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Sample records for physical education class

  1. Does HOPSports Promote Youth Physical Activity in Physical Education Classes?

    Science.gov (United States)

    West, Stephanie T.; Shores, Kindal A.

    2014-01-01

    This study investigated how a technological intervention, HOPSports (HOPS), impacted youth physical activity (PA) in a physical education (PE) class. Research indicates rising levels of youth television watching and video game use, physical inactivity, and related overweight. One approach to increase youth PA is to use technology-based…

  2. Teaching Touch Rugby in Physical Education Classes

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    Pugh, Steven F.; Alford, Alan

    2004-01-01

    Physical educators are always looking for new ideas that introduce moderate-to-vigorous activity, involve skill, encourage teamwork, and increase student interest. Touch rugby has the potential to contribute to these outcomes. Though the sport is not new, it is not a mainstream sport. Therefore, students see it as something new. Their motivation…

  3. Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

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    Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

    2015-01-01

    Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

  4. Discussion of gender in Physical Education classes: a systematic review

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    Naiara da Rocha Matos

    2016-05-01

    Full Text Available The aim of this study was to verify through systematic review the implications of the possible participation or / non-participation of girls in physical education classes. It is a systematic literature review conducted in CAPES Journal Portal databases and Lilacs, and in scientific journals Motrivivência and Physical Education Magazine. Initially it found a total of 260 articles, analyzed which have been titles, abstracts, and later the full article, only 07 being selected articles. Therefore,  us articles selected there is a strong built influence historically and rooted in society about girls' participation in physical education classes, these are considered less skilled for sports compared to boys, society, as well as school end up further enhance this male superiority.

  5. Education of Social Skills among Senior High School Age Students in Physical Education Classes

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    Akelaitis, Arturas V.; Malinauskas, Romualdas K.

    2016-01-01

    Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

  6. Association between physical activity, participation in Physical Education classes, and social isolation in adolescents.

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    Santos, Simone José dos; Hardman, Carla Menêses; Barros, Simone Storino Honda; Santos da Franca, Carolina; Santos, Carolina da F B F; Barros, Mauro Virgilio Gomes de

    2015-01-01

    To analyze the association between physical activity, participation in Physical Education classes, and indicators of social isolation among adolescents. This was an epidemiological study based on secondary analysis of data from a representative sample of students (14-19 years) from public high schools (n=4,207). Data were collected through the questionnaire Global School-based Student Health Survey. The independent variables were the level of physical activity and enrollment in Physical Education classes, while the dependent variables were two indicators of social isolation (feeling of loneliness and having few friends). Descriptive and inferential procedures were used in the statistical analysis. Most of the adolescents were classified as insufficiently active (65.1%) and reported not attending Physical Education classes (64.9%). Approximately two in each ten participants reported feeling of loneliness (15.8%) and, in addition, about one in each five adolescents reported have only one friend (19.5%). In the bivariate analysis, a significantly lower proportion of individuals reporting social isolation was observed among adolescents who referred higher enrollment in Physical Education classes. After adjustment for confounding variables, binary logistic regression showed that attending Physical Education classes was identified as a protective factor in relation to the indicator of social isolation 'having few friends,' but only for girls. It was concluded that participation in Physical Education classes is associated with reduced social isolation among female adolescents. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  7. Representations of deaf students about inclusion in physical education classes

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    Tássia Pereira Alves

    2014-04-01

    Full Text Available Inclusion is a social process in school aims to change attitudes and to build a position to cover everyone without distinction. Thus, the objective was to analyze the representations of deaf students on their inclusion in physical education classes. It is qualitative, descriptive and analytical, attended eight deaf students from 2 public schools in a city in the countryside of Bahia. For data production, it was used a semi -structured interview, through the aid of an interpreter of Brazilian Sign Language (Libras, at the same time, it was translated by the interpreter and transcribed by the researchers. Data analysis used the technique of categorical content analysis. The inclusion of deaf people in physical education classes still failed to materialize and in fact, even having found some teachers with pedagogical actions that proved to be inclusive, yet they still leave many gaps, regarding satisfactory learning of students because they simply just integrate deaf students in the classroom. It is necessary that the school and the teacher ensure that the curriculum is accessible to them, so that they can contribute to the construction of citizenship, motor development, cognitive and social-emotional student.

  8. Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

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    Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

    2001-01-01

    Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

  9. Secondary School Students' Physical Activity Participation across Physical Education Classes: The Expectancy-Value Theory Approach

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    Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo

    2015-01-01

    The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…

  10. An Ecological Examination of an Urban Sixth Grade Physical Education Class

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    James, Alisa R.; Collier, Douglas

    2011-01-01

    Background: There are several factors that influence teaching urban physical education. Violence, poverty and irrelevant curricula influence the teaching-learning environment in urban physical education. One approach to urban physical education is to look carefully at the ecology that exists within an urban physical education class. This ecology…

  11. Social Gender in the Pictures Drawn by Students about Physical Education Class

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    Temel, Cenk; Güllü, Mehmet

    2016-01-01

    The current study aimed to analyze the social gender perception in physical education classes in Turkey through the pictures drawn by students about the physical education class. The document analysis technique, which is a qualitative research method, was used in the study. In the light of this aim, the pictures drawn by a total of 394 students…

  12. But I Like PE: Factors Associated With Enjoyment of Physical Education Class in Middle School Girls

    OpenAIRE

    Barr-Anderson, Daheia J.; Neumark-Sztainer, Dianne; Schmitz, Kathryn H.; Ward, Dianne S.; Conway, Terry L.; Pratt, Charlotte; Baggett, Chris D.; Lytle, Leslie; Pate, Russell R.

    2008-01-01

    The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity...

  13. Appropriate or Inappropriate Practice: Exercise as Punishment in Physical Education Class

    Science.gov (United States)

    Barney, David; Pleban, Frank T.; Fullmer, Matt; Griffiths, Rachel; Higginson, Kelsey; Whaley, Dez

    2016-01-01

    There is an expectation that physical educators will provide games, activities, and interactions that will positively affect student attitudes toward being physically active throughout their lives. Unfortunately, certain pedagogical practices have been employed in physical education (PE) classes that negatively affect attitudes toward physical…

  14. Secondary education student bodily practices: implications of gender in and outside physical education classes

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    Aline Fernanda Ferreira

    2016-03-01

    Full Text Available Abstract The present study aimed to analyze the bodily practices of high school students inside and outside of the physical education classes from the perspective of gender. A total of 426 students (63.7% girls and 36.3% boys enrolled in the 2nd year of public high schools in a municipality in the interior of São Paulo State participated in the study. To collect the data, a questionnaire was elaborated and analyzed based on categories of survey and systematic cross-gender comparisons. The results showed that, in general, boys are more physically active than girls, regarding practices inside and outside of physical education classes. Distinctions were found regarding the bodily manisfestations chosen by each group, the behavior associated with the social and the cultural contexts to which boys and girls are exposed from birth to adult life.

  15. Simulation technology achievement of students in physical education classes.

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    Тіmoshenko A.V.

    2010-06-01

    Full Text Available Technology of evaluation of progress was studied during employments by physical exercises. Possibility of the use of design method was probed in an educational process during determination of progress of students. The value of mathematical models in pedagogical activity in the field of physical culture and sport is certain. Mathematical models are offered for the evaluation of success of student young people during employments swimming. Possibility of development of models of evaluation of success is rotined on sporting games, track-and-field, gymnastics.

  16. An Investigation of the Class Management Profiles of Students of Physical Education and Sports Teaching Departments

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    Baydar, Hacer Özge; Hazar, Muhsin; Yildiz, Ozer; Yildiz, Mehtap; Tingaz, Emre Ozan; Gökyürek, Belgin

    2016-01-01

    The objective of this research is to examine and analyze the class management profiles of 3rd and 4th grade students of Physical Education and Sports Teaching Departments of universities in Turkey based on gender, grade level and university. The research population comprised 375 students (170 females and 205 males) of Physical Education and Sports…

  17. The effect of physical education intensive classes on social skills and self-efficacy

    OpenAIRE

    野口, 和行; 村山, 光義; 村松, 憲; 板垣, 悦子; 東海林, 祐子

    2015-01-01

    The purpose of this study was to clarify the change of social skills and self-efficacy in the students who take physical education classes in university and difference among form of the classes ; physical education intensive course, physical education course conducting once a week and lecture course. We measured social skills and self-efficacy using Kikuchi's Social Skill Scale (KiSS-18) and the General Self Efficacy Scale (GSES). The results are as follows :1) Regardless of the kind of the c...

  18. ASPECTS RELATED TO THE CONDUCT OF THE PHYSICAL EDUCATION CLASS IN PRIMARY SCHOOL

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    Dana Ioana CRISTEA

    2017-01-01

    Full Text Available Physical education, a subject included in the core curriculum in all educational cycles, with different number of hours, aims at training students attitudes and habits, specific to its field, also targeting other areas of education.The current pre-university education in Romania, including the physical education classes, joined the European standards of education.These require further reforms in both the organizational documents and the deployment methodology in the educational process in all university institutions.It is known that physical education lessons are conducted in dedicated facilities (sports court, gyms but what solution is there when we do not have these spaces?The classroom remains a loophole rescue, a space to be exploited with more creativity and motivation.This paper proposes a series of teaching strategies to achieve the objectives of physical education in primary school.

  19. But I like PE: factors associated with enjoyment of physical education class in middle school girls.

    Science.gov (United States)

    Barr-Anderson, Daheia J; Neumark-Sztainer, Dianne; Schmitz, Kathryn H; Ward, Dianne S; Conway, Terry L; Pratt, Charlotte; Baggett, Chris D; Lytle, Leslie; Pate, Russell R

    2008-03-01

    The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.

  20. Masculinities and Sport: The Emphasis on Hegemonic Masculinity in Portuguese Physical Education Classes

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    Silva, Paula; Botelho-Gomes, Paula; Goellner, Silvana Vilodre

    2012-01-01

    The purpose of this study was to analyse representations of hegemonic masculinity in physical education (PE) mixed classes, the only curricular discipline having sport as its contents in the Portuguese educational system. The analysed data come from semi-structured interviews with Portuguese secondary school teachers and students and from class…

  1. Physical education resources, class management, and student physical activity levels: a structure-process-outcome approach to evaluating physical education effectiveness.

    Science.gov (United States)

    Bevans, Katherine B; Fitzpatrick, Leslie-Anne; Sanchez, Betty M; Riley, Anne W; Forrest, Christopher

    2010-12-01

    This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical activity during PE. The proportion of class time devoted to management was evaluated as a potential mediator of the relations between resource availability and student activity levels. Data for this cross-sectional study were collected from interviews conducted with 46 physical educators and the systematic observation of 184 PE sessions in 34 schools. Regression analyses were conducted to test for the main effects of resource availability and the mediating role of class management. Students who attended schools with a low student-to-physical educator ratio had more PE time and engaged in higher levels of physical activity during class time. Access to adequate PE equipment and facilities was positively associated with student activity levels. The availability of a greater number of physical educators per student was found to impact student activity levels by reducing the amount of session time devoted to class management. The identification of structure and process predictors of student activity levels in PE will support the allocation of resources and encourage instructional practices that best support increased student activity levels in the most cost-effective way possible. Implications for PE policies and programs are discussed. © 2010, American School Health Association.

  2. Labour Universities: Physical Education and the indoctrination of the working class

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    Delgado Granados, Patricia; Ramírez Macías, Gonzalo

    2014-01-01

    This paper explores the role of Physical Education in Labour Universities (1955-1978) during Franco's regime as an instrument of indoctrination and declassing of the working class. The conclusions obtained after the study and the analysis of various primary sources indicate that, initially, Physical Education was used as an instrument of indoctrination for the purposes of achieving the social and ideological model of Franco's regime after the Fascist uprising (1936-1939). However, this initia...

  3. Elementary physical education: A focus on fitness activities and smaller class sizes are associated with higher levels of physical activity

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    Mandy Kirkham-King

    2017-12-01

    Full Text Available Optimizing physical activity during physical education is necessary for children to achieve daily physical activity recommendations. The purpose of this study was to examine the relationship among various contextual factors with accelerometer measured physical activity during elementary physical education. Data were collected during 2015–2016 from 281 students (1st–5th grade, 137 males, 144 females from a private school located in a metropolitan area of Utah in the U.S. Students wore accelerometers for 12 consecutive weeks at an accelerometer wear frequency of 3days per week during physical education. A multi-level general linear mixed effects model was employed to examine the relationship among various physical education contextual factors and percent of wear time in moderate-to-vigorous physical activity (%MVPA, accounting for clustering of observations within students and the clustering of students within classrooms. Explored contextual factors included grade level, lesson context, sex, and class size. Main effects and interactions among the factors were explored in the multi-level models. A two-way interaction of lesson context and class size on %MVPA was shown to be statistically significant. The greatest differences were found to be between fitness lessons using small class sizes compared to motor skill lessons using larger class sizes (β=14.8%, 95% C.I. 5.7%–23.9% p<0.001. Lessons that included a focus on fitness activities with class sizes that were <25 students associated with significantly higher %MVPA during elementary physical education. Keywords: Exercise, Physical education and training, Adolescents

  4. School Physical Education and Gender: Influences from outside the school at participation in classes

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    Juliana Fagundes Jaco

    2016-04-01

    Full Text Available Participation in physical education classes is a complex issue; many factors lead students to participate in classroom activities in different ways. This research examines how the way to take part in the class is influenced by experiences outside of school. In this way, seeks to analyze how the actions and family discourses influence the different interests of girls and boys, such as the participation in physical activities outside of school. Also, examines the influence of the participating inside of the school, and how expectations and understandings of bodily practices for boys and girls influence different ways to participate in classes when comparing the male and female gender. For this, held semi-structured interviews and classroom observations into four groups of the eighth year of two public schools in the city of Campinas-SP. The notes of this research indicated that the experience and knowledge of the body and body practice outside of school have the big influence on the ways of participating in classes. The cultural environment of the students gave different experiences and understandings for boys and girls in the knowledge that circulate in physical education classes and contributed in different ways to participate in class. Keywords: Physical Education, Gender, Participation

  5. Sports injuries in students aged 12-18 during physical education classes in Israel

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    Coleman R

    2003-12-01

    Full Text Available A retrospective study was made of sports injuries occurring in physical education classes in 51 junior and senior high schools in Israel during a period of 14 months (2000-2002. The survey covered a total population of 11439 students aged 12 to 18, 52% male, 48% female. The aim of the study was to assess the incidence, types and risk factors involving sports injuries among students in physical education classes. Physical education teachers were asked to complete questionnaires recording injuries that occurred during their lessons. Data included: socio-demographic parameters (gender, age, height and weight of the injured students, area and type of injury, time of injury during the class, type of sport activity, previous injuries, assessment of sport capabilities and performance. A total of 192 injuries were recorded in the survey (1.70%. Male and female students had fairly similar injury rates (49% female, 51% male. 12-14 year old students showed the greatest number of injuries (52%. The ankle was the most common site of injury in both genders (48% mostly involving ankle sprain. Athletics was the most common sport involving injury (38%. 45% of injuries were reported to occur in the start of the class, whereas 26% of injuries were repeat injuries. This survey showed that the incidence of injuries during supervised physical education classes in high schools in Israel is relatively low and is similar to that of other Western countries.

  6. Students Opinions and Attitudes towards Physical Education Classes in Kuwait Public Schools

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    Mohammed, Heyam Reda; Mohammad, Mona Ahmad

    2012-01-01

    The aim of study was to investigate student opinion and attitude toward physical education classes. Two thousand seven hundred (2700) students answered the survey: 1239 (45.3%) were male students and 1497 (54.7%) were female from Kuwait six districts: Al_Hawalli, Al_Asimah, Al_Jahra, Al_Mobarak, Al_Farwniah, Al_Ahmadi. Weight Status was determined…

  7. Attitudes toward Physical Education and Class Preferences of Turkish Adolescents in Terms of School Gender Composition

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    Koca, Canan; Asci, F. Hulya; Demirhan, Giyasettin

    2005-01-01

    The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward…

  8. The School Physical Education class as a generator of Physical-Sportive Leisure

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    Sanz Arazuri, Eva

    2012-07-01

    Full Text Available this article tries to know the relationships that can be found between School Physical Education and Leisure Physical Sportive Practice among the population of teenagers and young people from Huesca who study Compulsory Secondary Education, Bachillerato, Professional Studies, taking into account the gender. In this research, the satisfaction level referred to the experienced physical education lessons is expressed through the level of benefit that is assigned to those experiences when young people start extracurricular physical-sportive practice. Among the main conclusions, it is checked that poorly one out three of students from Huesca, states that physical education lessons were useful to access extracurricular practice. As well, the consideration that physical education lessons are a way to access to extracurricular physical-sportive practice is mainly associated to women. The more useful are the lived experiences during P.E. lessons, the more is the number of feminine students who go on practicing and less is the number of people that give up sport. In fact, seven out of ten of feminine students who refer to these lessons as very useful, keep on practicing and three of them abandon physical activity. This relationship is not established taking about masculine genre.

  9. Effect of training on physical fitness in once weekly college physical education class

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    石倉, 恵介; 佐藤, 和; 富川, 理充

    2017-01-01

    To determine the effect of training in a once weekly PE class, we measured the physical fitness and body composition of 47 university students (37 male, 10 female) at pre- and post-training period. They set the goal to either "increase muscle strength or hypertrophy (MS)", "cardiorespiratory fitness (CF)", or "fat reduction (FR)". After the training period, muscle strength and muscle mass increased significantly in the MS group. However, there was no effect in the FR group. The CF group was v...

  10. [Influence of autonomy support, social goals and relatedness on amotivation in physical education classes].

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    Moreno Murcia, Juan A; Parra Rojas, Nicolás; González-Cutre Coll, David

    2008-11-01

    The purpose of this study was to analyze some factors that influence amotivation in physical education classes. A sample of 399 students, of ages 14 to 16 years, was used. They completed the Perceived Autonomy Support Scale in Exercise Settings (PASSES), the Social Goal Scale-Physical Education (SGS-PE), the factor of the Basic Psychological Needs in Exercise Scale (BPNES) adapted to physical education and the amotivation> factor of the Perceived Locus of Causality Scale (PLOC). The psychometric properties of the PASSES were analyzed, as this scale had not been validated to the Spanish context. In this analysis, the scale showed appropriate validity and reliability. The results of the structural equation model indicated that social responsibility and social relationship goals positively predicted perception of relatedness, whereas the context of autonomy support did not significantly predict it. In turn, perception of relatedness negatively predicted amotivation. The findings are discussed with regard to enhancing students' positive motivation.

  11. MORE MINUTES OF PHYSICAL EDUCATION CLASSES SUPPORT MOTOR DEVELOPMENT IN PRESCHOOL CHILDREN

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    Judith Jiménez Díaz

    2010-12-01

    Full Text Available The aim of this study was to determine the effect of physical education classes in 12 fundamental motor skills (FMS. Preschool students (M = 6.09±0.5 years old were randomly assigned to a control group (6 boys and 7 girls who performed the regular preschool class (which includes one 30- minutes session per week; experimental group 1 (6 boys and 6 girls who received the regular preschool class plus 1 session of 30 minutes per week of the intervention program; or experimental group 2 (6 boys and 7 girls, who received the regular preschool class plus 1 session of 60 minutes per week of the intervention program; during 8 weeks (n=38. All participants performed the Test of Gross Motor Development (TGMD-2 before and after the study. A one-way MANOVA reflected a similar behavior in al FMS in the pre-test. A two-way MANOVA (group x time reflected no interaction in the 12 FMS; also in the 6 object control FMS; but there was an interaction in the 6 locomotor FMS. In conclusion, 90-minutes of physical education classes per week only benefit the FMS of galloping and hopping.

  12. Athletic and sporting interests of students in the physical education classes

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    Kosyns’kyi E.O.

    2013-08-01

    Full Text Available Athletic and sporting interests of students in the physical education classes. The aim is to study the structure of sports and sporting interests and motivation for physical activities first year students. An anonymous questionnaire was attended by 209 students (116 girls, 93 boys. The presence of additional independent study of organized physical activity, lack of missed classes. High self-esteem health of boys and girls due to the high level of interest in physical training. The main condition for the formation of interest in physical culture is the introduction of innovative technologies in physical education and attracting students to sports events. The highest level of interest in girls revealed their studies shaping, the young men - martial arts. Found that the high level of interest indicated 44.19% of the boys, the average - 51.16%, low - 4.65%. Found that the high level of interest indicated 15.15% of the girls, the average - 77.27%, low - 7.58%.

  13. PREFERENCES FOR INTRODUCTION OF ELECTIVE SPORTS IN PHYSICAL EDUCATION CLASSES AMONG PARENTS OF ELEMENTARY SCHOOL PUPILS

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    Jelena Ilić

    2013-07-01

    Full Text Available The aim of this study was to determine which sports are most popular among parents of pupils of primary school in Serbia, in order to determine which sports would be advisable to introduce in the classes of physical education. The sample included 5865 parents. Most parents would like to introduce as an optional sport swimming, football, basketball, volleyball and at last parents would like to introduce acrobatics, wrestling, orienteering and rowing. Obtained were statistically significant differences according to gender (fathers would like to be introduced football and mothers would like swimming and according to educational level (parents with higher educational level would most like to be introduced swimming and volleyball; while parents with the lowest educational level prefered football. The results indicates that with enlargement of educational level of parents comes higher level of interest for other sports, like skiing and basketball and decrease level interest for bicycling, football and karate.

  14. The Role of Motor Competence and Body Mass Index in Children's Activity Levels in Physical Education Classes

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    Spessato, Barbara Coiro; Gabbard, Carl; Valentini, Nadia C.

    2013-01-01

    Our goal was to investigate the role of body mass index (BMI) and motor competence (MC) in children's physical activity (PA) levels during physical education (PE) classes. We assessed PA levels of 5-to-10-year old children ("n" = 264) with pedometers in four PE classes. MC was assessed using the TGMD-2 and BMI values were classified…

  15. A Fitness Intervention Program within a Physical Education Class on Cardiovascular Endurance among Malaysia Secondary School Students

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    Rengasamy, Shabeshan; Raju, Subramaniam; Lee, Wee Akina Sia Seng; Roa, Ramachandran

    2014-01-01

    The aim of the study was to investigate the effect of a physical fitness intervention program within a physical education class on cardiovascular endurance of Malaysian secondary school boys and girls. A quasi experimental design was adopted for the study. Two schools in a district were randomly selected. In each school, two classes were randomly…

  16. The social representations of dance in physical education classes in the early years of primary education

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    Fabíola Schiebelbein Capri

    2011-12-01

    Full Text Available This paper presents a survey of social representations of dance in the context of School Physical Education. The survey was conducted in two city schools and two private schools in Ponta Grossa, Paraná, Brazil. The observation and the questionnaire were the instruments used to collect data. Five teachers of Physical Education and 331 students of Primary Education (5th year of Primary Education took part in the research. The results indicate that the social representations of dance teachers are related to holidays and anniversaries of the school and students, to pleasure and to musical preference. The practice of dance in the school has room for choreographic creations, June Festival rehearsals, and school presentations.

  17. Exploration on Effective Ways of Moral Education in University Physical Education Class

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    Xionghuai Guo

    2014-05-01

    Full Text Available Physical education (PE can improve the students’ physical quality and it is meanwhile an important means of developing the students’ moral quality. In PE teaching activities, we should use proper teaching method to foster PE spirit and mind the details in teaching which contribute to the formation of the students’ PE spirit. In a period when teaching reform keeps deepening, developing PE spirit is a higher goal in PE teaching. It not only toughens the students but also enhances the students’ moralities of discipline, honesty, intelligence, activity and enterprise, to grasp PE characteristics and deliberately co-mingle moral education (ME.

  18. Pupils with sensory disabilities in physical education classes: Attitudes and preferences

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    Petra Kurková

    2015-09-01

    Full Text Available Background: The key factor that affects the success of shaping positive attitudes towards regular life-long performance of physical activity (PA is the pupils' level of inner motivation. This is influenced, among other things, by their family background, the educational institution that they attend and the educator's competencies. Objective: The purpose of this study was to describe and analyse the attitudes among pupils with sensory disabilities in physical education (PE classes. A partial objective was to compare the preferences for various PA by pupils with sensory disabilities in PE classes. Method: A non-standardized questionnaire was used to collect the data. The sample was based on the following features: a a participant had to be deaf or hard of hearing, b a participant had to have a visual disability, and c had to have been educated in special educational settings. The data were quantified on the percentage basis. To carry out cross-group statistical testing of differences, a ratio analysis with the help of the Chi-square test was applied. The level of statistical significance was set to p < .05. We analysed the data of 70 pupils attending the second stage of two elementary schools in Slovakia: a 37 pupils (22 boys and 15 girls, age 13.3 ± 1.45 years from a school for the deaf, and b 33 pupils (14 boys and 19 girls, age 13.4 ± 1.41 years from a school for the blind. Results: The differences in the preferences for various PA during PE classes in the cross-group comparison of pupils with sensory disabilities were discovered. A comparison of the opinions of pupils with sensory disabilities pointed out a difference consisting in a higher percentage of positive attitudes among pupils with visual disabilities in indicators of popularity, importance, the pupils' efforts and feelings towards education. A statistically significant difference was discovered only in feelings during PE classes. This result may be considered

  19. Neglect of teaching in Physical Education classes the invisibility of the disciplinary knowledge

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    Fernando Jaime González

    2013-12-01

    Full Text Available This research aimed to recognize similarities and differences in the configuration of cases of teachers of Physical Education characterized by dereliction of teaching. This study tried to understand how members of the school community, especially managers, see (if they do the teaching practices of two teachers with similar teaching propositions in the classroom, but with a different engagement with the institution.The text was constructed based on two case studies developed in 2010 in public schools in counties of northeastern states of Rio Grande do Sul.Data were collected based on semi-structured interviews and field diaries.The results indicate that the neglect of teaching is perceived by members of the school community only when the teacher rejects any proposition in class and does not respond to other needs of the school, and his action is not acknowledged. The teacher is not guided by the contents of the higher education of the school discipline, and still does not change the school routines and minimally contemplates the tradition. The knowledge addressed (or not in Physical Education classes is invisible to the eyes of school administrators

  20. In Light of the 2012 NASPE Symposium, to What Extent Should Physical Educators Incorporate Pop Culture in Their Classes?

    Science.gov (United States)

    Journal of Physical Education, Recreation & Dance, 2013

    2013-01-01

    In this "Issues" column, "The Journal of Physical Education, Recreation & Dance" provides responses to the question: "In Light of the 2012 NASPE Symposium, to What Extent Should Physical Educators Incorporate Pop Culture in Their Classes?" Responses this month come from an assistant professor who says that:…

  1. RELATIONS BETWEEN MOTORIC ABILITIES AND SPECIFIC MOTORIC BASKETBALL SKILLS IN PHYSICAL EDUCATION CLASSES

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    Dejan Milenković

    2014-06-01

    Full Text Available The aim of this study was to determine the relation between motoric and specific motoric basketball skills in physical education classes for elementary school students. The sample was taken from a population of boys and girls in four elementary schools in Niš. Boys (66 and girls (58, have been students of elementary school, 10 years old and all of them have been attending regular physical education classes three times a week. For the assessment of motoric abilities, a set of 12 motoric tests was applied: Explosive strength: squat jump, squat jump arms swing and drop jump; Speed: 20m running from a low start, orbiting hand and orbiting leg; Coordination: jumping over the horizontal rope, envelope test and figure „8“ with bending; Accuracy: darts, shooting with the ball at horizontal target and stiletto. For the assessment of specific motoric basketball skills a set of six tests was applied: elevations precision of ball passing with two hands, horizontal precision of  ball passing with two hands, orbiting ball around the body, orbiting ball through the legs (figure „8“, dribble around a central circle of the basketball court and dribble two "small eights" around two adjacent circles of basketball court. In data processing canonical correlation and regression analysis were used. The results showed that motoric abilities significantly contributed to success of specific motoric tests performance both with boys and also with girls.

  2. THE USE OF TEACHING METHODS IN CLASS MAIN PART OF THE PHYSICAL EDUCATION

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    Enver Međedović

    2008-08-01

    Full Text Available Physical education as compulsory form of education has its own structure, which has different structure from the other subjects. The differences are especially spotted throw metodicalad mission, also throw working methods which are different, dipending of unit which has been done, method which will be used in main or simple part of class depends on aims and subject matters of cimesiolical operaters (these are simple teaching aids, it also dependes of age and sex, depends of relation between teacher and pupil and of course of laws on which is built this subject. Throw empirical researches on representativle sample of 56 home room teachers, it showed that the most used method is demonstrative and it also showed the importance of methods which are used in this subject. These results which are gained throw instrumental researches of questionnaire, are represented in charts, graphics and texts.

  3. The effects of a self-esteem program incorporated into health and physical education classes.

    Science.gov (United States)

    Lai, Hsiang-Ru; Lu, Chang-Ming; Jwo, Jiunn-Chern; Lee, Pi-Hsia; Chou, Wei-Lun; Wen, Wan-Yu

    2009-12-01

    Self-esteem, a key construct of personality, influences thoughts, actions, and feelings. Adolescence is a critical stage to the development of self-esteem. Taiwan currently offers no self-esteem building curriculum in the public education system. Therefore, incorporating self-esteem-related teaching activities into the existing curriculum represents a feasible approach to enhance self-esteem in middle school students. This study aimed to explore the effects on junior high school students' self-esteem of a self-esteem program incorporated into the general health and physical education curriculum. A quasi-experimental research design was used, and 184 seventh-grade students at two junior high schools in Taipei City were randomly selected and separated into two groups. The experimental group received one 32-week self-esteem program incorporated into their regular health and physical education curriculum, which was administered in three 45-minute-session classes each week. The control group received the regular health and physical education with no specially designed elements. During the week before the intervention began and the week after its conclusion, each participant's global and academic, physical, social, and family self-esteem was assessed. Data were analyzed using analysis of covariance. For all participants, the experimental group was significantly superior to the control group in respect to physical self-esteem (p = .02). For girls, the experimental group was significantly superior to the control group in family self-esteem (p = .02). However, there was no significant difference between the two groups in terms of global self-esteem. This study provides preliminary evidence that incorporating self-esteem activities into the regular school health and physical education curriculum can result in minor effects in students' physical self-esteem and family self-esteem. Findings may provide teachers and school administrators with information to help them design

  4. The predictors of students' attitude towards inclusion of children with disabilities in physical education classes

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    Orlić Ana

    2016-01-01

    Full Text Available Positive attitude towards inclusion of children with disabilities in Physical Education (PE classes is one quite important factor for successful implementation of inclusive education. The aim of this study was to examine the predictors of attitude of the students as future PE teachers towards inclusion in PE. In this study, the predictors in the field of personality, professional competences for working with children with disabilities and certain personal characteristics (gender were included. The sample included 221 students of the final year of studies at the Faculty of Sport and Physical Education in Belgrade, Niš and Novi Sad. In order to measure the attitude towards inclusion in PE, the instrument of Attitude Toward Inclusive Physical Education was used. In the field of personality, a trait of openness to experience was examined, which was measured using the HEXACO PI-R instrument. An additional questionnaire was also designed by which the students were asked to indicate their gender and professional competences for working with children with disabilities: their average mark during the studies, subjective assessment of the level of knowledge and skills required for working with children with disabilities acquired in the course of their studies (self-assessment of professional competence and experience in working with children with disabilities during their professional practice. The results of multiple regression analysis showed that openness to experience, self-assessment of professional competence and gender were significant predictors. The results indicate that, during the training for teaching profession, it is necessary to develop students' specific competences required for the work in inclusive education as well as to create the teaching atmosphere which will enhance inquisitiveness and creativity as significant determinants of the trait of openness to experience.

  5. Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

    Science.gov (United States)

    da Costa, Bruno G G; da Silva, Kelly S; George, Amanda M; de Assis, Maria Alice A

    2017-01-01

    To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. Cross-sectional study. A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  6. Stress Management in Physical Education Class: An Experiential Approach to Improve Coping Skills and Reduce Stress Perceptions in Adolescents

    Science.gov (United States)

    Lang, Christin; Feldmeth, Anna Karina; Brand, Serge; Holsboer-Trachsler, Edith; Pühse, Uwe; Gerber, Markus

    2016-01-01

    In most physical education (PE) syllabuses, promoting life skills constitutes an important educational objective. The aim of this study was to implement a coping training program (EPHECT) within regular PE and to evaluate its effects on coping and stress among vocational students. Eight classes from a vocational school were selected for study;…

  7. Injuries to primary school pupils and secondary school students during physical education classes and in their leisure time.

    Science.gov (United States)

    Videmsek, Mateja; Karpljuk, Damir; Mlinar, Suzana; Mesko, Maja; Stihec, Joze

    2010-09-01

    The study aimed to establish the frequency of injuries in primary and secondary schools during leisure time and physical education classes in school as well as in group and individual sports. The sample included 2842 pupils from nine primary schools and 1235 students from five secondary schools in Slovenia. The data were processed with the SPSS statistical software package and the frequencies and Crosstabs were calculated. The results showed that substantially more pupils and students were injured in their leisure time than during physical education classes. Girls were more frequently injured in group and individual sports practiced during physical education classes and in individual sports practiced in their leisure time, whereas boys suffered more injuries in group sports practiced in their leisure time. As regards group sports, pupils and students were most frequently injured while playing football in their leisure time whereas, during physical education classes, they suffered most injuries in volleyball, followed closely by basketball and football; as regards individual sports, pupils and students were most frequently injured while cycling and rollerblading in their leisure time, whereas during physical education classes they suffered most injuries in athletics.

  8. Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

    Science.gov (United States)

    Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

    2018-01-01

    To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.

  9. The development of spatial orientation and laterality in physical education classes from the countryside - pilot test

    Directory of Open Access Journals (Sweden)

    Teodora-Mihaela Iconomescu

    2017-01-01

    Full Text Available The article aims to present a pilot test on the development of space orientation and laterality in pupils in primary education in the physical education lesson. Testing of psychomotricity components was performed by the Piaget Head and Harris test. The differences between the two initial and final tests have shown that through the physical movement of the physical education we have improved the two components of psychomotricity.

  10. Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.

    Science.gov (United States)

    Aelterman, Nathalie; Vansteenkiste, Maarten; Van Keer, Hilde; Van den Berghe, Lynn; De Meyer, Jotie; Haerens, Leen

    2012-08-01

    Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, Mage = 14.36 ±1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students' personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory's emphasis on quality of motivation.

  11. Boys, Bodies, and Bullying in Health and Physical Education Class: Implications for Participation and Well-Being

    Science.gov (United States)

    Jachyra, Patrick

    2016-01-01

    In Ontario, Canada, adolescent boys are increasingly developing a disinterest towards health and physical education (HPE) class, and also are withdrawing from HPE as soon as they institutionally are allowed to do so. To date however, there has been a dearth of research that has explored the various mechanisms that are dissuading boys from active…

  12. Students' perceptions of the physical education class environment for boys and girls and the perceived motivational climate.

    Science.gov (United States)

    Papaioannou, A

    1998-09-01

    Greek students (N = 310) responded to surveys concerning their perceptions of the physical education class environment. Based on factor and reliability analyses, 14 scale scores were computed. Two depicted perceptions of teacher-initiated mastery orientation and teacher-initiated performance orientation. Six scale scores reflected the teacher's negative behavior toward boy's, focus on boys' learning, encouragement toward boys, autonomy given to boys, adjustment of the lesson for boys, and motivation of boys. Six identical scale scores were calculated assessing the physical education class climate for girls. The perception of a teacher who behaves differently toward boys and girls was negatively related to the perception of a teacher who tried to help all students to improve. It is suggested that a mastery orientation increases students' motivation and maintains equality in physical education.

  13. THE ATTITUDES AND INTERESTS OF FEMALE STUDENTS FOR THE TEACHING CONTENTS AND THE CLASSES OF PHYSICAL EDUCATION

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    Goran Šekeljić

    2011-08-01

    Full Text Available In this paper, using as a sample of 142 fourth-grade female pupils from three primary schools in Uzice and Pozega, their interests for physical education classes and the teaching contents in this subject have been examined. The results of the research point to the fact that the girls of this age are interested in basketball, handball and football. This fact should be considered when making the teaching curricula The results of the research point to the fact that the girls of this age like physiacal education and that it is their favourite school subject. On the basis of that fact it is possible to draw an indirect conclusion that the classes have been realized on the methodological level which presupposes obtaining the highest goal of physical education, and that is being involved in physical activity.

  14. A Reconceptualization of Physical Education: The Intersection of Gender/Race/Social Class

    Science.gov (United States)

    Azzarito, Laura; Solomon, Melinda A.

    2005-01-01

    Over the past several years, numerous reports have reported data documenting declining participation in physical activity among youth. We argue that the gender, race and social class differences in these data have not been an important consideration, and that understanding the implications of these differences is crucial for improving physical…

  15. Incorporating Scottish Highland Games and Activities into Your Physical Education Classes

    Science.gov (United States)

    Prewitt, Steven L.; Hannon, James C.; Brusseau, Timothy

    2015-01-01

    The purpose of this article is to introduce a potentially new and exciting group of activities that can be taught in physical education. Activities based on Scottish Highland Games can be an interesting way to incorporate history and literature into the curriculum, as well as introduce students to a variety of unique physical activities. This…

  16. Heat illness surveillance in schoolboys participating in physical education class in tropical climate: an analytical prospective descriptive study.

    Science.gov (United States)

    Somboonwong, Juraiporn; Sanguanrungsirikul, Sompol; Pitayanon, Chatchatchai

    2012-01-01

    This study aimed to determine thermoregulatory and cardiovascular responses as well as the occurrence of heat illness in children exercising outdoors in physical education class under hot and humid climate. Little information regarding this issue under real-life situation is available, especially in the Southeast Asia. Analytical, prospective descriptive study. A primary school in Bangkok, Thailand. A total of 457 schoolboys (aged 5.5-12 years) were observed while exercising outdoors during their physical education classes throughout the academic year of 2009, including semester 1 (between July and September 2009) and semester 2 (between November 2009 and February 2010). Primary outcome measure was tympanic temperature. Secondary outcome measures included blood pressure, heart rate, hydration status and the occurrence of heat-related illness. Outdoor physical activity consisted of skill practice (duration 24.11±11.04 min, intensity risk for heat illness during outdoor activities in physical education class in primary school children, especially those who are overweight and have poor hydration status.

  17. Exergaming as an Alternative for Students Unmotivated to Participate in Regular Physical Education Classes

    Science.gov (United States)

    Finco, Mateus David; Reategui, Eliseo; Zaro, Milton Antonio; Sheehan, Dwayne D.; Katz, Larry

    2015-01-01

    With the novelty of exergames, an alternative form of entertainment and exercise emerged especially for physical education (PE). While video games have been historically associated to problems such as obesity, social introversion and aggressive behavior, exergames brought a new perspective in which these cultural artifacts could contribute to…

  18. School beverage environment and children's energy expenditure associated with physical education class: an agent-based model simulation.

