scholarly journals Challenges in promoting physical education and sport activities in Zimbabwean primary and secondary schools

2020 ◽  
Vol 11 (1) ◽  
pp. 1-4
Author(s):  
Gouws Chantell ◽  
Tafireyi Cecil ◽  
Millard Lourens ◽  
Breukelman Gerrit
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Sport Activities

A Historical Metamorphosis of Physical Education and Extra-curricular School Sport Activities in Chatsworth, Durban, South Africa (1960–2020)

2021 ◽  
pp. 0972558X2110333
Author(s):  
Terry Jeremy Ellapen ◽  
Yvonne Paul
Keyword(s):  
Physical Education ◽  
South African ◽  
Sport Management ◽  
Physical Education Teachers ◽  
Search Terms ◽  
School Sport ◽  
Sport Activities ◽  
History Of ◽  
Narrative Literature ◽  
Curriculum Reforms

Chatsworth is a township, which was consciously designed by the South African apartheid government in order to suppress its residents’ educational, social, financial, spiritual, and physical development. The primary aim of this article is to chronologically describe the history of Physical Education and extra-curricular school sport from 1960 to 2020, in the community of Chatsworth, through review of national, provincial, and local educational policies and extra-curricular school sport management structures. A narrative literature surveillance was completed using Google Scholar and Sabinet. Key search terms were “Chatsworth,” “physical education,” and “school sport.” The search identified 2050 records, of which only six were ultimately included. The records were assessed for researcher, bias employing a modified Downs and Black Appraisal scale. Due to the paucity of literature recounting the history of Chatsworth’s Physical Education and extra-curricular school sport, interviews were conducted with two proponent Chatsworth physical education teachers. The article describes the national and provincial education curriculum reforms that influenced Physical Education and extra-curricular school sport in Chatsworth.

scholarly journals Interactive Strategy Optimizing the Attraction of Physical Activities for Teenagers According to Gender

2019 ◽  
Vol 6 (2) ◽  
pp. 34
Author(s):  
Chawki Derbali ◽  
Fathi Matoussi ◽  
Ali Elloumi
Keyword(s):  
Physical Education ◽  
Gender Stereotypes ◽  
Physical Activities ◽  
Sexual Differences ◽  
Internal Logic ◽  
Adolescent Students ◽  
Sport Activities ◽  
And Gender ◽  
Sports Activities ◽  
Analyze Data

This aim of this research is to explore and analyze to what extent the strategies to which physical education didacticsin Tunisia contributed to address the duplication of gender stereotypes. A typical approach with binary choiceregression was applied to analyze data obtained from questionnaires completed by 1326 adolescent students (724girls and 602 boys) from Tunisia. Results relieved that sport opportunities are limited by the separate expectations ofmales and females in physical education and sport settings. The analysis reveals that gender stereotypes affect girls'sports activities and that is particularly true for sports suitable for boys. The effect of the appropriated stereotype wassignificantly higher for sports practices perceived as masculine. The research ends with imminent based on thedistinction between gender skills and gender interest and implications for sport activities in order to enhanceparticipation, enjoyment, and wellbeing of people in physical education and sport activities. Hence, the need todevelop an internal logic of practice of sports activities by repeating individual and sexual differences.

scholarly journals Propuesta metodológica para implantar el aprendizaje cooperativo en las clases de educación física en base a los dominios de acción motriz (Methodological proposal to implement cooperative learning in physical education classes based on motor action doma

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 524-534
Author(s):  
Guillermo Martín Martín ◽  
Pedro Jesús Jiménez
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Secondary School ◽  
Group Dynamics ◽  
Motor Action ◽  
Trabajo En Equipo ◽  
Sport Activities ◽  
Learning Principles ◽  
Primary And Secondary School ◽  
Aprendizaje Cooperativo

  Aunque existen en España diferentes propuestas para aplicar el aprendizaje cooperativo en la educación física estas se centran en actividades físico-deportivas específicas o en estructuras cooperativas muy concretas. Faltan en nuestro país propuestas integrales destinadas a facilitar la implantación de este modelo pedagógico de forma extensiva abarcando todos los dominios de acción motriz que impone la normativa educativa. En este artículo se aporta un modelo para aplicar el aprendizaje cooperativo en el área de la educación física dentro de las etapas educativas de primaria y secundaria que engloba todos los enfoques existentes hasta el momento. Un programa estructurado en cuatro fases: 1) confianza–cohesión grupal, 2) familiarización 3) consolidación y 4) rendimiento, que abarca los cinco dominios de acción motriz que se establecen para la E.F. y las variables a tener en cuenta en el diseño de la actividad: Temporalización, número de sesiones y actividades, reglas, dinámica de las agrupaciones, roles, espacios de práctica, principios de aprendizaje cooperativo, destrezas de trabajo en equipo, técnicas y estructuras cooperativas. Abstract. Although there are different proposals in Spain to apply cooperative learning in physical education, they are focused on specific physical-sport activities or on very specific cooperative structures. In our country, there is a lack of comprehensive proposals aimed at facilitating the implementation of this pedagogical model in an extensive way, including all the motor action domains imposed by the education regulations. This article provides a model to apply cooperative learning in the area of physical education within the educational stages of primary and secondary school including all existing approaches up to now. The program is structured in four phases: 1) trust – group cohesion, 2) familiarization 3) consolidation and 4) performance, which embraces the five motor action domains that are established for the P.E. and the variables to take into account in the design of the activity: timing, number of lessons and activities, rules, group dynamics, roles, practice spaces, cooperative learning principles, teamwork skills, cooperative structures and techniques.

scholarly journals Racial Representation in Physical Education Textbooks for Secondary Schools

SAGE Open ◽  
2015 ◽  
Vol 5 (1) ◽  
pp. 215824401557497 ◽  
Author(s):  
María Inés Táboas-Pais ◽  
Ana Rey-Cao
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Racial Representation

Physical Activity and Environmental Influences during Secondary School Physical Education

2009 ◽  
Vol 28 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Bik C. Chow ◽  
Thomas L. McKenzie ◽  
Lobo Louie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Vigorous Physical Activity ◽  
Regression Analyses ◽  
Movement Skills ◽  
Instruction Time ◽  
Trained Observers ◽  
The U.S

Physical activity engagement during physical education is important for many reasons, including developing physical fitness and movement skills and promoting health. Much more is known about physical activity in elementary than secondary schools. We examined physical activity and how it was influenced by instructor-related and environmental characteristics during 238 lessons taught by 65 physical education specialists in 30 randomly selected secondary schools in Hong Kong. Trained observers used SOFIT (System for Observing Fitness Instruction Time) in randomly selected grade 7–12 classes over a 6-month period. Results showed students engaged in moderate-to-vigorous physical activity (MVPA) about 35% of lesson time, a level similar to that found in U.S. elementary schools and short of the U.S. Healthy People 2010 objective of 50% engagement time. Multiple regression analyses found that six potentially modifiable variables contributed to 35% of the variability in lesson MVPA percent.

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