В. Барбашов
Keyword(s):  
Physical Education ◽  
Education System ◽  
Preschool Education ◽  
Physical Development ◽  
Mental Development ◽  
Educational Institutions ◽  
Mental Load ◽  
Normative Documents ◽  
The Third ◽  
Personal Qualities

В ходе изучения проблемы гармонизации физического и умственного развития дошкольника было выявлено, что одни исследователи соотносят двигательное и интеллектуальное, вторые физическое и психическое, третьи физическое и умственное развитие. При этом не было выявлено конкретных показателей гармоничности сочетания параметров количественного характера. Таким образом, существует проблема оценки уровня гармоничности соотношения физического и умственного развития дошкольников в процессе физического воспитания. На основе существующей проблемы мы предприняли попытку разработать методику оценки гармоничности соотношения физического и умственного развития дошкольников 5-6 лет. Процесс разработки методики охватил несколько последовательных этапов. На первом этапе все показатели физического и умственного развития дошкольников были переведены в 5-ти бальные уровневые системы. В основу перевода показателей физического развития в баллы была взята методика проведения общероссийского мониторинга физического развития и физической подготовленности обучающихся образовательных учреждений. Важной задачей, стоящей во главе системы дошкольного образования, является всестороннее и гармоничное развитие личности ребенка. Однако программно-нормативные документы, имеющиеся в дошкольных учреждениях направлены на развитие личностных качеств посредством образовательных областей, за счет чего умственная нагрузка значительно превосходит физическую, причем проходят учебные занятия в основном в статической позе. In the course of studying the problem of harmonizing the physical and mental development of a preschool, it was revealed that some researchers correlate motor and intellectual, the second physical and mental, the third physical and mental development. At the same time, no specific indicators of the harmony of the combination of quantitative parameters were identified. Thus, there is a problem of assessing the level of harmony between the physical and mental development of preschoolers in the process of physical education. On the basis of the existing problem, we made an attempt to develop a methodology for assessing the harmonious relationship between the physical and mental development of preschoolers 5-6 years old. The process of developing the methodology covered several successive stages. At the first stage, all indicators of the physical and mental development of preschoolers were transferred to 5 points level systems. The method of conducting all-Russian monitoring of physical development and physical fitness of studying educational institutions was taken as the basis for translating indicators of physical development into scores. An important task at the head of the preschool education system is the comprehensive and harmonious development of the child's personality. However, the programmatic and normative documents available in preschool institutions are aimed at developing personal qualities through educational fields, due to which the mental load is significantly superior to the physical one, and educational classes are held mainly in a static position.

Изследване на взаимодействието между формалното и неформалното здравно образование

2021 ◽  
pp. 1230-1244
Author(s):  
Verjinia Boyanova ◽  
Berdzhuhi Yordanova ◽  
Konstantin Teodosiev
Keyword(s):  
Physical Education ◽  
Survey Data ◽  
Education System ◽  
Personal Development ◽  
Formal Education ◽  
Nonformal Education ◽  
The Other ◽  
The One ◽  
Professional Fields

The article presents the results of a survey of personal opinions towards the interaction between formal and informal approaches and practices for complex health (incl. environmental and physical) education. Aiming to cover a wider range of individual exchanges and experiences, two parallel respondent groups were addressed: students in pedagogical and social professional fields (pedagogy, nonformal education, social activities), on the one hand, and pedagogical and sociopedagogical specialists employed inside and outside the formal education system, on the other. The analysis of the survey data proves the significant place and role of convergence of formal and non-formal education for successful and sustainable personal development and realization for the two groups of persons surveyed, but also outlined some specific dividing lines in their experiments and positions.

scholarly journals Propuesta educativa «El agua como medio de enseñanza: importancia de la evaluación» (Educational proposal «Water as a teaching medium: the importance of evaluation»)

Retos ◽  
2015 ◽  
pp. 72-75
Author(s):  
Esther Morales Ortiz
Keyword(s):  
Early Childhood ◽  
Physical Education ◽  
Extracurricular Activities ◽  
Education System ◽  
Aquatic Environment ◽  
Comprehensive Education ◽  
Water Exercise ◽  
Learning Evaluation ◽  
El Sistema ◽  
Leisure And Recreation

El agua es un medio que favorece el aprendizaje de habilidades, el ocio y la recreación. Estas habilidades acuáticas no surgen por maduración, por tanto la adquisición de éstas dependen de la posibilidad de prácticas acuáticas, siendo la participación en la primera infancia determinante en el desarrollo. En el sistema educativo se pretende dotar a los alumnos de una educación integral con el mayor número de experiencias posibles, pudiendo trabajar tanto en el medio acuático como en el terrestre. Con ello se puede considerar la importancia de incluir las actividades en el medio acuático dentro de las clases de Educación Física o actividades extraescolares. En este trabajo se expone una metodología y sistema de enseñanza basado en la estructuración por niveles de aprendizaje para la enseñanza de habilidades acuáticas y la importancia que la evaluación de este proceso tiene sobre el aprendizaje.Palabra clave: enseñanza, natación, niveles de aprendizaje, evaluación.Abstract: Water is an environment that favour the learning of skills, leisure and recreation. These water skills don´t appear for maturation, so the acquisition of these depend on the possibility of water exercise, and participation in early childhood in the development. In the education system aims to provide students a comprehensive education with as many experiences as possible and can work both in the aquatic environment or the ground. This can be considered the importance of including activities in the aquatic environment in physical education classes or extracurricular activities. This paper presents a methodology and teaching system based on the structuring of learning levels for teaching water skills and the importance that the evaluation of this process is about learning. Key words: teaching, swimming, levels of learning, evaluation.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

STAGE OF DIAGNOSIS READING SKILLS WITH STUDENTS IN 4TH CLASS THROUGH PROJECT LEARNING ACTIVITY

2018 ◽  
Vol 28 (3) ◽  
pp. 887-894
Author(s):  
Iva Andonova Stamenova
Keyword(s):  
Extracurricular Activities ◽  
Reading Skills ◽  
Literacy Skills ◽  
Point Of View ◽  
Learning Activity ◽  
Ministry Of Education ◽  
External Assessment ◽  
School Time ◽  
International Systems ◽  
Learning Projects

The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy and reader competence of our students.As a result of yearly tests and many expert studies, we disprove the information originally presented that we are at the bottom of the literacy chart in Europe. During the last few years, Bulgarian students have not only improved their literacy skills, but they have also been among the successful participants in national reading competitions, the project initiatives organized by the Ministry of Education and Science and the clubs for readership interests of the local libraries .Our pupils work on learning projects both in school time and in extracurricular activities that teachers place on their own. Design works are not only a pleasant activity for learners, but also a way of enriching the child's personality, building useful competencies and stimulating the development of creative activity. Apart from the above, the project activities allow students to share ideas, experiences, interests, teamwork, listen and respect with respect to their classmate's point of view, to communicate as equal partners in the process of project endeavors. Teamwork brings together the class and sets the foundations for a friendly work environment where each team member makes every effort to finalize the project.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

scholarly journals Male autistic youth experiences of belonging in integrated physical education

Autism ◽  
2021 ◽  
pp. 136236132110186
Author(s):  
Justin A Haegele ◽  
Anthony J Maher
Keyword(s):  
Physical Education ◽  
Peer Relationships ◽  
Peer Interactions ◽  
Physical Space ◽  
The United States ◽  
Educational Needs ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Autistic People ◽  
Locker Room

The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

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