    Science.gov (United States)

    Chen, H-J; Xue, H; Kumanyika, S; Wang, Y

    2017-06-01

    Physical activity contributes to children's energy expenditure and prevents excess weight gain, but fluid replacement with sugar-sweetened beverages (SSBs) may diminish this benefit. The aim of this study was to explore the net energy expenditure (EE) after physical education (PE) class given the competition between water and SSB consumption for rehydration and explore environmental factors that may influence the net EE, e.g. PE duration, affordability of SSB and students' SSB preference. We built an agent-based model that simulates the behaviour of 13-year-old children in a PE class with nearby water fountains and SSB vending machines available. A longer PE class contributed to greater prevalence of dehydration and required more time for rehydration. The energy cost of a PE class with activity intensity equivalent to 45 min of jogging is about 300 kcal on average, i.e. 10-15% of average 13-year-old children's total daily EE. Adding an SSB vending machine could offset PE energy expenditure by as much as 90 kcal per child, which was associated with PE duration, students' pocket money and SSB preference. Sugar-sweetened beverage vending machines in school may offset some of the EE in PE classes. This could be avoided if water is the only readily available source for children's fluid replacement after class. © 2016 World Obesity Federation.

  19. The Sport Motivation Scale for Children: preliminary analysis in physical education classes.

    Science.gov (United States)

    Zahariadis, Panayotis N; Tsorbatzoudis, Haralambos; Grouios, George

    2005-08-01

    This study was done to test the psychometric properties of the modified version of the Sport Motivation Scale adapted for children in physical education. Participants were elementary school students (N = 452, M(age) = 13.9 +/- 1.04) who responded to the Sport Motivation Scale for Children. The scale assesses three types of motivation at the contextual level, namely, Intrinsic Motivation, Extrinsic Motivation, and Amotivation. Results supported the construct validity (CFI = .95), and internal consistency of the scale (Cronbach alpha > .65). Correlations indicated Sport Motivation Scale for Children simplex pattern exhibiting higher correlations among adjacent subscales than subscales farther apart. The concurrent validity, examined through correlations with scores on the Physical Self-description Questionnaire was satisfactory. Sex differences were examined to assess the discriminant validity. Boys were more intrinsically motivated than girls. Overall, the scale seems a useful one for assessment of motivation in physical education.

  20. Psychological factors related to physical education classes as predictors of students' intention to partake in leisure-time physical activity.

    Science.gov (United States)

    Baena-Extremera, Antonio; Granero-Gallegos, Antonio; Ponce-de-León-Elizondo, Ana; Sanz-Arazuri, Eva; Valdemoros-San-Emeterio, María de Los Ángeles; Martínez-Molina, Marina

    2016-04-01

    In view of the rise in sedentary lifestyle amongst young people, knowledge regarding their intention to partake in physical activity can be decisive when it comes to instilling physical activity habits to improve the current and future health of school students. Therefore, the object of this study was to find a predictive model of the intention to partake in leisure- time physical activity based on motivation, satisfaction and competence. The sample consisted of 347 Spanish, male, high school students and 411 female students aged between 13 and 18 years old. We used a questionnaire made up of the Sport Motivation Scale, Sport Satisfaction Instrument, and the competence factor in the Basic Psychological Needs in Exercise Scale and Intention to Partake in Leisure-Time Physical Activity, all of them adapted to school Physical Education. We carried out confirmatory factor analyses and structural equation models. The intention to partake in leisure-time physical activity was predicted by competence and the latter by satisfaction/fun. Intrinsic motivation was revealed to be the best predictor of satisfaction/fun. Intrinsic motivation should be enhanced in order to predict an intention to partake in physical activity in Physical Education students.

  1. The Prevalence of Physical Activity Levels in Albanian Children and Adolescents in the Physical Education Class and Their Leisure Time

    Directory of Open Access Journals (Sweden)

    M. Shehu

    2015-12-01

    Full Text Available Many studies that show that all individuals (children, adolescents, adults who participate in regular Physical Activity, namely "every day" their memory, concentration and communication, problem solving and leadership skills will be improved compared with individuals who are inactive. Moreover, these improvements can have a positive impact in their process of learning and many other subject areas. The purpose of this study is to present the prevalence of physical activity in Albanian children's and adolescents during their leisure time and teaching process. The instrument used in this study is 'Physical Activity Questionnaire for Children's and Adolescents (PAQ-A and PAQ-C, by Kowalski et al. (1997, made up 8 questions. The sample of the study includes 400 pupils aged 9 - 19 (185 Male and 215 Female. The statistical data processing was performed by SPPS statistical program, version 20. Cronbach's Alpha .820 was used to assess the reliability of the instrument. Volleyball, athletics and football sports are among the most favored by pupils in their leisure time. 56.5% of them claim that they are always intensely involved in the class of PE and 48.3% of them claim that after lesson they prefer to stand around/walk. In extracurricular activities 36% of adolescent's claim that they are not included ever and 30.5% of them state that they are included 1 times at the week and during weekends 52.5% of them are involved 2 - 3 times. The subjects were engaged to get involved in PA at class and during schools day but they are more involved during Saturday and Sun-day, during their leisure time.

  2. Sports-Oriented Model of Organization of Classes on Physical Education with Freshman

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    Olena Sіnіcina

    2018-03-01

    Full Text Available The article presents the results of questionnaires, which made it possible to determine the priority kinds of sports among the freshmen of the National University of Water Management and Nature Management. Respondents were offered the choice of the following sports: volleyball, basketball, football, mini football, swimming, track and field, table tennis, wrestling, weight sport, arm wrestling, chess, checkers, boxing, fitness. It was found that 33% of male freshman who took part in the study prioritized football above all. Volleyball is the second most common kind of sport among boys (it was chosen by 16% of respondents. The third position (11.4% of respondents was taken by basketball. The least popular (0.6% of the polled is the power kind of sports – weight lifting. Among female freshman, fitness was placed on the first place by 82% of respondents; athletics occupied the second position (4.8%; in the third place was tennis (4.2% of the respondents. The sports-oriented model of organizing the physical education courses provides students of the university who have chosen a certain sport to take part in competitions of different levels.

  3. A Sport Education Fitness Season's Impact on Students' Fitness Levels, Knowledge, and In-Class Physical Activity.

    Science.gov (United States)

    Ward, Jeffery Kurt; Hastie, Peter A; Wadsworth, Danielle D; Foote, Shelby; Brock, Sheri J; Hollett, Nikki

    2017-09-01

    The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students' fitness knowledge and fitness achievement. One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called "CrossFit Challenge" during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.

  4. The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

    Directory of Open Access Journals (Sweden)

    Juan Antonio Moreno-Murcia

    2016-01-01

    Full Text Available The aim of this study was to analyze the behavioral, affective and cognitive effects that an intervention based on autonomy support has in physical education classes. The sample consisted of 145 students aged between 10 and 12 (M = 10.37; SD = .68. The experimental group (n = 91 consisted of four groups (two fifth grade and two sixth and control group (n = 54 for a fifth year and one sixth of primary education. Autonomy support, the basic psychological needs, intrinsic motivation, importance attributed to physical education and the rate of regular physical activity were measured. Before the study began, the instructor involved participated in a workshop on autonomy support. During the same he was taught the concepts advocated by the SDT motivation and behavior training to facilitate greater levels of autonomy support, in addition to lowering the driver style statements in their classes. After the intervention (21 programmed physical education classes in four months, the results showed that the experimental group experienced significant increases in autonomy, intrinsic motivation, importance of physical education, intention to do sport and regular physical activity. Autonomy support in students had positive cognitive, affective and behavioral consequences.

  5. "Reflective Co-Education" or Male-Oriented Physical Education? Teachers' Views about Activities in Co-Educational PE Classes at German Secondary Schools

    Science.gov (United States)

    Kastrup, Valerie; Kleindienst-Cachay, Christa

    2016-01-01

    As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of "reflective co-education", which stands for respect for equality…

  6. Effect of Gender on Students' Emotion with Gender-Related Public Self-Consciousness as a Moderator in Mixed-Gender Physical Education Classes

    Science.gov (United States)

    Moon, Minkwon; Jeon, Hyunsoo; Kwon, Sungho

    2016-01-01

    The present study investigates whether gender-related public self-consciousness moderates the relationship between students' gender and emotions in mixed-gender physical education classes. The Positive and Negative Affect Scales and the Gender-related Public Self-Consciousness Scale were administered to 380 middle-school students in South Korea.…

  7. The Fermilab physics class library

    International Nuclear Information System (INIS)

    Fischler, M.; Brown, W.; Gaines, I.; Kennedy, R.D.; Marraffino, J.; Michelotti, L.; Sexton-Kennedy, E.; Yoh, J.; Adams, D.; Paterno, M.

    1997-02-01

    The Fermilab Physics Class Library Task Force has been formed to supply classes and utilities, primarily in support of efforts by CDF and D0 toward using C++. A collection of libraries and tools will be assembled via development by the task force, collaboration with other HEP developers, and acquisition of existing modules. The main emphasis is on a kit of resources which physics coders can incorporate into their programs, with confidence in robustness and correct behavior. The task force is drawn from CDF, DO and the FNAL Computing and Beams Divisions. Modules-containers, linear algebra, histograms, etc.-have been assigned priority, based on immediate Run II coding activity, and will be available at times ranging from now to late May

  8. Comparing the attitudes toward obese persons of the students in Physical Education and Sports school in terms of classes and some variables

    Directory of Open Access Journals (Sweden)

    Eren ULUÖZ

    2016-12-01

    Full Text Available Aim: The main purpose of this study was to compare the attitudes toward obese persons scale (ATOP scores of the students in Physical Education and Sports School in terms of classes and some variables. Materials and Methods: Causal comparative Research method was used in this study. The study was performed 330 students (age:22.33±2.31 including 117 female and 213 male. In order to determine the attitudes toward obese persons ATOP scale developed by Alison et al. (1991 and validated for Turkish population (T-ATOP by Dedeli et al. (2014 was used. All result was summarised by means of descriptive statistical techniques. Independent Sample T Test, Anova Test and Pearson Correlation Test were used for the suitable situation (Accepted significance level: p0.05. As a result of the Anova test, the T-ATOP scores of the four classes showed significant differences F(3, 326=6.51, p<0.05. In relation to this result the T-ATOP scores of 4. class students was significantly higher than the other classes. This shows that 4. Class students have more positive attitudes towards obese than the other class. Conclusion: The main significant result of this study was that as the classes get higher, the attitude towards overweight and obese people changed positively. It can be considered that the students of Physical Education and Sports School have positive attitudes towards overweight and obese persons by being informed about the mechanism of obesity through their courses which directly or indirectly related to obesity during their undergraduate education. In addition to this courses, it can be thought that in the last year of undergraduate education, such as the practice of collective service application, internship, coaching practice, it is possible to create a chance to practice the theoretical knowledge practically, which may lead to students becoming more understanding of overweight obese persons they meet and to explain the sudden change of attitude in the

  9. Particle Physics Education Sites

    Science.gov (United States)

    back to home page Particle Physics Education Sites quick reference Education and Information - National Laboratory Education Programs - Women and Minorities in Physics - Other Physics Sites - Physics Alliance - Accelerators at National Laboratories icon Particle Physics Education and Information sites: top

  10. Increasing Student Physical Fitness through Increased Choice of Fitness Activities and Student Designed Fitness Activities for Ninth through Twelfth Graders in Physical Education Class

    Science.gov (United States)

    Jacob, Margo A.

    2011-01-01

    This action research project report began when the teacher researcher determined that students exhibited physical fitness levels below that of the state and national norms, and also displayed negative attitudes about physical education. The purpose of this action research project was to increase physical fitness and fitness attitudes through…

  11. Effects of an Intervention Programme with Teachers on the Development of Positive Behaviours in Spanish Physical Education Classes

    Science.gov (United States)

    García-Calvo, Tomás; Sánchez-Oliva, David; Leo, Francisco Miguel; Amado, Diana; Pulido, Juan José

    2016-01-01

    Background: The physical education (PE) context has been emphasised as an ideal environment for developing positive behaviours among students. Under the Positive Youth Development paradigm, various initiatives have been conducted with the aim of promoting personal and social responsibility among adolescents. Self-Determination Theory has been…

  12. [Influence of body composition and acceptance of physical education classes on self-esteem of children aged 14-16 years from Alicante, Spain].

    Science.gov (United States)

    Estévez, Manuel; Muros, José Joaquín; Torres, Beatriz; Pradas, Francisco; Zurita, Félix; Cepero, Mar

    2015-04-01

    Self-esteem seems to be an important predictor of depressive symptoms in adolescents, especially in females. Some authors suggest that there is a relationship between adolescents with overweight or obesity and lower self-esteem. In addition, sports participation has been associated with a higher self-esteem. To analyses the relationships between BMI, gender, acceptance for physical education classes and self-esteem in a representative sample of 14-16 years students of the Alicante city. Research was conducted with a representative sample of 1,150 students (15.1 ± 0.8 years) of the Alicante city. Data included their socio-demographic background, anthropometric measurements, self-esteem and acceptance for physical education classes. There is a positive correlation between acceptance for physical education classes and self-esteem (r= .319) and there is a negative correlation between this acceptance and gender (r= -.289), lower scores were shown in a female group. There is a negative correlation between self-esteem and BMI (r= -.083) and gender (r= -.308), lower self-esteem were shown in a female group. It is necessary to plan actions aimed as reinforcing and increasing self-esteem during the adolescent period, focusing on the group of girls and the group of young adults with overweight and obesity problems and especially in the girl group. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

  13. Consumer Education in Any Class

    Science.gov (United States)

    Wingo, Rosetta F.

    1977-01-01

    Examples are offered of how the classroom teacher can blend consumer education into typewriting, business English, business math, and other classes by intentionally focusing on principles and concepts or by including it incidentally when the opportunity arises. (TA)

  14. THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES

    Directory of Open Access Journals (Sweden)

    Ruy Antônio Wanderley Rodrigues de Miranda

    2016-03-01

    Full Text Available Historically, physical education in Brazil has been coming through a long process for achieving its position in regular schools. Conquering this place is owed to a large set of debates about the most varied pedagogical concepts.  This study aims at analyzing the body feelings of a blind student and phenomenologically describing this student’s perceptions of school spaces when influenced by the use of tactile maps. The study adopted a qualitative approach from a theoretical-methodological perspective of the case study with phenomenological-existential inspiration.  Based on the dialogues in this study, the authors understood that tactile maps, mediated by the student’s body feelings, represented significant importance to boost memorization of school spaces. This allowed more reliable guidance and safer mobility to that blind student and his own challenges of overcoming physical and attitudinal barriers when he needed to move around daily at school and during physical education classes.

  15. The definition of psychological aspects in the formation of student-centered motivation of students for classes in physical education

    Directory of Open Access Journals (Sweden)

    V.A. Gruzhevsky

    2013-10-01

    Full Text Available An analysis of the publications, which demonstrates the importance of the emotional state in the formation of motivation as a psychological phenomenon. Shows the impact of physical education on the state of mental and emotional stress. Presented scientific analysis of psycho-emotional states in the 3rd year students with the region of residence and ethnicity. The study used survey results found that the circumstances are displayed on the psycho-emotional state of students. In their view, were: irritability, lack of confidence, fatigue, concern, guilt, etc. These conditions are more common in women of ethnic groups and from rural areas. It should be noted that the girls are very carefully described their emotional state and chose the answer in the questionnaire (sometimes, this response was dominant. Young men in many positions were more restrained. It is established that the formation of student-centered motivation of students to physical education should be adjusted in their emotional state. In this strategy the learning process of physical education is built on individual, ethnic differences.

  16. Associations of students' self-reports of their teachers' verbal aggression, intrinsic motivation, and perceptions of reasons for discipline in Greek physical education classes.

    Science.gov (United States)

    Bekiari, Alexandra; Kokaridas, Dimitrios; Sakellariou, Kimon

    2006-04-01

    In this study were examined associations among physical education teachers' verbal aggressiveness as perceived by students and students' intrinsic motivation and reasons for discipline. The sample consisted of 265 Greek adolescent students who completed four questionnaires, the Verbal Aggressiveness Scale, the Lesson Satisfaction Scale, the Reasons for Discipline Scale, and the Intrinsic Motivation Inventory during physical education classes. Analysis indicated significant positive correlations among students' perceptions of teachers' verbal aggressiveness with pressure/ tension, external reasons, introjected reasons, no reasons, and self-responsibility. Significant negative correlations were noted for students' perceptions of teachers' verbal aggression with lesson satisfaction, enjoyment/interest, competence, effort/importance, intrinsic reasons, and caring. Differences between the two sexes were observed in their perceptions of teachers' verbal aggressiveness, intrinsic motivation, and reasons for discipline. Findings and implications for teachers' type of communication were also discussed and suggestions for research made.

  17. Let's Make Physical Education More Physical and More Educational

    Science.gov (United States)

    Duncan, Charles Arthur; Bellar, David M.

    2015-01-01

    Historically, physical education has a stereotypical image as being neither very physical nor educational. NASPE [National Standards for Physical Education] Standard 2 indicates that students in physical education classes should be able to demonstrate understanding and movement concepts, principles, and tactics as they apply to physical activity.…

  18. An Intervention to Improve Teachers' Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences.

    Science.gov (United States)

    Sparks, Cassandra; Lonsdale, Chris; Dimmock, James; Jackson, Ben

    2017-04-01

    Research grounded in self-determination theory has demonstrated the important role of teachers in shaping students' physical education experiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theory principles could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, M age  = 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, M age  = 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a) perceived relatedness support and (b) enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determined motivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, other-efficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical education teachers' relatedness-supportive instructional behaviors.

  19. Effects of 28 weeks of high-intensity interval training during physical education classes on cardiometabolic risk factors in Chilean schoolchildren: a pilot trial.

    Science.gov (United States)

    Delgado-Floody, Pedro; Espinoza-Silva, Miguel; García-Pinillos, Felipe; Latorre-Román, Pedro

    2018-04-21

    The purpose of this investigation was to determine the effects of 28 weeks of high-intensity interval training (HIIT) during physical education classes on the weight status, cardiorespiratory capacity, and blood pressure of overweight and obese schoolchildren. The participants included 197 schoolchildren (108 girls and 89 boys) aged between 6 and 11 years (8.39 ± 1.15 years) in four groups: experimental group 1 (EG1) = 59 overweight schoolchildren; experimental group 2 (EG2) = 92 obese schoolchildren; control group 1 (CG1) = 17 overweight children; and control group 2 (CG2) = 29 obese schoolchildren. The participants in the EGs carried out HIIT twice per week for 28 weeks. After the 28-week intervention, the participants showed significant reductions in body mass index (p HIIT program caused significant improvements in the cardiorespiratory capacity, anthropometric variables, and blood pressure levels of overweight and obese children. What is Known: • High-intensity interval training (HIIT) programs improve health, but investigations have used relatively short intervention periods. What is New: • The 28-week period (a large intervention period) of HIIT-based games during physical education classes caused significant improvements in cardiorespiratory capacity, anthropometric variables, and blood pressure levels of overweight and obese schoolchildren.

  20. Physical Education Teachers' and University Teacher Educators' Perceptions regarding Coeducational vs. Single Gender Physical Education

    Science.gov (United States)

    Hill, Grant M.; Hannon, James C.; Knowles, Curt

    2012-01-01

    Since Title IX was enacted in the United States in 1972, Physical Education (PE) classes have become coeducational. This may be because educational leaders interpret Title IX to require coeducational-only classes. Research, however, indicates that for some students, coeducation classes may not be the most appropriate learning environment. The…

  1. Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students’ perceptions of geriatrics and geriatric education in the United States

    OpenAIRE

    Jennifer C. Reneker; Kyra Weems; Vincent Scaia

    2016-01-01

    This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT) students, 21–33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at th...

  2. EXAMINATION OF ACHIEVEMENT RELATIONS AND MOTIVATION OF 7th GRADE STUDENTS FOR INVOLVEMENT IN PHYSICAL EDUCATION CLASSES

    OpenAIRE

    Dragoljub Višnjić; Dragan Martinović; Jelena Ilić; Živorad Marković

    2010-01-01

    The relations of students achievement and motivation for involvement in PE classes were examined in a sample of 247 seventh-grade elementary school students of both sexes. The independent variables in the study were: sex, general success of the previous grade, PE grade, students’ opinion on sufficiency of knowledge acquired through instruction process, students’ involvement in sport. The scale for measurement of motivation consisted of 29 items obtained by adaptation of the Scale for measurem...

  3. Physical Education, Politics, and SPEAK Out! Day

    Science.gov (United States)

    Claxton, David; Kopp, Rachael; Skidmore, Lauren; Williams, Kimberly

    2013-01-01

    This article discusses the importance of politics in the lives of physical educators. Politics affects many decisions that are made about physical education programs (PEPs). In public schools, politics can affect the number of certified physical education teachers, available facilities, class sizes, and number of days per week that students go to…

  4. Assessment of Physical Education Class for sixth graders from Public Primary State of the City of Colima, Mexico

    Directory of Open Access Journals (Sweden)

    Mireya Sarahí Abarca Cedeño

    2009-11-01

    Full Text Available Physical activity has become a necessary practice in our lives in these days, in which habits associated with sedentary lifestyles, poor nutrition, and diseases such as obesity and stress are threatening people's well-being and quality of life.

  5. Chinese Education and Learning Activities outside of Class: What Lies beyond Basic Education?

    Science.gov (United States)

    Lu, Jinjin; Jiang, Han

    2016-01-01

    A considerable number of studies have investigated students' learning in class and outside of class across subjects such as English, mathematics, and physical education in China and other countries. Scholars have found that students' activities in class and outside of class are closely related to their learning outcomes, self-regulated learning…

  6. Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students' perceptions of geriatrics and geriatric education in the United States.

    Science.gov (United States)

    Reneker, Jennifer C; Weems, Kyra; Scaia, Vincent

    2016-01-01

    This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT) students, 21-33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at the Louis Stokes Cleveland Department of Veterans Affairs Medical Center in Akron, Ohio, USA. Student perceptions were collected before and after participation in the 8-week balance class. The Wilcoxon sign-ranked test was used to identify differences in perceptions after participation in the group balance class. Cohen's d values were calculated to measure the size of the pre-participation to post-participation effect for each measure. At the conclusion of the group class, the DPT students demonstrated an increase in positive perceptions of geriatric physical therapy in 8 measures, with small effect sizes (d=0.15-0.30). Two perceptions of geriatric physical therapy demonstrated a significant positive increase (Pgeriatric education in the curriculum demonstrated a large positive effect for quality (d=1.68) and enjoyment (d=1.96). Positive changes were found in most of the perceptions of geriatrics and geriatric education after participation, suggesting that integrated clinical experiences with geriatric patients are an effective way to positively influence perceptions of physical therapist practice with older adults.

  7. EXAMINATION OF ACHIEVEMENT RELATIONS AND MOTIVATION OF 7th GRADE STUDENTS FOR INVOLVEMENT IN PHYSICAL EDUCATION CLASSES

    Directory of Open Access Journals (Sweden)

    Dragoljub Višnjić

    2010-09-01

    Full Text Available The relations of students achievement and motivation for involvement in PE classes were examined in a sample of 247 seventh-grade elementary school students of both sexes. The independent variables in the study were: sex, general success of the previous grade, PE grade, students’ opinion on sufficiency of knowledge acquired through instruction process, students’ involvement in sport. The scale for measurement of motivation consisted of 29 items obtained by adaptation of the Scale for measurement of motives of sports’ achievement. Correlation analysis, multiple regression analysis and chi square test were preformed. It was established that male students manifested higher motivation that the females. The assumptions: that females will have better PE grades that the male students; that students’ success was negatively related to involvement in sport; that PE grade was connected to involvement in sport; that general success was negatively related to students’ involvement in PE and that PE grade is positively related to students’ motivation for involvement in instruction, were not confirmed.

  8. Higher Education and Class: Production or Reproduction?

    Science.gov (United States)

    Sotiris, Panagiotis

    2013-01-01

    This article deals with questions relating to the role of education and especially Higher Education in the reproduction of class division in society. Social classes and how they are formed and reproduced has always been one of the greatest challenges for Marxism and social theory in general. The questions regarding the role of education, and…

  9. Most Physically Educated Contest

    Science.gov (United States)

    Mercier, Kevin; Howard, Thomas

    2018-01-01

    It is seldom that the accomplishments of secondary physical education students are celebrated. The Most Physically Educated Contest was developed to allow students from several school districts to gather for appropriate competition and to display the characteristics of physical literacy attained from participation in high-quality physical…

  10. Social Class and Education: Global Perspectives

    Science.gov (United States)

    Weis, Lois, Ed.; Dolby, Nadine, Ed.

    2012-01-01

    "Social Class and Education: Global Perspectives" is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale. Fifteen essays from contributors representing the US, Europe, China, Latin America and other regions offer an unparralleled examination of…

  11. Physical education in transition

    Directory of Open Access Journals (Sweden)

    Đokić Zoran

    2017-01-01

    Full Text Available The consequences of physical inactivity and insufficient education about its importance are affecting not only the length and the quality of life, but also the economic aspects, such as health care costs caused by the reduction in labour productivity of the Serbian population. Based on previous experiences of countries in transition and those that have well-arranged systems of education, in terms of teaching of physical education programmes, there are possibilities for the necessary reform of the curriculum, adapted to our abilities and needs. These are primarily related to the objectives of education - proper development and creation of positive habits regarding physical activity and health. So far, the reforms of physical education in Serbia have not produced results. The reform should be the transition from education focused on the program to education focused on the ultimate goals (knowledge, skills, and attitudes towards physical activity, i.e. the lifelong values. The objectives and outcomes of teaching physical education should be individualized according to the psychosomatic status and specific dimensions of that status. Therefore, the role and responsibility of teachers change and it is necessary to reform their education. Of course, government is very involved in all of this, at all levels - throughout strategies and campaigns to raise awareness of the nation and its knowledge about the importance of physical activity through all forms of education.

  12. STUDY OF THE EFFECT OF TWELVE WEEKS OF PHYSICAL EDUCATION CLASS ON PHYSICAL FITNESS AND MOTOR ABILITY IN ELEMENTARY SCHOOL STUDENTS

    OpenAIRE

    Dr.Zaher Etemad*and Amrallah Taavon Kerdar

    2017-01-01

    Since the complications of obesity each year impose many social and financial costs, such as health care, disabilities, disabilities and early death, and reduce productivity for human societies. Therefore, accurate evaluation of the status of obesity in different societies can be effective in identifying, treating and preventing obesity in any society, and reducing these costs. Cardiovascular endurance is one of the factors of physical fitness that plays a role in long-term activities Plays a...

  13. In the physics class: university physics students' enactment of class and gender in the context of laboratory work

    Science.gov (United States)

    Danielsson, Anna T.

    2014-06-01

    This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.

  14. Implementing Online Physical Education

    Science.gov (United States)

    Mohnsen, Bonnie

    2012-01-01

    Online physical education, although seemingly an oxymoron, appears to be the wave of the future at least for some students. The purpose of this article is to explore research and options for online learning in physical education and to examine a curriculum, assessment, and instructional model for online learning. The article examines how physical…

  15. Using magic to improve Physics classes

    Directory of Open Access Journals (Sweden)

    Anderson Coser Gaudio

    2015-03-01

    Full Text Available The videos posted on YouTube can be very helpful to teach any subject in the classroom. In Physics, there is a wealth of material just waiting for the teachers to know what to do with them. In this study, we present a report on how we used videos of magic performances as a teaching aid to supplement Physics classes. Since the goal of magic is to challenge a principle or a natural law, it is interesting to use it in order to try to unravel its secret in a scientific way. To illustrate the application of this strategy, we used a performance of the magician Dynamo, held in London, where he quietly walks on the water of the River Thames. Having overcome the surprise of illusion, students are led by the teacher to try to get a physically plausible explanation for the secret of the magic. To carry out this task, we followed the paths of so-called scientific method in their traditionally defined form in schoolbooks. The results are very positive as and clearly point out the engagement of students in the search for the correct explanation. This strategy is recommended for use in high school Physics classes and in the initial semesters in College courses.

  16. Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students’ perceptions of geriatrics and geriatric education in the United States

    Directory of Open Access Journals (Sweden)

    Jennifer C. Reneker

    2016-10-01

    Full Text Available This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT students, 21–33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at the Louis Stokes Cleveland Department of Veterans Affairs Medical Center in Akron, Ohio, USA. Student perceptions were collected before and after participation in the 8-week balance class. The Wilcoxon sign-ranked test was used to identify differences in perceptions after participation in the group balance class. Cohen’s d-values were calculated to measure the size of the pre-participation to post-participation effect for each measure. At the conclusion of the group class, the DPT students demonstrated an increase in positive perceptions of geriatric physical therapy in 8 measures, with small effect sizes (d=0.15–0.30. Two perceptions of geriatric physical therapy demonstrated a significant positive increase (P<0.05 with moderate effect sizes (d=0.47 and d=0.50. The students’ perceptions of geriatric education in the curriculum demonstrated a large positive effect for quality (d=1.68 and enjoyment (d=1.96. Positive changes were found in most of the perceptions of geriatrics and geriatric education after participation, suggesting that integrated clinical experiences with geriatric patients are an effective way to positively influence perceptions of physical therapist practice with older adults.

  17. Math Machines: Using Actuators in Physics Classes

    Science.gov (United States)

    Thomas, Frederick J.; Chaney, Robert A.; Gruesbeck, Marta

    2018-01-01

    Probeware (sensors combined with data-analysis software) is a well-established part of physics education. In engineering and technology, sensors are frequently paired with actuators--motors, heaters, buzzers, valves, color displays, medical dosing systems, and other devices that are activated by electrical signals to produce intentional physical…

  18. Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

    Science.gov (United States)

    Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

    2007-04-01

    Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

  19. Profiles of intensity loads in physical education classes in Poland Profily intenzivní zátěže v hodinách tělesné výchovy v Polsku

    OpenAIRE

    Michał Bronikowski

    2006-01-01

    The aim of the research was to compare the health-related effectiveness of various types of physical education lessons on the cardio-respiratory system. The research was carried out in the years 2002 and 2003 in two junior high schools in Poznań. There were four types of classes examined: outdoor athletics, volleyball, basketball and fun games, each type lasting 45 minutes. Heart rates of two randomly selected pupils aged 15–16 were recorded during class, with the use of Polar heart rat...

  20. Introducing Emergency Preparedness in Childbirth Education Classes

    OpenAIRE

    DeWald, Lauren; Fountain, Lily

    2006-01-01

    In the wake of recent natural and man-made disasters and emergency situations, pregnant women are especially vulnerable. The authors of this column encourage childbirth educators to include disaster preparedness instruction and emergency childbirth techniques in their class content.

  1. Intercultural and Media Education on Art Classes

    Science.gov (United States)

    Borges, Maria José; Chaves, Anabela; Costa, Manuela; Pereira, Emília Sá

    2009-01-01

    Visual art, music and literature, are part of the culture. Thus Art shows the interactions between different cultures. The aim of the article is to present some activities to include intercultural issues in Art and Mother Language classes. Art classes also give the opportunity to do Media Education.

  2. Reactors and physics education

    International Nuclear Information System (INIS)

    Hayter, J.B.

    1992-01-01

    This paper discussed some ideas for using neutrons in physics education, including experiments which demonstrate diffraction and optical refraction, divergence imaging, Zeeman splitting, polarization, Larmor precession, and neutron spin-echo. (author)

  3. Math Machines: Using Actuators in Physics Classes

    Science.gov (United States)

    Thomas, Frederick J.; Chaney, Robert A.; Gruesbeck, Marta

    2018-01-01

    Probeware (sensors combined with data-analysis software) is a well-established part of physics education. In engineering and technology, sensors are frequently paired with actuators—motors, heaters, buzzers, valves, color displays, medical dosing systems, and other devices that are activated by electrical signals to produce intentional physical change. This article describes how a 20-year project aimed at better integration of the STEM disciplines (science, technology, engineering and mathematics) uses brief actuator activities in physics instruction. Math Machines "actionware" includes software and hardware that convert virtually any free-form, time-dependent algebraic function into the dynamic actions of a stepper motor, servo motor, or RGB (red, green, blue) color mixer. With wheels and a platform, the stepper motor becomes LACI, a programmable vehicle. Adding a low-power laser module turns the servo motor into a programmable Pointer. Adding a gear and platform can transform the Pointer into an earthquake simulator.

  4. Physical Education as Porn!

    Science.gov (United States)

    Evans, John

    2013-01-01

    Background: This paper offers critical commentary on the culture of "performativity" that has dominated educational discourse over the last 20 years, affecting the way in which researchers, teachers, pupils and parents think and act toward Physical Education and sport (PESP) in schools. It is a culture that, in the UK, is likely to…

  5. Self-Regulated Learning and Perceived Health among University Students Participating in Physical Activity Classes

    Science.gov (United States)

    McBride, Ron E.; Altunsöz, Irmak Hürmeriç; Su, Xiaoxia; Xiang, Ping; Demirhan, Giyasettin

    2016-01-01

    The purpose of this study was to explore motivational indicators of self-regulated learning (SRL) and the relationship between self-regulation (SR) and perceived health among university students enrolled in physical activity (PA) classes. One hundred thirty-one Turkish students participating in physical education activity classes at two…

  6. LISTENING CLASS AND MORAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Stella Prancisca

    2018-04-01

    Full Text Available Since some students including in my class become more self-oriented and less aware on group, there is a need to integrate online teaching material which contains values in society into English language course. We believe that English language teaching, in some extents, could facilitate this necessity. A good choice of material, for example, is not only beneficial to promote students’ language skill, but also could inspire students to become a better individual. This paper aims to examine whether online materials could promote students’ English language skill, especially in listening comprehension. In addition, it is keen to better understand how these resources could influence and develop their moral values. The paper is designed as a classroom action research. To collect data, we employ two tests (pre-and post-test, questionnaires, and interview. Since this paper is still a research design, it should be noted that there is no finding and discussion yet here.

  7. Want to Add Pizazz to Your Weight Training Class? Try Sport Education!

    Science.gov (United States)

    Pritchard, Tony; Hansen, Andrew; McCollum, Starla

    2014-01-01

    Weight training classes are offered in many secondary level physical education classes. The type of instruction used during weight training is crucial, ensuring students understand the content knowledge and the enjoyment weight training has to offer as a lifetime activity. By using the sport education model (SEM) in weight training classes,…

  8. Inclusive Physical Education

    DEFF Research Database (Denmark)

    Østergaard, Charlotte; Rostbøll, Solveig Fogh

    2015-01-01

    EN317 - Inclusive Physical Education - with a focus on active and successful participation Charlotte Østergaard, Solveig Fogh Rostbøll, Department of School and Learning, Metropolitan University College (DK) chao@phmetropol.dk The Danish School Reform 2014 intends to raise the amount and intensity...... and is often a bad experience for students who do not have the required skills or the necessary competitive mentality. The purpose of the study is to generate increased knowledge of how to work with inclusive education in PE in schools. The aims of the study are to identify groups of “outsiders” and to find...... and ability to participate in PE must be understood in specific socio-cultural and socio-economic conditions. The hypothesis of the study is that the experience of being acknowledged for your efforts in physical education by significant others can form the basis for the construction of physical capital. EN323...

  9. Education, class and vernacular awareness on Tyneside

    DEFF Research Database (Denmark)

    Jensen, Marie Møller

    2017-01-01

    . This group consisted of mainly older female speakers and results are interpreted in light of first wave studies on the patterning of language use by class, age and gender. Finally, the issue of vernacular awareness is linked to social indexicality and it is suggested that an interpretation of participants...... identification. The results indicate that participants’ self-identification is at odds with the classification based on education and, furthermore, that the group of participants who identify as middle class but have low educational attainment behave significantly different from the other participants......This chapter reports on a questionnaire study investigating Tyneside residents’ vernacular awareness and attested language use. Participant performance is interpreted on the basis of a cross-tabulation of participants’ social class as determined by their level of education and participants’ own...

  10. Dogs, Cats, and Kids: Integrating Yoga into Elementary Physical Education

    Science.gov (United States)

    Toscano, Lisa; Clemente, Fran

    2008-01-01

    This article describes the benefits of integrating yoga into elementary physical education classes. Taught as warm-up exercises or as an entire class, yoga offers children of any age and physical ability the opportunity to experience success in physical activity. Children need to experience joy while participating in physical activity in order to…

  11. Indicators of physical development and physical fitness of schoolboys of first class of secondary schools

    Directory of Open Access Journals (Sweden)

    I.N. Peleshenko

    2013-08-01

    Full Text Available The aim of the study is to determine the status of first class schoolboys’ physical preparation of secondary schools of Kharkiv region. Testing the level of development of physical qualities of 1674 schoolboys in grades 1-4 (829 boys and 745 girls in the standard system of school physical education. Fixed rates in these test exercises as running 30 m, six-minute run, the slope of the torso forward from a sitting position, curl in vise on the bar, 4x9 m shuttle run, standing long jump seats. Revealed a low level of physical development and physical fitness of schoolboys (in particular dexterity. It is shown that the system of assessment of learning outcomes schoolboys need to harmonize and modernize. Determined average performance of the physical qualities of boys and girls. The revealed contradictions between control standards of physical fitness in a variety of government programs.

  12. Lessons of physical education and inclusion: a case study with physical disabilities

    Directory of Open Access Journals (Sweden)

    Luciana Erina Palma

    2012-03-01

    Full Text Available This study aimed to describe the participation of a student with physical disability in physical education classes of a 2nd year elementary school in a regular school. We observed seven physical education classes, the information was recorded on an observation form and later was applied an interview with pre-established guidelines to disabled student. The datas were analyzed from two categories: a Students with Disabilities and Participation in Physical Education classes and b the relationship between student with Disabilities and Colleagues. From the data, it was observed that most of the activities proposed by the teacher in physical education classes, favored the inclusion of the students who had physical disabilities, in addition to that, there was an interaction between him and his classmates. Thus, we can affirm that inclusion is being accomplished in the classroom and in physical education classes surveyed.

  13. Aula adaptada de stand up paddle com garrafas pet nas aulas de educação física - Lecture adapted from stand up paddle with pet bottles in physical education classes

    Directory of Open Access Journals (Sweden)

    Thiago Zagare

    2015-10-01

    Full Text Available Resumo Pelo presente trabalho procura-se mostrar como é possível adaptar as aulas de Educação Física aos esportes de aventura, no caso o stand up paddle. As aulas de educação física vêm se transformando aos poucos, pois os professores estão procurando se especializar e transformar suas aulas em algo mais atrativo e interessante a seus alunos, propondo novos conhecimentos. A prática do SUP é feita em um meio aquático, com uma prancha, um remo e um colete flutuante. O professor de educação física poderá levar esse esporte para seus alunos com algumas adaptações de todos os equipamentos, como a prancha de garrafa pet, o remo de cabo de vassoura ou varão de cortina com uma bolinha de tênis na ponta, que facilita o ensino do SUP. Sua prática também traz uma conscientização sobre o meio ambiente, que hoje está sendo cada vez mais destruído e poluído por dejetos que podem ser reaproveitados e reciclados, como as garrafas pet, que nesse trabalho foram transformadas em pranchas de stand up para as aulas de educação física na escola. Palavras- chave: educação física, esporte de aventura, stand up paddle, ensino. LECTURE ADAPTED FROM STAND UP PADDLE WITH PET BOTTLES IN PHYSICAL EDUCATION CLASSES Abstract By this study we aimed to show how you can adapt the physical education classes to adventure sports, in case the stand up paddle. The physical education classes are turning slowly, because teachers are looking to specialize and transform their classes into something more attractive and interesting to their students, proposing new knowledge. The practice of SUP is done in a water environment, with a board, a paddle and a floating vest. The physical education teacher may take the sport to his students with some adaptations of all equipment, such as plastic bottle plank, the broom handle paddle or curtain rod with a tennis ball on the end, which facilitates the teaching of SUP. His practice also brings an awareness of the

  14. Motivating Students to Be Active outside of Class: A Hierarchy for Independent Physical Activity

    Science.gov (United States)

    Hill, Grant

    2009-01-01

    Despite the fact that children have an extraordinary amount of leisure time, students of all ages engage in too little physical activity. Opportunities for physical activity should be provided through recesses, lunch periods, organized fitness breaks, before- and after-school activity programs, and structured physical education classes. However,…

  15. Profiles of Change: Lessons for Improving High School Physical Education

    Science.gov (United States)

    Doolittle, Sarah

    2014-01-01

    This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

  16. Educative health physics

    International Nuclear Information System (INIS)

    Vetter, R.J.; O'Riordan, M.C.

