The Teaching and Learning of Physical Education in Primary and Secondary Education: Get you fit through a CLIL circuit!

2021 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Judith López Cancho
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Teaching And Learning ◽  
Primary And Secondary Education

scholarly journals Academic Effects of the Use of Flipped Learning in Physical Education

2019 ◽  
Vol 17 (1) ◽  
pp. 276 ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan Manuel Trujillo Torres ◽  
Santiago Pozo Sánchez
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Flipped Learning ◽  
Primary And Secondary Education ◽  
Educational Spaces ◽  
Information And Communication ◽  
Training Methodologies ◽  
Experimental Group

The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

Justificación del valor educativo de la Educación Física y el docente. ¿Qué profesional del deporte debe impartir la materia de Educación Física? ¿El Maestro/a y Profesor/a de Educación Física o el Monitor/a deportivo/a? (Justification of the educational

Retos ◽  
2020 ◽  
pp. 852-867
Author(s):  
Vicente Miñana-Signes ◽  
Manuel Monfort-Pañego
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Free Time ◽  
Professional Competencies ◽  
Physical Education Teachers ◽  
Primary And Secondary Education ◽  
School Sports ◽  
Competencias Profesionales ◽  
Educación Primaria ◽  
And Training

Esta revisión teórica pretende explicar y reflexionar sobre lo que es la Educación Física de calidad y las competencias profesionales de los docentes de la materia para no confundirlo con el deporte escolar. Actualmente, son varias las instituciones que recomiendan una Educación Física de Calidad, y entre otros aspectos destacan que esta debe aumentar hasta las 3h lectivas a la semana tanto en la etapa de educación primaria obligatoria como en la secundaria. En la Comunidad Valenciana, el programa de “Esport a l’Escola+1h EF” propone que las federaciones deportivas se encarguen de desarrollar dicho proyecto dirigido a todo el alumnado de 3º y 4º de primaria en la hora de libre disposición y lectiva de los centros escolares anteriormente mencionados. Sin embargo, el docente de Educación Física (maestro/a y profesor/a) tiene unas competencias y formación específicas para poder acometer las funciones que le son propias y que, por lo tanto, difieren mucho de la de los técnicos o monitores deportivos, que, sin ser mejores ni peores, se desarrollan en otro contexto, con otros recursos, y con otro tipo de objetivos. La Educación Física y el deporte escolar son distintos pero complementarios. Existen otros cauces, como pueda ser el Proyecto Deportivo de Centro para fomentar la cohesión entre estos dos ámbitos, el educativo y el federativo.Abstract. This theoretical review aims at explaining and reflecting on what quality Physical Education and teachers’ professional competencies are, so as not to confuse it with school sports. Currently, there are several institutions that recommend a Quality Physical Education, and among other aspects they emphasize that this should increase up to 3 hours per week both in the stage of compulsory primary and secondary education. In the Valencian Community, the “Esport a l'Escola + 1h EF” program proposes that sports federations be responsible for developing said project aimed at all students in grades 3 and 4 during free time and based on the choice of the mentioned schools. However, Physical Education teachers (teachers and professors) have specific skills and training to be able to undertake the functions that are proper to their job, therefore, differ greatly from that of sports technicians or instructors, who are not better or worse, but work in another context, with other resources, and with other types of objectives. Physical Education and school sports are different but complementary. There are other channels, such as the Sports Center Project, to promote cohesion between these two areas, education and federation. 

Chosen Problems of Physical Education in the Czech Republic

2020 ◽  
Author(s):  
Kamil Kotlík
Keyword(s):  
Quality Of Life ◽  
Czech Republic ◽  
Secondary Education ◽  
Physical Education ◽  
Phenomenological Approach ◽  
The Other ◽  
The Czech Republic ◽  
Primary And Secondary Education ◽  
A Current

