The goals and objectives of current physical education. The opinions of teachers from the south-west region of Poland

2017 ◽  
Vol 2 (3) ◽  
pp. 79-94
Author(s):  
Cezary Kuśnierz
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Healthy Lifestyle ◽  
Physical Education Teachers ◽  
The South ◽  
School Students ◽  
Second Stage ◽  
South West ◽  
Significant Difference ◽  
Goals And Objectives

The aim of this study was to get to know physical education teachers’ opinion about the objectives of an education school subject. Their opinions were analysed on the basis of goals hierarchy given by the respondents. Research included 444 PE teachers in primary schools (the second stage of education), middle schools and secondary schools. Research covered the south-west regions of Poland including the following provinces: Silesia, Opole province and Lower Silesia. Diagnostic survey using questionnaires was applied. In the survey as a research tool the questionnaire created by the European Physical Society was used. On the basis of the outcomes it was claimed that the highest place in goals hierarchy takes the goal concerning the preparation of school students to an active and healthy lifestyle. In a group of questioned teachers no gender difference in goals hierarchy was noted. Among variables taken into account in the analysis of teachers’ opinions the place of work (primary school, middle school and secondary school) greatly determined variation between different goals hierarchy. A statistically significant difference appeared between six objectives of physical education.

scholarly journals Analysis of Secondary School Students' Attitudes and Self-Efficacy Perceptions towards Physical Education and The Sports Course

2020 ◽  
Vol 10 (6) ◽  
pp. 14
Author(s):  
Gökhan Arıkan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Self Efficacy ◽  
School Level ◽  
Physical Education Teachers ◽  
School Students ◽  
Self Sufficiency ◽  
Significant Difference ◽  
Two Factors ◽  
Students Attitudes

This study aimed to analyze attitudes and self-sufficiency perceptions of students from different license of sports and students with no sports branches at the secondary school level towards the physical education and sports course. Education should not be based solely on the increased or widespread use of written sources, images, and technological tools and equipment. It is a process in which students are involved in social, mental, and sports activities. However, great emphasis is given to physical education and sports, which have a direct and indirect effect on their physical, mental, emotional and social development, within educational activities. The study included 255 students (120 female, 135 male) studying at two different secondary schools in Şanlıurfa (Vatan secondary school with a sports facility and Ziyaeddin Akbulut secondary school without a sports facility) during the 2019-2020 academic year, and the Physical Education Predisposition Scale was used in the study. The scale is comprised of 11 items. It consists of two factors, namely 'Attitude' (6 items) and 'Self-Efficacy' (5 items). A significant difference between these schools was found based on the findings obtained from this scale. When the results were examined according to the gender variable, it was found that there was a significant difference between male students and female students in terms of the total scale dimension. Again, a significant result in favor of males was found in terms of self-efficacy dimension scores. In terms of sports branches, a significant difference was found between students who are licensed athletes and those who are not. However, no statistical difference was found when examined in terms of the family profession group. According to the attitude dimension results, there was a significant difference between students engaged in basketball and students engaged in handball as well as students without a branch and students engaged in handball. According to the results of the self-efficacy dimension, there was a significant difference between students without a branch and students engaged in basketball as well as those without a license and those engaged in handball. According to our findings, it is thought that the significant difference between the license is related to the reflection of the attitudes of physical education teachers in schools onto the students.

scholarly journals Some Aspects of Professional Training of Future Teachers of Physical Culture for the Formation of Social Health of Primary School Students

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 42-51
Author(s):  
Viacheslav Babich ◽  
Keyword(s):  
Physical Education ◽  
Education Reform ◽  
Primary School ◽  
Professional Training ◽  
Healthy Lifestyle ◽  
Social Health ◽  
Physical Education Teachers ◽  
Physical Culture ◽  
Primary School Students ◽  
School Students

The article is devoted to the problem of professional training of future physical education teachers to the formation of social health of primary school students. It is noted, that today the concept of «social health of primary school students» remains almost unexplored, needs to develop the content and structure of social health of students of this age period. It is revealed, that the formation of social health involves the mastery of the student's knowledge, skills and necessary experiencein the context of interaction with the micro-, meso- and macro-environment, leading a healthy lifestyle, etc. It is noted, that the formation of social health should begin with the first grades in general secondary education. Significant potentialin the above contexthas an educational subject «Physical culture». It is emphasized, that at present the modernization of the process of training future physical education teachers is a particularly important problem, in particular on the mastery of the latter necessary arsenal, knowledge, skills, abilities and the minimum necessary in the context of the formation of social health of primary school students. It is determined that in the conditions of education reform there is an urgent need to develop pedagogical conditions for professional training of future physical education teachers for the formation of social health of primary school students, correction of the content of professional disciplines, as well as improving the forms, methods and technologies of training future physical education teachers in the above context.