    1992-01-01

    'Full-Text:' There is more to education in radiation protection than curricula, courses and certificates. In a broader sense, education implies the provision of knowledge, the development of competence, and the promotion of understanding. These purposes are served by 'Health Physics', the journal of radiation protection. The leading role of the journal is supported by an Advisory Board composed of members of the IRPA Publications Commission. A review is presented of the diversity of material in Health Physics throughout the last few years and set against the historical background. Expansion in the range of topics is described as well as the increase in didactic content both theoretical and operational. The global range of contributions is noted as is the attempt to provide an international perspective on developments in the discipline. Plans for the future are discussed. (author)

  17. Physical Activity among Men and Women in Midlife: Variations by Class and Employment Status.

    Science.gov (United States)

    Phillips, Mark; Arber, Sarah; Ginn, Jay

    2001-01-01

    Analysis of data on British midlife adults indicated that being out of the work force between age 50 and state pension age has a different impact on participation in physical activity according to class and gender. Highest levels of inactivity are found among the unemployed working class and relate to low levels of education, poor health, and…

  18. Physics and Education

    Science.gov (United States)

    Quinn, Helen

    2016-03-01

    I make a distinction between science outreach work and science education work, and my stress in this talk will be on the latter, though I have done both. Using my own career in physics and education as an example, as well as some examples of the contributions of other physicists, I will discuss the variety of ways in which scientists can contribute to science education at the pre-college level. I will argue for the need for more scientists to undertake this work as a serious professional commitment. In order to do so effectively a scientist must take the time to learn about science education and research on learning, and about how the education systems and policies that one is trying to impact function and are controlled. While working with individual teachers and/or their students provides a valuable service to those individuals, working at the State and National policy level, or with those developing curriculum materials, professional development for teachers and assessment strategies aligned to the broadly adopted Next Generation Science Standards can have much broader impacts. These standards have been adopted by over 14 states and have strongly influenced the science standards of a number of others. I will talk about my role in developing the vision of ``three-dimensional'' science education embodied in those standards, explain the fundamental components of that vision, and discuss the work that still needs to be done to realize that vision over the coming years.

  19. Climate Change: reflections to support this discussion in Physics classes

    Directory of Open Access Journals (Sweden)

    Agenor Pina Pina

    2010-03-01

    Full Text Available The subject of Climate Changes is an everyday issue in our lives, due to media network information. Many questions about this theme are presented and discussed in a large sort of massive communication media. Despite this situation, we have to say that many of these issues are open subjects for the international scientific community, without a common sense about the causes and consequences of climate changes. In this context, Physics offers theoretical concepts and a way of modeling nature to produce some knowledge about this subject mainly because it is a basic science. From this point of view, the issue of climate changes can be considered a specially useful subject to illustrate these physical concepts by Physics teachers, to motivate students or to elaborate new educational proposals. In order to provide some tools to teach this subject in High School Physics classes, this paper offers two perspectives: to point out some physical considerations about this theme and to discuss a few uncertainties and controversies related to climate changes. In a specific way we will present some considerations about the energy balance in the Sun-Earth system, the greenhouse effect and the concept of the mean temperature of the Earth.

  20. Physical activity patterns of college students with and without high school physical education.

    Science.gov (United States)

    Everhart, Brett; Kernodle, Michael; Ballard, Kesley; McKey, Cathy; Eason, Billy; Weeks, Megan

    2005-06-01

    The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as much as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

  1. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  2. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    OpenAIRE

    Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

  3. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities

    Science.gov (United States)

    Jammula, Diane Crenshaw

    Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5% to African Americans, and 4% to Hispanic Americans (AIP, 2012). Though physics education reform efforts supporting interactive engagement have doubled students' learning gains (Hake, 1998), gender and race gaps persist (Brewe et al., 2010; Kost, Pollock, & Finkelstein, 2009). When students' subjectivities align with presentations of physics, they are more likely to develop positive physics identities (Hughes, 2001). However, both traditional and reformed physics classrooms may present physics singularly as abstract, elite, and rational (Carlone, 2004). Drawing from feminist science, I argue that binaries including abstract / concrete, elite / accessible, and rational / emotional are hierarchal and gendered, raced and classed. The words on the left define conventional physics and are associated with middle class white masculinity, while the words on the right are associated with femininity or other, and are often missing or delegitimized in physics education, as are females and minorities. To conceptualize a feminist physics education, I deconstructed these binaries by including the words on the right as part of doing physics. I do not imply that women and men think differently, but that broadening notions of physics may allow a wider range of students to connect with the discipline. I used this conceptual framework to modify a popular reformed physics curriculum called Modeling Instruction (Hestenes, 1987). I taught this curriculum at an urban public college in an introductory physics course for non-science majors. Twenty-three students of diverse gender, race, ethnic, immigrant and class backgrounds enrolled. I conducted an ethnography of the classroom to learn how students negotiate their subjectivities to affiliate with or alienate from their perceptions of physics, and to understand how classroom experiences exacerbate or

  4. Why Teach Physical Education History?

    Science.gov (United States)

    Patterson, Jan

    2004-01-01

    The physical education discipline has had a long development, incorporating concepts learned and appreciated from ancient and modern Olympics, exercise and training, physical activity and sport, and the history of physical education itself. Nevertheless, it continues to evolve as educators improve their instructional methods, medical experts…

  5. Promoting Physical Activity in Adapted Physical Education

    Science.gov (United States)

    Yun, Joonkoo; Beamer, Jennifer

    2018-01-01

    The importance of physical activity has received considerable attention during the past decade. Physical education has been viewed as a cost-effective way to promote physical activity as a public health initiative. In fact, the Centers for Disease Control and Prevention recommends that a "substantial percentage" of students' overall…

  6. Elementary particle physics in early physics education

    CERN Document Server

    Wiener, Gerfried

    2017-01-01

    Current physics education research is faced with the important question of how best to introduce elementary particle physics in the classroom early on. Therefore, a learning unit on the subatomic structure of matter was developed, which aims to introduce 12-year-olds to elementary particles and fundamental interactions. This unit was iteratively evaluated and developed by means of a design-based research project with grade-6 students. In addition, dedicated professional development programmes were set up to instruct high school teachers about the learning unit and enable them to investigate its didactical feasibility. Overall, the doctoral research project led to successful results and showed the topic of elementary particle physics to be a viable candidate for introducing modern physics in the classroom. Furthermore, thanks to the design-based research methodology, the respective findings have implications for both physics education and physics education research, which will be presented during the PhD defen...

  7. SOME STUDENTS’ATTITUDES TOWARDS PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Rabit Veseli

    2015-05-01

    Full Text Available The subject of physical education (kinesiology at primary schools in Kosovo is present in school programs with three classes weekly. In order to form a realistic idea of what students feel about their teacher in Physical Education as well as of the implementation of the educational program, we conducted a questionnaire survey. Methods: The survey examines 210 respondents (118 school boys and 92 school girls at the age of 14. It was conducted mainly to establish and compare the attitudes of boys and girls on the base of their answers to the following six questions: 1. Is the teacher in Physical Education always dressed in sports equipment in class? 2. Is the teacher always present and active in class performances? 3. Does the teacher form realistic marks to your performance? 4. Does the school possess the necessary facilities and equipment for the realization of the class program? 5. Do you regularly wear sports equipment in your Physical Education classes? 6. Are you happy with the way your PhE classes are conducted? Results & Discussion: According to the answers to each question the groups of boys and girls are considered individually through methods of frequency and percentage of results. The differences between boys’ and girls’ attitudes are tested by non-parametric chi-square test, at the level of 0,05(5%. According to the fi nal results, the conclusion is that school boys and girls have similar attitudes (do not differ in their answers to questions 5 and 6. To some extent, the results obtained from the survey show similarity with the research conducted by Memedi, Nika and Hajredini (2011.

  8. Improving student learning and views of physics in a large enrollment introductory physics class

    Science.gov (United States)

    Salehzadeh Einabad, Omid

    Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction

  9. Sport, Physical Education and Educational Worth

    Science.gov (United States)

    Bailey, Richard

    2018-01-01

    "Evaluating the relationship between physical education, sport and social inclusion", published in "Educational Review" in 2005 was concerned formally with an analysis of the potential role of sport and physical education (PE) within the social policy agenda of Blair's New Labour Government. It was also a contribution to a…

  10. Social Class in English Language Education in Oaxaca, Mexico

    Science.gov (United States)

    López-Gopar, Mario E.; Sughrua, William

    2014-01-01

    This article explores social class in English-language education in Oaxaca, Mexico. To this end, first, we discuss social class in Mexico as related to coloniality; second, for illustration, the paper presents the authors' own social-class analysis as language educators in Oaxaca; third, we discuss how social class impacts English education…

  11. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  12. Physics and Physics Education at Clarion University

    Science.gov (United States)

    Aravind, Vasudeva

    Clarion University is located in the rolling hills of western Pennsylvania. We are a primarily undergraduate public institution serving about 6000 students. We graduate students who take different career paths, one of them being teaching physics at high schools. Since educating teachers of tomorrow requires us to introduce currently trending, research proven pedagogical methods, we incorporate several aspects of physics pedagogies such as peer instruction, flipped classroom and hands on experimentation in a studio physics lab format. In this talk, I discuss some of our projects on physics education, and seek to find potential collaborators interested in working along similar lines.

  13. Class Counts: Education, Inequality, and the Shrinking Middle Class

    Science.gov (United States)

    Ornstein, Allan

    2007-01-01

    Class differences and class warfare have existed since the beginning of western civilization, but the gap in income and wealth between the rich (top 10 percent) and the rest has increased steadily in the last twenty-five years. The U.S. is heading for a financial oligarchy much worse than the aristocratic old world that our Founding Fathers feared…

  14. Identifying potential dropouts from college physics classes

    Science.gov (United States)

    Wollman, Warren; Lawrenz, Frances

    Hudson and Rottman (1981) established that mathematics ability is probably a secondary factor influencing dropout from college physics courses. Other factors remain to be found for predicting who will drop out or at least have difficulty with the course. When mathematics ability is coupled with general indicators of performance (total GPA and ACT natural science), prediction of performance for those who complete the course is substantially improved. Moreover, discriminant analyses reveal who will have at least some difficulty, but not who will drop out. The problem of isolating specific weaknesses of students who have difficulty persists. Physics achievement appears to depend on mathematics ability only to the extent that students possess the ability to utilize mathematics knowledge for solving physics problems. Identification of the specific aspects of this ability as well as the specific deficiencies leading to dropout should be the object of future research. For the present, interviews might be more revealing than group testing methods.

  15. The Politics of Physical Education

    Science.gov (United States)

    Claxton, David

    2012-01-01

    This paper, which was given as the Dudley Allen Sargent lecture at the 2012 conference of the National Association for Kinesiology and Physical Education in Higher Education, discusses the politics of physical education. It examines how both national politics and local/campus politics affect the discipline. Drawing from the history of national…

  16. Self-Education, Class and Gender in Edwardian Britain: Women in Lower Middle Class Families

    Science.gov (United States)

    Sutherland, Gillian

    2015-01-01

    Once societies embarked on programmes of mass education home schooling became essentially a middle-class project and remains so. This paper looks at the educational experiences of some lower middle class women at the turn of the nineteenth and twentieth centuries for whom the resources of the middle-class home were simply not available. It…

  17. Predictors of Latent Trajectory Classes of Physical Dating Violence Victimization

    Science.gov (United States)

    Brooks-Russell, Ashley; Foshee, Vangie A.; Ennett, Susan T.

    2013-01-01

    This study identified classes of developmental trajectories of physical dating violence victimization from grades 8 to 12 and examined theoretically-based risk factors that distinguished among trajectory classes. Data were from a multi-wave longitudinal study spanning 8th through 12th grade (n = 2,566; 51.9 % female). Growth mixture models were…

  18. Increasing the Drive of Your Physics Class

    Science.gov (United States)

    Eisenstein, Stanley

    2008-01-01

    First-year physics students often have a difficult time grasping Newton's laws of motion and recognizing the forces that these laws depend on. The "Paper Car" project is an experiential activity that is rich in application of force principles. It is also simple enough that students are able to integrate straightforward but non-trivial physics…

  19. Improving physics education in radiology.

    Science.gov (United States)

    Hendee, William R

    2007-08-01

    Concern is growing that the physics education of radiologists is flawed and that without knowledge of physics principles and applications, mastery of the technology of medical imaging is impaired. Furthermore, it is proposed that a mastery of imaging technology is necessary to perfect the clinical acumen of radiologists and to preserve the quality, safety, and cost-effectiveness of imaging procedures. These issues were the focus of a multiorganizational educational summit on physics education of radiologists held in January 2006 in Atlanta. Recommendations for improving the physics education and knowledge of radiologists that evolved from this summit are presented here, together with progress made to date on their fulfillment.

  20. Mobilizing knowledge in physical education teacher education: building the knowledge of inclusion

    Directory of Open Access Journals (Sweden)

    Victor J. Santos da Conceição

    2013-06-01

    Full Text Available This study aimed at understanding how teachers seek knowledge about inclusion, to work with Students with Special Educational Needs, included in physical education classes in ordinary elementary school classes. Participated in this study three Physical Education teachers, regents class in elementary school. Was used a interview with teacher about study objective. The information was transcribed and analyzed through a survey of the meaning units and construction of analytical categories. The results showed that the three teachers interviewed had direct contact with the physical education during their school life, as well as the sport of income. The teacher traning happens only the teacher of faces with student included.

  1. Social Class Matters: Class Identities and Discourses in Educational Contexts

    Science.gov (United States)

    Hunt, Carolyn S.; Seiver, Machele

    2018-01-01

    In this conceptual literature review, the authors analyze research from the last 20 years to explore how social class discourses are reproduced, resisted, and appropriated within Kindergarten through Grade 12 classrooms in the United States. The findings challenge commonly held deficit discourses about students and families from economically…

  2. On the Firing Line: Negligence in Physical Education

    Science.gov (United States)

    Drowatzky, John N.

    1977-01-01

    Discusses teachers' vulnerability to tort actions for negligence in physical education classes, and suggests guidelines for proper teacher behavior, based on analysis of court cases in various states. (JG)

  3. Physical Education Teachers' Organizational Commitment

    Science.gov (United States)

    Demir, Hayri

    2013-01-01

    The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

  4. Using Humor in Physical Education

    Science.gov (United States)

    Barney, David; Christenson, Robert

    2013-01-01

    Humor can be extremely beneficial in everyday life, whether giving or receiving it. It can be used to lighten the mood, give encouragement, or make corrections. Humor in physical education is no exception. Physical educators can use humor as a teaching tool and to create an environment for students to acquire the knowledge to practice a lifetime…

  5. Challenge Activities for the Physical Education Classroom: Considerations

    Science.gov (United States)

    McKenzie, Emily; Tapps, Tyler; Fink, Kevin; Symonds, Matthew L.

    2018-01-01

    The purpose of this article is to provide physical education teachers with the tools to develop and implement challenge course-like activities in their physical education classes. The article also covers environmental considerations for teachers who have the desire to create a challenge-based classroom setting in order to reach a wider and more…

  6. Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

    Science.gov (United States)

    Kretschmann, Rolf

    2015-01-01

    Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

  7. Physics measurements and health education

    OpenAIRE

    HAJDUCH, Petr

    2016-01-01

    The thesis "Physical measurements and health education" looks at physical quantities that are related to human health and can be measured in a elementary school environment. It focuses especially on the cross-curricular relationship between physics and health education and also on the use of relevant online measurement systems. As part of this thesis, we suggest a number of activities that exploit this relationship.

  8. Islamic Principles and Physical Education.

    Science.gov (United States)

    Lindsay, Karen; And Others

    1987-01-01

    Based on interviews with five Islamic respondents, this paper investigates stricter Islamic parents' difficulties with certain assumptions and practices of Australian education, particularly health and physical education. Concerns about modesty and separation of sexes conflict with central aims based on equal educational opportunities and equality…

  9. Optimizing the Role of Physical Education in Promoting Physical Activity: A Social-Ecological Approach.

    Science.gov (United States)

    Solmon, Melinda A

    2015-01-01

    The benefits associated with being physically active are well documented, but a significant proportion of the population is insufficiently active. Physical inactivity is a major health risk factor in our society, and physical education programs are consistently identified as a means to address this concern. The purpose of this article is to use the social-ecological model as a framework to examine ways in which physical education programs can play an important role in promoting physical activity. Policies that require time allocations and resources for physical education and physical activity in schools and community designs that provide infrastructure that makes being physically active accessible and convenient are important factors in making schools and communities healthier spaces. It is clear, however, that policies alone are not sufficient to address concerns about physical inactivity. We must consider individual factors that influence decisions to be physically active in efforts to engage children in physical education programs that promote active lifestyles. The learning climate that teachers create determines what students do and learn in physical education classes. Ensuring that students see value in the content presented and structuring classes so that students believe they can experience success when they exert effort are key elements in an effective motivational climate. Efforts to address public health concerns about physical inactivity require a comprehensive approach including quality physical education. It is critical that kinesiology professionals emerge as leaders in these efforts to place physical education programs at the center of promoting children's physical activity.

  10. FEATURES OF METHODS OF FUTURE PHYSICAL CULTURE TEACHERS’ TRAINING FOR PHYSICAL EDUCATION OF HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Петро Джуринський

    2014-12-01

    Full Text Available The paper presents the methodical approaches and recommendations on implementation of methods of future Physical Culture teachers to physical education of high school students into study process at a higher educational institution. The role of the approbated study discipline “Theory and methods of physical education at high school” has been determined in this research. It has also been defined, that future Physical Culture teacher’s training for physical education of high school students is a system of organizational and educational measures, ensuring the formation of future teacher’s professional knowledge and skills. The article presents the defined tasks, criteria, tools, forms, pedagogical conditions and stages of students’ training for teaching classes of Physical Education to high school students. Approbation of methodical approaches to future Physical Culture teachers’ training for physical education of high school students demonstrated their efficacy

  11. Educational and social class assortative mating in fertile British couples.

    Science.gov (United States)

    Krzyżanowska, Monika; Mascie-Taylor, C G Nicholas

    2014-01-01

    Positive assortative mating for education and social position has been widely reported in a number of countries, but very few studies have tested whether or not educational or social class homogamy is related to differential fertility. This study examined the relationship between educational and social class assortative mating and fertility in a British national cohort. The analyses were based on 7452 husband-wife pairs from the British National Child Development Study (NCDS). The mean fertility was 3.22 children per couple; the number of children significantly increased from higher to lower social classes and from the more educated to the less educated. The extent of assortative mating for social class and educational level was related to fertility; as educational assortative mating decreased so did the average number of children, whereas the opposite trend was observed for social class. When assortative mating for education and social class were considered together, educational assortative mating was the more significant predictor of the number of children and educationally homogamous couples had higher fertility independent of their social class assortative mating. The relationship between assortative mating and fertility for education and social class appeared to be acting in the opposite direction.

  12. Training in-service physical educators to improve class time management. (Formar a profesores de Educaciόn Fίsica en la mejora de la administración del tiempo de clase.

    Directory of Open Access Journals (Sweden)

    Olga Vasiliadou

    2009-10-01

    Full Text Available Abstract The purpose of the present study was to examine the effect of a short-term training program οn physical education time management, in elementary school. Thirty-two physical educators were randomly divided into experimental and control group. Each teacher taught six lessons (two for pre-test, two for post-test and two for retention test. After the pre-test, the experimental group attended a training program which included a two-hour lecture with emphasis on how to effectively manage the allotted class time, and a two-hour practicum, supervised by the researcher. Then, both groups were post- and retention tested. For the evaluation of class time management, the form Time Management (Graham, 2001 was used. Multivariate analysis of variance with repeated measures and analysis of covariance were used for data analysis. Results showed that physical educators in the experimental group learned to increase student activity time, and managed student waiting time significantly better than those in the control group which, on the other hand, managed significantly better the time allotted to provide instructions. It is concluded that a short but focused training can significantly influence class time management, an important criterion of teaching effectiveness. Resumen Este estudio ha perseguido analizar qué efecto tiene la aplicación de un programa educativo corto en la administración del tiempo en Educación Física en Enseñanza Primaria. Para ello, treinta y dos profesores fueron divididos aleatoriamente en dos grupos: experimental y control. Cada profesor impartió seis clases (dos pre-test, dos post-test y dos de retención. Tras el pre-test, el grupo experimental siguiό un programa sobre cόmo administrar eficazmente el tiempo de clase, con dos horas de lectura y un prácticum de dos horas supervisado por el investigador. Todo ello fue seguido de un post-test y retenciόn de pruebas por ambos grupos, para lo cual se utilizó el

  13. Methodology for the development of teaching vocational guidance from physics classes in high school

    Directory of Open Access Journals (Sweden)

    Yamila García-Carrión

    2016-11-01

    Full Text Available Pre-university education has as one of its aims to achieve the polytechnic and vocational training of students, which is why it is necessary, vocational guidance thereof, to professions requiring the country, giving priority to teaching, hence this, which is a priority in the education system. The scientific research problem is expressed in the shortcomings revealed in the conception and development of the process of teaching vocational career orientation Physics, from the classes of this subject in high school. As an object the process of learning of physics in high school is required. the development of a methodology for the development of professional orientation of physics teaching career, from the classes of this subject in high school, based on an educational model that theoretically systematize the research and pre-professional approaches are proposed.

  14. Multiple representations in physics education

    CERN Document Server

    Duit, Reinders; Fischer, Hans E

    2017-01-01

    This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementati...

  15. Calculus in physics classes at UFRGS: an exploratory study

    Directory of Open Access Journals (Sweden)

    Maria Cecilia Pereira Santarosa

    2011-11-01

    Full Text Available This study is part f a larger one whose general objective is to investigate and to develop a new strategy for teaching Differential and Integral Calculus I, specifically for physics majors, through a possible integration with the teaching of General and Experimental Physics I. With the specific objective of identifying physics problem-situations that may help in making sense of the mathematical concepts used in Calculus I, and languages and notations that might be used in the teaching of Calculus to favor physics learning, it was investigates, through an ethnographic study, the may mathematics is transposed to classes of General and Experimental Physics I, in classes of physics courses at the Federal University of Rio Grande do Sul (UFRGS. Some findings of this study confirmed those reported in the literature regarding the teaching and learning process in introductory college physics courses. These findings will subsidize the preparation of potentially meaningful instructional materials that will be used in a second stage of the research designed to investigate the learning of declarative and procedural knowledge in basic college physics under an approach that integrates problem-situation in physics and calculus mathematical concepts.

  16. Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students

    Science.gov (United States)

    Spittle, Michael; Spittle, Sharna

    2016-01-01

    This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas,…

  17. Proposal of measuring of physical education in Chile

    Directory of Open Access Journals (Sweden)

    Fernando Rodriguez-Rodriguez

    2016-07-01

    Full Text Available The aim of this study is to design a new proposal as a means of evaluating the quality of Physical Education classes. The proposed variables are: Cardiovascular Endurance, Muscular Strength, Agility and Coordination, Open Skills and Motor Expression. The validation of this instrument was made by experts who evaluated and contributed to the research also a pilot application in three educational institutions was carried out. After each pilot application, modifications were made to achieve an improvement in the evaluation proposal and to project a comprehensive assessment tool to measure the quality of Physical Education classes for students in eighth grade, which can be applied effectively in different educational contexts.

  18. The Cultures of Social Class and Religious Educational Practice

    Science.gov (United States)

    Turpin, Katherine

    2009-01-01

    Although social class impacts the assumptions, values, and normative practices of Religious Education, the lack of public discourse on class diminishes awareness of and critical reflection on this impact. This article describes social class as a largely unarticulated and embodied performance of identity inflected through hierarchical practices of…

  19. Critical Thinking in Physical Education

    Science.gov (United States)

    Humphries, Charlotte

    2014-01-01

    Changes in American education require that teachers are evaluated more often, and expectations increasingly include teaching to develop critical thinking skills. This article uses Bloom's taxonomy in describing ways physical educators can include critical thinking in their lessons, both to enhance their teaching and to meet expectations of…

  20. Hygienic aspects of physical education and health of schoolchildren

    OpenAIRE

    J.D. Svystun; V.M. Trach; Kh.E. Shavel; J.M. Kukujuk

    2017-01-01

    Aim: to analyze the state of physical education in secondary schools of Ukraine and to observe hygienic requirements during physical education lessons. Material: the study was attended by schoolchildren (n=40, age - 12-13 years) and schoolchildren of specialized sports classes (n=40, age - 14-16 years). Studied: the level of physical health; functional state of the respiratory and cardiovascular systems; the state of energy supply of children’s organism; the influence of mobile games on the f...

  1. Research ethics in physical education

    Directory of Open Access Journals (Sweden)

    Júlio César Schmitt Rocha

    2009-06-01

    Full Text Available The objective here is to point out ethics in Physical Education research against a backdrop of individual and collective human conduct. Since Plato, the question of ethics in the Western world has been an incessant search for the virtues to harmonize personal and social wellbeing and for the absolute principles of conduct: Autonomy, Beneficence and Justice. Physical Education cannot exempt itself from these and its countless areas of research. In addition to the moral education that develops and solidifies within social groups, the characteristic of which is action on an individual level, we must also consider ethical principles such as those defended by the Physical Education World Manifesto and those that regulate the professional activities of Physical Education professionals. Irrespective of the area investigated, Research in Physical Education will always clash with institutionalized ethical principles enforced by ethics committees, councils and the values accepted by the researchers. Committees strive to preserve the integrity and dignity of the people enrolled on research studies while the researchers challenge the limits of knowledge at an uncomfortable frontier between the acceptable and the unacceptable within a given context of academic vision and needs.

  2. Introduction--World-Class Basic Education

    Science.gov (United States)

    Adams, Don

    2012-01-01

    Borrowing educational institutions and ideas from the past and from other contemporary education systems is a significant part of the educational history of many nations. Many of the current nations continue to probe the past for pleasure or insights, while some nations seek to erase much of their educational past. Further, an increasing number of…

  3. Examining the postural awareness and flexibility changes in physical therapy students who took clinical Pilates class.

    Science.gov (United States)

    Atilgan, Esra; Tarakci, Devrim; Mutluay, Fatma

    2017-01-01

    This study aimed to evaluate postural awareness and changes in posture and flexibility of students who took Clinical Pilates class as an elective course at the undergraduate level. The study conducted from 2013-2016 included 98 students who took Clinical Pilates class at the Department of Physical Therapy and Rehabilitation, School of Health Sciences, Istanbul Medipol University, Turkey. The flexibility levels of the study participants were measured before and after the Clinical Pilates education using finger-to-floor test and modified Schober's test. Observational posture analysis and postural awareness were recorded using the scale prepared by the researchers. The post-education evaluations showed that postural distortions were fixed, and a significant increase in the postural awareness of the students was observed compared with the pre-education period. The results of both modified Schober's test and finger-to-floor test, which were used to measure the flexibility levels, showed a statistically significant increase in post-education scores compared with those of the pre-education period. This study showed that the Clinical Pilates course increased postural awareness and flexibility of physical therapy students and fixed postural distortions. Thus, the inclusion of Clinical Pilates class in the undergraduate education is considered to be important.

  4. Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

    Science.gov (United States)

    Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

    2015-12-24

    High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous

  5. Science Education Research vs. Physics Education Research: A Structural Comparison

    Science.gov (United States)

    Akarsu, Bayram

    2010-01-01

    The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and…

  6. Tactical Decision Competency of Preservice Physical Education Teacher Education Students

    Science.gov (United States)

    Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

    2013-01-01

    The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

  7. Online Particle Physics Information - Education Sites

    Science.gov (United States)

    SLAC Online Particle Physics Information Particle Data Group Particle Physics Education Sites General Sites Background Knowledge Physics Lessons & Activities Astronomy Lessons & Activities Ask -A-Scientist Experiments, Demos and Fun Physics History & Diversity Art in Physics General Sites

  8. Physical Education & Outdoor Education: Complementary but Discrete Disciplines

    Science.gov (United States)

    Martin, Peter; McCullagh, John

    2011-01-01

    The Australian Council for Health, Physical Education and Recreation (ACHPER) includes Outdoor Education (OE) as a component of Physical Education (PE). Yet Outdoor Education is clearly thought of by many as a discrete discipline separate from Physical Education. Outdoor Education has a body of knowledge that differs from that of Physical…

  9. Friendship in inclusive physical education.

    Science.gov (United States)

    Seymour, Helena; Reid, Greg; Bloom, Gordon A

    2009-07-01

    Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of inclusive education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in inclusive physical education from the perspective of students with (n = 8) and without (n = 8) physical disabilities. All participants attended a reversely integrated school and were interviewed using a semistructured, open-ended format. An adapted version of Weiss, Smith, and Theeboom's (1996) interview guide exploring perceptions of peer relationships in the sport domain was used. Four conceptual categories emerged from the analysis: development of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. The results demonstrated the key characteristics of best friends and the influential role they play.

  10. Professional Preparation in Physical Education and Coaching.

    Science.gov (United States)

    American Association for Health, Physical Education, and Recreation, Washington, DC.

    This booklet is the product of a conference of the American Association of Health, Physical Education, and Recreation, the purpose of which was to revise professional preparation quidelines in dance, physical education, recreation education, and health and safety education. This report includes sections on physical education and coaching and on…

  11. Problems of safety and risk in physical education

    Directory of Open Access Journals (Sweden)

    Robert Podstawski

    2015-10-01

    Full Text Available Purpose: One of the methodology issues in Physical Education is providing children with safety. The purpose of this work is to present basic concepts of safety at Physical Education classes. Material & Methods: The issues connected with safety at classes of Physical Education have been discussed in the subsections, each of which focuses on different concepts such as: legal safety regulations, causes of hazards, theoretical models of preventing hazards at P.E. classes, nutrition programs related to exercise’s fulfillment, prevention of heat disorders and dehydration. Results: According to experts’ opinion, the causes of safety hazards at P.E. classes can be divided into three groups: caused by instructor, caused by a student, and finally hazards technical in nature. The number of accidents during P.E. classes is still substantial, and among most common hazards there are the following: fractures of upper and lower limbs, dislocations, contusions, tendonitis, muscle tear and cuts. Curiously, boys experience such injuries more frequently than girls. Conclusions: Even though safety rules at Physical Education classes are defined by specific regulations, children’s absolute safety is never guaranteed. In order to diminish the number of misadventures, instructor is obliged not only to adhere to the norms but also to teach children to safety rules.

  12. Language, Social Class and Education: Listening to Adolescents' Perceptions

    Science.gov (United States)

    Spencer, Sarah; Clegg, Judy; Stackhouse, Joy

    2013-01-01

    Young people's perceptions may offer an insight into the complex associations between language, education and social class. However, little research has asked young people what they think of their own talking. Forty-two British adolescents aged between 14 and 15 years were interviewed: 21 attended a school in a working class area; 21 attended…

  13. The Role of Social Class in English Language Education

    Science.gov (United States)

    Vandrick, Stephanie

    2014-01-01

    English language educators are often advocates for social justice and often focus on learners' identities, such as their race, gender, and ethnicity; however, they tend not to employ a social class lens in analyzing students, teachers, classrooms, and institutions. Yet social class plays a significant, if unacknowledged, role in the field.…

  14. Associations between Socio-Motivational Factors, Physical Education Activity Levels and Physical Activity Behavior among Youth

    Science.gov (United States)

    Ning, Weihong; Gao, Zan; Lodewyk, Ken

    2012-01-01

    This study examined the relationships between established socio-motivational factors and children's physical activity levels daily and during physical education classes. A total of 307 middle school students (149 boys, 158 girls) from a suburban public school in the Southern United States participated in this study. Participants completed…

  15. Physical Activity Levels of Non-Overweight, Overweight, and Obese Children during Physical Education

    Science.gov (United States)

    Pathare, Neeti; Piche, Kelly; Nicosia, Andrea; Haskvitz, Esther

    2016-01-01

    Purpose: The purpose of this study was to examine physical activity (PA) levels of young children classified by body mass index (BMI) (non-overweight, overweight, and obese) during physical education classes. Method: Participants included 82 children (45 boys, 37 girls; 7.5 ± 1.2 years). PA was determined by the number of steps measured with…

  16. Literacy education, reading engagement, and library use in multilingual classes

    OpenAIRE

    Tonne, Ingebjørg; Pihl, Joron

    2012-01-01

    The topic of this paper is literacy education and reading engagement in multilingual classes. What facilitates reading engagement in the language of instruction in multilingual classes? In this paper, we analyze reading engagement in a literature-based literacy program in Norway (2007–2011). The design was a research and development project in which teachers, researchers, and librarians collaborated within literacy education. We present pedagogical interventions within the project and analyze...

  17. Intrinsic Motivation in Physical Education

    Science.gov (United States)

    Davies, Benjamin; Nambiar, Nathan; Hemphill, Caroline; Devietti, Elizabeth; Massengale, Alexandra; McCredie, Patrick

    2015-01-01

    This article describes ways in which educators can use Harter's perceived competence motivation theory, the achievement goal theory, and self-determination theory to develop students' intrinsic motivation to maintain physical fitness, as demonstrated by the Sound Body Sound Mind curriculum and proven effective by the 2013 University of…

  18. Curriculum theory in physical education

    Science.gov (United States)

    Jewett, Ann E.

    1989-03-01

    Primary current concerns of curriculum theorists in sport and physical education relate to clarification of value orientations underlying curricular decision-making, selection and statement of curriculum goals, identification and organization of programme content, and the process of curriculum change. Disciplinary mastery is the most traditional value orientation and that which is most frequently found in practice. Curriculum theorists have identified four other value orientations for study: social reconstruction, self-actualization, learning process, and ecological validity. Health-related fitness and the development of motor skills have long been the primary goals of physical education. In recent years, however, curriculum specialists have begun to assign higher priorities to goals of personal integration and challenge, of social development and multicultural understanding. There is general agreement that human movement activities constitute the subject-matter of the sport and physical education curriculum. Differences exist, however, as to how learning activities should be selected for particular programmes. The current trend in seeking better understanding of content is toward studying the operational curriculum with particular attention to the historical and social contexts. An important contemporary focus is the need to translate short-term results into lifestyle changes. The curriculum in sports and physical education should be viewed as a multitude of possibilities.

  19. Recreational Games for Physical Education

    Science.gov (United States)

    Hume, Donald

    2005-01-01

    Recreational games can be incorporated into physical education programs to encourage play and activity among students during their leisure time. Students can play their own games during recess, before or after school, during intramural programs, or in their neighborhood with family and friends. This article describes five such games namely:…

  20. Profiles of intensity loads in physical education classes in Poland Profily intenzivní zátěže v hodinách tělesné výchovy v Polsku

    Directory of Open Access Journals (Sweden)

    Michał Bronikowski

    2006-02-01

    Full Text Available The aim of the research was to compare the health-related effectiveness of various types of physical education lessons on the cardio-respiratory system. The research was carried out in the years 2002 and 2003 in two junior high schools in Poznań. There were four types of classes examined: outdoor athletics, volleyball, basketball and fun games, each type lasting 45 minutes. Heart rates of two randomly selected pupils aged 15–16 were recorded during class, with the use of Polar heart rate monitors. According to the findings of a cross-national study, Polish youth do not have enough moderate-to-vigorous activity on a daily basis (Cabak & Woynarowska, 2004. In our research the most effective in stimulating cardio-respiratory fitness appeared to be outdoor athletics classes in boys and girls, and basketball in boys. Our data support the earlier findings of other studies (Stratton, 1997; Fairclough & Stratton, 2005. Cílem průzkumu bylo srovnání zdravotní účinnosti různých typů hodin tělesné výchovy na kardio-respirační ústrojí. Průzkum byl prováděn v letech 2002 a 2003 na nižším stupni středních škol v Poznani. Zkoumány byly čtyři typy hodin: atletika, volejbal, basketbal a pohybové hry, přičemž každý typ měl trvání 45 minut. V průběhu hodiny byla u dvou náhodně zvolených 15–16letých žáků měřena srdeční frekvence, a to pomocí monitorů srdeční frekvence Polar. Podle výsledků celonárodního výzkumu nemá polská mládež dostatek každodenní střední až intenzivní aktivity (Cabak & Woynarowska, 2004. V našem průzkumu se hodiny atletiky, v případě chlapců a dívek, a basketbalu, v případě chlapců, jevily jako hodiny nejúčinněji stimulující kardio-respirační zdatnost. Naše údaje potvrzují dřívější výsledky jiných průzkumů (Stratton, 1997; Fairclough & Stratton, 2005.

  1. Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

    Science.gov (United States)

    Daum, David N.; Woods, Amelia M.

    2015-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

  2. Friction force experimental approach in High School Physics classes

    Directory of Open Access Journals (Sweden)

    Marco Aurélio Alvarenga Monteiro

    2012-12-01

    Full Text Available http://dx.doi.org/10.5007/2175-7941.2012v29n3p1121 In this paper we propose and describe the performance of an experimental activity to address the concept of friction in High School Physics practical classes. We use a low-cost and simple construction device that enables the determination of the coefficient of static friction between two materials through three different procedures. The results were coherent, with small percentage deviation, which gives reliability to the activity and can stimulate discussions in class. The activity also allows greater contextualization of concepts that are usually discussed only theoretically, requiring a higher abstraction level of the students. This can stimulate discussions and greater interaction between teacher and students.

  3. Change in physical education motivation and physical activity behavior during middle school.

    Science.gov (United States)

    Cox, Anne E; Smith, Alan L; Williams, Lavon

    2008-11-01

    To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

  4. Modifying Formative Evaluation Techniques For Distance Education Class Evaluation

    Directory of Open Access Journals (Sweden)

    Scott L. WALKER

    2005-10-01

    Full Text Available Modifying Formative Evaluation Techniques For Distance Education Class Evaluation Assistant Professor Scott L. WALKERDepartment of GeographyTexas State UniversitySan Marcos, USA ABSTRACTPost-secondary classes are usually followed by mandatory summative evaluations, yet changes in teaching and course structure cannot be made with summative evaluations. Formative evaluations in online education can result in candid responses from students if a third-party facilitator is involved in the process. This paper presents a method for conducting formative evaluation in an online class by utilizing the assistance of a colleague. Results of one such evaluation are presented, as are its advantages and disadvantages.

  5. Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy.

    Science.gov (United States)

    Belansky, Elaine S; Cutforth, Nick; Kern, Ben; Scarbro, Sharon

    2016-09-01

    To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class. Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times. MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play. The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students' physical activity. The multicomponent intervention contributed to the program's success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students' physical activity during the school day.