The main topic of the paper is the analysis of a state of physical education in primary and secondary education in the Czech Republic. The paper is engaged in an issue of the pupils (and their legal representatives) approach to the physical education as well as of the curricu-lar grounding of the physical education. The next viewpoint is an analysis of a general social and individual value of physical education with the respect to a quality of life of a certain in-dividual. As the last but not the least thing is that the paper evaluates current attitudes to the physical education. The main goal of the paper is to analyse some of main problems to which the physical educa-tion in the Czech primary and secondary education currently is facing (namely big increase of exemption in secondary school and motivation to attend physical education classes). Partial goals are on one hand to uncover less obvious problems connected with above-mentioned, on the other hand point out some of the causes of a current state of physical education. The last partial goal is to offer a possibilities of a solution of the certain state. The methodological background of the paper has a qualitative character, while the main method is the content analysis when the inductive approach prevails. A reason for using such method is its suitability for processing a new topic. Further, due to the interpretation of gained data we use also the phenomenological approach. Except of aforementioned, we realized open interviews with Heads of schools. The author finds out that the physical education is currently facing to serious problems when some of them markedly overlaps the sphere of the physical education and their solution is not committed only to the sphere of physical education. Among the other things, these problems may negatively influence a quality of life of the Czech population. Finally, the paper offers possibilities of solution of a current negative evolution.

scholarly journals The “Big Ideas of Science” for the school classroom: Promoting interdisciplinary activities and the interconnection of the science subjects taught in primary and secondary education

2016 ◽  
Vol 2 (2) ◽  
pp. 72-89
Author(s):  
Tsourlidaki Eleftheria ◽  
Sofoklis Sotiriou ◽  
Rosa Doran
Keyword(s):  
Secondary Education ◽  
Teaching And Learning ◽  
Organizational Structures ◽  
Science Content ◽  
Interdisciplinary Learning ◽  
Curriculum Changes ◽  
Primary And Secondary Education ◽  
Big Ideas ◽  
Teachers And Students ◽  
Alternative Means

This paper presents the “Big Ideas of Science” set as an alternative means of organizing science educational content in an interdisciplinary way that goes beyond the traditional subject-based organizational structures. The “Big Ideas of Science” refers to a set of phrases which overarch all science subject domains and briefly describe our world; from the macrocosm to the microcosm. Building upon previous work done in the field, we introduce a set of phrases (eight) which constitute our proposed “Big Ideas of Science”. Our team carried out a research with teachers in primary and secondary education, and a small group of stakeholders, so as to examine the degree to which this set of phrases could facilitate science teaching and learning. In our research, we introduced to participants the “Big Ideas of Science” as an organization scheme that promotes interdisciplinary learning and it allows students to build more effectively on their existing knowledge by making connections between concepts and principles taught in different science disciplines. Our results indicate that such an organization scheme could be beneficial to teachers and students, as it can play or act as a backbone structure that promotes interdisciplinary science learning, and enable students to make easy connections between subjects taught. In addition, based on the feedback from stakeholders, the “Big Ideas of Science” could be helpful in promoting interdisciplinary learning, as they can be used to organize science content in schools in a sustainable way that is not affected by curriculum changes.

scholarly journals Interés y Motivación del Estudiantado de Educación Secundaria en el uso de Aurasma en el Aula de Educación Física (Secondary Education students' interest and motivation towards using Aurasma in Physical Education classes)

Retos ◽  
2020 ◽  
pp. 333-340
Author(s):  
Antonio José Moreno Guerrero ◽  
Carmen Rodríguez Jiménez ◽  
Magdalena Ramos Navas-Parejo ◽  
Jose María Sola Reche
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Communication Technology ◽  
Spatial Orientation ◽  
Teaching And Learning ◽  
Education Students ◽  
Information And Communication ◽  
The Subject ◽  
Quantitative Descriptive ◽  
Interest And Motivation