An archaeological analysis to trace the emergence and transformation of qualified physical education teachers in Singapore primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Physical Education Teachers ◽  
National Archives ◽  
The Future ◽  
The Status ◽  
Archaeology Of Knowledge ◽  
Archaeological Analysis ◽  
Key Events ◽  
Underlying Processes

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

Survey of feral honey bee (Apis mellifera) colonies for Nosema apis in Western Australia

2007 ◽  
Vol 47 (7) ◽  
pp. 883 ◽  
Author(s):  
Rob Manning ◽  
Kate Lancaster ◽  
April Rutkay ◽  
Linda Eaton
Keyword(s):  
Apis Mellifera ◽  
Honey Bee ◽  
Western Australia ◽  
Honey Bees ◽  
Nosema Apis ◽  
The South ◽  
South West ◽  
Feral Populations ◽  
Significant Difference

The parasite, Nosema apis, was found to be widespread among feral populations of honey bees (Apis mellifera) in the south-west of Western Australia. The location, month of collection and whether the feral colony was enclosed in an object or exposed to the environment, all affected the presence and severity of infection. There was no significant difference in the probability of infection between managed and feral bees. However, when infected by N. apis, managed bees appeared to have a greater severity of the infection.

Step count for 7th and 8th grade students in structured and unstructured physical education classes

2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Necip Demirci ◽  
Refika Yilmaz ◽  
Ayda Karaca
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
School Type ◽  
School Students ◽  
Step Counts ◽  
Significant Difference ◽  
8Th Grade ◽  
Private And Public ◽  
Type Data

The aim of the study was to analyze step counts of middle school students in structured and unstructured physical education classes (PE) according to age, gender, and school type. Data were collected on a sample of 74 students, 40 7th and 34 8th grade students recruited from private and public middle schools. Omron HJ-112 pedometers were used in this study to obtain step counts. There were statistically significant differences between boys and girls in the step counts in both structured and unstructured PE. A significant difference was observed between school types in step counts during structured PE in both genders, while no significant difference was found for unstructured PE. Significant difference was found between step counts of only boys of different grades in unstructured PE. Boys made more steps than girls both in structured and unstructured PE. In structured PE, 7th grade boys reached a higher number of steps than 8th grade boys.

scholarly journals Los juegos motores como recurso pedagógico para favorecer la afectividad desde la educación física (Traditional games: a pedagogical tool to foster affectivity in physical education)

Retos ◽  
2020 ◽  
pp. 166-172
Author(s):  
Verónica Muñoz-Arroyave ◽  
Pere Lavega-Burgués ◽  
Antoni Costes ◽  
Sabrine Damian ◽  
Jorge Serna
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Positive Emotions ◽  
Well Being ◽  
Physical Education Teachers ◽  
Emotional Intensity ◽  
Subjective Well Being ◽  
School Students ◽  
Predictive Capacity ◽  
Pedagogical Tools

En el contexto educativo, educar competencias emocionales origina unas consecuencias muy positivas en el rendimiento académico y el bienestar subjetivo del alumnado, especialmente si se trabaja desde edades tempranas. La asignatura de educación física dispone de un gran repertorio de recursos pedagógicos para promover una educación física integral, destacando entre ellos el juego motor. El objetivo de este estudio fue desvelar la fuerza predictiva de dos variables asociadas al juego (dominio de acción motriz: juegos psicomotores, de cooperación, de oposición y de cooperación-oposición y competición: presencia o ausencia) sobre la intensidad emocional de los alumnos. Participaron en total 91 estudiantes de educación secundaria de Cataluña con edades entre los 12 y 14 años. Se realizaron ocho sesiones de intervención (un tipo de juego por sesión). Tras la práctica de los juegos, los participantes valoraron su experiencia emocional de 1 a 10 respondiendo el cuestionario validado GES. Para el análisis de los datos se aplicaron dos técnicas estadísticas diferentes pero complementarias: ecuaciones de estimación generalizadas y árboles de clasificación. Entre los principales hallazgos se destaca que: a) a través del juego motor se puede potenciar el desarrollo de las competencias motrices y socio-emocionales; b) El profesor de educación física debería saber que la variable competición asociada al tipo de relaciones en el juego influye en la experiencia de emociones positivas. c) El juego es una fuente de vivencias emocionales positivas, especialmente los juegos cooperativos sin competición. Abstract. In the educational context, forming emotional competences leads to very positive consequences in  academic performance and subjective well-being of the students, especially if it is worked from early ages. Physical education has a large repertoire of pedagogical tools to promote an integral physical education, motor games standing out among them. The aim of this study was to investigate the predictive capacity of two characteristics of a game (motor action domain: psychomotor, cooperation, opposition and cooperation-opposition; and competition games: presence or absence) on emotional intensity. A total of 91 high school students from Catalonia participated. Eight 60-minute intervention sessions were conducted with games of the same type in each session. Emotional intensity was assessed at the end of the session using the GES questionnaire. For the data analysis, two statistical techniques were applied: generalized estimation equations and classification trees. The main findings indicated that: a) through motor games, the development of motor and socio-emotional competences can be enhanced; b) Physical education teachers should be aware that the interaction between competition and type of relationships during a game has an influence on experiencing positive emotions; c) games are a source of positive emotional experiences, especially the cooperative, non-competitive ones.