  6. Using a Physical Education Environmental Survey to Identify Areas of Concern and Improve Conditions

    Science.gov (United States)

    Hill, Grant; Hulbert, George

    2007-01-01

    School environmental conditions can impact learning in physical educational classes. It is important for schools to control environmental health hazards, not only to promote a conducive school learning environment, but to also reduce associated health risks. To help physical education leaders determine the quality of physical education facilities…

  7. Predicting Satisfaction in Physical Education from Motivational Climate and Self-Determined Motivation

    Science.gov (United States)

    Baena-Extremera, Antonio; Gómez-López, Manuel; Granero-Gallegos, Antonio; Ortiz-Camacho, Maria del Mar

    2015-01-01

    The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of…

  8. SECONDARY PHYSICAL EDUCATION AVOIDANCE AND GENDER: PROBLEMS AND ANTIDOTES

    Directory of Open Access Journals (Sweden)

    Thomas Ryan

    2012-07-01

    Full Text Available Our goal was to locate and evaluate the barriers that impact and cause females to avoid secondary elective physical education courses. We sought to find answers to stop the further decline of female enrolment in secondary physical education by looking into curricula, program and instructional variables. Anecdotal evidence informed this study which was very much exploratory, building upon several key facts. First, Ontario (Canada secondary students are only required to take one credit (course in physical education in order to graduate and second, most students take the required physical education course in grade nine which is their first year of high school. Following this there is an average of 10% fewer females in every physical education class in the province of Ontario and only an average of 12% are enrolled in physical education each year. Several issues were identified and explored including self-confidence; motivation; perceived value of physical activity; opportunities for physical activity; marking scheme; competition; co-ed classes; teaching approach; and peers as possible problems and solutions.

  9. High-Speed Video Analysis in a Conceptual Physics Class

    Science.gov (United States)

    Desbien, Dwain M.

    2011-09-01

    The use of probe ware and computers has become quite common in introductory physics classrooms. Video analysis is also becoming more popular and is available to a wide range of students through commercially available and/or free software.2,3 Video analysis allows for the study of motions that cannot be easily measured in the traditional lab setting and also allows real-world situations to be analyzed. Many motions are too fast to easily be captured at the standard video frame rate of 30 frames per second (fps) employed by most video cameras. This paper will discuss using a consumer camera that can record high-frame-rate video in a college-level conceptual physics class. In particular this will involve the use of model rockets to determine the acceleration during the boost period right at launch and compare it to a simple model of the expected acceleration.

  10. From Rationalization to Reflection: One Teacher Education Law Class

    Science.gov (United States)

    Miretzky, Debra

    2013-01-01

    This paper describes the struggles of a teacher educator to acknowledge and honor her own liberal bias along with her students' more conservative perspectives as these emerge in an education law class for preservice teachers. It illustrates the author's ongoing transition from rationalization to reflection, as she considers both her students'…

  11. Alcohol consuption among academics of physical education

    Directory of Open Access Journals (Sweden)

    João Jorge da Costa Júnior

    2012-06-01

    Full Text Available This is a cross-sectional study that aims to determine the prevalence of alcohol consumption among physical education students of a public university of São Luís-MA. The sample consisted of 80 students. It was identified the following profile: 44 men and 36 women, aged between 18 and 21 years, most Catholics and having family income between $ 1,440.00 and $ 2,400.00. The prevalence of alcohol use was 95%, being higher among men (97.72%. The problematic use of alcohol, detected by the CAGE test, showed that 15% had physical and psychic problems and 23.75% mentioned to have missed classes in the last 30 days because of alcohol consumption. The study showed a significant number of students that had an exacerbated level of alcohol consumption, which draws attention to the need of addressing the topic of alcoholism in the academic scenario.

  12. Behavioral self-regulation in a physics class

    Science.gov (United States)

    Stewart, John; DeVore, Seth; Stewart, Gay; Michaluk, Lynnette

    2016-06-01

    This study examined the regulation of out-of-class time invested in the academic activities associated with a physics class for 20 consecutive semesters. The academic activities of 1676 students were included in the study. Students reported investing a semester average of 6.5 ±2.9 h out of class per week. During weeks not containing an examination, a total of 4.3 ±2.1 h was reported which was divided between 2.5 ±1.2 h working homework and 1.8 ±1.4 h reading. Students reported spending 7.6 ±4.8 h preparing for each in-semester examination. Students showed a significant correlation between the change in time invested in examination preparation (r =-0.12 , p Students also modified their time invested in reading as the length of the textbook changed; however, this modification was not proportional to the size of the change in textbook length. Very little regulation of the time invested in homework was detected either in response to test grades or in response to changes in the length of homework assignments. Patterns of regulation were different for higher performing students than for lower performing students with students receiving a course grade of "C" or "D" demonstrating little change in examination preparation time in response to lower examination grades. This study suggests that homework preparation time is a fixed variable while examination preparation time and reading time are weakly mutable variables.

  13. 34 CFR 300.108 - Physical education.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Physical education. 300.108 Section 300.108 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH...

  14. Critical Social Class Theory for Music Education

    Science.gov (United States)

    Bates, Vincent C.

    2017-01-01

    This work of critical social theory explores how formal music education in modern capitalist societies mirrors the hierarchical, means-ends, one-dimensional structures of capitalism. So, rather than consistently or reliably empowering and emancipating children musically, school music can tend to marginalize, exploit, repress, and alienate. The…

  15. Social class differences in physical functions in middle-aged men and women

    DEFF Research Database (Denmark)

    Hansen, Åse Marie; Andersen, Lars Louis; Skotte, Jørgen

    2014-01-01

    The objective of the present study is to analyze gender differences and social class gradients in physical functions; and to study whether the social class gradients in physical functions in midlife differed between men and women.......The objective of the present study is to analyze gender differences and social class gradients in physical functions; and to study whether the social class gradients in physical functions in midlife differed between men and women....

  16. School and class-level variations and patterns of physical activity

    DEFF Research Database (Denmark)

    Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt

    2018-01-01

    is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. METHODS: Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes....... Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. RESULTS: Students whose parents have achieved a lower level of education, older students and girls of perceived......BACKGROUND: There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study...

  17. Critical thinking in physics education

    Science.gov (United States)

    Sadidi, Farahnaz

    2016-07-01

    We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

  18. The Significance of Physical Education Content: "Sending the Message" in Physical Education Teacher Education

    Science.gov (United States)

    Johnson, Tyler G.

    2012-01-01

    Mind-body dualism has likely influenced how many view human beings and their behavior--mind (i.e., thinking) is elevated over body (i.e., performing)--even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more "intellectual" or…

  19. Energizing the Thinking Dimensions of Physical Education.

    Science.gov (United States)

    Miller, Donna Mae

    1987-01-01

    Physical educators should reinforce the mind-body dualism covered in physical education through activities that illustrate the use of problem-solving, asking and answering questions, developing game sense, and perceiving relationships. (CB)

  20. Association of Quality Physical Education Teaching with Students’ Physical Fitness

    Directory of Open Access Journals (Sweden)

    Weiyun Chen, Steve Mason, Andrew Hypnar, Austin Hammond-Bennett

    2016-06-01

    Full Text Available This study examined the extent to which four essential dimensions of quality physical education teaching (QPET were associated with healthy levels of physical fitness in elementary school students. Participants were nine elementary PE teachers and 1, 201 fourth- and fifth-grade students who were enrolled in nine elementary schools. The students’ physical fitness were assessed using four FITNESSGRAM tests. The PE teachers’ levels of QPET were assessed using the Assessing Quality Teaching Rubrics (AQTR. The AQTR consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Guidance. Codes were confirmed through inter-rater reliability (82.4% and 84.5%. Data were analyzed through descriptive statistics, multiple R-squared regression models, and independent sample t-tests. The four essential teaching dimensions of QPET were significantly associated with the students’ cardiovascular endurance, muscular strength and endurance, and flexibility. However, they accounted for relatively low percentage of the total variance in PACER test, followed by Curl-up test, while explaining very low portions of the total variance in Push-up and Trunk Lift tests. This study indicated that the students who had experienced high level of QPET were more physically fit than their peers who did not have this experience in PACER and Curl-up tests, but not in Push-up and Trunk lift tests. In addition, the significant contribution of the four essential teaching dimensions to physical fitness components was gender-specific. It was concluded that the four teaching dimensions of QPET were significantly associated with students’ health-enhancing physical fitness.

  1. How an active-learning class influences physics self-efficacy in pre-service teachers

    Science.gov (United States)

    Gaffney, Jon D. H.; Housley Gaffney, Amy L.; Usher, Ellen L.; Mamaril, Natasha A.

    2013-01-01

    Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a circuit. Responses were coded according to the contributor of the influence and whether that influence was positive or negative. The group learning structure, hands-on activities in the class, and the constructed repertoire of science knowledge, processes, and activities, were all reported to be positive influences on self-efficacy, whereas the influence of the instructor was mixed. Overall, students' responses indicated both a desire for more guidance and lecture and an appreciation for their ability to construct their own understanding through the class activities.

  2. Outside-school physical activity participation and motivation in physical education.

    Science.gov (United States)

    Shen, Bo

    2014-03-01

    Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

  3. Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

    Science.gov (United States)

    Jin, Jooyeon; Yun, Joonkoo

    2013-07-01

    The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.

  4. The class as space and fundamental method for educational guidance

    Directory of Open Access Journals (Sweden)

    Irela Margarita Paz-Domínguez

    2016-11-01

    Full Text Available Educational guidance is a function of professional education that is still blurred in the pedagogical theory and practice, as has been subsumed by the methodological and research teaching function, as well as being valued by many as specific task of psycho pedagogues, counselors and psychologists. This article is the result of a theoretical study aims to argue the role of educational guidance as a function of teaching, highlighting the class as space and fundamental method in it. Were used for this purpose, theoretical methods of analysis-synthesis, induction-deduction and dialectic hermeneutical, which it was the precision of ideas around the class as space sociological, psychological and pedagogical partner especially for the orientation and way peculiar that favors such a process, if personal and group learners resources for the development of his personality are promoted from class.

  5. An Analysis of Canadian Physical Education Curricula

    Science.gov (United States)

    Kilborn, Michelle; Lorusso, Jenna; Francis, Nancy

    2016-01-01

    There has been much international concern about the present and future status of school physical education. Recent research has employed surveys or case studies to examine the status of physical education but there is a dearth of in-depth physical education curriculum document analysis. The aim of this study is to contribute to the international…

  6. Feminist Teaching in University Physical Education Programs.

    Science.gov (United States)

    Bain, Linda L.; And Others

    1991-01-01

    Examines feminist teaching in university physical education. Three articles describe the personal experiences of physical educators who try to teach in ways that promote equality. The articles focus on social diversity and justice and feminist pedagogy in the sport sciences and physical education. (SM)

  7. Coordinating an IPLS class with a biology curriculum: NEXUS/Physics

    Science.gov (United States)

    Redish, Edward

    2014-03-01

    A multi-disciplinary team of scientists has been reinventing the Introductory Physics for Life Scientists (IPLS) course at the University of Maryland. We focus on physics that connects elements common to the curriculum for all life scientists - molecular and cellular biology - with building general scientific competencies, such as mathematical modeling, reasoning from core principles, and multi-representation translation. The prerequisites for the class include calculus, chemistry, and biology. In addition to building the basic ideas of the Newtonian framework, electric currents, and optics, our prerequisites allow us to include topics such as atomic interactions and chemical bonding, random motion and diffusion, thermodynamics (including entropy and free energy), and spectroscopy. Our chemical bonding unit helps students link the view of energy developed in traditional macroscopic physics with the idea of chemical bonding as a source of energy presented in their chemistry and biology classes. Education research has played a central role in our design, as has a strong collaboration between our Discipline-Based Education and the Biophysics Research groups. These elements permit us to combine modern pedagogy with cutting-edge insights into the physics of living systems. Supported in part by a grant from HHMI and the US NSF grant #1122818/.

  8. strategies on perceived motivational climate in physical education

    African Journals Online (AJOL)

    Grounded in Achievement Goal Theory of Nicholls (1989), the aim of this study was to assess the development of four teaching interventions based on the TARGET areas of Ames (1992) and verify their effect on the perceived motivational climate at situational level in Physical Education (PE) classes. Participants were 580 ...

  9. Heterotopias in Physical Education: Towards a Queer Pedagogy?

    Science.gov (United States)

    Larsson, Håkan; Quennerstedt, Mikael; Öhman, Marie

    2014-01-01

    This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of…

  10. Mathematics and communication skills using educational software in math classes

    Directory of Open Access Journals (Sweden)

    Marjolis Laffita-Cuza

    2017-04-01

    Full Text Available The current transformations conceive among others, to form in the race of Mathematics-Physics a professor who imparts indistinctly the subjects of Mathematics and Physics in the upper secondary education from the third year of this race which requires putting more emphasis in the orientation of those Subjects to achieve greater professionalism. The present paper approaches from the theoretical aspects the essential aspects in the educational process of the learning of mathematics for the Mathematics-Physics career of the university of pedagogical sciences such as mathematical communicative competences and the use of educational software, all in function of achieving A greater development of student's mathematical logical thinking.

  11. Collaboration in Education: International Field Class on Permafrost

    Science.gov (United States)

    Streletskiy, D. A.; Shiklomanov, N. I.; Grebenets, V. I.

    2011-12-01

    Field work is a dominant research component in the earth sciences. Understanding and proper use of field methods can enhance the quality of research, while lack of understanding in acquiring data can lead to misleading interpretation of results. Early involvement in field work helps students to bridge the gap between theoretical knowledge and practical applications and to be better prepared for future jobs. However, many University curriculums lack adequate, required field methods courses. Presented are results of collaboration between the George Washington and Moscow State Universities in organization of field courses on Arctic physical and social environments. The latest field course took place in summer 2011 in the Central Siberian region and is a part of the International Permafrost Association education and outreach effort initiated during International Polar Year. The 25 day course involved fifteen Russian and US students who traveled from Moscow to Krasnoyarsk, and then along Yenisey river to Norilsk. This route was chosen as having diversity of natural conditions and variety of economic, engineering, and demographic problems associated with development. The main goal of the class was to investigate permafrost conditions of Central Siberia; dynamics of upper permafrost due to changing climate and under anthropogenic influence; and to understand factors responsible for the diversity of permafrost conditions in the region. The students and instructors were required to make presentations on a variety of topics focusing on the region or research methods, such as climate, vegetation, hydrology, history of development, economics, remote sensing, etc. The emphasis in the field was made on understanding permafrost in relation to other components of the natural system. For example, landscape conditions (including microclimatic, biogeographic and pedologic conditions) were described at every site located in natural settings. Sites located in settlements were evaluated

  12. Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

    Science.gov (United States)

    Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

    2018-01-01

    Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

  13. Dosing method of physical activity in aerobics classes for students

    Directory of Open Access Journals (Sweden)

    Yu.I. Beliak

    2014-10-01

    Full Text Available Purpose : reasons for the method of dosing of physical activity in aerobics classes for students. The basis of the method is the evaluation of the metabolic cost of funds used in them. Material : experiment involved the assessment of the pulse response of students to load complexes classical and step aerobics (n = 47, age 20-23 years. In complexes used various factors regulating the intensity: perform combinations of basic steps, involvement of movements with his hands, holding in hands dumbbells weighing 1kg increase in the rate of musical accompaniment, varying heights step platform. Results . on the basis of the relationship between heart rate and oxygen consumption was determined by the energy cost of each admission control load intensity. This indicator has been used to justify the intensity and duration of multiplicity aerobics. Figure correspond to the level of physical condition and motor activity deficits students. Conclusions : the estimated component of this method of dosing load makes it convenient for use in automated computer programs. Also it can be easily modified to dispense load other types of recreational fitness.

  14. Students’ attitude to the possibility of applying modern information and communication technologies in the educational process in physical education

    Directory of Open Access Journals (Sweden)

    A.S. Ilnitskaya

    2014-04-01

    Full Text Available Purpose: to analyze the problem of the formation of students’ attitudes toward physical education classes and the application of information and communication technologies in physical education in higher education institutions. Material: in the survey participated 245 students. Results: it was found that according to students in physical education classes with the use of modern technologies are more efficient than traditional occupations (52% are more emotional nature, help to improve mood (28%, helps to provide students the latest up to date information relative health (26 % contribute to increased power consumption of an organism (8%. Conclusion: the need for the development and application of information and communication technologies and non-traditional forms of physical education to improve the effectiveness of the educational process in physical education in higher education institutions.

  15. Education within Sustainable Development: Critical Thinking Formation on ESL Class

    Science.gov (United States)

    Pevneva, Inna; Gavrishina, Olga; Smirnova, Anna; Rozhneva, Elena; Yakimova, Nataliya

    2017-11-01

    The article is devoted to consideration of the critical thinking formation in course of foreign language teaching within the education for sustainable development as a crucial skill of perspective employee and a future leader of Russian employment market. The necessity to include the component of problem education and critical thinking methodology in course of the foreign language class is justified along with analysis of the basic principles of critical thinking and certain strategies that can be implied in class. This model targets communicative language competences of students as well as critical thinking due to interconnection of various types of cognitive activities in class. The role in personality development of the students is considered along with the formation and enhancing of critical thinking skills within the modern personality-oriented approach.

  16. FORGOTTEN MISSION OF PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Zoran Milošević

    2011-09-01

    Full Text Available Physical education represents, on an ungrounded basis, one of the last oases of civilization survival of the contemporary man, which is realized within the framework of forced work and “culture” of consumption. Searching for the remaining sense of freedom, physical education is often a compensation for the lost beauty, sociability, and predominantly health. The value of all values in the darkness of overpowering media-consumption induced passivization of potential participants, commercialization of contents, as well as dehumanization of almost all forms of phenomena are characteristics of the time whose “achievements” require new foci and strategies in which even “remembering future” is a step further away from the misfortune of those who do not know what they want and catastrophe of those who do not know what they can. Remembering the outstanding forerunners from the other half of 19th century, especially the present actual proponents of “European values”, we can rightly ask ourselves a question “Do we have right to forget the values we used to cultivate, which saved our future”.

  17. Whole Class Dialogic Discussion Meets Taiwan's Physics Teachers: Attitudes and Culture

    Science.gov (United States)

    Eshach, Haim; Wu, Hsin-Kai; Hwang, Fu-Kwun; Hsu, Ying-Shao

    2014-02-01

    There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers' attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers' attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class.

  18. Using Moodle in Ehisical Education classes: a virtual didactic material for teaching athletics

    Directory of Open Access Journals (Sweden)

    Guy Ginciene

    2015-05-01

    Full Text Available Noting the impact of technology in our society, we realize the necessity to create a didactic material based on the Information and Communication Technologies to support the work of the physical education teacher in the teaching of athletics, in particular, the 100 meters dash. For no other reason, the aim of this study was to organize a virtual didactic material, searching virtual games, videos, websites, blogs and social networks related to the 100 meters dash, organizing a database and suggesting activities aiming to the use of this didactic material for the teaching of this event in physical education classes.

  19. Not Just "Gym" Anymore: The Role of Journaling in Physical Education Courses

    Science.gov (United States)

    Rowland, Amy

    2007-01-01

    In this article, the author explores the use of journaling in high school physical education classes. An assistant professor of health and physical education, the author seeks to assist high school instructors with preparing students for the demands of college, both physical and intellectual. The author gives specific instructions on how best to…

  20. Practical recommendations for the implementation of health technologies to enhance physical fitness of students in extracurricular classes during non-traditional gymnastics

    Directory of Open Access Journals (Sweden)

    E.V. Fomenko

    2014-07-01

    Full Text Available Purpose : to develop practical recommendations for extracurricular classes nontraditional kinds of gymnastics to improve the organization of physical education teachers in schools. Material : in the experiment involved 358 students. Analyzed the available literature data. Results : a comparative analysis of physical fitness of students and practical recommendations for the non-traditional occupations gymnastics. Been a significant interest in physical education classes. Found that the main ways of improving physical education students may be the formation of the need for strengthening health facilities fitness aerobics, shaping, pilates. Conclusions : highlights the need to structure the problems they need and develop appropriate solutions.

  1. Effects of Music on Physical Activity Rates of Elementary Physical Education Students

    Science.gov (United States)

    Barney, David; Prusak, Keven A.

    2015-01-01

    Music is a pervasive presence in society and is routinely used to influence human behavior in a variety of settings and for a variety of purposes including exercise behaviors and physical education (PE) classes. However, little evidence exists to support what effect, if any, music has on learner outcomes in PE. The effects that playing music…

  2. Effects of Music on Physical Activity Rates of Junior High School Physical Education Students

    Science.gov (United States)

    Brewer, Lindsey; Barney, David C.; Prusak, Keven A.; Pennington, Todd

    2016-01-01

    Music is an everyday occurrence in a person's life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes.…

  3. Class Councils in Switzerland: Citizenship Education in Classroom Communities?

    Directory of Open Access Journals (Sweden)

    Corinne Wyss

    2012-09-01

    Full Text Available Democracy depends on the participation of citizens. Citizenship educationis taking place in classroom communities to prepare pupils for their role ascitizens. Class councils are participatory forms of citizenship educationguaranteeing the children’s right to form and express their views freely aswritten down in the Convention on the Rights of the Child. Theoreticaldeficiencies and empirical objections have been formulated againstparticipation in the school setting. Despite widespread practices, empiricaldata about class councils in Switzerland barely exists. In our researchproject we video-recorded fourteen class councils in secondary schools, weinterviewed the teacher and four pupils of each class, and all the pupilsfilled in a standardized questionnaire. Class councils are very popular formsof education with pupils although the actual power to influence decisions bydeliberation is doubted to some extent. Quantitative analysis of the videorecordingsshows the wide range of forms of class councils that exist inrespect to the talking time of the pupils. To express one’s own viewpointand to understand the standpoint of other discussants, constructarguments and counterarguments, participate, and lead discussions aredifficult tasks. Based on the empirical research the project describes threeforms of class councils that differ in the degree of favouring thedevelopment of communicative competences as a part of citizenshipeducation.

  4. Race, Class, and Cultural Reproduction: Critical Theories in Urban Education

    Directory of Open Access Journals (Sweden)

    Elaine M. Walker

    2003-11-01

    Full Text Available In spite of decades of reform attempts urban education remains an intractable policy issue for educators. National and state level data continue to show disparities in educational achievement and attainment between students from affluent and poor urban communities. If past policies have not proven to be effective in substantially improving urban educational systems the question is why? In this paper the argument is raised that urban educational policies lack sound epistemological grounding. Policies are divorced from an understanding of the “urban problematic”. Functionalist in orientation these policies have for the most part sought to “fix” urban schools by focusing on micro-ecological issues. In this paper three theoretical perspectives are explored for their potential contribution to inform research and policy on urban educational issues. The three perspectives are: 1 class theories 2 critical race theory and 3 cultural reproduction theories.

  5. Experiential learning in physical therapy education

    Directory of Open Access Journals (Sweden)

    Smith SN

    2017-06-01

    Full Text Available Susan N Smith, Amy F Crocker School of Physical Therapy, University of the Incarnate Word, San Antonio, TX, USA Background and purpose: Experiential learning can provide students in entry-level physical therapy (PT education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula. Position and rationale: Experiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation. Discussion and conclusion: Experiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners. Keywords: simulation, integrated clinical

  6. A Comparison of the Fitness, Obesity, and Physical Activity Levels of High School Physical Education Students across Race and Gender

    Science.gov (United States)

    Davis, Kathryn L.; Wojcik, Janet R.; DeWaele, Christi S.

    2016-01-01

    Introduction: Little is known about the physical fitness, obesity, and physical activity (PA) levels of high school students in physical education classes when comparing racial and gender groups. Purpose: To compare the fitness, obesity, and PA levels of female and male students of different racial groups in 6 high schools in the southeastern…

  7. O Conteúdo "Dança" em aulas de educação física: temos o que ensinar? Dance in School Physical Education Classes: do We Have Anything to Teach? El Contenido Danza en Clases de Educación Física: ¿Qué Tenemos para Enseñar?

    Directory of Open Access Journals (Sweden)

    2006-11-01

    Full Text Available Analisamos a dança como conteúdo nas aulas de Educação Física escolar por reconhecermos a ausência de discussões sobre o assunto. Apesar de a dança estar presente na escola, seja na Educação Física, seja na Educação Artística/Arte Educação, ela é descontextualizada da discussão sobre seleção cultural, realizada pelos currículos escolares. PALAVRAS-CHAVE: Dança - Educação Física - Prática pedagógica. We have analyzed dance as a content in School Physical Education Classes. We understand that there is a lack of discussion on dance as a content to be approached in the school environment. We recognize its presence at school, either via Physical Education classes or via Art Education classes. Its presence, however, occurs out of the context of the discussion about cultural selection, undertaken by the school syllabi. This study is part of the dissertation “Knowledge in the school syllabi: the content dance in physical education classes on an analytical perspective”. KEY WORDS: Dance - Physical Education - Pedagogical practice. Analizamos la danza como contenido en las clases de Educación Física Escolar. Delimitamos el contenido Danza, en nuestra investigación, por reconocer la ausencia de discusiones sobre ésta como contenido a ser tratado en el espacio escolar. Reconocemos su presencia en la escuela, o por vía Educación Física, o por Educación Artística/Arte Educación. Esta presencia, sin embargo, es descontextualizada de la discusión sobre la selección cultural, realizada por los currículos escolares. El estudio es parte constitutiva de la disertación “El conocimiento en el currículo escolar: el contenido danza en clases de Educación Física en la perspectiva crítica”. PALABRAS CLAVE: Danza - Educación Física - Práctica pedagógica.

  8. Perceived Differences and Preferred Norms: Dutch Physical Educators Constructing Gendered Ethnicity

    Science.gov (United States)

    van Doodewaard, Corina; Knoppers, Annelies

    2018-01-01

    Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student--teacher relationship and may…

  9. Inquiry based learning in physical education

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino

    2014-01-01

    The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational...... levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages...... and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students...

  10. Ensuring Moral Development in Physical Education

    Science.gov (United States)

    Schwamberger, Benjamin; Wahl-Alexander, Zachary; Ressler, James

    2017-01-01

    The physical education setting offers a unique opportunity to educate the whole student. It would seem appropriate then, that physical education teachers place strong emphasis on the aspect of moral development and character building, however, this can be a challenging task. To accomplish this, the purpose of this article is to provide strategies…

  11. Educating through the Physical--Rationale

    Science.gov (United States)

    Eldar, Eitan; Ayvazo, Shiri

    2009-01-01

    Social competence is essential for successful performance in school and life. Siedentop (1980) suggested that physical education settings and related activities may serve as useful vehicles for improving pro-social skills and values. Physical education literature draws a clear distinction between educating about, in, and through movement (Arnold,…

  12. Uncovering the Secrets: Homophobia in Physical Education

    Science.gov (United States)

    Ayvazo, Shiri; Sutherland, Sue

    2009-01-01

    Studies examining the discourse on issues related to sexual orientation in physical education reveal that the physical education setting is an environment where heterosexism, heteronormativity, and homophobia subsist fervently. The purpose of this article is to review the growing research that has been conducted on homophobia in physical education…

  13. PREDICTION OF ENJOYMENT IN SCHOOL PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Arto Gråstén

    2012-06-01

    Full Text Available The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343 aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997 with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting

  14. Value orientation towards physical education and physical activity ...

    African Journals Online (AJOL)

    The purpose of this study was to examine the value orientation towards physical education among secondary school students in Hong Kong. After surveying 2748 students it was found that male students had stronger value orientation towards physical education than female students. It was also found that as the students ...

  15. An educational structure Practice Workshop Class in Vocational Technical Education

    Directory of Open Access Journals (Sweden)

    Juan Moreno Martín

    2005-12-01

    Full Text Available This article presents a didactic structure for the Workshop, Practical Class, as a fundamental organizational form of the Professional Pedago gical Process in the Technical Science Faculty. It is our  intention to come to an agreement among the professo rs who teach this type of subject, so that their incidence is positive, in their self-preparation as well as in the result expected from the students, in the development of their abilities.

  16. Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

    Science.gov (United States)

    Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason

    2018-06-01

    Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

  17. Enhancing General Physical Educators' Teacher Efficacy when Working with All Students

    Science.gov (United States)

    Umhoefer, Donna; Beyer, Robbi; Vargas, Tiffanye M.

    2012-01-01

    Since the Public Law 94-142 was enacted in 1975, there has been a push for inclusive classes where students with disabilities are educated along with their peers without disabilities in the least restrictive environment (LRE). The general physical education (GPE) teacher is obligated to ensure that all students are successful in their classes.…

  18. Taking the "Physical" out of Physical Education

    Science.gov (United States)

    Usher, Wayne; Keegan, Richard; Edwards, Allan

    2016-01-01

    Australian youth (5-17) are exhibiting the most alarming statistics surrounding poor physical activity (PA) levels and increasing correlating chronic disease trends (i.e. obesity). With schools well positioned to address such concerns, this study aimed to determine the type, frequency and intensity levels of PA being undertaken by children during…

  19. Education in physics of radiotherapy

    International Nuclear Information System (INIS)

    Kessler, Judith; Feld, Diana B.; Portillo, Perla A.; Casal, Mariana R.; Menendez, Pablo R.

    2008-01-01

    Radiotherapy is the clinical application which requires the highest precision in dose delivery because of the very high doses administrated to patients, taking into account that new diagnostic methods and new modalities and treatment machines give greater possibilities of dose escalation. These higher doses may also produce serious side effects if not accurately administered. High qualified personnel is therefore needed for dealing with these new complex modalities, assuring that dose prescribed is correctly administered and providing adequate radiation protection to patients, public and staff. Education in Physics of Radiotherapy aims to provide students with solid theoretical and practical basis in order to be able to work with great responsibility and understanding in a Radiotherapy Department and assure that appropriate radiation protection to patients, public and staff. Since 1964 the National Atomic Energy Commission (CNEA) gives course related to Radiotherapy and since 2002, due to a collaborative project, these courses are given at the Oncology Institute 'Angel H. Roffo' (IOAR) which belongs to the University of Buenos Aires (UBA). The IOAR is well equipped in Radiotherapy and new techniques are continuously introduced. That is why, being a University Institution and having highly specialized staff, it is the ideal hospital for teaching Radiotherapy in Buenos Aires, not only for regular courses but also for implementing workshops, seminars and updating courses as well. Continuous education helps to create and increase awareness of the importance of radiation protection in patients as well as in public and staff. (author)

  20. Physical education, sports, and gender in schools.

    Science.gov (United States)

    Solmon, Melinda A

    2014-01-01

    The benefits associated with engaging in regular physical activity are well documented, but a large segment of the population is not sufficiently active. School physical educa tion and sport programs are identified as important components in efforts to promote physical activity. Girls are less active than boys, and there is evidence that physical education programs are not effectively meeting their needs. The focus of this chapter is to examine gender as a construct in the domains of physical education and sport, clarifying the reasons girls tend to be less active and less involved in physical education. Following an historical overview, curricular issues and motivational aspects are considered. Implications are focused on ways that educators can provide positive experiences for all students in physical education and sport that will encourage them to adopt and maintain healthy active lifestyles and enhance their quality of life across the life span.

  1. Problematizing a general physics class: Understanding student engagement

    Science.gov (United States)

    Spaid, Mark Randall

    This research paper describes the problems in democratizing a high school physics course and the disparate engagement students during class activities that promote scientific inquiry. Results from the Learning Orientation Questionnaire (Martinez, 2000) guide the participant observations and semi-formal interviews. Approximately 60% of the participants self-report a "resistant" or "conforming" approach to learning science; they expect to receive science knowledge from the teacher, and their engagement is influenced by affective and conative factors. These surface learners exhibit second order thinking (Kegan, 1994), do not understand abstract science concepts, and learn best from structured inquiry. To sustain engagement, conforming learners require motivational and instructional discourse from their teacher and peers. Resisting learners do not value learning and do not engage in most science class activities. The "performing" learners are able to deal with abstractions and can see relationships between lessons and activities, but they do not usually self-reflect or think critically (they are between Kegan's second order and third order thinking). They may select a deeper learning strategy if they value the knowledge for a future goal; however, they are oriented toward assessment and rely on the science teacher as an authority. They are influenced by affective and conative factors during structured and guided inquiry-based teaching, and benefit from motivational discourse and sustain engagement if they are interested in the topic. The transforming learners are more independent, self-assessing and self-directed. These students are third order thinkers (Kegan, 1994) who hold a sophisticated epistemology that includes critical thinking and reflection. These students select deep learning strategies without regard to affective and conative factors. They value instructional discourse from the teacher, but prefer less structured inquiry activities. Although specific

  2. Emotional Laour in Teaching Secondary Physical Education

    OpenAIRE

    Ye Hoon Lee; Hyungil Harry Kwon; Hwajung Oh

    2016-01-01

    Background: Teaching physical education is an emotion-laden context which requires physical education teachers to engage in emotional labor in order to foster their well-being, as well as student’s outcomes. Objective: The purpose of this study was to investigate the predictability of emotional labour strategies on job satisfaction and emotional exhaustion among secondary physical education teachers in South Korea. Specifically, the four forms of emotional labour (i.e., surface acting, deep a...

  3. The Importance of Physical Literacy for Physical Education and Recreation

    Science.gov (United States)

    Basoglu, Umut Davut

    2018-01-01

    As the basis of characteristics, qualifications, behaviors, awareness, knowledge and understanding of the development of healthy active living and physical recreation opportunities Physical Literacy (PL); has become a global concern in the fields of physical education and recreation since its first use as a term. Experts from different countries…

  4. Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"

    Science.gov (United States)

    Hobbs, Graham

    2016-01-01

    There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…

  5. Roller Skating and Interdisciplinary Physical Education

    Science.gov (United States)

    Howard-Shaughnessy, Candice; Sluder, J. Brandon

    2015-01-01

    Today, more than 23 million children and adolescents are obese or overweight in the United States. Physical educators strive to find appropriate, yet fun activities to encourage and increase physical activity. Introducing students to a variety of activities can promote family involvement in physical activity and create lifelong physical activity…

  6. Deploying and implementing Inclusive Physical Education

    Directory of Open Access Journals (Sweden)

    Eliana Lúcia Ferreira

    2014-04-01

    Full Text Available Physical Education, as a curricular component of basic education, is not indifferent to the movement of Inclusive physical education. Differentiated bodies are conquering new social spaces. Our aim through this investigation is to identify the main historical practices regarding Brazilian Policy of Inclusive Education and to point out proposals to implement inclusive Physical education. Our methodology consists of a descriptive study based on two main axes. The first axis is related to a historical discussion whose source was national documents of reference about Inclusive Physical Education. The second axis is related to the experience of 2000 teachers; we have the occasion to analyze their practices on the subject of Inclusive physical education. As a result, this investigation also develops a proposal to inclusive physical education; this proposal is established in another dimension and understanding of work and movement. Concerning the final considerations we suggest a disruption with already crystallized bodily practices and we suggest actions respecting individual differences. Moreover, we point out the fact that Inclusive Physical Education has advocated another meaning for the body, in favor of a more collective physical education and searching for activities in which individuality prevails.

  7. Physical Education Teacher's Attitudes towards Philosophy of Education and Technology

    Science.gov (United States)

    Turkeli, Anil; Senel, Omer

    2016-01-01

    The current study was carried out to find out the attitudes of physical education teachers towards educational philosophy and technology, and to determine the relationship between the philosophy of education that they adopt and their attitudes toward technology. With this aim, the study was conducted on 22 female and 69 male physical education…

  8. HISTORICAL-CRITICAL PEDAGOGY, CLASS STRUGGLE AND SCHOOL EDUCATION

    Directory of Open Access Journals (Sweden)

    Dermeval Saviani

    2013-12-01

    Full Text Available After introducing the approach of the relationship between education and class struggle in today's society, this article deals with the meaning of the concept of violence pointing out the current condition of a world ruled by violence that finds justification in the fascism, defined as the metaphysics of the violence. Next it approaches the problem of the eradication of the violence in the social praxis in the perspectives of the Christian Personalism (metaphysics of the non-violence, Existentialism (subjective conception of the violence and of the Marxism (objective conception of the violence and of the nonviolence. Based on those analyses it makes evident, in the conclusion, the relationship between class struggle and school education in the historical—critical perspective.

  9. Using The Official Lamaze Guide in Childbirth Education Classes

    Science.gov (United States)

    Hotelling, Barbara A.

    2006-01-01

    Normal birth has long been promoted by Lamaze International in its mission and vision statements and by the Lamaze Institute for Normal Birth. The Official Lamaze Guide: Giving Birth with Confidence, a book by Judith Lothian and Charlotte DeVries, can be used by birth educators to alter the focus from learning what to expect when one fears the worst to empowering women to understand that birth is usually a healthy, normal process. In this column, the author suggests ways in which childbirth educators can use The Official Lamaze Guide in their classes. PMID:17541460

  10. A Comparison of Children's Physical Activity Levels in Physical Education, Recess, and Exergaming.

    Science.gov (United States)

    Gao, Zan; Chen, Senlin; Stodden, David F

    2015-03-01

    To compare young children's different intensity physical activity (PA) levels in physical education, recess and exergaming programs. Participants were 140 first and second grade children (73 girls; Meanage= 7.88 years). Beyond the daily 20-minute recess, participants attended 75-minute weekly physical education classes and another 75-minute weekly exergaming classes. Children's PA levels were assessed by ActiGraph GTX3 accelerometers for 3 sessions in the 3 programs. The outcome variables were percentages of time spent in sedentary, light PA and moderate-to-vigorous PA (MVPA). There were significant main effects for program and grade, and an interaction effect for program by grade. Specifically, children's MVPA in exergaming and recess was higher than in physical education. The 2nd-grade children demonstrated lower sedentary behavior and MVPA than the first-grade children during recess; less light PA in both recess and exergaming than first-grade children; and less sedentary behavior but higher MVPA in exergaming than first-grade children. Young children generated higher PA levels in recess and exergaming as compared with physical education. Hence, other school-based PA programs may serve as essential components of a comprehensive school PA program. Implications are provided for educators and health professionals.

  11. Inclusive physical education – premises for the development

    Directory of Open Access Journals (Sweden)

    Monica Stănesc

    2009-06-01

    Full Text Available In last years, one of the major educational interests was to assure conditions for inclusion in normal school for children withspecial educational needs. This paper is part of a national research project (CNCSIS 931/2007 that finally intends toelaborate „Models of curricular design for adapted and inclusive physical education”. By starting from this project, thepresent study aims, on the one hand, at identifying the way in which the physical education teachers in mass schoolsperceive the integration of children with some disabilities into the physical education class, and, on the other hand, atidentifying the way in which the teachers working in special schools manage to involve them into the sport activitiespracticed by normal children, so that one could talk about integrated physical activities, where each pupil, with or without adisability, is equally important. Knowing the way of approaching the activity within the inclusive sport activities can facilitatethe disabled children’s better involvement into the respective practice and their better social integration.To this purpose, weinitiated two parallel studies. They were based on questionnaires and on direct observation, and were conducted on a 4-month period. The integration models through inclusive school determine the specialists to pay more attention to physical forall, where the disabled children are integrated in normal school classes.

  12. Attitudes of early adolescent age students towards physical education

    Directory of Open Access Journals (Sweden)

    Lazarević Dušanka

    2015-01-01

    Full Text Available Studies have shown that a positive attitude towards physical education (PE is in connection with students' engagement in PE classes and with the development of an active lifestyle. The objective of this study was to examine attitudes of early adolescent age students towards physical education, as well as to examine whether such attitudes vary with regard to gender, grade they attend and students' engagement in sport and physical exercises in extracurricular activities. The research was conducted on the sample of 531 students from 6th to 8th grade. The instrument Student's Attitudes toward Physical Education - SATPE was used to measure student's attitude towards PE. A special questionnaire was used to collect data on gender, grade and engagement in sport and physical exercising outside school. The results have shown that students have positive attitudes of moderate intensity towards physical education. MANOVA has shown that male students have more positive attitudes than female students, as well as that positivity of attitudes declines with age. Likewise, it was shown that students with more positive attitudes towards PE are more often engaged in physical exercises outside school. The connection between the attitude towards PE and involvement in organized sport was not confirmed. The paper presents suggestions for further research of students' attitude towards PE and its connection with physical activity of students.