Las tecnologías de la información y la comunicación (TIC) están inmersas en los procesos de enseñanza y aprendizaje. El objetivo de esta investigación es conocer la predisposición y motivación en el aprendizaje de la orientación espacial de los alumnos de Educación Secundaria Obligatoria (ESO), a través del uso de la aplicación Aurasma. La metodología de investigación es cuantitativa, descriptiva, correlacional y predictiva. Los instrumentos utilizados son el FEFS-J y el cuestionario EDMCQ-PE. La muestra está formada por 1076 alumnos de la ESO de Andalucía. Los resultados muestran que existe una relación entre la valoración dada por los alumnos en relación con el uso de Aurasma, con el interés mostrado hacia la tarea y su motivación, teniendo una influencia directa y consistente en la energía dada por la asignatura de Educación Física para el desarrollo de otras tareas. Se concluye que el uso de Aurasma en las sesiones de Educación Física para el desarrollo de la orientación espacial es valorado positivamente por los alumnos de la ESO, mostrando interés y motivación por la asignatura.Abstract. Information and communication technology (ICT) is immersed into teaching and learning processes. The objective of this research is to know the predisposition and motivation towards learning spatial orientation in students of Compulsory Secondary Education, through the use of the Aurasma application. The research methodology is quantitative, descriptive, correlational, and predictive. The instruments used are FEFS-J and EDMCQ-PE questionnaires. The sample was composed by 1076 students from Compulsory Secondary Education in Andalusia. The results show that there is a relationship between the assessment given by the students in relation to the use of Aurasma during the session, and interest and motivation shown towards the task, with direct and consistent influence on the energy put in the subject of Physical Education for the development of other tasks. As a conclusion, the use of Aurasma for the development of spatial orientation in Physical Education classes is valued positively by the students of Compulsory Secondary Education, showing interest and motivation towards the subject. 

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.

MENINGKATKAN DISIPLIN GURU DALAM KEHADIRAN KE SEKOLAH DAN MENGAJAR DI KELAS MELALUI PENERAPAN “REWARD AND PUNISHMENT”

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Azmi Azmi
Keyword(s):  
Secondary Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Main Task ◽  
Average Value ◽  
Primary And Secondary Education ◽  
Professional Educator ◽  
Reward And Punishment

The teacher is a professional educator with the main task of educating, teaching, guiding, directing, training, evaluating and evaluating students in the formal education pathway, at the level of primary and secondary education. Therefore, increasing teacher discipline in carrying out tasks is very important in the smoothness and success of the school in achieving its objectives. However, based on preliminary observations, researchers still find teachers who are late to school for various reasons and there are still teachers who are late in class. Overcoming this problem researchers use the reward and punishment method. The results showed, in the first cycle, the average total of teachers who were late for school was 59.9% and the average teacher who was late for class in the teaching and learning process was 79.9%. after the second cycle, the results of observations of the discipline of teachers coming to school and attending classes showed a large increase, this was evidenced by the increased discipline of teachers in terms of attending school and being present on time in the teaching and learning process. The average value of teachers who attend school late in the second cycle dropped to 19.9% and the average value of teachers who were late to attend the class dropped to 26.6%. this result proves that by applying the reward and punishment model it can improve teacher discipline.

scholarly journals Curriculum Reforms and Physical Education: the Theoretical-Conceptual knowledge of the Spanish School Population

2007 ◽  
Vol 15 ◽  
pp. 15
Author(s):  
Juan Luis Hernández Álvarez ◽  
Roberto Velázquez Buendía ◽  
Eugenia Martínez Gorroño
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Conceptual Knowledge ◽  
Curricular Reform ◽  
Fundamental Factor ◽  
Primary And Secondary Education ◽  
School Population ◽  
Curriculum Reforms ◽  
Point Of Departure

This article analyses the changes generated by the implementation of a new curriculum in the context of the new Law of Education in Spain. In that context, our interest is centered in the reflection about the influence of educational policies in the development of Physical Education as a subject matter. We use a historical perspective to analyze some of the changes introduced by the Ley de Ordenación General del Sistema Educativo Español (LOGSE, 1990), and the curricular reform. In particular, we base our analysis on the introduction of the theoretical-conceptual contents (“to know”) in the curricular area of Physical Education, which has traditionally centered in the “know how”. In order to carry out our analysis, we took as a point of departure the results obtained from the research on what the Spanish school population knows about the theoretical-conceptual contents. The focus of the investigation was the Spanish school population between the ages of 10 and 16. A Questionnaire on the Learning of Concepts in PE was applied to a representative sample (n=2,721) of the said school population. Results show that, in general, the students of both primary and secondary education have a poor theoretical and conceptual knowledge, reaching worrying proportions in some cases. The results also show the need to develop strategies that lead the improvement of the “PE culture” among students of both primary and secondary education. The learning of these contents is a fundamental factor in the education of autonomous citizens, committed to caring for their bodies and their health, and thus achieving a good quality of life. The study shows that the curricular reform by itself is insufficient to introduce new contents. Thus it is also necessary to implement measures of support to teachers so that the proposed changes become a reality.

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