scholarly journals Analisis Kinerja Guru Pendidikan Jasmani Olahraga dan Kesehatan terhadap Motor Ability dan Hasil Belajar pada Siswa SD Negeri di Kabupaten Pinrang

2020 ◽  
Vol 1 (1) ◽  
pp. 35-48
Author(s):  
Sahabuddin Sahabuddin ◽  
Hikmad Hakim ◽  
Ahmad Rum Binsar
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Random Sampling ◽  
Physical Education Teachers ◽  
Motor Ability ◽  
School Students ◽  
Motor Abilities ◽  
Cluster Random Sampling

Abstract   This study aims to determine the results of the performance contribution of physical and health physical education teachers to motor ablity and learning outcomes in state elementary school students in Pinrang Regency. This research is a type of correlational research. The population is male elementary school students in Pinrang Regency with a sample of 100 students with cluster random sampling techniques. The data analysis technique used is multiple correlation. Based on these results it can be concluded that (1) There is a contribution of the performance of physical and health physical education teachers to motor abilities in state elementary school students in Pinrang Regency by 57.1%, this result shows that the performance of physical and physical education teachers has a contribution to the motor ability of state elementary school students in Pinrang Regency, and (2) There is a contribution of the performance of physical and health physical education teachers to the learning outcomes of elementary school students in Pinrang Regency by 71,5%. These results indicate the analysis that the performance of physical and health physical education teachers has a contribution to the learning outcomes of elementary school students in Pinrang Regency. Keywords: Performance, Teacher, Motor Ability, Learning Outcomes   Abstrak   Penelitian ini bertujuan untuk mengetahui hasil kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap motor ablity dan hasil belajar pada murid SD Negeri di Kabupaten Pinrang. Penelitian ini adalah jenis penelitian korelasional. Populasinya adalah siswa putra SD Negeri di Kabupaten Pinrang dengan sampel berjumlah 100 orang siswa dengan teknik cluster random sampling. Teknik analisis data yang digunakan adalah korelasi ganda. Berdasarkan hasil tersebut dapat disimpulkan bahwa (1) Ada kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap motor ability pada murid SD Negeri di Kabupaten Pinrang sebesar 57,1%, Hasil ini menunjukkan bahwa kinerja guru pendidikan jasmani olahraga dan kesehatan memiliki kontribusi terhadap motor ability murid SD Negeri di Kabupaten Pinrang, dan (2) Ada kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap hasil belajar pada murid SD Negeri di Kabupaten Pinrang sebesar 71,5%. Hasil ini menunjukkan analisa bahwa kinerja guru pendidikan jasmani olahraga dan kesehatan memiliki kontribusi terhadap hasil belajar murid SD Negeri di Kabupaten Pinrang. Kata kunci: Kinerja, Guru, Motor Ability, Hasil Belajar  

scholarly journals Setting expectations: Building the blocks of phonemic awareness

2021 ◽  
Author(s):  
W. L. Quint Oga-Baldwin ◽  
Kaori Nakao ◽  
Luke K. Fryer
Keyword(s):  
Elementary School ◽  
Phonemic Awareness ◽  
Primary Schools ◽  
School Students ◽  
English Classes ◽  
Instructional Context ◽  
Significant Difference ◽  
The Difference ◽  
Identity Test ◽  
English Instruction

Young learners require developmental benchmarks to improve awareness of the phonemes in a new language. This study aimed to extend our understanding of Japanese elementary school students’ general and specific phonemic awareness across four years of English instruction. A public elementary school 3rd-6th year students in Japan (n=261, ages=8–12) participated in this study. The phoneme-identity test used consisted of fifteen items employing words during students' regular English classes. The effect of year on achievement and the difference between grades was tested. There was a significant effect of students' year on test score (p<.05). While there were no statistically significant difference years 4-5, and between years 5-6, students’ phonemic awareness increased two-year increments. Moreover, patterns of specific phoneme difficulties were identified. The present study provides preliminary guidelines for understanding the intersection between first and foreign languages, instructional context and their shared contribution towards listening and reading development in primary schools.

Sign in / Sign up

Export Citation Format

Share Document