  13. Fair Play Game: A Group Contingency Strategy to Increase Students' Active Behaviours in Physical Education

    Science.gov (United States)

    Vidoni, Carla; Lee, Chang-Hung; Azevedo, L. B.

    2014-01-01

    A dependent group contingency strategy called Fair Play Game was applied to promote increase in number of steps during physical education classes for sixth-grade students. Results from a multiple baseline design across three classes showed that the mean number of steps for baseline vs. intervention were: Class 1: 43 vs. 64 steps/minute; Class 2:…

  14. A comparison of physical self-concept between physical education and non-physical education university students

    Directory of Open Access Journals (Sweden)

    Hamid ARAZI

    2013-06-01

    Full Text Available The purpose of this study was to compare physical self-concept between physical education and non-physical education university students. The target population of this study was all male and female physical education and non-physical education university students in Rasht city of Iran. After translating the Physical Self-Description Questionnaire (PSDQ and adjusting some of the questions, the questionnaire was evaluated by the specialists in the context of validity and the reliability achieved by test-retest (Cronbach Alpha value of 0.84. We then, according to the Odineski table selected 180 physical education and non-physical education males and 190 physical education and non-physical education females opportunistically. The collected data was analyzed by 2×2 MANOVA for determine differences between genders and major. The results showed mean vector scores of physical education in the following scales: physical activity; global physical; competence; sports; strength; endurance and flexibility were significantly (p<0.05 higher than that of non-physical education major students. Also, the results shows that mean vector scores of male in the following scales: health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem were significantly (p<0.05 higher than female. Based on the result of our study the physical self-concept non-physical education and female is lower, than that physical education and male. The results may reflect that male and physical major education students, who usually spend more time on physical activity and sport training to have better fitness and skill oriented self concept than their counterparts.

  15. Physical Educators' Engagement in Online Adapted Physical Education Graduate Professional Development

    Science.gov (United States)

    Sato, Takahiro; Haegele, Justin A.

    2018-01-01

    The purpose of this study was to investigate in-service physical education teachers' engagement during online adapted physical education (APE) graduate professional development. This study was based on andragogy theory. All participants were in-service physical education teachers enrolled in a state-approved online APE endorsement program at a…

  16. How Integration Can Benefit Physical Education

    Science.gov (United States)

    Wilson-Parish, Nichelle; Parish, Anthony

    2016-01-01

    One method for physical educators to increase their contact hours with their students is curricular integration, which consists of combining two or more subject areas with the goal of fostering enhanced learning in each subject area. This article provides an example of a possible integrated lesson plan involving physical education and art.

  17. Homework in Physical Education: Benefits and Implementation

    Science.gov (United States)

    Novak, Benjamin Edward; Lynott, Francis John, III.

    2015-01-01

    This article identifies homework as an underutilized strategy in physical education. It reviews the benefits associated with the use of homework in the physical education setting, and provides guidelines for the effective implementation of this strategy. The guidelines include practical application examples and define structured active homework…

  18. Are Physical Education Majors Models for Fitness?

    Science.gov (United States)

    Kamla, James; Snyder, Ben; Tanner, Lori; Wash, Pamela

    2012-01-01

    The National Association of Sport and Physical Education (NASPE) (2002) has taken a firm stance on the importance of adequate fitness levels of physical education teachers stating that they have the responsibility to model an active lifestyle and to promote fitness behaviors. Since the NASPE declaration, national initiatives like Let's Move…

  19. Quality Physical Education. NASPE Resource Brief

    Science.gov (United States)

    National Association for Sport and Physical Education, 2013

    2013-01-01

    A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content, and student and program assessment. In addition, a quality physical education improves mental alertness, academic performance, and readiness and enthusiasm for learning in the nation's youth. This brief provides a list…

  20. University Students' Attitudes toward Physical Education Teaching

    Science.gov (United States)

    Li, Fengjuan; Chen, Junjun; Baker, Miles

    2014-01-01

    While there have been many studies into students' attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students' attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of…

  1. Toward a Queer Inclusive Physical Education

    Science.gov (United States)

    Landi, Dillon

    2018-01-01

    Background: Physical education has historically been a repressive place for queer persons. Since physical education spaces are predominantly heteronormative, research on sexual identity management has shown lesbian teachers often try to "pass" as straight or distance themselves from their sexualities. There has been no research to date…

  2. Gender-Biased Communication in Physical Education

    Science.gov (United States)

    Valley, Julia A.; Graber, Kim C.

    2017-01-01

    Purpose: This study examined physical education teachers' awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how…

  3. Concerns of the Novice Physical Education Teacher

    Science.gov (United States)

    Gordon, Evelyn J.

    2016-01-01

    The purpose of this case study was to examine novice physical education teachers in the first and second year of teaching. Participants included two novice physical education teachers, John in Year 1 and Mark in Year 2. Methodology included observations, semistructured interviews, and documents. Data were analyzed using open coding and constant…

  4. Remote Video Supervision in Adapted Physical Education

    Science.gov (United States)

    Kelly, Luke; Bishop, Jason

    2013-01-01

    Supervision for beginning adapted physical education (APE) teachers and inservice general physical education teachers who are learning to work with students with disabilities poses a number of challenges. The purpose of this article is to describe a project aimed at developing a remote video system that could be used by a university supervisor to…

  5. The Missing Curriculum in Physics Problem-Solving Education

    Science.gov (United States)

    Williams, Mobolaji

    2018-05-01

    Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger's development of the wave equation and Feynman's development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.

  6. Physical Education as "Means without Ends:" Towards a New Concept of Physical Education

    Science.gov (United States)

    Vlieghe, Joris

    2013-01-01

    This article is concerned with the educational value of raising the human body at school. Drawing inspiration from the work of Giorgio Agamben, I develop a new perspective that explores the possibility of taking the concept of physical education in a literal sense. This is to say that the specific educational content of physical education (in…

  7. The Experiences of Students without Disabilities in Inclusive Physical Education Classrooms: A Review of Literature

    Science.gov (United States)

    Ruscitti, Robert Joseph; Thomas, Scott Gordon; Bentley, Danielle Christine

    2017-01-01

    The purpose of this literature review was to analyse studies of the experiences of students without disabilities (SWOD) in inclusive physical education (PE) classes. The literature published from 1975 to 2015 was compiled from three online databases (PsycInfo, Physical Education Index and ERIC). Included literature met inclusion criteria focussed…

  8. Survey of the Nutrition Knowledge Of Practicing Male and Female Physical Educator/Coaches.

    Science.gov (United States)

    Webb, James L.; And Others

    An assessment was made of the extent of nutrition knowledge of physical education teachers and coaches. The investigation addressed three primary questions: (1) Do practicing physical educator/coaches possess nutritional knowledge comparable to that of college students enrolled in a university basic nutrition class?; (2) Do male and female…

  9. Fear of failure and self-handicapping in college physical education.

    Science.gov (United States)

    Chen, Lung Hung; Chen, Mei-Yen; Lin, Meng-Shyan; Kee, Ying Hwa; Shui, Shang-Hsueh

    2009-12-01

    The purpose of this study was to examine the relationship between fear of failure and self-handicapping within the context of physical education. Participants were 103 college freshmen enrolled in aerobic dance physical education classes in Taiwan. They completed the Performance Failure Appraisal Inventory and Self-Handicapping Scale for Sport 3 mo. after entering the class. Hierarchical regression indicated that scores on fear of failure predicted self-handicapping scores.

  10. Physics Education Research efforts to promote diversity: Challenges and opportunities

    Science.gov (United States)

    Brahmia, Suzanne

    2015-04-01

    We begin this talk with a brief description of the gender and ethnic diversity of the physics community. We then discuss several current efforts within Physics Education Research that have the potential to further our understanding of issues surrounding underrepresentation. These efforts include research into (1) the role of community and strategies for developing effective communities; (2) physics identity and self-efficacy; (3) the affordances that students from underrepresented groups bring to physics learning; (4) socioeconomics and its impact on mathematization. One of the challenges to conducting this research is the relatively small proportion of underrepresented minority students in current physics classes, and the small number of women in physics and engineering majors. In collaboration with Stephen Kanim, New Mexico State University.

  11. A study of the effect of the transfer of autonomy on motivation on physical education classes Un estudio del efecto de la cesión de autonomía en la motivación sobre las clases de educación física.

    Directory of Open Access Journals (Sweden)

    E. Cervelló

    2010-09-01

    Full Text Available

    class="titulo1" align="center">ABSTRACT

    class="resumenyabstract" align="justify">The objective of this study was to test the hierarchical model of motivation of Vallerand, using and experimental approximation. Sixty eight adolescents with ages between 14 and 16 years participated in the study. Two classes were assigned to a control (no choice group (n = 33 and other two to an experimental (choice group (n = 35. The intervention program was a didactic unit of six meetings with pre-test and post-test. Measures of contextual and situational self-determined motivation were employed. Results show that the experimental group showed higher post-intervention values in perception of autonomy, situational and contextual self-determined motivation. The implications related to the possibility of choosing the tasks to increase the perception of autonomy and the self-determined motivation in the physical education classes were discussed in the manuscript.
    Key Words:
    Self-determined motivation, physical education, autonomy, motivational climate

     

    class="titulo1" align="center">RESUMEN

    class="resumenyabstract" align="justify">El objetivo del estudio ha consistido en comprobar desde una perspectiva experimental la bondad del modelo jerárquico de motivación de Vallerand para explicar las consecuencias motivacionales de diferentes entornos de aprendizaje en las clases de educación física a través de la modificación de la autonomía en el aprendizaje de tareas motoras. La muestra estuvo compuesta por 68 estudiantes con edades comprendidas entre 14 y 16 años. Se asignaron dos clases a un grupo control (n = 33 y otras dos a un grupo de intervención (n = 35. El programa constaba de una unidad didáctica de seis sesiones con pre-test y post-test. Se encontraron incrementos significativos para el grupo que tuvo autonomía para elegir las actividades respecto a la motivaci

  12. Sports injuries in physical education teacher education students.

    Science.gov (United States)

    Goossens, L; Verrelst, R; Cardon, G; De Clercq, D

    2014-08-01

    Sports injuries could be highly detrimental to the career of a physical education teacher education (PETE) student. To enable the development of future sports injury prevention programs, sports injuries in 128 first-year academic bachelor PETE students were registered prospectively during one academic year. Common risk factors for sports injuries, taken from the literature, were also evaluated by means of logistic regression analysis. We found an incidence rate of 1.91 and an injury risk of 0.85, which is higher than generally found in a sports-active population. Most injuries involved the lower extremities, were acute, newly occurring injuries, and took place in non-contact situations. More than half of all injuries lead to an inactivity period of 1 week or more and over 80% of all injuries required medical attention. A major part of these injuries happened during the intracurricular sports classes. Few differences were seen between women and men. A history of injury was a significant risk factor (P = 0.018) for the occurrence of injuries, and performance of cooling-down exercises was significantly related to a lower occurrence of ankle injuries (P = 0.031). These data can inform future programs for the prevention of sports injuries in PETE students. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  13. Prediction of adolescents doing physical activity after completing secondary education.

    Science.gov (United States)

    Moreno-Murcia, Juan Antonio; Huéscar, Elisa; Cervelló, Eduardo

    2012-03-01

    The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student's responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student's responsibility towards a greater commitment to the practice of physical exercise.

  14. Four discourse models of physics teacher education

    OpenAIRE

    Larsson, Johanna; Airey, John

    2017-01-01

    In Sweden, as in many other countries, the education of high-school physics teachers is typically carried out in three different environments; the education department, the physics department and school itself during teaching practice. Trainee physics teachers are in the process of building their professional identity as they move between these three environments. Although much has been written about teacher professional identity (see overview in Beijaard, Meijer, & Verloop, 2004) little ...

  15. Design Steps for Physic STEM Education Learning in Secondary School

    Science.gov (United States)

    Teevasuthonsakul, C.; Yuvanatheeme, V.; Sriput, V.; Suwandecha, S.

    2017-09-01

    This study aimed to develop the process of STEM Education activity design used in Physics subjects in the Thai secondary schools. The researchers have conducted the study by reviewing the literature and related works, interviewing Physics experts, designing and revising the process accordingly, and experimenting the designed process in actual classrooms. This brought about the five-step process of STEM Education activity design which Physics teachers applied to their actual teaching context. The results from the after-class evaluation revealed that the students’ satisfaction level toward Physics subject and critical thinking skill was found higher statistically significant at p technology, and engineering design process as the foundation when creating case study of problems and solutions.

  16. Gender aspects of personal and motivational sphere of students to physical education and sport

    Directory of Open Access Journals (Sweden)

    E.A. Bilichenko

    2013-12-01

    Full Text Available Personal and motivational sphere of young men and women is studied. The study involved 210 students of Kremenchug National University (2 class - by 50 boys and girls, 4 class - by 30 people boys and girls, 25 people - athletes. Have external and internal factors affecting the particular relationship of boys and girls in physical education. Outline ways to increase motivation for physical education classes. Found that the organization of exercise can help to foster interest in these studies, the motivation for a healthy lifestyle. The limiting factors in the formation of motivation for physical activities are gender-specific value orientations of young boys and girls.

  17. Changes in occupational class differences in leisure-time physical activity: a follow-up study

    Directory of Open Access Journals (Sweden)

    Lahelma Eero

    2011-03-01

    Full Text Available Abstract Background Physical activity is known to have health benefits across population groups. However, less is known about changes over time in socioeconomic differences in leisure-time physical activity and the reasons for the changes. We hypothesised that class differences in leisure-time physical activity would widen over time due to declining physical activity among the lower occupational classes. We examined whether occupational class differences in leisure-time physical activity change over time in a cohort of Finnish middle-aged women and men. We also examined whether a set of selected covariates could account for the observed changes. Methods The data were derived from the Helsinki Health Study cohort mail surveys; the respondents were 40-60-year-old employees of the City of Helsinki at baseline in 2000-2002 (n = 8960, response rate 67%. Follow-up questionnaires were sent to the baseline respondents in 2007 (n = 7332, response rate 83%. The outcome measure was leisure-time physical activity, including commuting, converted to metabolic equivalent tasks (MET. Socioeconomic position was measured by occupational class (professionals, semi-professionals, routine non-manual employees and manual workers. The covariates included baseline age, marital status, limiting long-lasting illness, common mental disorders, job strain, physical and mental health functioning, smoking, body mass index, and employment status at follow-up. Firstly the analyses focused on changes over time in age adjusted prevalence of leisure-time physical activity. Secondly, logistic regression analysis was used to adjust for covariates of changes in occupational class differences in leisure-time physical activity. Results At baseline there were no occupational class differences in leisure-time physical activity. Over the follow-up leisure-time physical activity increased among those in the higher classes and decreased among manual workers, suggesting the emergence of

  18. Changes in occupational class differences in leisure-time physical activity: a follow-up study.

    Science.gov (United States)

    Seiluri, Tina; Lahti, Jouni; Rahkonen, Ossi; Lahelma, Eero; Lallukka, Tea

    2011-03-01

    Physical activity is known to have health benefits across population groups. However, less is known about changes over time in socioeconomic differences in leisure-time physical activity and the reasons for the changes. We hypothesised that class differences in leisure-time physical activity would widen over time due to declining physical activity among the lower occupational classes. We examined whether occupational class differences in leisure-time physical activity change over time in a cohort of Finnish middle-aged women and men. We also examined whether a set of selected covariates could account for the observed changes. The data were derived from the Helsinki Health Study cohort mail surveys; the respondents were 40-60-year-old employees of the City of Helsinki at baseline in 2000-2002 (n = 8960, response rate 67%). Follow-up questionnaires were sent to the baseline respondents in 2007 (n = 7332, response rate 83%). The outcome measure was leisure-time physical activity, including commuting, converted to metabolic equivalent tasks (MET). Socioeconomic position was measured by occupational class (professionals, semi-professionals, routine non-manual employees and manual workers). The covariates included baseline age, marital status, limiting long-lasting illness, common mental disorders, job strain, physical and mental health functioning, smoking, body mass index, and employment status at follow-up. Firstly the analyses focused on changes over time in age adjusted prevalence of leisure-time physical activity. Secondly, logistic regression analysis was used to adjust for covariates of changes in occupational class differences in leisure-time physical activity. At baseline there were no occupational class differences in leisure-time physical activity. Over the follow-up leisure-time physical activity increased among those in the higher classes and decreased among manual workers, suggesting the emergence of occupational class differences at follow-up. Women in

  19. Physical Education in the context of rural education: the reality of the content ‘game’ in school

    Directory of Open Access Journals (Sweden)

    Nair Casagrande

    2017-07-01

    Full Text Available This paper presents the results of the research "Physical Education in the Landless Workers' Movement (MST: pedagogical experiences". The study was conducted in agrarian reform areas of the MST in the Recôncavo region, State of Bahia, Brazil. Its overall aim was was to analyze the reality of the pedagogical practice of the content game in Physical Education classes at the School of the Settlement New Panema, between the years 2009 until 2011. Data collection instruments used in this research consisted of the literature review, participant observation, analysis and semi-structured interviews.The results reveal that despite the physical education not having appear as a curricular component in the political-pedagogical project of the school, the content "game" was present in the pedagogical practice of multisseriate class. However, this was used only as a teaching tool for other fields of knowledge or as a recreational activity; not as a content of Physical Education classes.

  20. Physics Education in Virtual Reality: An Example

    Science.gov (United States)

    Kaufmann, Hannes; Meyer, Bernd

    2009-01-01

    We present an immersive virtual reality (VR) application for physics education. It utilizes a recent physics engine developed for the PC gaming market to simulate physical experiments correctly and accurately. Students are enabled to actively build their own experiments and study them. A variety of tools are provided to analyze forces, mass, paths…

  1. FUNdamental Integrative Training (FIT) for Physical Education

    Science.gov (United States)

    Bukowsky, Michael; Faigenbaum, Avery D.; Myer, Gregory D.

    2014-01-01

    There is a growing need for physical education teachers to integrate different types of fitness activities into their lessons in order to provide opportunities for all students to learn and practice a variety of movement skills that will enhance their physical fitness and support free-time physical activity. An increased focus on age-appropriate…

  2. PHYSICAL EDUCATION - PHYSICAL CULTURE. TWO MODELS, TWO DIDACTIC

    Directory of Open Access Journals (Sweden)

    Manuel Vizuete Carrizosa

    2014-11-01

    The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.

  3. Implementing an Industrial Approach into Physics Graduate Education

    Science.gov (United States)

    Vickers, Ken

    2006-04-01

    Physics graduate education has attracted a student population with a both high independence and interest in individual professional work. These personality tendencies have been validated in the students' eyes by both the observed professional behaviors of the majority of their faculty, and by the public acceptance of the persona of ``eccentric but brilliant'' physics students. This has resulted in a self-perpetuating cycle of professionals entering the academic workplace whose interest in whole-organization optimization, as well as the skills needed to optimize organizations, are low to non-existent. But at the same time the needs of the country's technical work force, as defined by national gatherings of prominent leaders from academic, industrial, and governmental communities, continue to list human interaction ``soft skills'' as one of the most important professional traits needed by professionals in their careers. This gap between the physics graduate education and requirements needed by next generation physicists provided an opportunity for experimental approaches to graduate physics education. The University of Arkansas' Physics Department lead the formation of a new experimental approach to interdisciplinary education in the broad field of microelectronics and photonics (microEP) in 1998, resulting in the formation of a stand-alone MS/PhD microEP program. This program implemented an industrial work group approach to graduate education, and won several educational grants including a NSF IGERT and a Department of Education FIPSE. The FIPSE grant in 2001 supported the modification of the industrial work group approach for implementation by the UA physics graduate program to address the gap between national need and current education. This talk will address the key goals of this implementation, the tactics that were put in place to address the goals, and the results of this educational approach since its implementation with the Fall 2001 entering class.

  4. Physical education and physical culture in the coloured community ...

    African Journals Online (AJOL)

    A scienti fic-historical li terature review was undertaken in order to place the history of physical education and physical culture in the Coloured community at the epicenter of research. This review was extracted and adapted from research done in preparation for a doctoral dissertation. A broad range of approaches, from ...

  5. A Physical Education Dilemma: Team Sports or Physical Fitness.

    Science.gov (United States)

    Gilliam, G. McKenzie; And Others

    1988-01-01

    A study of 56 fifth graders found the traditional physical education approach (game techniques and fundamentals) was ineffective in improving scores on a health-related physical fitness test. Modification of the same sport (basketball) with conditioning exercises to improve cardiorespiratory and musculoskeletal function, produced improvement in…

  6. Programed Instruction in Health Education and Physical Education.

    Science.gov (United States)

    Mayshark, Cyrus; Evaul, Thomas W.

    This book contains eight chapters by several different authors, most of them professors of health or physical education. Focus is on applications and implications of programed instruction for professionals in the health and physical education fields. "Overview of Programed Instruction" defines programing, its development and implications for…

  7. Emotional Laour in Teaching Secondary Physical Education

    Directory of Open Access Journals (Sweden)

    Ye Hoon Lee

    2016-04-01

    Full Text Available Background: Teaching physical education is an emotion-laden context which requires physical education teachers to engage in emotional labor in order to foster their well-being, as well as student’s outcomes. Objective: The purpose of this study was to investigate the predictability of emotional labour strategies on job satisfaction and emotional exhaustion among secondary physical education teachers in South Korea. Specifically, the four forms of emotional labour (i.e., surface acting, deep acting, genuine positive expression, and genuine negative expression were hypothesized to have different influences on job satisfaction and emotional exhaustion. Method: A total of 225 full-time physical education teachers were invited to participate in the paper-pencil survey. The questionnaires contained items measuring the four forms of emotional labour, emotional exhaustion, and job satisfaction which had been modified to fit the physical education setting. Results: The results indicated that surface acting, genuine positive expression, and genuine expression was significantly associated with emotional exhaustion whereas only genuine positive expression was significantly associated with job satisfaction and emotional exhaustion. Finally, emotional exhaustion mediates the relationship between surface acting and job satisfaction, genuine positive expression and job satisfaction, and genuine negative expression and job satisfaction. Conclusion: These results suggest that emotional labour plays a critical role on physical education teachers’ well-being and job attitude.  Keywords: emotional regulation, physical education teacher, genuine expression, Asian culture, surface acting

  8. Physical therapy education in Saudi Arabia

    OpenAIRE

    Alghadir, Ahmad; Zafar, Hamayun; Iqbal, Zaheen Ahmed; Anwer, Shahnawaz

    2015-01-01

    [Purpose] To review the physical therapy educational program model, professional curriculum, and gender representation at major universities, as well as the quality and scope of physical therapy practice in Saudi Arabia. [Methods] Information regarding course curriculum, gender representation, and the quality and scope of physical therapy practice was collected from six universities in Saudi Arabia, the Saudi Physical Therapy Association, and the Saudi Health Commission. [Results] The first b...

  9. Physical Education in Primary Education in EU Countries

    Directory of Open Access Journals (Sweden)

    Črtomir Matejek

    2014-12-01

    Full Text Available The main aim of this paper is to compare the representation of physical education in primary education in the countries of European Union and to explain the effects of sports activities in child's development. For at least twenty years experts have pointed to the lack of spontaneous movement in childhood. Therefore, sports activity is suitable for maintaining good health and proper physical fitness. Physical education represents a large proportion of children's sports activities and has positive effects on a child’s holistic development. EU countries allocate physical education of children in primary school different amounts of attention. To physical education about half of European countries devote 10% of the total time of school curriculum, Hungary, Croatia and Slovenia to 15%, while Ireland only 4%. These findings suggest that among EU countries, there are very large differences in the number of hours devoted to physical education and that designers of primary education in Europe perceive physical education as less important than other subjects.

  10. PHYSICAL EDUCATION - PHYSICAL CULTURE. TWO MODELS, TWO DIDACTIC

    Directory of Open Access Journals (Sweden)

    Manuel Vizuete Carrizosa

    2014-10-01

    Full Text Available Physical Education is currently facing a number of problems that are rooted in the identity crisis prompted by the spread of the professional group, the confrontation of ideas from the scientific community and the competing interests of different political and social areas, compared to which physical education has failed, or unable, to react in time. The political and ideological confrontation that characterized the twentieth century gave us two forms, each with a consistent ideological position, in which the body as a subject of education was understood from two different positions: one set from the left and communism and another, from Western democratic societies.The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.

  11. Physical education in practical elementary schools in the historical view

    Directory of Open Access Journals (Sweden)

    Alena Lejčarová

    2012-03-01

    Full Text Available The aim of this paper is to outline how physical education taught at special schools intended primarily for children with mild intellectual disability has evolved. The institutions in question are special schools (officially referred to as "practical elementary schools", which have existed since 1948. Research of both historical and contemporary legislation and other sources related to the education of children with specific educational needs indicates that there has essentially been no change in the weekly allotment of physical education. With the exception of periods 1953-1960 and 1978-1993, three hours a week have always been and continue to be set aside for physical education in every class. Any changes observed apply instead to the content of these lessons and organisational matters related to teaching. This fact is undoubtedly linked to the social changes that have taken place in all fields of human activity and the gradual formation and improvement of the legal conditions for the education of people with various disabilities. Given the quantity of legislation enacted it is fair to say that since the turning-point year of 1989 the legislation has paid considerably more attention to individuals with special educational needs, such as mild intellectual disability, than in previous periods - not only is there more legislation, it is also more detailed and thorough.

  12. SOCIAL NETWORKING IN PHYSICAL EDUCATION: Undergraduate Students’ Views on Ning

    Directory of Open Access Journals (Sweden)

    Gülfem SEZEN BALCIKANLI

    2012-04-01

    Full Text Available It was the aim of this study to investigate physical education undergraduate students’ views on the use of social networking, one of the most typical representations of Web 2.0 technologies. In order to do so, the researcher, who was the instructor of the class, entitled “Fair Play Education in Sport”, introduced Ning and its educational aspects to her students with a 50-minute presentation prior to the study. Following this, the students were encouraged to use this networking for 15 weeks in parallel with their class. During this application, the researcher helped the students to make the best use of Ning in educational settings. Upon the implementation, the researcher interviewed the students (n=19 in five groups on the basis of the questions prepared and piloted earlier. The interviews demonstrated that the students enjoyed using social networking in educational settings. The findings of the study were the following: Increasing student-student and teacher-student interaction, enhancing student motivation and classroom climate, sharing materials with the instructor and students, making use of students’ interests and needs, and making learning process more interesting and permanent. The research concluded that social networking could be used in PE classes effectively.

  13. Applied Physics Education: PER focused on Physics-Intensive Careers

    Science.gov (United States)

    Zwickl, Benjamin

    2017-01-01

    Physics education research is moving beyond classroom learning to study the application of physics education within STEM jobs and PhD-level research. Workforce-related PER is vital to supporting physics departments as they educate students for a diverse range of careers. Results from an on-going study involving interviews with entry-level employees, academic researchers, and supervisors in STEM jobs describe the ways that mathematics, physics, and communication are needed for workplace success. Math and physics are often used for solving ill-structured problems that involve data analysis, computational modeling, or hands-on work. Communication and collaboration are utilized in leadership, sales, and as way to transfer information capital throughout the organization through documentation, emails, memos, and face-to-face discussions. While managers and advisors think a physics degree typically establishes technical competency, communication skills are vetted through interviews and developed on the job. Significant learning continues after graduation, showing the importance of cultivating self-directed learning habits and the critical role of employers as educators of specialized technical abilities through on-the-job training. Supported by NSF DGE-1432578.

  14. The "Physically Educated" Person: Physical Education in the Philosophy of Reid, Peters and Aristotle

    Science.gov (United States)

    MacAllister, James

    2013-01-01

    This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid's interpretation of Peters' views about the educational significance of practical knowledge (and physical education) will be considered. While it will…

  15. Prediction of enjoyment in school physical education.

    Science.gov (United States)

    Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

    2012-01-01

    The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE

  16. Selected Periodicals in Sport and Physical Education.

    Science.gov (United States)

    Crase, Darrell

    1979-01-01

    Thirty-one journals pertinent to the physical educator and to the professional in the areas of motor learning, sport philosophy, sport sociology, sport psychology, and sport medicine are listed with a general note on the scope of each. (JMF)

  17. Reaching the Overlooked Student in Physical Education

    Science.gov (United States)

    Esslinger, Keri; Esslinger, Travis; Bagshaw, Jarad

    2015-01-01

    This article describes the use of live action role-playing, or "LARPing," as a non-traditional activity that has the potential to reach students who are not interested in traditional physical education.

  18. Early Childhood Physical Education. The Essential Elements.

    Science.gov (United States)

    Gabbard, Carl

    1988-01-01

    Details are presented regarding the essential elements of an effective early childhood physical education curriculum. Components include movement awareness, fundamental locomotor skills, fundamental nonlocomotor skills, fundamental manipulative skills, and health-related fitness. (CB)

  19. Physical education issues for students with autism: school nurse challenges.

    Science.gov (United States)

    Rutkowski, Elaine M; Brimer, Debbie

    2014-08-01

    Extant studies indicate persons with autism have difficulties in social interaction, verbal and nonverbal communication, repetitive behaviors, and poor ability to generalize learned skills. Obesity has also been identified as significantly affecting children with autism spectrum disorders (ASD). Negative experience in physical education (PE) may be the antecedent behavior to lack of activities that are mediators to sedentary lifestyles and contributors to the chronic illnesses associated with overweight and obesity. Students with ASD often cannot perform required activities to meet required PE standards. It is imperative school nurses be aware of the many challenges students with ASD bring into a PE class. School nurses provide education for the members of the school community, including the Individualized Education Plan team, regarding the need for attention to limitations, including physical activity, of students with ASD. © The Author(s) 2013.

  20. Individual and Instructional Determinants of Student Engagement in Physical Education

    Science.gov (United States)

    Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.

    2012-01-01

    This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176

  1. Physical education in schools: a renewal proposal

    Directory of Open Access Journals (Sweden)

    Liana Maria Carvalho Braid

    2003-12-01

    Full Text Available The text discusses physical education as practiced in mainstream schools, analyzing its origin and its pathway throughout the history of the country. It also raises some points about the crises generated by questioned paradigms about the end of this school subject as well as the way the body used to be regarded. In all, a new approach to physical education may be returning from the ashes.

  2. An ASD Physics Education Program

    International Nuclear Information System (INIS)

    Barton, H.R. Jr.

    1993-04-01

    I want to thank the Organizing Committee and Program Chairman of the 1993 IISSC for providing this forum to discuss science education issues here in San Francisco. By all accounts, science education in the United States is in trouble. Clearly, teaching science to the young people of our country is an important goal shared by all of us involved in scientific research. The Director, Dr. Roy Schmitters, has made science education a Laboratory goal for the Supercollider. Those of us who share this goal only can have an impact if we become involved actively in teaching science to the future engineers and scientists enrolled at our colleges and universities. The commitment of IISSC to science education is welcomed by everyone of us who wishes to improve the technological base of the nation for the next generation

  3. Physical education problems of 5–9 grade pupils in the context of health preservation

    Directory of Open Access Journals (Sweden)

    Natalia Idrisova

    2017-08-01

    Full Text Available Purpose: determination of the causes of deterioration of health and related problems of physical education of 5–9 grade pupils. Material & Methods: analysis of the causes and definition of the behavioral characteristics of pupils in relation to physical education was studied during 2012–2017 in one parallel class. In the experiment conducted in two stages, 52 pupils of the secondary school No. 1 of Melitopol took part. In the study used questionnaires, analytical, comparative, experimental and statistical methods. Result: tendency of deterioration of pupils health during training in middle classes is proved; obtained data in accordance with the typology compiled reflect the awareness of some students health as a means of raising the status, as well as the failure to understand half the researched values of physical education in maintaining health and disinterest in physical education. Conclusion: problems of school physical education are determined by the low level of the culture of health of the entire Ukrainian society.

  4. The Impact of Accountability on Student Performance in a Secondary Physical Education Badminton Unit

    Science.gov (United States)

    Lund, Jacalyn; Shanklin, Jennifer

    2011-01-01

    The purpose of this study was to examine the effect of accountability on the quality of student motor responses during a 10-day badminton unit with female high school students enrolled in a required physical education class. Students in the control class participated in the same learning activities taught by the same teacher as the treatment…

  5. Hungarian medical physics MSc education

    International Nuclear Information System (INIS)

    Legrady, D.; Czifrus, Z.; Zarand, P.; Aszodi, A.; Pesznyak, C.; Major, T.

    2012-01-01

    The medical physics specialisation aims at providing high level interdisciplinary theoretical and practical knowledge and readily applicable skills, which can put into action in both the clinical and the R and D field. The first competence based gradual medical physics course in the B.Sc./M.Sc. system in Hungary was launched two years ago at the Faculty of Natural Sciences of Budapest University of Technology and Economics managed by the Institute of Nuclear Techniques. The MSc programme was compiled on the base of EFOMP, IPEM, AAPM and IAEA recommendations. The course curriculum comprises fundamental physical subjects (atomic and molecular physics, nuclear physics and particle physics) as well as fundamental medical knowledge (anatomy, physiology and radiobiology) required for subjects of diagnostic and therapy. Students of this MSc branch may chose further subjects from a 'compulsory optional' set of subjects, which contains medical imaging, X-ray diagnostics, radiation therapy, magnetic resonance imaging, radiation protection, Monte Carlo calculation and its clinical applications, ultrasound diagnostics and nuclear medicine. (authors)

  6. Olympism, physical education and culturally responsive pedagogies ...

    African Journals Online (AJOL)

    The ubiquitous forces of the globalisation of sport and other social constructs, such as economic and political, create cultural necessities for physical education (PE) to connect and celebrate diversity, yet at the same time, commit to contextualised educative and social purposes. The commitment is the need for an inclusive ...

  7. Supporting Student Autonomy in Physical Education

    Science.gov (United States)

    Perlman, Dana; Webster, Collin A.

    2011-01-01

    The lack of motivation among students is a common challenge in physical education. Studies drawing on the self-determination theory consistently show that perceived autonomy facilitates adaptive motivation in students, which can lead to a wide range of desired educational outcomes. However, instructional strategies designed to support student…

  8. Preparing Prospective Physical Educators in Exercise Physiology.

    Science.gov (United States)

    Bulger, Sean M.; Mohr, Derek J.; Carson, Linda M.; Robert, Darren L.; Wiegand, Robert L.

    2000-01-01

    Addresses the need for continued assessment of course content and instructional methods employed within physical education teacher education programs to deliver theoretical and applied information from the foundational subdiscipline of exercise physiology, describing an innovative course at one university (Exercise for School-Aged Children) which…

  9. Work Ability of Finnish Physical Education Teachers

    Science.gov (United States)

    Mäkelä, Kasper; Hirvensalo, Mirja

    2015-01-01

    In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

  10. An Introduction to Primary Physical Education

    Science.gov (United States)

    Griggs, Gerald, Ed.

    2012-01-01

    Physical Education is a core component of the primary school curriculum. The primary years are perhaps the most significant period for motor development in children, a time during which basic movement competencies are developed and which offers the first opportunity for embedding physical activity as part of a healthy lifestyle. This is the first…

  11. Pilates and Physical Education: A Natural Fit

    Science.gov (United States)

    Kloubec, June; Banks, Aaron L.

    2004-01-01

    In a time period characterized by the continual decline of fitness and physical activity among American youths, Pilates can provide physical educators a unique activity that will improve fitness and stimulate the cognitive domain of today's students. Because the Pilates method of exercise encourages the development of strong and flexible muscles…

  12. School Physics Education in Southeast Asia.

    Science.gov (United States)

    Seng, Chin Pin; Tee, Tan Boon

    1978-01-01

    Traces physics curriculum innovation in Southeast Asia since the 1950s. The unique features of such innovation in Indonesia, Malaysia, Philippines, Singapore, and Thailand are highlighted. Forecasts for the future of physics education in part of the world are also discussed. (Author/HM)

  13. Quarked!--Adventures in Particle Physics Education

    Science.gov (United States)

    MacDonald, Teresa; Bean, Alice

    2009-01-01

    Particle physics is a subject that can send shivers down the spines of students and educators alike--with visions of long mathematical equations and inscrutable ideas. This perception, along with a full curriculum, often leaves this topic the road less traveled until the latter years of school. Particle physics, including quarks, is typically not…

  14. Understanding Hemophilia. Implications for the Physical Educator.

    Science.gov (United States)

    Coelho, Jeffrey D.

    1998-01-01

    Describes hemophilia and ways to provide appropriate physical education experiences to children with hemophilia. The article focuses on what hemophilia is, how to treat hemophilia, benefits of physical activity, how to teach children with hemophilia, choosing and modifying sports and activities, and safety and emergency situations. (SM)

  15. A True Middle School Physical Education Program

    Science.gov (United States)

    Tenoschok, Mike

    2016-01-01

    The purpose of this article is to describe the various ways in which the developmental needs of middle school students can be met in a physical education program. The themes of exploration and individualization appear throughout the article to emphasize the importance of providing a variety of sports, games and physical activity options for middle…

  16. Physical Education Guide for Secondary Schools.

    Science.gov (United States)

    Ministry of Education, Culture & Labour, Castries (St. Lucia).

    This collaboration between teachers in Saint Lucia (West Indies) and Peace Corps volunteers offers a comprehensive physical education program for children and youth ages 10-18 years, including lesson plans, evaluation and assessment techniques, and psychological and physical growth and development characteristics for this age group. The program is…

  17. New instruments for soil physics class: Improving the laboratory and field seminars

    Science.gov (United States)

    Klipa, Vladimir; Jankovec, Jakub; Snehota, Michal

    2014-05-01

    Teaching soil science and soil physics is an important part of the curriculum of many programs with focus on technical and natural sciences. Courses of soil science and namely soil physics have a long tradition at the faculty of Civil Engineering of the Czech Technical University in Prague. Students receive the theoretical foundations about soil classification, soil physics, soil chemistry and soil hydraulic characteristics in the course. In practical seminars students perform measurements of physical, hydraulic and chemical characteristics of soils, thus a comprehensive survey of soil is done in the given site. So far, students had the opportunity to use old, manually operated instrumentation. The project aims to improve the attractiveness of soil physics course and to extend the practical skills of students by introducing new tasks and by involving modern automated equipment. New instruments were purchased with the support of the Ministry of Education, Youth and Sports of the Czech Republic under the project FRVS No. 1162/2013 G1. Specifically, two tensiometers T8 with multi-functional handheld read-out unit (UMS, GmbH) and manual Mini Disk Infiltrometer (Decagon Devices, Inc.) were purchased and incorporated into the course. In addition, newly designed MultiDisk the automated mini disk Infiltrometer (CTU in Prague) and combined temperature and soil moisture TDT sensor TMS 2 (TOMST®, s.r.o.), were made freely available for soil physics classes and included into the courses. Online tutorials and instructional videos were developed. Detailed multimedia teaching materials were introduced so that students are able to work more independently. Students will practice operating the digital tensiometer T8 with integrated temperature sensor and manual Mini Disk Infiltrometer (diameter disk: 4.4 cm, suction range: 0.5 to 7.0 cm of suction) and MultiDisk the automated mini disk Infiltrometer (see Klipa et al., EGU2014-7230) and combined temperature and soil moisture TDT

  18. Physics Education in Virtual Reality: An Example

    OpenAIRE

    Hannes Kaufmann; Bernd Meyer

    2009-01-01

    We present an immersive virtual reality (VR) application for physics education. It utilizes a recent physics engine developed for the PC gaming market to simulate physical experiments correctly and accurately. Students are enabled to actively build their own experiments and study them. A variety of tools are provided to analyze forces, mass, paths and other properties of objects before, during and after experiments. Innovative teaching content is presented thatexploits the strengths of the 3D...

  19. Self-Regulated Learning and Perceived Health among Students Participating in University Physical Activity Classes

    Science.gov (United States)

    McBride, Ron E.; Xiang, Ping

    2013-01-01

    Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed…

  20. Classes in Themselves and for Themselves: The Practice of Monitorial Education for Different Social Classes in Sweden, 1820-1843

    Science.gov (United States)

    Larsson, Esbjörn

    2016-01-01

    This article investigates the monitorial system of education in Sweden between 1820 and 1843. In contrast to previous research, which has emphasised monitorial education as a method for disciplining poor children, this article compares the use of the method in schools for the working classes and in academic schools. Using concepts such as…

  1. Physical activity in physiotherapy and physical education high school students

    Directory of Open Access Journals (Sweden)

    Mihailova A.

    2014-01-01

    Full Text Available A term of health-related physical fitness became topical with four its components: aerobic and/or cardiovascular fitness, body composition, abdominal muscle strength and endurance, and lower back and hamstring flexibility. Complex evaluation of health-related physical fitness and physical activity (PA may show a wider insight in health promotion and disease prevention. The aim of this study was to evaluate physical activity relation to health-related physical fitness in Physiotherapy (PT and Physical Education (PE students. Final study sample consisted of 67 students (46 women and 21 men (aged 21.61 ± 0.71. All participants filled in International Physical Activity Questionnaire. Health-related physical testing included: 1 body composition evaluation, 2 abdominal muscles strength tests, 3 dynamometry, 4 hamstring muscles and m. quadratus lumborum elasticity evaluation tests, 5 bicycle ergometer test (anaerobic threshold, maximal oxygen consumption. Results showed that most students had normal body composition parameters (BMI, body fat, muscle mass, body water in both genders and study programs. Women were less physically active that men, and PA duration was higher in PE students. PT students had higher body composition values, lower cardiorespiratory fitness parameters and lower handgrip strength in both hands than PE students. Greater PA generally implies a higher level of health-related physical fitness. PA significantly positively affects body composition, upper m. rectus abdominisstrength, grip strength and aerobic capacity.

  2. Teaching RLC Parallel Circuits in High-School Physics Class

    Science.gov (United States)

    Simon, Alpár

    2015-01-01

    This paper will try to give an alternative treatment of the subject "parallel RLC circuits" and "resonance in parallel RLC circuits" from the Physics curricula for the XIth grade from Romanian high-schools, with an emphasis on practical type circuits and their possible applications, and intends to be an aid for both Physics…

  3. A Quantum Chemistry Concept Inventory for Physical Chemistry Classes

    Science.gov (United States)

    Dick-Perez, Marilu; Luxford, Cynthia J.; Windus, Theresa L.; Holme, Thomas

    2016-01-01

    A 14-item, multiple-choice diagnostic assessment tool, the quantum chemistry concept inventory or QCCI, is presented. Items were developed based on published student misconceptions and content coverage and then piloted and used in advanced physical chemistry undergraduate courses. In addition to the instrument itself, data from both a pretest,…

  4. Characterizing Interactive Engagement Activities in a Flipped Introductory Physics Class

    Science.gov (United States)

    Wood, Anna K.; Galloway, Ross K.; Donnelly, Robyn; Hardy, Judy

    2016-01-01

    Interactive engagement activities are increasingly common in undergraduate physics teaching. As research efforts move beyond simply showing that interactive engagement pedagogies work towards developing an understanding of "how" they lead to improved learning outcomes, a detailed analysis of the way in which these activities are used in…

  5. Promoting children's health through physically active math classes: a pilot study.

    Science.gov (United States)

    Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

    2011-03-01

    School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

  6. Interactive Lecture Experiments in Large Introductory Physics Classes

    Science.gov (United States)

    Milner-Bolotin, Marina M.; Kotlicki, A.; Rieger, G.; Bates, F.; Moll, R.; McPhee, K.; Nashon, S.

    2006-12-01

    We describe Interactive Lecture Experiments (ILE), which build on Interactive Lecture Demonstrations proposed by Sokoloff and Thornton (2004) and extends it by providing students with the opportunity to analyze experiments demonstrated in the lecture outside of the classroom. Real time experimental data is collected, using Logger Pro combined with the digital video technology. This data is uploaded to the Internet and made available to the students for further analysis. Student learning is assessed in the following lecture using conceptual questions (clickers). The goal of this project is to use ILE to make large lectures more interactive and promote student interest in science, critical thinking and data analysis skills. We report on the systematic study conducted using the Colorado Learning Attitudes about Science Survey, Force Concept Inventory, open-ended physics problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. The surveys were administered twice and academic results for students who experienced the ILE for a particular topic were compared to the students, from a different section, who did not complete the ILE for that topic. Additional qualitative data on students’ attitudes was collected using open ended survey questions and interviews. We will present preliminary conclusions about the role of ILEs as an effective pedagogy in large introductory physics courses. Sokoloff, D.R. and R.K. Thornton (2004). Interactive Lecture Demonstrations: Active Learning in Introductory Physics, J.Wiley & Sons, INC. Interactive Lecture Experiments: http://www.physics.ubc.ca/ year1lab/p100/LectureLabs/lectureLabs.html

  7. Newton's Cradle in Physics Education

    Science.gov (United States)

    Gauld, Colin F.

    2006-01-01

    Newton's Cradle is a series of bifilar pendulums used in physics classrooms to demonstrate the role of the principles of conservation of momentum and kinetic energy in elastic collisions. The paper reviews the way in which textbooks use Newton's Cradle and points out the unsatisfactory nature of these treatments in almost all cases. The literature…

  8. Health Physics Education in Venezuela

    International Nuclear Information System (INIS)

    Solanas, J.

    1979-01-01

    Training courses on health physics have been organized regularly in Venezuela since 1962. The basic course consists of 20 hours for theoretical tuition and 10 hours for laboratory practice. Post-graduate courses have been organized by the Central University since 1965. Radiological technicians receive their training through the courses organized by the Ministry of Health. (author)

  9. Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students?

    Science.gov (United States)

    Mayorga-Vega, Daniel; Martínez-Baena, Alejandro; Viciana, Jesús

    2018-01-11

    Physical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13-16 years were analyzed (wear time ≥ 600 min). Participants' physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p education contributes significantly to reducing students' daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence.

  10. Physical activity for osteoarthritis management: a randomized controlled clinical trial evaluating hydrotherapy or Tai Chi classes.

    Science.gov (United States)

    Fransen, Marlene; Nairn, Lillias; Winstanley, Julie; Lam, Paul; Edmonds, John

    2007-04-15

    To determine whether Tai Chi or hydrotherapy classes for individuals with chronic symptomatic hip or knee osteoarthritis (OA) result in measurable clinical benefits. A randomized controlled trial was conducted among 152 older persons with chronic symptomatic hip or knee OA. Participants were randomly allocated for 12 weeks to hydrotherapy classes (n = 55), Tai Chi classes (n = 56), or a waiting list control group (n = 41). Outcomes were assessed 12 and 24 weeks after randomization and included pain and physical function (Western Ontario and McMaster Universities Osteoarthritis Index), general health status (Medical Outcomes Study Short Form 12 Health Survey [SF-12], version 2), psychological well-being, and physical performance (Up and Go test, 50-foot walk time, timed stair climb). At 12 weeks, compared with controls, participants allocated to hydrotherapy classes demonstrated mean improvements (95% confidence interval) of 6.5 (0.4, 12.7) and 10.5 (3.6, 14.5) for pain and physical function scores (range 0-100), respectively, whereas participants allocated to Tai Chi classes demonstrated improvements of 5.2 (-0.8, 11.1) and 9.7 (2.8, 16.7), respectively. Both class allocations achieved significant improvements in the SF-12 physical component summary score, but only allocation to hydrotherapy achieved significant improvements in the physical performance measures. All significant improvements were sustained at 24 weeks. In this almost exclusively white sample, class attendance was higher for hydrotherapy, with 81% attending at least half of the available 24 classes, compared with 61% for Tai Chi. Access to either hydrotherapy or Tai Chi classes can provide large and sustained improvements in physical function for many older, sedentary individuals with chronic hip or knee OA.

  11. Physical Activity Stories: Assessing the "Meaning Standard" in Physical Education

    Science.gov (United States)

    Johnson, Tyler G.

    2016-01-01

    The presence of the "meaning standard" in both national and state content standards suggests that professionals consider it an important outcome of a quality physical education program. However, only 10 percent of states require an assessment to examine whether students achieve this standard. The purpose of this article is to introduce…

  12. Attitudes to various areas of physical culture in view of indoor and outdoor physical education lessons

    Directory of Open Access Journals (Sweden)

    Mirosława Szark-Eckardt

    2017-02-01

    Full Text Available In times of increased expansion of modern technologies, there is still the debate about the health condition of the young generation being increasingly keen on the lifestyle characterised by physical passivity combined with commitment to virtual entertainment. A change in this reality depends, among other things, on physical education teachers who have an opportunity to increase activity of their students already at the level of fostering desirable attitudes towards physical culture. In addition to personality of the teachers, new innovation projects set up as part of physical education at school are more likely to be critical to the success of these measures. The aim of this study was a comparative assessment of attitudes within individual areas of physical culture in the course of indoor and outdoor physical education classes. The pedagogical experiment was attended by 220 students, out of whom 103 subjects accounted for the experimental group and 117 for the control group. The questionnaire of attitudes to physical culture was used as a research tool and consisted of 67 questions belonging to 10 various physical culture areas. The final findings suggested a significant improvement in the attitudes of both groups compared to the initial study. This progress was noticeable in the experimental group to a greater extent. The effects of the conducted experiment confirm the purpose of implementing innovation in the education system and in relation to this research, they indicate an important role of the natural environment as a basis for developing attitudes intended to enhance an engagement in physical culture at later life stages.

  13. Views of Physical Education Teachers on Values Education

    Science.gov (United States)

    Görgüt, Ilyas; Tutkun, Erkut

    2018-01-01

    Values education is very important for supporting and directing the attitudes and behaviors that brings from birth and changes by the effects of surroundings. The most effective people to provide this support after family are the teachers, especially the physical education teachers who are constantly communicating with the students. Therefore,…

  14. What Does Class Origin and Education Mean for the Capabilities of Agency and Voice?

    Science.gov (United States)

    Nordlander, Erica; Strandh, Mattias; Brännlund, Annica

    2015-01-01

    This article investigates the relationship between class origin, educational attainment, and the capabilities of agency and voice. The main objectives are to investigate how class origin and educational attainment interact and to consider whether higher education reduces any structural inequalities in the social aspects of life. A longitudinal…

  15. "You Are Just an Idiot for Not Doing Any Physical Activity Right Now": Pre-Service Health and Physical Education Teachers' Constructions of Fatness

    Science.gov (United States)

    Varea, Valeria; Underwood, Mair

    2016-01-01

    Research among former Physical Education (PE) school students has demonstrated how fat phobia in PE classes is oppressive and makes it extremely difficult for most students to develop positive subjectivities. This study explores how a group of pre-service Health and Physical Education (HPE) specialist teachers from an Australian university…

  16. Critical Science Education in a Suburban High School Chemistry Class

    Science.gov (United States)

    Ashby, Patrick

    To improve students' scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two "regular level" chemistry classes with a group of 25 students in a suburban, private high school as part of this study. CCE combined the efforts of critical science educators (Fusco & Calabrese Barton, 2001; Gilbert 2013) with the performance expectations of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) to critically transform the traditional chemistry curriculum at this setting. Essentially, CCE engages students in the critical exploration of socially situated chemistry content knowledge and requires them to demonstrate this knowledge through the practices of science. The purpose of this study was to gauge these students development of chemistry content knowledge, chemistry interest, and critical scientific literacy (CSL) as they engaged in CCE. CSL was a construct developed for this study that necessarily combined the National Research Center's (2012) definition of scientific literacy with a critical component. As such, CSL entailed demonstrating content knowledge through the practices of science as well as the ability to critically analyze the intersections between science content and socially relevant issues. A mixed methods, critical ethnographic approach framed the collection of data from open-ended questionnaires, focus group interviews, Likert surveys, pre- and post unit tests, and student artifacts. These data revealed three main findings: (1) students began to develop CSL in specific, significant ways working through the activities of CCE, (2) student participants of CCE developed a comparable level of chemistry content understanding to students who participated in a traditional chemistry curriculum, and (3) CCE developed a group of students' perceptions of interest in chemistry. In addition to being able to teach students discipline specific content knowledge, the implications of this study are

  17. Concerning rather modern organizational innovations in the system of physical education of student youth

    Directory of Open Access Journals (Sweden)

    Vasilij Sutula

    2016-02-01

    Full Text Available Purpose: studying of attitude of students to the existing system of physical education in higher educational institutions of Ukraine and an assessment of possible consequences of implementation of the order of MES of January 26, 2015 No. 47 and the corresponding explanations and recommendations to it which are stated in the letter of MES No. 1/9-1126 of 13.03.2015. Material & Methods: the poll of students of 1–4 courses (n=757 of one of the faculties of Law University named after Yaroslav the Wise (NLU was conducted for the achievement of the stated purpose. Health cards of students, log-books of educational work on physical training of students, log-books of work of sports and improving sections were also analyzed. Results: interest in classes by physical exercises decreases at the vast majority of students during training in higher educational institutions. 88,6% of students note a need of carrying out classes on discipline "Physical education" for higher educational institutions. The majority of them (80,2% will choose discipline "Physical education" if it will be optionally, and 71,9% understand that they need to be engaged in physical exercises 4-6 hours per week for maintenance of the appropriate level of their physical health. Conclusions: the positive result of functioning of the existing system of physical training of student’s youth will be shown that interest in classes by physical exercises decreases at the vast majority of students during training. The effective modernization of the system of physical training of student youth is possible, first, due to use of the existing gender distinctions in interests in classes by physical exercises at students. Secondly, due to properly organized classes with the students who are for health reasons to preparatory (10,9%, special (19,1% medical groups and MPC groups (3,4%. The considerable issues will appear with visit of such classes by students in case of a removal of classes on physical

  18. Homework in Physical Education? A Review of Physical Education Homework Literature

    Science.gov (United States)

    Hill, Kory

    2018-01-01

    The use of homework in physical education has not historically been a topic of intense study. Relatively few studies have been devoted to the topic, particularly when compared to the use of homework in classroom settings. Nonetheless, some physical educators have suggested the assignment of homework as a way to meet important objectives and…

  19. Physical Education for Health and Wellbeing: A Discourse Analysis of Scottish Physical Education Curricular Documentation

    Science.gov (United States)

    McEvilly, Nollaig; Verheul, Martine; Atencio, Matthew; Jess, Mike

    2014-01-01

    This paper provides an analysis of the discourses associated with physical education in Scotland's "Curriculum for Excellence". We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the "Curriculum for Excellence" "health and well-being"…

  20. The National Physical Education Standards and Grade-Level Outcomes: The Future of Elementary Physical Education

    Science.gov (United States)

    Holt/Hale, Shirley Ann; Persse, Dan

    2015-01-01

    It is during the early educational years that skills are developed, habits are formed, and values are shaped. The skills for a lifetime of physical activity are developed through quality teaching, deliberate practice, assessment and reflection. Research supports the importance of elementary physical education experiences and the importance of…

  1. Physics Teachers' Education (PTE): Problems and Challenges

    Science.gov (United States)

    Sassi, Elena; Michelini, Marisa

    A vast majority of the research results acknowledge the crucial role of teacher's education, as a vital tool in enhancing the quality of physics education. The projects like PISA, ROSE and TIMMS showcase the impact of teacher's education as a qualitative improvement in the physics learning environment. In Physics Education Research (PER), the impact of teacher's education had been addressed for the its role in the enhancement of positive interest among the students. The current world-wide state of the art characterizes a large variety of boundary conditions, traditions and practices that are being followed. In our present context, we foucus and discuss on the multidimensional challanges such as competencies needed, degrees required, problems encountered, support to be provided and the basic pre-requirements of Teacher's education for the secondary schools. We present some of the teaching methods and practices followed in coherent with, both, the Student centered and open learning environments along with some of the useful didactical indicators. Also, we potray a couple of research-based examples successfully experimented in Italy. Finally we propose some useful recommendations along with the criteria to be followed in the teachers education for the overall improvement.

  2. Characterizing interactive engagement activities in a flipped introductory physics class

    Directory of Open Access Journals (Sweden)

    Anna K. Wood

    2016-06-01

    Full Text Available Interactive engagement activities are increasingly common in undergraduate physics teaching. As research efforts move beyond simply showing that interactive engagement pedagogies work towards developing an understanding of how they lead to improved learning outcomes, a detailed analysis of the way in which these activities are used in practice is needed. Our aim in this paper is to present a characterization of the type and duration of interactions, as experienced by students, that took place during two introductory physics courses (1A and 1B at a university in the United Kingdom. Through this work, a simple framework for analyzing lectures—the framework for interactive learning in lectures (FILL, which focuses on student interactions (with the lecturer, with each other, and with the material is proposed. The pedagogical approach is based on Peer Instruction (PI and both courses are taught by the same lecturer. We find lecture activities can be categorized into three types: interactive (25%, vicarious interactive (20% (involving questions to and from the lecturer, and noninteractive (55%. As expected, the majority of both interactive and vicarious interactive activities took place during PI. However, the way that interactive activities were used during non-PI sections of the lecture varied significantly between the two courses. Differences were also found in the average time spent on lecturer-student interactions (28% for 1A and 12% for 1B, although not on student-student interactions (12% and 12% or on individual learning (10% and 7%. These results are explored in detail and the implications for future research are discussed.

  3. Inclusion of students with special education needs in physical education

    Directory of Open Access Journals (Sweden)

    Martin Kudláček

    2010-01-01

    Full Text Available The purpose of this article is to present phenomena of inclusive physical education from the point of view of needs of students with SEN, teachers from the point of view of support and university PE teacher preparation programs (PETE.Inclusion of students with special educational needs (SEN in physical education is in Czech Republic still marginal topic, although issues related to inclusive physical education are among key challenges of students with SEN, their teachers, parents and university departments preparing prospective teachers. In the area of support in inclusive PE we present the model of support in inclusive PE (Sherrill, 2004; Kudláček & Ješina, 2008 and in the area of PETE we present of key outcomes of project EIPET (Theoretical knowledge, competence and skills framework.

  4. Excellence in Physics Education Award: Modeling Theory for Physics Instruction

    Science.gov (United States)

    Hestenes, David

    2014-03-01

    All humans create mental models to plan and guide their interactions with the physical world. Science has greatly refined and extended this ability by creating and validating formal scientific models of physical things and processes. Research in physics education has found that mental models created from everyday experience are largely incompatible with scientific models. This suggests that the fundamental problem in learning and understanding science is coordinating mental models with scientific models. Modeling Theory has drawn on resources of cognitive science to work out extensive implications of this suggestion and guide development of an approach to science pedagogy and curriculum design called Modeling Instruction. Modeling Instruction has been widely applied to high school physics and, more recently, to chemistry and biology, with noteworthy results.

  5. of students pedagogical skills to physical education

    Directory of Open Access Journals (Sweden)

    Galina Bezverkhnya

    2015-04-01

    Full Text Available Purpose: to describe the motivation to physical education of pedagogical skills girls in the context of motivation to learn and motivation to succeed. Material and Methods: 90 second-year students of pedagogical specialties were researched (30 girls from pre-school education, philological and economic faculties Pavlo Tychyna Uman State Pedagogical University. Results: described the motivation of students in physical education by the analysis of involvement of subject and the target set. Student's motivation to learning activities and their level to success motivation were additionally investigated. Conclusions: is outlined reason of not formed internal motivation of students’ physical training in general psychological orientation of the girls that sufficiently shown in context of motivation to learn and progress.

  6. Physics Girl: Where Education meets Cat Videos

    Science.gov (United States)

    Cowern, Dianna

    YouTube is usually considered an entertainment medium to watch cats, gaming, and music videos. But educational channels have been gaining momentum on the platform, some garnering millions of subscribers and billions of views. The Physics Girl YouTube channel is an educational series with PBS Digital Studios created by Dianna Cowern. Using Physics Girl as an example, this talk will examine what it takes to start a short-form educational video series, including logistics and resources. One benefit of video is that every failure is documented on camera and can, and will, be used in this talk as a learning tool. We will look at the channels demographical reach, discuss best practices for effective physics outreach, and survey how online media and technology can facilitate good and bad learning. The aim of this talk is to show how videos are a unique way to share science and enrich the learning experience, in and out of a classroom.

  7. Recommendations for Policy and Practice of Physical Education in Culturally and Linguistically Diverse Australian Secondary Schools Based on a Two-Year Prospective Cohort Study

    Science.gov (United States)

    Dudley, Dean A.; Pearson, Phil; Okely, Anthony D.; Cotton, Wayne G.

    2015-01-01

    Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No…

  8. Analysis of Self-Esteem Levels of Students in Physical Education and Sports High School

    Science.gov (United States)

    çakoyun, Fahri Ak

    2018-01-01

    The purpose of this study is to examine the self-esteem levels of the students at Balikesir University Physical Education and Sports High School according to the variables such; gender, age, body-mass index (BMI), education department, class, sporting situation and sport branch (individual sport-team sport). While the universe of the study has…

  9. Impacts of a Peer Mentoring Program on Preservice Physical Educators' Development

    Science.gov (United States)

    Faucette, Nell; Nugent, Peg

    2017-01-01

    Today, new and redesigned mentoring roles are being explored in teacher education programs. According to literature, having peers mentor less experienced colleagues can benefit both groups. In this study, 11 senior physical education majors served as mentors to 15 juniors. Mentoring sessions occurred during regularly scheduled classes for all.…

  10. Effectiveness of Physical Education to Promote Motor Competence in Primary School Children

    Science.gov (United States)

    Lopes, Vítor P.; Stodden, David F.; Rodrigues, Luis P.

    2017-01-01

    Background: Motor skill (MS) competence is an important contributing factor for healthy development. Purpose: The goal was to test the effectiveness of primary school physical education (PE) on MS and physical fitness (PF) development. Methods: Three classes (n = 60, aged 9.0 ± 0.9) were randomly assigned to three diverse conditions during a…

  11. TA Mentorship in Lecture significantly enhances students' learning in mechanics in large introductory physics classes

    Science.gov (United States)

    Cheng, K.; Caglar, Mehmet

    2011-10-01

    Lab is an important component of students' learning in a traditional lecture-lab setting of introductory physics courses. Using standard mechanics concepts and baseline surveys as well as independent classroom observations, the effects of TA mentorship in Lecture on students' learning of physics concepts and problem-solving skills among different student subgroups taught by other TAs and lecturers using different level of student interactive engagement in classes have been analyzed. Our data indicate that in lecture training of TA promotes lecture/lab synergism in improvement students' learning of mechanics in large introductory physics classes.

  12. MANIFESTO FOR PHYSICAL EDUCATION AND SPORTS

    Directory of Open Access Journals (Sweden)

    Adrian Dragnea

    2009-10-01

    Full Text Available This manifesto elaboration was dictated by the necessity of rendering aware and consolidating, amongthe people and the decision bodies, the role of physical education and sports1 in the modern Romanian society, asa health, education and social integration factor.The formative-educative motor activities are confronted with newly-issued dangers and challenges thathave imposed this approach:- the statistics about the population’s health state, particularly among the young people, emphasizealarming increases of the morbidity ratio, sedentariness and obesity being the main factorsresponsible for the onset of different physical and psychical disorders;- the perspective of a population with a precarious health and the diminution of people’s motorcapacity jeopardize the durable economic development and the national security;- the diminution of people’s perception upon the formative role played by physical education andsports, which is reflected by the reduced number of physical education lessons in the corecurriculum,for certain categories of pupils, as well as by the reduced time allotted to sportspracticing;- the alarming reduced number of children and young people who practice sports, under differentforms;- the diminution of the Romanian sports performances at the international level, especially whencompeting in major contests - Olympic Games, World Championships and EuropeanChampionships;- the lack of consistency when applying the legislation in force, in relation with physical educationand sports, as well as the disharmonic points of view expressed by the decision factors (ministries,agencies etc.;- the alarming increased number of violence and corruption acts on the sports arenas and outsidethem, the young athletes’ exploitation, doping, racism, facts that are detrimental to the sportsphenomenon very essence.This document aims at stimulating the elaboration of some social policies and developmental strategiesat the national and local

  13. Social Class Barriers of the Massification of Higher Education in Taiwan

    Science.gov (United States)

    Ru-Jer, Wang

    2012-01-01

    In recent years, the rapid growth of higher education in Taiwan has led to an essential shift from education for the elite to the massification of higher education. Although this massification is making higher education more accessible, one of the main concerns is whether opportunities for higher education are the same among all social classes in…

  14. Experiences in sport, physical activity, and physical education among Christian, Buddhist, and Hindu Asian adolescent girls.

    Science.gov (United States)

    Araki, Kaori; Kodani, Iku; Gupta, Nidhi; Gill, Diane L

    2013-01-01

    Multicultural scholarship in sport and exercise psychology should help us understand and apply cultural competencies for all to be physically active. In the present study, two Asian countries, Japan and Singapore, were chosen. The participation rate for physical activities among adolescent girls tends to be lower than that of boys in both countries. Thus, the purpose of the project was to gain knowledge and understanding about sociocultural factors that may explain adolescent girls' perceptions and behaviors toward sport, physical activity, and physical education (PE). A qualitative approach using semi-structured interviews with focus groups was used to understand meanings of physical activity among Buddhist Japanese, and Hindu Indians and Christian Chinese from Singapore. Each focus group consisted of four or five girls and female researchers. Based on the analysis, we created four themes which were "cultural identities," "Asian girls and sport/physical activities," "PE experiences," "motivation for future involvement." The Buddhist Japanese, Hindu Indian, and Christian Chinese participants each reported unique physical activity experiences, and all the participants were aware of how Asian culture may affect being physically active. Experiences of PE classes were similar but perceptions of their PE attire were different for Christian Chinese and Hindu Indian adolescent girls. Based on the results, the importance of nurturing cultural competencies and ways to encourage girls to be physically active throughout life were discussed.

  15. Turkish adolescents' attitudes toward physical education.

    Science.gov (United States)

    Hünük, Deniz; Demirhan, Giyasettin

    2010-10-01

    1,163 middle school students (586 girls, 577 boys; Grades 6-8) were selected through a stratified random sampling method to examine their attitudes toward physical education (PE) by grade, student's sex, sports participation characteristics, and teacher's sex. They were administered the Attitude Toward Physical Education Scale for Children. Factorial analysis of variance indicated that Grade 8 students' mean attitude scores were less positive than those of Grade 6 students, but the attitudes of boys and of sports participants were more positive than of girls and nonsports participants. Findings were similar regardless of the teacher's sex.

  16. The sources of political orientations in post-industrial society: social class and education revisited.

    Science.gov (United States)

    Van de Werfhorst, Herman G; de Graaf, Nan Dirk

    2004-06-01

    This paper studies the impact of social class and education on political orientation. We distinguish the 'old' middle class from a new class of social/cultural specialists. However, the difference in their political orientation may especially be related to the level and field of education; the new middle class is more highly educated and often in fields of study that extensively address social competencies, characteristics independently affecting political outcomes. Analyses on Dutch data showed that education is more important in the prediction of 'cultural' liberal issues than social class. Economically-oriented issues are more strongly affected by social class. This means that interests of the new middle class are served by liberal standpoints relating to a strong government and income redistribution policies, but not relating to cultural issues.

  17. Particle Physics Outreach to Secondary Education

    Energy Technology Data Exchange (ETDEWEB)

    Bardeen, Marjorie G.; /Fermilab; Johansson, K.Erik; /Stockholm U.; Young, M.Jean

    2011-11-21

    This review summarizes exemplary secondary education and outreach programs of the particle physics community. We examine programs from the following areas: research experiences, high-energy physics data for students, informal learning for students, instructional resources, and professional development. We report findings about these programs' impact on students and teachers and provide suggestions for practices that create effective programs from those findings. We also include some methods for assessing programs.

  18. Particle Physics Outreach to Secondary Education

    International Nuclear Information System (INIS)

    Bardeen, Marjorie G.; Johansson, K. Erik; Young, M. Jean

    2011-01-01

    This review summarizes exemplary secondary education and outreach programs of the particle physics community. We examine programs from the following areas: research experiences, high-energy physics data for students, informal learning for students, instructional resources, and professional development. We report findings about these programs' impact on students and teachers and provide suggestions for practices that create effective programs from those findings. We also include some methods for assessing programs.

  19. Gesture analysis for physics education researchers

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2008-01-01

    Full Text Available Systematic observations of student gestures can not only fill in gaps in students’ verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction in real time. This paper provides a review of the research in gesture analysis that is most relevant to physics education researchers and illustrates gesture analysis for the purpose of better understanding student thinking about physics.

  20. FORMATION OF STUDENTS' MOTIVATION FOR PHYSICAL CULTURE AND SPORTS IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Е. A. Chelnokova

    2018-01-01

    Full Text Available Introduction: The appeal to the research topic is caused by the actual problem: in the pedagogical practice of the higher school, the physical culture and health-improving activities in the majority do not contribute to the formation of independent, motivated and sustainable self-improvement activities by students with the help of physical culture. The traditional system of physical education is not characterized by efficiency. The formation of motivation for physical education is one of the most important problems of the modern university.Materials and methods: to assess the value potential of physical culture and sports, we set the task to identify: the attitude of students to physical culture and health, what is the social significance of physical culture, the systematic nature of physical culture and sports, the objective and subjective factors that contribute to increasing interest in physical culture and Sport as a value, the reasons that interfere with attending classes. To solve this problem, we developed a questionnaire and conducted anonymous questioning of students.Results: Having analyzed the data obtained as a result of the questionnaire, we came to the conclusion that students objectively assess their health, which many are not satisfied with; most students are not engaged in physical culture and sports, referring mainly to the lack of free time; students are ready to engage in physical culture in sections for the selected sport, to attend self-educational activities. Students mostly respond positively to the lessons in the discipline "Physical Culture", but a considerable number of students attend these classes only for the sake of credit.Discussion and Conclusions: physical education, based on sports-oriented principles, includes classes in sports sections by sport: volleyball, basketball, aerobics, badminton, football, table tennis, kettlebell lifting, sports dancing, swimming, athletics, gymnastics, and for general physical

  1. PHYSICAL EDUCATION AND SPORTS IN PRESCHOOL PERIOD

    Directory of Open Access Journals (Sweden)

    Arzu ÖZYÜREK

    2015-07-01

    Full Text Available Early childhood is known as a critical period for development and fundamental movement skills. Growing and development of children have an effect on gaining fundamental movement skills. Besides, the opportu nities and movement education provided for the students play an essential role on developing fundamental movement skills poisedly. In preschool education, physical training is the leading activity given the least importance. From the early years of child hood on, promoting basic skills of children such as walking, running, jumping besides bending over, twisting, flinging something away have great importance because it is closely connected to the other zones of development. Physical training strengthens co gnitive skills such as inquiring mind, problem solving skills and concept acquisition. Besides, fine and gross motor development is consistent with emotional and social life skills. In virtue of physical training, awareness level of children is heightened and a basis for lifelong sport habits is provided. Consequently, children acquire much more than movement skills thanks to physical training. In this study, the importance of physical training and sports activities, the points to be paid attention to while practicing, basic activities in physical training, and education models and methods used have been issued relevantly.

  2. Physical work demands and physical fitness in low social classes--30-year ischemic heart disease and all-cause mortality in the copenhagen male study

    DEFF Research Database (Denmark)

    Holtermann, Andreas; Mortensen, Ole Steen; Burr, Hermann

    2011-01-01

    Investigate whether high physical work demands increase risk of ischemic heart disease (IHD) mortality among men of low social class with low physical fitness.......Investigate whether high physical work demands increase risk of ischemic heart disease (IHD) mortality among men of low social class with low physical fitness....

  3. Differences in Perceived Competence and Physical Activity Levels during Single-Gender Modified Basketball Game Play in Middle School Physical Education

    Science.gov (United States)

    Slingerland, Menno; Haerens, Leen; Cardon, Greet; Borghouts, Lars

    2014-01-01

    Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a…

  4. Working-Class Boys, Educational Success and the Misrecognition of Working-Class Culture

    Science.gov (United States)

    Ingram, Nicola

    2009-01-01

    This article contributes to the theory of institutional habitus by exploring the differing ways in which the institutional habitus of two schools in Belfast, Northern Ireland mediates the local habitus of working-class boys. All of the boys in this qualitative case study live in the same disadvantaged working-class community but attend two…

  5. Effects of sex composition by class and instructor's sex on physical self-efficacy of college men.

    Science.gov (United States)

    Gibbons, E S; Rust, D M; Blassingame, C L; Reed, J L

    2000-02-01

    The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and instructor's sex to scores on Physical Self-efficacy, Perceived Physical Ability, and Physical Self-presentation Confidence of 80 male students enrolled in one of four sections of a strength training class. Analysis indicated no significant difference on Physical Self-efficacy between male students who were enrolled in all male classes or in coeducational classes; improvements in scores on Physical Self-efficacy were not specific to the sex composition of the class or sex of the instructor and no significant difference on Perceived Physical Ability and Physical Self-presentation Confidence between male students who joined an all male class or a coeducational class. Perceived Physical Ability improved from the pretest to the posttest in all classes; and no improvement in scores for Physical Self-presentation Confidence was found in all classes. In conclusion, the analysis showed sex composition of the class and sex of the instructor were not significantly related to scores for self-efficacy.

  6. Physical education in schools, sport activity and total physical activity in adolescents

    Directory of Open Access Journals (Sweden)

    Priscila Missaki Nakamura

    2013-07-01

    Full Text Available Less than half of adolescents reach the recommended300 minutes per week of physical activity (PA. Physical educationclasses and sports participation provideopportunities for adolescents to accumulate moretime for PA practice; however, littleis known about the influence of these variables onthe level of total physical activity ofadolescents. The aim of this study was toinvestigate the association between the practiceof physical education (PE in schools and sportsactivities (SA with the practice oftotal PA of adolescents. The study wascross-sectional and involved 467 adolescents ofhigh school (15.8 ± 0.9 years-old from the city ofRio Claro, in the State of São Paulo. Participants completed the Physical ActivityQuestionnaire to Older Children (PAQ-Cand questions related to the practice of PE and SAin schools. We performed a logisticregression with p<0.05 using SPSS. Girls hadlower prevalence of PA than boys, 9.4% and26.8%, respectively. Boys who did not participateof PE classes (OR=0.25, CI95%=0.09-0.66 and SA in schools (OR=0.34, CI95%=0.12-0.95were less likely to be active in PAthan boys who practiced these activities. Theparticipation in PE classes or engagementin some SA were positively associated with thepractice of total PA in boys.

  7. Physical education in schools, sport activity and total physical activity in adolescents

    Directory of Open Access Journals (Sweden)

    Priscila Missaki Nakamura

    2013-06-01

    Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2013v15n5p517 Less than half of adolescents reach the recommended300 minutes per week of physical activity (PA. Physical educationclasses and sports participation provideopportunities for adolescents to accumulate moretime for PA practice; however, littleis known about the influence of these variables onthe level of total physical activity ofadolescents. The aim of this study was toinvestigate the association between the practiceof physical education (PE in schools and sportsactivities (SA with the practice oftotal PA of adolescents. The study wascross-sectional and involved 467 adolescents ofhigh school (15.8 ± 0.9 years-old from the city ofRio Claro, in the State of São Paulo. Participants completed the Physical ActivityQuestionnaire to Older Children (PAQ-Cand questions related to the practice of PE and SAin schools. We performed a logisticregression with p<0.05 using SPSS. Girls hadlower prevalence of PA than boys, 9.4% and26.8%, respectively. Boys who did not participateof PE classes (OR=0.25, CI95%=0.09-0.66 and SA in schools (OR=0.34, CI95%=0.12-0.95were less likely to be active in PAthan boys who practiced these activities. Theparticipation in PE classes or engagementin some SA were positively associated with thepractice of total PA in boys.

  8. Physical Education Policies and Practices in California Private Secondary Schools.

    Science.gov (United States)

    Kahan, David; McKenzie, Thomas L

    2017-02-01

    Physical education (PE) is mandated in most states, but few studies of PE in private schools exist. We assessed selected PE policies and practices in private secondary schools (grades 6 to 12) in California using a 15-item questionnaire related to school characteristics and their PE programs. Responding schools (n = 450; response rate, 33.8%) were from 37 counties. Most were coeducational (91.3%) and had a religious affiliation (83%). Secular schools had more PE lessons, weekly PE min, and smaller class sizes. Most schools met guidelines for class size, but few met national recommendations for weekly PE minutes (13.7%), not permitting substitutions for PE (35.6%), and programs being taught entirely by PE specialists (29.3%). Private schools, which serve about 5 million US children and adolescents, may be falling short in providing quality PE. School stakeholders should encourage adoption and implementation of policies and practices that abide by professional guidelines and state statutes.

  9. Career Intentions of Australian Physical Education Teachers

    Science.gov (United States)

    Mäkelä, Kasper; Whipp, Peter R.

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

  10. History of Sport and Physical Education.

    Science.gov (United States)

    Young, Louise, Ed.

    The reports from this conference deal with the sources, manifestations, and influences of sports and physical education over time, geography, and cultures. Written in a non-technical manner, the twenty-eight articles deal with the relationship of sports to (among others) politics, art, dance, mythology, religion, economics, sociology, and…

  11. Attitude Research in Physical Education: A Review

    Science.gov (United States)

    Silverman, Stephen

    2017-01-01

    This paper provides a comprehensive review of attitude research in physical education. The first section reviews theoretical models that are prevalent in attitude research. Then, the next section describes the methods that were used to locate the research used in the remainder of the paper. The third section discusses measurement issues in…

  12. Developmental Physical Education Accountability; Volume I.

    Science.gov (United States)

    Guarnieri, Barbara; Sandeen, Cecile

    Presented in the first of a two volume series is a developmental physical education checklist which provides teachers of trainable mentally retarded students with a permanent and accountable record of pupil progress and needs. The checklist is intended to be used with the accompanying volume of curricular activities in a nongraded enviroment for…

  13. Measuring student responsibility in Physical Education ...

    African Journals Online (AJOL)

    The Contextual Self-Responsibility Questionnaire (CSRQ) and Personal and Social Responsibility Questionnaire (PSRQ) were developed to meausre student responsibility within the field of physical education. In the present study, the factor structure of the CSRQ and PSRQ was examined. Unlike previous structure ...

  14. Justifying Physical Education Based on Neuroscience Evidence

    Science.gov (United States)

    Berg, Kris

    2010-01-01

    Research has shown that exercise improves cognitive function and psychological traits that influence behavior (e.g., mood, level of motivation). The evidence in the literature also shows that physical education may enhance learning or that academic performance is at least maintained despite a reduction in classroom time in order to increase time…

  15. Management of Physical Education and Sport

    Science.gov (United States)

    Krotee, March; Bucher, Charles

    2006-01-01

    This book offers a solid foundation of management concepts, skills, and techniques that enable students to develop and test the leadership, decision-making, and problem-solving required for their role in the profession of physical education and sport. The thirteenth edition continues to focus on the management and administration of physical…

  16. Teaching Physical Education in International Schools

    Science.gov (United States)

    Erickson, David LeRoy; Kulinna, Pamela Hodges

    2012-01-01

    This article explores the opportunity of teaching physical education at international schools. Common challenges (e.g., communication differences, adapting to the host culture, teaching individuals from various cultural backgrounds) and positive aspects (e.g., smart and engaged students, a positive learning environment for teachers, great…

  17. An Amotivation Model in Physical Education

    Science.gov (United States)

    Shen, Bo; Wingert, Robert K.; Li, Weidong; Sun, Haichun; Rukavina, Paul Bernard

    2010-01-01

    Amotivation refers to a state in which individuals cannot perceive a relationship between their behavior and that behavior's subsequent outcome. With the belief that considering amotivation as a multidimensional construct could reflect the complexity of motivational deficits in physical education, we developed this study to validate an amotivation…

  18. Digital technology in physical education: global perspectives

    NARCIS (Netherlands)

    Koekoek, Jeroen; van Hilvoorde, I.M.

    2018-01-01

    The rapid development of digital technologies has opened up new possibilities for how Physical Education is taught. This book offers a comprehensive, practice-oriented and critical exploration of the actual and potential applications of digital technologies in PE. It considers the opportunities that

  19. Ethics in Physical and Sport Education.

    Science.gov (United States)

    Spencer, Albert F.

    1996-01-01

    This article focuses on ways to integrate ethical issues in physical and sport education into professional action without involving institutional control, considering an individual approach to teaching-coaching practices that builds students' ethical decision making skills and develops character. Issues for group discussion and individual…

  20. Writing Useful Instructional Objectives in Physical Education

    Science.gov (United States)

    Young, Shawna

    2016-01-01

    Within a physical education curriculum, and presented in individual lesson plans, instructional objectives serve several important purposes: they provide a direct link between the curriculum content and procedures for students to master that content; they provide a clear path for assessment--a way to determine whether students have indeed learned…

  1. Science as Myth in Physical Education.

    Science.gov (United States)

    Kirk, David

    Scientization is a process that refers to the mythologies that are generated around the practices of working scientists. This paper discusses how science works on popular consciousness and how particular occupational groups use science to legitimatize their discipline, specifically in physical education. Two examples are presented to illustrate…

  2. International Physical Education Recreation and Dance.

    Science.gov (United States)

    Journal of Physical Education, Recreation & Dance, 1987

    1987-01-01

    This feature, consisting of 14 articles, looks at physical education from an international perspective. Programs in Nigeria, the USSR, Papua New Guinea, China, Denmark, West Germany, and Bahrain are explored. Exchange programs, culture shock, and barriers to understanding are discussed. The impact of the Olympic Games on Korea is analyzed. (MT)

  3. Incorporating Two-Square into Physical Education

    Science.gov (United States)

    Meyler, Tim; Wilson, Sandy

    2012-01-01

    Physical educators often struggle to teach individual striking skills to upper level (3-5 grade) elementary students. Finding a developmentally appropriate striking activity with a high participation rate can be a challenge. And sports such as tennis, pickleball, and badminton are often not an option for a variety of reasons (e.g., space or…

  4. Modelling Mathematical Reasoning in Physics Education

    Science.gov (United States)

    Uhden, Olaf; Karam, Ricardo; Pietrocola, Maurício; Pospiech, Gesche

    2012-04-01

    Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.

  5. Integrated use of sports games in physical education of preschool children

    Directory of Open Access Journals (Sweden)

    O.E. Konoh

    2013-12-01

    Full Text Available Purpose : considered the use of an integrated program of sports in physical education of children in pre-school educational institution. Material and methods : the experiment was attended with parental permission children 5-6 years. In the control group sessions were conducted with additional recreational gymnastic oriented. In the four experimental groups – mini-basketball, mini-handball and futsal. Results : the substantiation of the integrated use of sports games during physical education classes with children. The main starting points for the development of the methodology are: analysis of questionnaires on physical education specialists in preschool educational institutions, educators and parents considering the opinion and the results of previous studies of the level of physical development and physical readiness of preschool children, and analysis of test results to the success of children's possession of the ball. The results of the pedagogical experiment and given their analysis in terms of the influence of physical education classes through the use of sports games on physical development, physical fitness and functional status of children. The data that characterize the rate of growth results in the pedagogical experiment. Conclusions : it was established that the systematic use of sports complex will help to eliminate the deficit movements, balance maturation, children form healthy lifestyle habits.

  6. Hygienic aspects of physical education and health of schoolchildren

    Directory of Open Access Journals (Sweden)

    J.D. Svystun

    2017-11-01

    Full Text Available Aim: to analyze the state of physical education in secondary schools of Ukraine and to observe hygienic requirements during physical education lessons. Material: the study was attended by schoolchildren (n=40, age - 12-13 years and schoolchildren of specialized sports classes (n=40, age - 14-16 years. Studied: the level of physical health; functional state of the respiratory and cardiovascular systems; the state of energy supply of children’s organism; the influence of mobile games on the functional capabilities of the body of children. To study the effects of physical exercises on the development of the muscular system of children, excretion of creatinine with urine was studied. Results: high levels of physical and functional status of young players are noticed. These data are significantly higher than similar data from their peers from non-sports classes. In the course of systematic training and competitions, excretion of creatinine decreases at the end of the season to 0.8 g/l. These changes point to a decrease in energy resources and are consistent with a decrease in the rapid qualities of young players (as a measure of overall physical fitness. In this group of pupils, there were 2-4% lessons in the classes: mostly because of colds. In schoolchildren of ordinary schools, indicators of physical development and functional status were significantly worse. The indicators of the lung capacity were 3500-3800 ml. The distance of 30 m children ran for 5,5±0,4 seconds. The index of the brush dynamometer was 35±1,8 kg. The results of the recovery of the heart rate after the metered loading were from 2 to 3 minutes. There is a shortage of body weight in 12% of schoolchildren. There is an overweight in 1,8% of schoolchildren. Conclusions: in the structure of children’s morbidity a high level of respiratory diseases, gastrointestinal tract, and eyes is allocated. Therefore, when taking physical training, such data should be taken into account. It

  7. The attitudes of classroom teacher candidates towards physical education lesson

    Directory of Open Access Journals (Sweden)

    Gönül Tekkurşun Demir

    2017-12-01

    Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found

  8. Effects of outdoor education stream classes on substrate movement and macroinvertebrate colonization

    Science.gov (United States)

    Environmental education and stream quality monitoring overlap in stream classes conducted at resident outdoor education (ROE) programs. ROE programs frequently use the same stream locations for their stream classes. The repeated use of the same location can potentially degrade aquatic macroinverte...

  9. Gender and Social Class Differences in Japanese Mothers' Beliefs about Children's Education and Socialisation

    Science.gov (United States)

    Yamamoto, Yoko

    2016-01-01

    Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers' beliefs about gender, education, and children's…

  10. Social Class and Japanese Mothers' Support of Young Children's Education: A Qualitative Study

    Science.gov (United States)

    Yamamoto, Yoko

    2015-01-01

    The impact of social class backgrounds on young children's educational experiences has attracted increasing attention in early childhood research. However, few longitudinal studies related to social class and parental involvement in young children's education are available, especially in East Asian contexts. In this longitudinal qualitative study,…

  11. Economies of Racism: Grounding Education Policy Research in the Complex Dialectic of Race, Class, and Capital

    Science.gov (United States)

    Brown, Anthony L.; De Lissovoy, Noah

    2011-01-01

    The intent of this paper is to interrogate the current theoretical discourse in education concerning issues of race and class. The authors maintain that in recent years educational theory and critical policy discourse have unintentionally become splintered in such a way that race and class theories are employed separately, without much analysis of…

  12. Modernization of physical education of student youth

    Directory of Open Access Journals (Sweden)

    L.V. Shuba

    2017-12-01

    Full Text Available Purpose : to develop and experimentally substantiate fitness technology for students taking into account their individual peculiarities. Material : The experiment was performed by girls (n=51, age 17-20 who were divided into experimental (n=25 and control (n=26 groups. Classes were held twice a week during the year: 66 hours in the hall and 95 hours of independent study. At the beginning and at the end of the study, all students met the control standards, which allowed to determine the level of development of physical qualities and level of physical fitness. Results : 8 exercise complexes were developed to implement our fitness technology. Complexes were taken into account: interests, age, individual characteristics and level of physical fitness of students. At the first lessons the loading was about 45-50%. In the future, the loading increases to 70-75% of the total time of classes. Conclusions : When constructing fitness technology using varieties of fitness it is necessary to take into account: the type and nature of exercises, the volume and intensity of exercises, the number of repetitions and the amount of weight, the frequency of training sessions and the duration of work, intervals of rest, the number and alternation of exercises.

  13. Mother’s Views about Efficacy of Prenatal Educational Classes to Prepare for Normal Vaginal Delivery, Postpartum and Breastfeeding

    Directory of Open Access Journals (Sweden)

    ّSomayeh Bahrami

    2016-12-01

    Full Text Available Background and Objective: Prenatal educations focusing on physical, emotional and mental preparation for delivery, health promotion and improving lifestyle behaviors in families during the reproductive years. In this education, parents achieve data about physical, emotional and mental changes during pregnancy delivery and postpartum and overcome skills. Aim of this study was to determine Comments mothers about efficacy prenatal education classes to prepare for normal vaginal delivery, postpartum and breastfeeding in women referring to Dezful health Centers, 2015Materials and Methods: The descriptive study using quota sampling was performed. A total of 250 women consented to participant at study. A questionnaire was provided by content validity. It is reliability was confirmed by Test re-test. A questionnaire was used in 4 Part: demographics, knowledge toward mode of delivery and Comments mothers about efficacy prenatal education classes to prepare for normal vaginal delivery, postpartum and breastfeeding. Data using SPSS statistics software and analyzes were performed.Results: More women (54.2% were moderate knowledge level. The majority of patients believed that prenatal classes aided there in preparation for natural childbirth (93.6%, the postpartum period (75.6%, and preparation for lactation (100%Conclusion: The study showed that prenatal education has an important role on choosing the mode of delivery and preparing for vaginal delivery. So that approach this training and prenatal care to all pregnant women is recommended.

  14. Physical education, school physical activity, school sports and academic performance

    Directory of Open Access Journals (Sweden)

    Shephard Roy J

    2008-02-01

    Full Text Available Abstract Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE, free school physical activity (PA and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007, PSYCHINFO (1974 to 2007, SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA, and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF. Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.

  15. The Physical Education and Sport Interface: Models, Maxims and Maelstrom

    Science.gov (United States)

    Pope, Clive C.

    2011-01-01

    Within many school contexts physical education and sport have historically been positioned as polemic, and while there has been plenty of rhetoric about physical education as well as sport within education, there has seldom been engaged debate or discussion about the relationship between physical education and sport in school settings. This…

  16. A Conceptual Framework for Tiered Intervention in Physical Education

    Science.gov (United States)

    Dauenhauer, Brian; Keating, Xiaofen; Lambdin, Dolly; Knipe, Robert

    2017-01-01

    Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full…

  17. The Socratic Gymnasium: Learning Lessons of Life through Physical Education

    Science.gov (United States)

    Gubacs-Collins, Klara Dianna

    2015-01-01

    What constitutes appropriate practice in physical education? NASPE suggests the outcome of a physical education program should be that adolescents have gained the skills and knowledge to be physically active for a lifetime. Furthermore, a physically educated person consistently demonstrates responsible personal and social behavior in physical…

  18. Managing Active Learning Processes in Large First Year Physics Classes: The Advantages of an Integrated Approach

    Directory of Open Access Journals (Sweden)

    Michael J. Drinkwater

    2014-09-01

    Full Text Available Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems aninsurmountable task. This can discourage adoption of this new approach – who has time to individualize responses, address questions from over 200 students and encourage active participation in class? An approach adopted by a teaching team in large first-year classes at a research-intensive university appears to provide a means to do so. We describe the implementation of active learning strategies in a large first-year undergraduate physics unit of study, replacing traditional, content-heavy lectures with an integrated approach to question-driven learning. A key feature of our approach is that it facilitates intensive in-class discussions by requiring students to engage in preparatory reading and answer short written quizzes before every class. The lecturer uses software to rapidly analyze the student responses and identify the main issues faced by the students before the start of each class. We report the success of the integration of student preparation with this analysis and feedback framework, and the impact on the in-class discussions. We also address some of the difficulties commonly experienced by staff preparing for active learning classes.

  19. A very special Physics Class gets a flavour of the “spirit of CERN”

    CERN Multimedia

    CERN Bulletin

    2010-01-01

    On 9 and 10 November, forty members of a very special physics class visited CERN for the first time. They came from the Royal Swedish Academy… does that ring a bell?    From left to right: Gösta Ekspong, Mats Jonson and Lars Bergström, members of the Physics Class of the Royal Swedish Academy of Sciences. The Physics Class of the Royal Swedish Academy of Sciences is the institution that each year awards the Nobel Prize in Physics. Forty of its members visited CERN, just a few weeks after awarding the 2010 Nobel Prize in Physics to Andre Geim and Konstantin Novoselov ‘for groundbreaking experiments regarding the two-dimensional material graphene’. Although many of its members have strong links with the Laboratory, this was the first time the Class had come to CERN on an official visit. “I have been at CERN for the last two years, working at ISOLDE”, says Björn Jonson, visiting Scientist at CERN, chair of the P...

  20. Explaining educational differences in leisure-time physical activity in Europe: the contribution of work-related factors

    NARCIS (Netherlands)

    Mäkinen, T. E.; Sippola, R.; Borodulin, K.; Rahkonen, O.; Kunst, A.; Klumbiene, J.; Regidor, E.; Ekholm, O.; Mackenbach, J.; Prättälä, R.

    2012-01-01

    Although educational differences in leisure-time physical activity (LTPA) exist across Europe, the independent effect of educational level on leisure-time physical activity has rarely been explored. This study examines the relative contribution of occupational class, employment status, and

  1. Fitness levels and physical activity among class A drug users entering prison.

    Science.gov (United States)

    Fischer, Jan; Butt, Christine; Dawes, Helen; Foster, Charlie; Neale, Joanne; Plugge, Emma; Wheeler, Carly; Wright, Nat

    2012-12-01

    Physical activity could benefit drug users' physiological and mental health. Previous research has suggested that physical activity levels change when drug users enter prison. Twenty-five class A drug users who were new to prison answered physical activity and drug use cross-sectional questionnaires, took a submaximal fitness test and wore a pedometer for 1 week. Participants' mean aerobic capacity was estimated as 49 mls O2/kg/min (±12 SD). Their mean self-reported walking distance outside of prison was 4.67 miles on an average day (±4.14 SD). Pedometer data suggest they walked a mean of 1.8 miles/day in prison. Many class A drug users entering prison had high levels of fitness and physical activity before admission, often gained from walking. Walking activity reduced when they entered prison, posing a challenge to maintaining healthy activity levels.

  2. Health(y) Education in Health and Physical Education

    Science.gov (United States)

    Schenker, Katarina

    2018-01-01

    Teachers in the school subject Health and Physical Education (HPE) need to be able both to teach health and to do so in a healthy (equitable) way. The health field has, however, met with difficulties in finding its form within the subject. Research indicates that HPE can be excluding, meaning that it may give more favours to some pupils (bodies)…

  3. Physical Education, Part I. Options in Education, Program No. 99.

    Science.gov (United States)

    George Washington Univ., Washington, DC. Inst. for Educational Leadership.

    This transcript of a National Public Radio broadcast discusses the impact of Title IX on elementary and secondary physical education. Topics covered include competition, difficulties involved in the sex integration of sports, statements on Title IX by five chief state school officers, the experience of Massachusetts in implementing Title IX, and…

  4. Sport Education: Promoting Team Affiliation Through Physical Education

    Science.gov (United States)

    MacPhail, Ann; Kirk, David; Kinchin, Gary D.

    2004-01-01

    The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke,…

  5. High school physics enrollments by socioeconomic status and type of class

    Science.gov (United States)

    White, Susan C.

    2016-01-01

    Since September, we have been examining the relationship between high school physics enrollments by race/ethnicity and socioeconomic status. We have seen that the number of seniors and the number of physics teachers is roughly evenly divided into each type of school: those where students are typically better off economically than their peers at other schools in the area, those where students' economic status is typical for the area, and those where students are worse off. We have seen that even though the number of seniors and the number of physics teachers is roughly equal, the number of students taking physics is not. As we see in the figure, the enrollments in various types of physics classes are not equivalent either. While the total number of students taking Physics First or conceptual physics is about the same, the number of students in advanced classes—honors, AP, or second-year physics—is heavily skewed toward the better off schools. It is hard to know the direction of any cause and effect, but it is clear the students attending better off schools are more likely to take physics and are more likely to take more advanced physics classes in high school.

  6. La construcción de criterios de justicia para la resolución de conflictos intersubjetivos en clases de educación física de nivel inicial Construction of criterion of justice during intersubjective conflict at kindergarden physical education classes

    Directory of Open Access Journals (Sweden)

    Valeria Mariel Gómez

    2010-12-01

    Full Text Available El presente artículo está destinado a presentar una caracterización de procesos constructivos de criterios de justicia según sea el tipo de problema de justicia: distributiva, correctiva o procedimental; que se suscita en conflictos intersubjetivos en el contexto de clases de educación física escolar. El diseño de investigación es exploratorio, siendo la observación semi-participante la técnica de recolección de datos. Se ha trabajado con una muestra finalística de interacciones en clases de nivel inicial. El procedimiento de análisis es cualitativo y hermenéutico: se analizaron fragmentos discursivos y secuencias de acción de los protagonistas de los conflictos. Se presenta el análisis de varios episodios de conflicto a modo de ilustración del trabajo empírico y de interpretación teórica realizado. Como resultados se han distinguido diversas secuencias psicogenéticas de construcción de criterios de justicias relacionadas con las intervenciones realizadas por los docentes durante la resolución de conflictos.This paper aims to introduce a characterization of the constructive processes of criterion of justice, according the type of justice problems (distributive, procedural, or corrective during intersubjetive conflict episodes at physical education classes. Data collection techniques are semi participant observation; this being exploratory research. The study focused on a finalistic sample of interactions, in kindergarten classes. The analysis procedure is hermeneutic and qualitative: discursive fragments and action sequences are analyzed. The analysis of conflict episodes illustrate the empiric work and the theoric interpretation. As main results, the study identifies many psychogenetic sequences for the construction of criterion of justice. The pedagogic interventions impact in these processes during conflict resolution.

  7. Explaining educational differences in leisure-time physical activity in Europe: the contribution of work-related factors

    DEFF Research Database (Denmark)

    Mäkinen, T E; Sippola, R; Borodulin, K

    2011-01-01

    Although educational differences in leisure-time physical activity (LTPA) exist across Europe, the independent effect of educational level on leisure-time physical activity has rarely been explored. This study examines the relative contribution of occupational class, employment status...... and employment status had only a modest effect on educational differences in LTPA in most of the examined countries, suggesting that education remains an important predictor of LTPA....

  8. "I Am Working-Class": Subjective Self-Definition as a Missing Measure of Social Class and Socioeconomic Status in Higher Education Research

    Science.gov (United States)

    Rubin, Mark; Denson, Nida; Kilpatrick, Sue; Matthews, Kelly E.; Stehlik, Tom; Zyngier, David

    2014-01-01

    This review provides a critical appraisal of the measurement of students' social class and socioeconomic status (SES) in the context of widening higher education participation. Most assessments of social class and SES in higher education have focused on objective measurements based on the income, occupation, and education of students'…

  9. Pilot study of a targeted dance class for physical rehabilitation in children with cerebral palsy

    Directory of Open Access Journals (Sweden)

    Citlali López-Ortiz

    2016-09-01

    Full Text Available Introduction: This pilot study evaluates the effects of a targeted dance class utilizing classical ballet principles for rehabilitation of children with cerebral palsy on balance and upper extremity control. Methods: Twelve children with cerebral palsy (ages 7–15 years with Gross Motor Function Classification scores II–IV participated in this study and were assigned to either a control group or targeted dance class group. Targeted dance class group participated in 1-h classes three times per week in a 4-week period. The Pediatric Balance Scale and the Quality of Upper Extremity Skills Test were administered before, after, and 1 month after the targeted dance class. Results: Improvements in the Pediatric Balance Scale were present in the targeted dance class group in before versus after and before versus 1 month follow-up comparisons (p-value = 0.0088 and p-value = 0.019, respectively. The Pediatric Balance Scale changes were not significant in the control group. The Quality of Upper Extremity Skills Test did not reach statistical differences in either group. Conclusion: Classical ballet as an art form involves physical training, musical accompaniment, social interactions, and emotional expression that could serve as adjunct to traditional physical therapy. This pilot study demonstrated improvements in balance control. A larger study with a more homogeneous sample is warranted.

  10. Pilot study of a targeted dance class for physical rehabilitation in children with cerebral palsy.

    Science.gov (United States)

    López-Ortiz, Citlali; Egan, Tara; Gaebler-Spira, Deborah J

    2016-01-01

    This pilot study evaluates the effects of a targeted dance class utilizing classical ballet principles for rehabilitation of children with cerebral palsy on balance and upper extremity control. Twelve children with cerebral palsy (ages 7-15 years) with Gross Motor Function Classification scores II-IV participated in this study and were assigned to either a control group or targeted dance class group. Targeted dance class group participated in 1-h classes three times per week in a 4-week period. The Pediatric Balance Scale and the Quality of Upper Extremity Skills Test were administered before, after, and 1 month after the targeted dance class. Improvements in the Pediatric Balance Scale were present in the targeted dance class group in before versus after and before versus 1 month follow-up comparisons (p-value = 0.0088 and p-value = 0.019, respectively). The Pediatric Balance Scale changes were not significant in the control group. The Quality of Upper Extremity Skills Test did not reach statistical differences in either group. Classical ballet as an art form involves physical training, musical accompaniment, social interactions, and emotional expression that could serve as adjunct to traditional physical therapy. This pilot study demonstrated improvements in balance control. A larger study with a more homogeneous sample is warranted.

  11. Tablet Technology to Monitor Physical Education IEP Goals and Benchmarks

    Science.gov (United States)

    Lavay, Barry; Sakai, Joyce; Ortiz, Cris; Roth, Kristi

    2015-01-01

    The Individual with Disabilities Education Act (IDEA) mandates that all children who are eligible for special education services receive an individualized education program (IEP). Adapted physical education (APE) professionals who teach physical education to children with disabilities are challenged with how to best collect and monitor student…

  12. Physics Teachers' Views on Their Initial Teacher Education

    Science.gov (United States)

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

    This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

  13. Effect of a Sport Education Program on Motivation for Physical Education and Leisure-Time Physical Activity

    Science.gov (United States)

    Wallhead, Tristan L.; Garn, Alex C.; Vidoni, Carla

    2014-01-01

    Purpose: The purpose of this study was to examine the effect of a high school sport education curriculum program on students' motivation for physical education and leisure-time physical activity. Method: Participants were 568 high school students enrolled in the required physical education programs at 2 schools, 1 taught using sport education and…

  14. The Value of Home Education Including Physical Education

    Directory of Open Access Journals (Sweden)

    Iradge Ahrabi-Fard

    2017-10-01

    Full Text Available There is a false notion that public school can educate great students. Facing diversity of students’ potential, different timing of growth pattern and varieties of home preparation of students to be a assiduous learner it is serious challenging task. Schools offer a general education to all with some attention to the diversity of students. It is home education, dealing with concentration habits during learning process, valuing educational process and respecting the rules of group learning that are influential in acquiring most from the educational opportunities. School is not able to go against the home culture and re-educate students to behave as a concern and diligent learner if these habits are not emphasized or supported at home. Public education in US is ranked between 18 to 22 in the world (according to different sources. Comparing with the world, American schools as the whole rank first for school structures, are number one for allocation of school budget, the emphasis and requirements of teacher education is number one. America expenditure per student exceed the top ten of the world combined. It is the lack of home education of learning demeanor and respecting the learning process that causes the inferiority. Physical education faces the same general dilemma at school having a very diverse group of students within variety of growth stages, potentials, sizes and capabilities based on their previous experiences. Decent general physical education at school can only offer a limited advancement. It is the responsibilities of parents to learn about the specifics of healthy growth and suitable skill development for their unique child. It is their parental task to act responsibly for the healthy growth of their child concerning: bone density and health, muscular strength, size and endurance, heart development to endure the stress of activities and function well, the range of motion of joints and finally their weight management. All the above

  15. Implementing the adapted physical education E-learning program into physical education teacher education program.

    Science.gov (United States)

    Kwon, Eun Hye; Block, Martin E

    2017-10-01

    According to the Ministry of Education Korea (2014), the approximately 70.4% of all students with disabilities are included in general schools in Korea. However, studies show that Korean GPE teachers do not feel comforatble or prepared to include students with disabilities (Oh & Lee, 1999; Roh, 2002; Roh & Oh, 2005). The purpose of this study was to explore whether an APE e-learning supplement would have an impact on the level of self-efficacy and content knowledge of pre-service teachers related to including students with intellectual disabilities. An APE supplement was developed based on the Instructional Design Model (Dick, Carey, & Carey, 2005) to provide three sources of self-efficacy, mastery experience, vicarious experience, and social persuasions. Three groups of pre-service teachers (N=75) took the same content supplement with different delivery system, E-learning group (n=25) with online, traditional group (n=25) with printed handout, and control group (n=25) without supplement. Two instruments, the Physical Educators' Situation-Specific Self-efficacy and Inclusion Student with Disabilities in Physical Education (SE-PETE-D) and the content knowledge test, were given to all participants twice (i.e., pretest and posttest). A 3×2 mixed effect ANOVA revealed that pre-service teachers' perceived self-efficacy (p=0.023) improved after taking the e-learning supplement. However, there was no significant difference in the level of content knowledge (p=0.248) between the learning group and tranditional group. Copyright © 2017 Elsevier Ltd. All rights reserved.

  16. Adolescent vigorous physical activity and the neighborhood school environment: examinations by family social class

    DEFF Research Database (Denmark)

    Svastisalee, Chalida; Schipperijn, Jasper; Holstein, Bjørn Evald

    Purpose: To investigate whether associations between daily vigorous physical activity (VPA) and the built environment are patterned according to family social class. Methods: We used self-reported daily VPA measured in 6046 11 to 15-year-old boys and girls in 80 schools. Multi-level stratified...... likely to achieve daily VPA than boys. Among children from low family social class backgrounds, girls were less likely to achieve daily VPA than boys (OR = 0.40; CI: 0.28-0.57). Additionally, children from low family social class backgrounds attending schools with low exposure to walking and cycling...... paths had the lowest odds (OR =0.51; CI: 0.29-0.88) of achieving daily VPA than those attending schools with higher exposure to paths. Conclusions: Findings of this study suggest that a lack of supportive physical activity support in school surroundings may have a greater impact on children of low...

  17. ClassBeacons: designing distributed visualization of teachers’ physical proximity in the classroom.

    NARCIS (Netherlands)

    An, P.; Bakker, S.; Ordanovski, S.; Taconis, R.; Eggen, J.H.

    2018-01-01

    Pengcheng An, Saskia Bakker, Sara Ordanovski, Ruurd Taconis, Berry Eggen. 2018 (accepted at Oct 2017). ClassBeacons: designing distributed visualization of teachers’ physical proximity in the classroom. In Proceedings of Tangible and Embodied Interaction, TEI 2018, Mar 18-21, 2018,

  18. Hope and Anxiety in Physics Class: Exploring Their Motivational Antecedents and Influence on Metacognition and Performance

    Science.gov (United States)

    González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola-Verónica

    2017-01-01

    Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem…

  19. An American instructor in an upper-level Italian physics class

    International Nuclear Information System (INIS)

    Feldman, Gerald

    2015-01-01

    In this paper, I report on my experience in teaching a 3rd-year undergraduate physics class at the University of Trento during the Spring 2014 semester. I address questions relating to the application of active-learning techniques, usage of English language in the classroom, and student reactions to an innovative style of pedagogy.

  20. Demand for private tuition classes under the free education policy. Evidence based on Sri Lanka

    OpenAIRE

    Pallegedara, Asankha

    2011-01-01

    Private tuition classes are growing phenomenon in Sri Lanka especially among students who prepare for competitive national school qualifying examinations. It is one of major education issues under the free education policy in Sri Lanka. It can tarnish the real purpose of free education policy. In this paper, we examine the demand for private tuition classes in Sri Lanka by using two waves of Household Income and Expenditure Surveys (HIES) conducted by the Department of Census and Statistics (...

  1. Physical protection educational program - information security aspects

    International Nuclear Information System (INIS)

    Tolstoy, A.

    2002-01-01

    Full text: Conceptual approaches for designing an expert training program on object physical protection taking into account information security aspects are examined. A special educational course does not only address the immediate needs for an educational support but also ensures that new professionals include new concepts and knowledge in their practice and encourages current practitioners towards such practice. Features of the modern physical protection systems (PPS) and classification of information circulating at them are pointed out. The requirements to the PPS information protection subsystem are discussed. During the PPS expert training on information security (IS) aspects they should receive certain knowledge, on the basis of which they could competently define and carry out the PPS IS policy for a certain object. Thus, it is important to consider minimally necessary volume of knowledge taught to the PPS experts for independent and competent implementation of the above listed tasks. For the graduate PPS IS expert training it is also necessary to examine the normative and legal acts devoted to IS as a whole and the PPS IS in particular. It is caused by necessity of conformity of methods and information protection tools implemented on a certain object to the federal and departmental IS requirements. The departmental normative IS requirements define an orientation of the PPS expert training. By curriculum development it is necessary to precisely determine for whom the PPS experts are taught. The curriculum should reflect common features of the PPS functioning of the certain object type, i.e. it should be adapted to a certain customer of the experts. The specified features were taken into account by development of an educational course 'Information security of the nuclear facility physical protection systems', taught at the Moscow Engineering Physics Institute (State University) according to the Russian-American educational program 'Master in Physical

  2. Learning to Embrace Nuclear Physics through Education

    International Nuclear Information System (INIS)

    Avadanei, Camelia

    2010-01-01

    Due to its achievements, nuclear physics is more and more present in life of every member of the society. Its applications in the medical field and in nuclear energy, as well as the advanced research, always pushing the limits of science towards micro cosmos and macro cosmos, are subjects frequently presented in the media. In addition to their invaluable benefits, these achievements involve also particular rules to prevent potential risks. These risks are also underlined by the media, often being presented in an unfriendly manner. Specialists in nuclear physics are familiar with these problems complying with the specific rules in order to reduce risks at insignificant levels. The development of a specific field ('Radiation protection') defining norms and requirements for 'assuring the radiological safety of the workers, population and environment', and its dynamics represent a proof of a responsible attitude regarding nuclear safety. Dedicated international bodies and experts analyze and rigorously evaluate risks in order to draw the right ways of managing activity in the field. The improvement of the formal and informal education of public regarding the real risks of nuclear applications is very important in order to understand and better assimilate some general rules concerning the use of these techniques, as well as for their correct perception, leading to an increase of interest towards nuclear physics. This educational update can be started even from elementary school and continued in each stage of formal education in adapted forms. The task of informing general public is to be carried out mainly by specialists who, unlike 30-40 years ago, can rely on a much more efficient generation of communications' mean. Taking into account the lack of interest for nuclear, an attractive way of presenting the achievements and future possibilities of nuclear physics would contribute to youth orientation towards specific universities in order to become next generation of

  3. Learning to Embrace Nuclear Physics through Education

    Science.gov (United States)

    Avadanei, Camelia

    2010-01-01

    Due to its achievements, nuclear physics is more and more present in life of every member of the society. Its applications in the medical field and in nuclear energy, as well as the advanced research, always pushing the limits of science towards micro cosmos and macro cosmos, are subjects frequently presented in the media. In addition to their invaluable benefits, these achievements involve also particular rules to prevent potential risks. These risks are also underlined by the media, often being presented in an unfriendly manner. Specialists in nuclear physics are familiar with these problems complying with the specific rules in order to reduce risks at insignificant levels. The development of a specific field ("Radiation protection") defining norms and requirements for "assuring the radiological safety of the workers, population and environment," and its dynamics represent a proof of a responsible attitude regarding nuclear safety. Dedicated international bodies and experts analyze and rigorously evaluate risks in order to draw the right ways of managing activity in the field. The improvement of the formal and informal education of public regarding the real risks of nuclear applications is very important in order to understand and better assimilate some general rules concerning the use of these techniques, as well as for their correct perception, leading to an increase of interest towards nuclear physics. This educational update can be started even from elementary school and continued in each stage of formal education in adapted forms. The task of informing general public is to be carried out mainly by specialists who, unlike 30-40 years ago, can rely on a much more efficient generation of communications' mean. Taking into account the lack of interest for nuclear, an attractive way of presenting the achievements and future possibilities of nuclear physics would contribute to youth orientation towards specific universities in order to become next generation of

  4. Career intentions of Australian physical education teachers

    OpenAIRE

    Mäkelä, Kasper; Whipp, Peter R

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers’ career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers’ work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to...

  5. Information technologies in physical education of students.

    Directory of Open Access Journals (Sweden)

    Ivchatova T.V.

    2011-05-01

    Full Text Available In the article is presented the systematized information about the using features of modern information technologies in practice of student physical education in not athletic universities. The analysis of domestic and foreign literature is conducted, and also Internet sources related to the problem of healthy way of life of students, and also to forming of active position in maintenance and strengthening of the health.

  6. Physical Activity Correlates for Children with Autism Spectrum Disorders in Middle School Physical Education

    Science.gov (United States)

    Pan, Chien-Yu; Tsai, Chia-Liang; Hsieh, Kai-Wen

    2011-01-01

    This study examined potential correlates that might influence physical activity (PA) of adolescents with autism spectrum disorders (ASD) in physical education. Students with (n = 19) and without (n = 76) ASD wore an accelerometer during physical education. Data were collected in 38 physical education lessons. The results showed that (a) students…

  7. Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools

    Science.gov (United States)

    Jenkinson, Kate A.; Benson, Amanda C.

    2010-01-01

    An on-line questionnaire was completed by 115 physical education teachers to establish the barriers to their implementation of physical education in Victorian state secondary schools. In addition, the barriers perceived by teachers to impact on students' participation in school-based physical education and physical activity were examined. The…

  8. The Theater as a mobilizing strategy of emotions and attitudes towards physics classes

    Directory of Open Access Journals (Sweden)

    Hely Cordero

    2017-04-01

    Full Text Available We describe a teaching strategy, namely, the Great Theater of Physics, which stages a series of eight nontrivial demonstrations in the areas of mechanics, electricity, magnetism and waves. The aim was to generate feelings and attitudes that would promote the learning of physics, and to explore the motivation of Chemistry and Biology students towards classes in physics. The strategy was applied with a group of new students in Physics and Mathematics at the Faculty of Sciences at the Universidad Central de Venezuela. The method used was exploratory-descriptive.  Information was collected using a questionnaire with closed questions. In general, students from Physics and Mathematics disciplines experienced a significant increase in positive feelings towards physics after attending the theater; and negative feelings decreased, though not significantly. A greater percentage of women than men experienced an increase in positive feelings, though men experienced more intense positive feelings. This was not the case for negative feelings.

  9. Boosting physics education through mobile augmented reality

    Science.gov (United States)

    Crǎciun, Dana; Bunoiu, Mǎdǎlin

    2017-12-01

    The integration of collaborative applications, based on modern learning technologies and the Internet, of various visualization techniques and digital strategies in open, flexible modern learning environments which facilitate access to resources, represents a challenge for physics teachers in Romania in general, and for novice teachers in particular. Although large efforts have been made worldwide to invest in educational technologies, their impact on the students' learning outcomes is quite modest. In this paper, we describe and analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers. These activities employ new educational technologies, mobile augmented reality (MAR) and are based on modern teaching and learning theories. MAR is an extension for mobile devices of augmented reality, an interactive and in real time combination, of real and virtual objects overlaid in the real environment. The obtained results show that pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers in a technology-based society and to reflect upon the role of technology in the current Romanian educational context.

  10. PHYSICAL EDUCATION BETWEEN ART AND SCIENCE

    Directory of Open Access Journals (Sweden)

    Goran Šekeljić

    2011-08-01

    Full Text Available Physical Education has its own definition inside the system of anthropomorphological sciences. But, there is a question whether it is possible to explain the phenomenon of physical education only inside of the system of abstrct atitudes based on an objective observation of reality or it is (at least some of its parts are an activity which has for an object the stimulation of human senses, mind or spirit. In this essey we discuss, in a very subjective way, the matter which concerns the culture in order to define the position of physical education inside the art system. The word "art" can relate to the variety of subjects, feelings or activities. Because of it, the fragments of art can be defined as creative interpretations of indefinite concepts or ideas. Having in mind the fact that in a world of art it is not possible to define standards that determine the art itself, according to the criteria which are generally accepted, it is still possible to make connection between sport and art by some rational observation. This work can enter the history thanks to the initiative to accept the sport as an aspect of art

  11. [Safety in physical education - a teacher's perspective].

    Science.gov (United States)

    Greier, K; Heinzle, A; Nepo, S; Ratschiller, J; Gafriller, R; Riechelmann, H

    2015-03-01

    A high percentage of all sports injuries occur during school sports. The aim of this study was to collect statements and opinions of sports teachers for safety in physical education. In a cross-sectional study, 296 teachers (202 with, 94 without a teaching qualification in "exercise and sports") at 77 Tyrolean "New Middle Schools" (former secondary schools) were interviewed. They judged various statements on school sports safety using a 5-point verbal rating scale. Irrespective of gender, teachers with a teaching qualification stated significantly more frequently (p = 0.015) that they have participated in continuing education on accident prevention than had their colleagues without qualification. The same applies to the checking of gymnastic and sports equipment before use (p sportswear in physical education than did their male counterparts. Of all respondents, 57 % knew about technical faults in sports halls, which have also been reported to the school administration. In more than half (58 %) of these, reported defects were repaired completely and in one-third (36 %), a partial repair was reported. Participants estimated that the major risk for school sports injuries was due to the low motor skills of the pupils, inhomogeneous groups, large numbers of pupils, outdated sports equipment, and ball games. Since about a third of all surveyed teachers had no teaching qualification in exercise and sports, this group should come into the focus of regular continuing education in accident prevention. © Georg Thieme Verlag KG Stuttgart · New York.

  12. Radiation and risk in physics education

    International Nuclear Information System (INIS)

    Eijkelhof, H.M.C.

    1990-01-01

    The study reported in this thesis deals with physics education, particularly with the teaching and learning of radioactivity and ionizing radiation. It is a follow up of earlier research and development work in the Dutch Physics Curriculum Development Project (PLON) on a unit called Ionizing Radiation. The central theme of this unit was the acceptability of the risks of ionizing radiation. Preliminary evaluation of the effectiveness of the PLON-unit showed that pupils appear to have lay-ideas which seem to be resistant to change. In this study the nature and persistence of these lay-ideas have been explored and a set of recommendations have been developed for writing curriculum materials and for teaching strategies, for physics lessons in secondary high school, in order to promote thoughtful risk analysis and assessment as regards applications of ionizing radiation. (H.W.). 225 refs.; 3 figs.; 41 tabs

  13. Physical education and student activity: evaluating implementation of a new policy in Los Angeles public schools.

    Science.gov (United States)

    Lafleur, Mariah; Strongin, Seth; Cole, Brian L; Bullock, Sally Lawrence; Banthia, Rajni; Craypo, Lisa; Sivasubramanian, Ramya; Samuels, Sarah; García, Robert

    2013-02-01

    California law has standards for physical education (PE) instruction in K-12 public schools; audits found that the Los Angeles Unified School District did not enforce the standards. In 2009, the district adopted a PE policy to comply with these standards. This study aimed to evaluate the outcomes of the PE policy in district schools. PE class observations were conducted using the System for Observing Fitness Instruction Time in the 2010-2011 and 2011-2012 school years in an income-stratified random sample of 34 elementary, middle, and high schools to assess changes in PE class size, class duration, and time students spent in moderate to vigorous physical activity. PE class duration increased in high-income elementary schools. Mean class size decreased in low-income middle schools. There was limited implementation of the PE policy 2 years after passage. Opportunities exist to continue monitoring and improving PE quantity and quality.

  14. Helping Students with Problems: What Physical Educators Can Do.

    Science.gov (United States)

    Jones, C. J.; Nelson, Barbara

    1985-01-01

    Children often have trouble finding effective ways to deal with daily stress. Physical educators work in an environment where they can observe and study their students. Suggestions are offered for physical education teachers dealing with students with problems. (DF)

  15. Factors influencing the teaching of physical education and sport in ...

    African Journals Online (AJOL)

    Factors influencing the teaching of physical education and sport in Cluster H Shools ... and nine heads of schools selected using the random sampling technique. ... the participation of children with disabilities in Physical Education and Sports.

  16. Building an inclusive environment in Physical Education: possibilities by Célestin Freinet

    Directory of Open Access Journals (Sweden)

    Camila Lopes de Carvalho

    2016-05-01

    Full Text Available The school physical education should allow the participation of all in their classes, but difficulties are faced by teachers to build lessons tailored to the needs of students with disabilities. Thus, this study aims to develop a proposal that will facilitate the inclusion of students with disabilities in physical education through the Freinet pedagogy. For this, it developed information retrieval with the works of Célestin Freinet available in the database of the Faculty of Physical Education and Education of the State University of Campinas. The sources were analyzed by documentary analysis, with reflection for the elaboration of a proposal on their chances in school physical education. To the study, it was found that the ideals of Freinet allow a theoretical construct on inclusive principles and practical approach to diversity, fostering knowledge and respect for differences.

  17. Developing Effective Physical Fitness Testing Standards for Pre Service Physical Educators

    Science.gov (United States)

    Hill, Kory; Thornburg, Roland

    2016-01-01

    Physical educators are often held to a higher standard of physical fitness. The ability to effectively convey the importance of physical fitness may depend upon the ability to appear physically fit. The ability to perform at a minimal level of proficiency on fitness tests was deemed important by the faculty of one physical education teacher…

  18. Beyond the Gym: Increasing Outside of School Physical Activity through Physical Education

    Science.gov (United States)

    Palmer, Stephen; Bycura, Dierdra

    2014-01-01

    The purpose of physical education is to guide youngsters to become and remain physically active for life. Research on correlates and determinants of physical activity has shown the importance of developing intrinsic motivation in students so that they will choose to be physically active in their leisure time. When the physical education curriculum…

  19. Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

    Science.gov (United States)

    Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

    2015-02-01

    Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

  20. The Class of 2014 Preserving Access to California Higher Education

    National Research Council Canada - National Science Library

    Park, George

    1998-01-01

    For over 35 years, California's policy of providing a college education to all citizens who could benefit from it has enabled California to lead the nation in making public higher education available...

  1. Implementing ILDs and Assessment in Small-enrollment, Calculus-based Physics Classes -- Lessons, Observations and Open Questions

    Science.gov (United States)

    Mason-McCaffrey, Deborah

    2011-04-01

    At Salem State, we offer a Physics minor, but most of our teaching load is support courses for other science majors and a lab sequence which satisfies the University's core education requirement. In three years of using assessments and ILDs in small-enrollment calculus-based Physics classes, there has been a significant implementation learning curve, there are encouraging results, a few cautions, and still some open questions to report. ILDs can be highly effective teaching tools. They do require significant advance preparation as well as a safe environment for student participation. Motivating students to do their best on assessment pre- and post-tests can also be difficult. Strategies for motivating assessment performance, experiments using clickers to encourage participation in ILDs, and modifying and developing home-grown ILDs are discussed.

  2. Quality Education in English class in vocational college

    Institute of Scientific and Technical Information of China (English)

    童燕黎

    2010-01-01

    Quality education in English teaching in elementary education should transit from examination-oriented education to quality education,which is an explicit requirement of CPC Central Committee and the State Council to the education in vocational colleges.Quality education in vocational colleges faces the challenges of the 21st century education and needs to be carried out in-depth reform.This paper collects different kinds of books and information about the Quality education.It tries to answer the following questions:what is the quality education in vocational college? What contents does it include? In the past years,many English teachers and educators have made a great effort in this area,and they have got great achievements in this field.Therefore,to strengthen the quality education in vocational college is the core and the key to the students.The reform and opening up to the world,the rapid economic development and the rapid expansion of foreign exchanges of China today demands the quality education in vocational college as particularly importance in English Teaching.

  3. DEVELOPMENT AND SHAPING OF STUDENTS’ INTRINSIC MOTIVATION IN PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Dragan Krivokapić

    2010-09-01

    Full Text Available The results of the recent studies concerning the impact of psychological factors on the school success show that, in average, only 50% of the success rate could be ascribed to developmental level of intelligence, while the remainder of the variable is saturated with factors of non-intellectual nature. Among the factors unconditioned by intellectual characteristics, the special role in motivation for effective studying is played by motivation for learning - especially the intrinsic one. It is understood that, when it comes to physical education, the intrinsic motivation sources are in fact primary sources, especially if we are striving to maintain motivation at the necessary level for a longer period. The process of development and maintenance of intrinsic motivation is of vital importance, particularly due to the fact that absenteeism or inactivity in physical education classes is becoming increasingly pronounced among students in higher grades of elementary and high schools. It should be borne in mind that the number of children spending most of their time in sitting position in front of their computers or TV sets is increasing on a daily basis. Consequently, we have higher incidence of postural deformities in elementary school-age children. Development and shaping of intrinsic motivation in terms of increasing willingness to do physical exercise systematically and continuously could be a means of diminishing the above-mentioned problems.

  4. Initiatives for Change in Korean Higher Education: Quest for Excellence of World-Class Universities

    Science.gov (United States)

    Kang, Jean S.

    2015-01-01

    The establishment of World-Class Universities (WCUs) is noted as a paramount development in the realm of international higher education. The integration of higher education into a more international scheme has enabled for higher education institutions (HEIs) to have a broader impact on the states and their respective citizens. This study examines…

  5. Antenatal small-class education versus auditorium-based lectures to promote positive transitioning to parenthood

    DEFF Research Database (Denmark)

    Koushede, Vibeke; Brixval, Carina Sjöberg; Thygesen, Lau Caspar

    2017-01-01

    Prospective parents widely use education to gain information about, e.g., labour and parenting skills. It is unknown if antenatal education in small classes is more beneficial for parenting stress and parenting alliance compared with other types of antenatal education. In the present randomised t...

  6. A Risky Business? Mature Working-Class Women Students and Access to Higher Education.

    Science.gov (United States)

    Reay, Diane

    2003-01-01

    Examines the experiences of 12 working class women attending an Access course at an inner city further education college. Risks and costs involved in transitioning to higher education were evident in the women's narratives. Material and cultural factors inhibited their access to higher education. The desire to "give something back"…

  7. Involved Fatherhood? Exploring the Educational Work of Middle-Class Men

    Science.gov (United States)

    Gottzen, Lucas

    2011-01-01

    The present paper explores middle-class fathers' educational work by studying how they and their partners are involved in their children's education at home, in school, and how they investigate school options and make decisions about educational issues. Drawing on data from an ethnographic study of 30 dual-earner couples in the Greater Los Angeles…

  8. Beyond "Fun": The Real Need in Physical Education

    Science.gov (United States)

    Ferkel, Rick C.; Razon, Selen; Judge, Lawrence W.; True, Larissa

    2017-01-01

    As obesity rates and physical inactivity levels continue to rise among American youth, the need for quality physical education programs is more important than ever. However, to many observers, physical education is a hindrance to academic time and a subject that does not bring value to the educational system. It is imperative for physical…

  9. Physics escape room as an educational tool

    Science.gov (United States)

    Vörös, Alpár István Vita; Sárközi, Zsuzsa

    2017-12-01

    Escape rooms have flourished in the last decade. These are adventure games in which players work together to solve puzzles using hints, clues and a strategy to escape from a locked room. In many cases they use different phenomena related to physics. Hence the idea of using escape rooms in science centers or even in classroom activities. Escape rooms are designed for one single team of players, the method is more suitable for activities in a science centre. In our paper, we show that escape rooms' puzzle solving methods could be used in physics classroom activities as well, taking into account that several teams have to work together in the same room/place. We have developed an educational escape game for physics of fluids, as this topic is left out from the Romanian high-school curriculum. We have tried out our game during the project week called "Şcoala altfel" ("school in a different way") and in a physics camp for gifted students. We present the designed physics escape game and the results.

  10. Social Class Differences in Social Integration among Students in Higher Education: A Meta-Analysis and Recommendations for Future Research

    Science.gov (United States)

    Rubin, Mark

    2012-01-01

    A meta-analysis of 35 studies found that social class (socioeconomic status) is related to social integration among students in higher education: Working-class students are less integrated than middle-class students. This relation generalized across students' gender and year of study, as well as type of social class measure (parental education and…

  11. The influence of fitball-aerobics classes on the level of female-students physical preparation.

    Directory of Open Access Journals (Sweden)

    Chernenko E. E.

    2011-04-01

    Full Text Available The article analyses the peculiarities of fitball-aerobics classes on the level of 17-20 years old female-students physical preparation. The results received in the process of the carried out experimental investigation, give a chance to state that under the influence of classes the results of female-students became better almost in all test exercises, the exception is the result of the test "Bending of the arms in the emphasis lying". The greatest relative gain of the results was fixed in the tests, characterizing the level of flexibility improvement and functions of equilibrium.

  12. Variations in adolescents’ motivational characteristics across gender and physical activity patterns: A latent class analysis approach

    Directory of Open Access Journals (Sweden)

    Margaret Lawler

    2017-08-01

    Full Text Available Abstract Background Neglecting to take account of the underlying context or type of physical activity (PA that underpins overall involvement has resulted in a limited understanding of adolescents’ PA participation. The purpose of the present research was to identify male and female adolescents’ leisure time PA patterns and examine whether psychological processes derived from self-determination theory differ as a function of the pattern of PA undertaken. Methods Nine hundred ninety-five students (61.2% females, 38.8% males; M age = 13.72 years, SD = 1.25 from eight secondary schools in Dublin, Ireland completed a physical activity recall 7 day diary and measures of intrinsic motivation, competence, relatedness, autonomy and autonomy support. Based on the diary five binary indicators of physical activity were derived reflecting recommended levels of MVPA on a minimum of 3 days, at least three sessions of non-organized physical activity (e.g. jog, team sport, individual sport, and organized non-sport physical activity (e.g. dance. Latent class analysis was used to identify subgroups of adolescents that engaged in similar patterns of physical activity. Profiles of physical activity participation were subsequently compared on motivational characteristics using Kruskal-Wallis tests. Results Latent class analysis revealed six distinct classes for girls (Organized Run/Swim & Dance/Gym; Organized Dance; Leisure Active Team Sport; Active Individual Sport; Walk/Run/Outdoor games; Non-Participation and five for boys (Leisure Active Gym; Leisure Active Individual Sport; Active Team Sport; Active Mixed Type; Non-Participation. Significant differences were found between the classes. Girls characterized by participation in team or individual sport, and boys represented by team sport participation demonstrated significantly higher self-determined motivational characteristics relative to other profiles of physical activity. Conclusion This research

  13. Variations in adolescents' motivational characteristics across gender and physical activity patterns: A latent class analysis approach.

    Science.gov (United States)

    Lawler, Margaret; Heary, Caroline; Nixon, Elizabeth

    2017-08-17

    Neglecting to take account of the underlying context or type of physical activity (PA) that underpins overall involvement has resulted in a limited understanding of adolescents' PA participation. The purpose of the present research was to identify male and female adolescents' leisure time PA patterns and examine whether psychological processes derived from self-determination theory differ as a function of the pattern of PA undertaken. Nine hundred ninety-five students (61.2% females, 38.8% males; M age = 13.72 years, SD = 1.25) from eight secondary schools in Dublin, Ireland completed a physical activity recall 7 day diary and measures of intrinsic motivation, competence, relatedness, autonomy and autonomy support. Based on the diary five binary indicators of physical activity were derived reflecting recommended levels of MVPA on a minimum of 3 days, at least three sessions of non-organized physical activity (e.g. jog), team sport, individual sport, and organized non-sport physical activity (e.g. dance). Latent class analysis was used to identify subgroups of adolescents that engaged in similar patterns of physical activity. Profiles of physical activity participation were subsequently compared on motivational characteristics using Kruskal-Wallis tests. Latent class analysis revealed six distinct classes for girls (Organized Run/Swim & Dance/Gym; Organized Dance; Leisure Active Team Sport; Active Individual Sport; Walk/Run/Outdoor games; Non-Participation) and five for boys (Leisure Active Gym; Leisure Active Individual Sport; Active Team Sport; Active Mixed Type; Non-Participation). Significant differences were found between the classes. Girls characterized by participation in team or individual sport, and boys represented by team sport participation demonstrated significantly higher self-determined motivational characteristics relative to other profiles of physical activity. This research offers a nuanced insight into the underlying type of activities that

  14. Physics as a Part of Liberal Education

    Science.gov (United States)

    Evans, James

    2001-05-01

    The natural sciences once had a distinguished place among the liberal arts. Indeed, the arts degree at the medieval university was a science major's degree. The quadrivium (arithmetic, geometry, harmonics and astronomy) represented a conscious revival of the school curriculum of late antiquity, which had deep roots in Platonism. In the Middle Ages, all who aspired to enter the higher faculties (theology, medicine, law) had first to take a science degree. This was because scientific education mattered--it offered something essential for understanding both the world of nature and the world of man. When in the twelfth century the lost works of Aristotle were recovered, university professors risked excommunication in order to teach the new philosophy of nature. Aristotle's physics and cosmology passionately mattered, and within a century they had won a place in the core curriculum. A few centuries later, the followers of Descartes risked their careers to get Aristotle back out of the curriculum and Descartes in. Despite the supposed primacy of science in our own day, it has been a long while since comparable battles were waged over a curriculum of physics. In a profound way, the sciences matter less to the broader culture than they once did. In this talk I shall address the question of how this came to be and what purpose physics might have in a program of liberal education.

  15. Reversing the AAPT Photo Contest: A Physics Teacher Education Activity

    Science.gov (United States)

    Hechter, Richard P.

    2016-01-01

    This year while awaiting the arrival of the AAPT High School Physics Photo Contest poster, I developed an idea for my physics teacher education course that used the photo contest in a new context. While using an external source like a photograph to learn physics is not new to physics education, this article describes how we used the foundational…

  16. Physical work demands and physical fitness in low social classes--30-year ischemic heart disease and all-cause mortality in the Copenhagen Male Study.

    Science.gov (United States)

    Holtermann, Andreas; Mortensen, Ole Steen; Burr, Hermann; Søgaard, Karen; Gyntelberg, Finn; Suadicani, Poul

    2011-11-01

    Investigate whether high physical work demands increase risk of ischemic heart disease (IHD) mortality among men of low social class with low physical fitness. Thirty-year follow-up in the Copenhagen Male Study of 5249 men aged 40 to 59 years without cardiovascular disease. Physical fitness was estimated using the Åstrand cycling test, and physical work demands determined by two self-reported questions. Among 2707 low social class men, multiple-adjusted Cox proportional hazard ratios showed an almost threefold increased risk of IHD mortality among men with high physical work demands and low physical fitness, but not among men with a high physical fitness, referencing men with low physical work demands. These findings among low social class men support that high physical work demands increases the risk of IHD mortality among those with low physical fitness.

  17. Applying the Socratic Method to Physics Education

    Science.gov (United States)

    Corcoran, Ed

    2005-04-01

    We have restructured University Physics I and II in accordance with methods that PER has shown to be effective, including a more interactive discussion- and activity-based curriculum based on the premise that developing understanding requires an interactive process in which students have the opportunity to talk through and think through ideas with both other students and the teacher. Studies have shown that in classes implementing this approach to teaching as compared to classes using a traditional approach, students have significantly higher gains on the Force Concept Inventory (FCI). This has been true in UPI. However, UPI FCI results seem to suggest that there is a significant conceptual hole in students' understanding of Newton's Second Law. Two labs in UPI which teach Newton's Second Law will be redesigned replacing more activity with students as a group talking through, thinking through, and answering conceptual questions asked by the TA. The results will be measured by comparing FCI results to those from previous semesters, coupled with interviews. The results will be analyzed, and we will attempt to understand why gains were or were not made.

  18. Taking the ‘physical’ out of physical education

    Directory of Open Access Journals (Sweden)

    Wayne Usher

    2016-12-01

    Full Text Available Australian youth (5–17 are exhibiting the most alarming statistics surrounding poor physical activity (PA levels and increasing correlating chronic disease trends (i.e. obesity. With schools well positioned to address such concerns, this study aimed to determine the type, frequency and intensity levels of PA being undertaken by children during their physical education (PE classes (Queensland, Australia. A cross-sectional descriptive study design was adopted, using a mixed methods approach across 10 primary schools (grades 1–5, with the purpose of determining if in fact there are appropriate PA levels undertaken and implemented by PE teachers, for school-aged students. Observation of 30 students was used to assess PE class practice with Primary Outcome Variables collected from Student Activity, Lesson Context and Teacher Interaction. Further questionnaires were administered to students (n = 80, PE specialists (n = 10 and principals (n = 10. Whilst this study specifically addresses the importance of correctly structured PE lessons, further attention is directed towards identifying the impact appropriately structured PA levels have on students’ wider social and emotional well-being. Schools are encouraged to prioritise the importance of PA at a school level, for example, through re-engaging key stakeholders to ensure the delivery methods meet national and international PA guidelines.

  19. Physics education at elementary school: a study of the influence of teachers' experiences in their classroom practices

    Directory of Open Access Journals (Sweden)

    Marco Aurélio Alvarenga Monteiro

    2004-03-01

    Full Text Available This paper discusses the influence of particularities linked to the teacher identity on the way by which elementary school teachers direct activities of physics knowledge with their students in their sciences classes. The results show that the peculiar unconscious influences of each teacher’s history, interfere decisively in the way as the educators adopt the pedagogic innovations in their classes.

  20. The Impact of Physical Education on Obesity among Elementary School Children. NBER Working Paper No. 18341

    Science.gov (United States)

    Cawley, John; Frisvold, David; Meyerhoefer, Chad

    2012-01-01

    In response to the dramatic rise in childhood obesity, the Centers for Disease Control (CDC) and other organizations have advocated increasing the time that elementary school children spend in physical education (PE) classes. However, little is known about the effect of PE on child weight. This paper measures that effect by instrumenting for child…

  1. Killer Jobs: The Dark Side of Being a Physical Education Teacher

    Science.gov (United States)

    Finn, Dale; Ammon, Robin; Mahoney, Kimberly; Fried, Gil; Al Arkoubi, Khadija

    2015-01-01

    The profession of teaching physical education (PE) involves a variety of risks. Most PE teachers or future teachers are aware of the risks associated with their students becoming injured. Sport law classes often discuss negligence, risk management, proper supervision, suitable equipment, appropriate instruction, proper matching of opponents, etc.…

  2. The Impact of Video Technology on Student Performance in Physical Education

    Science.gov (United States)

    Palao, Jose Manuel; Hastie, Peter Andrew; Guerrero Cruz, Prudencia; Ortega, Enrique

    2015-01-01

    The purpose of this study was to assess the effectiveness of the use of video feedback on student learning in physical education, while also examining the teacher's responses to the innovation. Three classes from one Spanish high school participated in different conditions for learning hurdles in a track and field unit. These conditions compared…

  3. The Co-Construction of Cooperative Learning in Physical Education with Elementary Classroom Teachers

    Science.gov (United States)

    Dyson, Ben P.; Colby, Rachel; Barratt, Mark

    2016-01-01

    The purpose of this study was to investigate generalist classroom elementary teachers' implementation of the Cooperative Learning (CL) pedagogical model into their physical education classes. The study used multiple sources of data drawing on qualitative data collection and data analysis research traditions (Miles, Huberman, & Saldana, 2014).…

  4. Inclusive and Exclusive Masculinities in Physical Education: A Scottish Case Study

    Science.gov (United States)

    Campbell, Darren; Gray, Shirley; Kelly, John; MacIsaac, Sarah

    2018-01-01

    This research examines how adolescent males (ages 16-17 years) construct and experience their masculine identities within the context of physical education (PE). A class of 23 boys and 3 girls from a state secondary school in Scotland were observed over a period of 3 months. During the third month, five of the observed pupils volunteered to take…

  5. Breaking Down Gender Stereotypes: Increasing 5th Grade Physical Education Participation by Building Self Esteem

    Science.gov (United States)

    Jeffries, Cindy A.

    2009-01-01

    It has become apparent that in recent years the issue of childhood obesity is becoming the number one health risk among children in the United States. Making sure that children participate in daily physical education class is one way to combat the obesity epidemic. The purpose of this action research project was to improve the active participation…

  6. FORMS OF MOVEMENT IN TERMS OF ELEMENTARY GAMES THE TEACHING OF PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Igor Stanojević

    2013-12-01

    Full Text Available A sample of 60 respondents was drawn from the population of students of the third grade of primary school in Nis, aged nine ± 6 months, male, who attend regular physical education classes. Subsample of 30 respondents worked on speed and strength development through elementary games at additional physical education classes (experimental group, while the control group had only regular physical education classes defined by primary school curriculum. The aim of this study was to determine the effects of work on speed and strength development within the framework of extra physical education classes in the third grade. Tests for the assessment of speed implied six tests: running at 20, 40 and 60 meters, hand tapping, foot tapping and feet tapping on the wall; tests for the assessment of strength implied five tests: push-ups, back lifting, squats, trunk lifting on Swedish bench and trunk lifting for 30 seconds. For determining the effects multivariate analysis of covariance was applied. The results indicated statistically significant effect of the work on the experimental group in both motor dimensions. 

  7. Shifting Positions in Physical Education--Notes on Otherness, Sameness, Absence and Presence

    Science.gov (United States)

    Berg, Paivi

    2010-01-01

    This article examines the experiences of the researched and the researcher using ethnographic data from interviews with students (13-14-year-olds) and teachers and from participant observation in physical education classes at a Finnish secondary school. Erving Goffman's dramaturgical perspective is used as a frame of reference. In this…

  8. Students' Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

    Science.gov (United States)

    Demir, Erdal

    2015-01-01

    The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one…

  9. Pupils' Self-Regulation in Physical Education: The Role of Motivational Climates and Differential Achievement Goals

    Science.gov (United States)

    Ommundsen, Yngvar

    2006-01-01

    This study examined the relationship of motivational climate and differential achievement goals to meta-cognitive self-regulation, regulation of effort, help-seeking and self-handicapping in physical education (PE). The sample consisted of 273 pupils (boys n = 125; girls n = 148) attending 10th grade PE classes in Norway. Both motivational…

  10. The Relationship of Practice, Attitude, and Perception of Competence in Middle School Physical Education

    Science.gov (United States)

    Scrabis-Fletcher, Kristin; Rasmussen, Jennifer; Silverman, Stephen

    2016-01-01

    Purpose: Grounded in social cognitive theory this study examined attitude and perception of competence and their relationship with skill practice in middle school physical education. Method: Participants (N = 81) were randomly selected from nine teachers' classes. Two lessons were videotaped and students completed a middle school perception of…

  11. Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

    Science.gov (United States)

    Demir, Erdal

    2016-01-01

    The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…

  12. The Continuing Development of Primary Sector Physical Education: Working Together to Raise Quality of Provision

    Science.gov (United States)

    Sloan, Stephen

    2010-01-01

    This paper sets out to provide further insight as to the reasons why many schools within the primary sector continue to find it difficult to ensure quality provision for physical education (PE) and school sport. It examines why class teachers, including the subject coordinator, possess concerns about teaching PE. It asks the question of who is…

  13. Greek Physical Education Teachers' Gender Biases in Learning and Teaching

    Science.gov (United States)

    Mouratidou, Katerina; Barkoukis, Vassilis

    2018-01-01

    Gender biases have often been observed in physical education (PE) classes, as many teachers adopt a male-biased perspective in teaching and learning. This might affect their evaluation of students' behavior and may lead students to accept and reproduce gender biases in other social contexts. The aim of this study was to examine whether PE teachers…

  14. School and class-level variations and patterns of physical activity: a multilevel analysis of Danish high school students.

    Science.gov (United States)

    Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt; Tolstrup, Janne Schurmann

    2018-02-14

    There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes. Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. Students whose parents have achieved a lower level of education, older students and girls of perceived ethnic minority generally participated less in several forms of PA during leisure time. Substantial variations between schools were observed in terms of participation in PA at school during leisure time and in terms of use of active transportation to and from school. The school-level accounted for 9% (intra-class correlation coefficient (ICC) = 0.09 (95% CI: 0.06-0.11)) and 8% (ICC = 0.08 (95% CI: 0.07-0.11)) of the variation for participation in PA during leisure time and active transportation. Overall, students whose parents achieved a lower level of education, older students and girls of perceived ethnic minority represent vulnerable groups in relation to participation in several forms of PA during leisure time. The ICCs indicate that schools, in particular, have the potential to influence participation in PA at school during leisure time and active transportation to and from school. Thus, high schools should encourage and facilitate activities aimed at engaging students in PA during leisure time as well as encourage active transportation.

  15. No Issue, No Problem? Co-Education in Dutch Secondary Physical Education during the Twentieth Century.

    Science.gov (United States)

    Van Essen, Mineke

    2003-01-01

    Examines the development co-education in Dutch secondary physical education, suggesting that the dominant 20th century co-educational tradition in the Netherlands has influenced educational ideals and school practice with respect to physical education. Asserts that a historical lack of discussions about co-education trivializes today's problems in…

  16. Education Agonistes: An Epistle to the Transnational Capitalist Class

    Science.gov (United States)

    McLaren, Peter

    2014-01-01

    This article examines the current crisis of neoliberal capitalism and globalized imperialism from the perspective of a Marxist-humanist approach to pedagogy known as "revolutionary critical pedagogy". It is written as an epistle to the transnational capitalist class, demanding that those who willingly serve its interests reconsider their…

  17. Legitimacy and Social Class in Catalan Language Education for Adults

    Science.gov (United States)

    Frekko, Susan E.

    2013-01-01

    Adult students of Catalan are worthy of study because they reveal complexities underlying taken-for-granted assumptions about Catalan speakers and Castilian speakers. Far from fitting into neat bundles aligning language of origin, social class, and national orientation, the students in this study exemplify the breakdown of boundaries traditionally…

  18. Single-Sex Classes in Co-Educational Schools

    Science.gov (United States)

    Wills, Robin; Kilpatrick, Sue; Hutton, Biddy

    2006-01-01

    This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff…

  19. The effects of application of music on the formation of students’ attitude towards physical education

    Directory of Open Access Journals (Sweden)

    Đačić Ivana

    2014-01-01

    Full Text Available A positive attitude towards physical education (PE is an important component of students’ engagement in classes and extracurricular physical activities. Relying on students’ interests when planning the class work can contribute to the formation of such an attitude. The research was aimed at verifying the effects of the experimental programme “Inclusion of music in Physical Education classes” on the formation of students’ attitude towards PE. An experiment with parallel groups that lasted for 26 classes was applied in the research on the sample of 141 primary school students attending the seventh grade. In the initial and final testing two instruments for measuring the attitudes were applied: the Students’ Attitudes toward Physical Education - SATPE and the Connotative Differential (CD-15. In the final testing, the experimental group also completed the questionnaire on students’ assessment of classes with and without music. The analysis of variance has shown that the experimental group achieved considerably higher scores at the final testing compared to the initial on the cognitive and conative subscales of the CD-15 instrument. This change was not linked to gender, PE grade and involvement in music. It has been shown that students in the experimental group assessed more positively the classes accompanied by music compared to the classes without music, measured by the questionnaire on students’ assessment of classes with and without music. It can be concluded that the application of music has influenced the development of a more positive attitude towards PE, observed via the cognitive and conative dimension, which points to the fact that it is justifiable and desirable to use music in PE education. [Projekat Ministarstva nauke Republike Srbije, br. 179018 i br. 47015

  20. Short-term disturbance effects of outdoor education stream classes on aquatic macroinvertebrates

    Science.gov (United States)

    Outdoor education stream classes provide students with an opportunity to gain hands-on experience with sampling methods for evaluating stream water quality. Student trampling as a result of stream classes may disrupt the substrate and negatively impact aquatic macroinvertebrates. The impact of stude...

  1. An Investigation into Breastfeeding Characteristics of Mothers Attending Childbirth Education Classes

    Directory of Open Access Journals (Sweden)

    Samiye Mete, PhD

    2010-12-01

    Conclusions: On the basis of the study results it could be argued that attending childbirth preparation class with the husband has a positive effect over breastfeeding. Childbirth education classes will greatly contribute to the health of the society by affecting breastfeeding positively.

  2. Bible Classes and the Spread of Literacy Education in Early Twentieth-Century Korea

    Science.gov (United States)

    Lee, Myung-sil

    2017-01-01

    Shortly after the rise of Protestantism in Korea in the 1880s, Bible classes began to be formed to promote the study of Christian scripture. By the mid-1890s, these classes were being widely offered. As a result of The Great Revival Movement of 1907, the need for a system to educate and form new believers became evident. In this article, I examine…

  3. CYBERCULTURE AND PHYSICAL EDUCATION: some ontological considerations

    Directory of Open Access Journals (Sweden)

    Fabio Zoboli

    2010-12-01

    Full Text Available This work is a synthesis of a philosophical inquiry about epistemological impasses provoked by social and cultural changes in sports cyberculture of electronic games and robotic and its implications in physical education. We define philosophy like a justification and signification of the human questions drawn by the limits of the conscience while experience of the world and the implications of the material conflicts over social relationships. So, our theoretical and methodological horizon derives from materialism dialect (Adorno, ontology (Merleau-Ponty and the semiotics (Peirce and Lévy.

  4. Increasing students' physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial.

    Science.gov (United States)

    Ha, Amy S; Lonsdale, Chris; Lubans, David R; Ng, Johan Y Y

    2017-07-11

    The Self-determined Exercise and Learning For FITness (SELF-FIT) is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students' moderate-to-vigorous physical activity (MVPA) during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students' MVPA during school physical education. Secondary 2 students (approximately aged 14 years) from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students' MVPA during PE lessons. Secondary outcomes include students' leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness). Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students' perceptions of the intervention. The SELF-FIT intervention has been designed to improve students' health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable interventions based on SELF-FIT could be applied in physical

  5. Interpersonal relationships between teachers and students in the art education class

    OpenAIRE

    Komac, Kaja

    2013-01-01

    Good relationships between teachers and students are the basis of quality school work and pleasant and encouraging classroom climate. Even in art education classes it is important that mutual relationships between the teacher and students are good and based on mutual respect and trust, since this is the condition for relaxed work environment and quality individual art expression of students. In art education classes students develop in the affective, psychomotoric and cognitive field, therefo...

  6. Emplotment, Embodiment, Engagement: Narrative Technology in Support of Physical Education, Sport and Physical Activity

    Science.gov (United States)

    Hall, Tony

    2012-01-01

    This paper is based on a keynote lecture delivered at the International Association of Physical Education in Higher Education 2011 Conference, University of Limerick, on the sub theme: "Technologies in Support of Physical Education, Sport, and Physical Activity." The paper outlines and illustrates a framework: narrative technology, which can be…

  7. Educational Expectations, Parental Social Class, Gender, and Postsecondary Attainment

    DEFF Research Database (Denmark)

    Lesley, Andres; Adamuti-Trache, Maria; Yoon, Ee-Seul

    2007-01-01

    1, 5, and 10 years after graduation to examine the extent to which educational expectations change over time in relation to parental socioeconomic status and eventual postsecondary attainment. Using the method of correspondence analysis, they demonstrate that graduates leave high school with educ...

  8. Pedagogy of Solidarity: Educating for an Interracial Working Class Movement

    Science.gov (United States)

    Ng, Winnie

    2012-01-01

    Purpose: This paper aims to report on the author's recent research examining the meaning and practices of educating for solidarity, specifically from anti-racism and decolonizing perspective. The research is part of the critical exploration on new educational approaches on solidarity building among workers and trade union members in the broader…

  9. Feminism and the physical : sex education, physical education and dress reform in Victoria, 1880-1930

    OpenAIRE

    Young, Lois

    2017-01-01

    In the late ninetheenth century Australia, an "ideal" woman was married and a mother. Limited to her domestic sphere, she depended completely for her well-being on men. Feministes wanted to improve woman's lot and make her more independent, both by extending her traditional spere and by giving her greater autonomy within it. I argue that the physical aspect of emancipation was the most important to women. Feminists justified sex education, physical exercise and dress ...

  10. Explanatory Resources on Energy in High School Physics Classes: A Case Study

    Directory of Open Access Journals (Sweden)

    María Alejandra Domínguez

    2013-08-01

    Full Text Available This paper examines and reflects on the explanatory resources that are used in high school physics classes for studying the topic of energy. Explanatory resources are a means of constructing and negotiating meaning. The research is an instrumental case study focusing on four years of high school physics classes on energy. The theoretical principles of sociocultural approaches and conversation analysis are taken as benchmarks for understanding how we construct and reconstruct meanings (on energy. The identification of the resources used in the process of meaning construction is of importance for understanding certain scientific phenomena addressed in the curricula. Among the resources most commonly employed to enhance explanation were definitions and the causes of phenomena. We also found that teachers’ interventions, either through verbal explanations or instructional proposals, were crucial for certain kinds of explanations and for the presence or absence of other resources associated with explanations.

  11. Fighting fat: how do fat stereotypes influence beliefs about physical education?

    Science.gov (United States)

    Greenleaf, Christy; Martin, Scott B; Rhea, Debbie

    2008-11-01

    The purpose of this study was to examine college students' beliefs about youth obesity, the roles of schools and physical education in addressing obesity, and the training they receive to work with overweight youth. Physical education-related (n = 212) and nonphysical education-related (n = 218) majors completed a demographic questionnaire, a Modified Fat Stereotypes Questionnaire (M-FSQ), and a Perceptions of Physical Education Questionnaire. On the basis of M-FSQ scores, participants were identified as endorsing stereotypes (n = 360) or not endorsing stereotypes (n = 70). The importance of youth being normal weight was rated most highly among participants in physical education-related majors and among those who endorsed fat stereotypes. Participants who endorsed fat stereotypes, compared to those who did not, were more likely to believe that all school professionals should be involved in treating childhood obesity. Participants who endorsed fat stereotypes, compared to those who did not, more strongly agreed that physical educators should be role models by maintaining normal weight and educating parents on childhood obesity, and PE classes should focus on lifelong fitness. No group differences in perceived competencies to develop exercise, weight loss, nutritional, and educational programs for overweight youth were found. Future research is needed to determine the extent to which these types of differences result from educational curricula that link weight and health and, possibly, reinforce negative stereotypes of overweight children. Methods for effectively intervening in educational training environments to reduce fat stereotypes among preprofessionals need to be investigated.

  12. Effects of two different types of physics learning on the results of CLASS test

    Directory of Open Access Journals (Sweden)

    Mirko Marušić1

    2012-02-01

    Full Text Available During a one-semester-long research project with high school students, we deployed and gauged efficiency of two different reform teaching methods: reading, presenting, and questioning (RPQ and experimenting and discussion (ED. In this paper we report on changes in students’ attitudes and beliefs about physics and learning physics. We used the Colorado Learning Attitudes about Science Survey (CLASS v3 to assess the relative effectiveness of the two methods. The data show that both methods improved student attitudes and beliefs but to different extents. The RPQ group (91 students achieved an overall improvement of +5.8% in attitudes and beliefs, while the ED group (85 students attained an improvement of +25.6%. These results suggest that both methods may have a substantial potential for improving students’ attitudes and beliefs about physics and physics learning, with the ED method being more promising than the RPQ. method

  13. RESPONSIBILITY OF PHYSICAL EDUCATION TEACHER: CONSEQUENCES OF THE LEGAL CLAIMS IN ACCIDENTS

    Directory of Open Access Journals (Sweden)

    Roberto Silva Piñeiro

    2015-12-01

    Full Text Available Being physical education an area that collects some case law, and that the professionalization required studies specifically, a review of appeals and complaints concerning accidents in school physical education, including sessions inside and outside. It was studied the sense of judicial and administrative resolutions about school accidents in physical education in Spain between 1988-2012, and its effects on physical education professionals. Most opinions and judgments studied the claims were rejected for various reasons, among them the casuality and risk taking, although there are outstanding judgments, blaming the teacher for not being present in class and for not preventing situations. The administration usually paid, although in some cases the teacher also participates.

  14. Physical active rest in education of active personality of students

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    Zaycev V.P.

    2010-10-01

    Full Text Available Meaningfulness of physical recreation is rotined in education of active personality of students. Research material is literary sources on this issue. Factors which influence on an educate function of personality of students are considered. Application of physical recreation is grounded for education of active personality of students. It is marked that physical recreation in pedagogical process decides educate, educational, health and social tasks. It positively influences on education of active personality of students. It is rotined that in education of active personality of students an important role is played by their research activity.

  15. The Effect of an Authentic Acute Physical Education Session of Dance on Elementary Students’ Selective Attention

    OpenAIRE

    Kulinna, P. H.; Stylianou, M.; Dyson, B.; Banville, D.; Dryden, C.; Colby, R.

    2018-01-01

    There have been calls to test the potential benefits of different forms of physical activity (PA) to executive function, particularly in authentic settings. Hence, the purpose of this study was to investigate the effect of an acute dance session within an existing physical education class on students’ selective attention. The study employed a pre/posttest quasi-experimental design with a comparison group in one Aotearoa, New Zealand, primary school. Participants were 192 students (comparison ...

  16. Science education in a bilingual class: problematising a translational practice

    Science.gov (United States)

    Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

    2016-10-01

    In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13-14. All students had Turkish as their minority language, whereas the teacher's minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups. They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students' language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students' descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students' achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language.

  17. Motivation in school physical education: practice reports to teachers to students of 3rd secondary education series of state network paulista

    Directory of Open Access Journals (Sweden)

    Paulo César Cedran

    2016-05-01

    Full Text Available In the current design of School Physical Education the figure of the teacher should represent the mediation between knoledge and the teaching-learning process. So, thinking about the importance of the role that Professional in motivating students to participate in physical education classes, this paper aims reporting these experiences in building a concepto f physical education to arouse student’s interest in knowing it and the habito f practicing it. In this sense, our goal is to investigate and compare with schools in Pitangueiras/SP and Jaboticabal/SP cities, the motivational level of students in 3rd grade of High School in Physical Education classes, from the official curriculum implemented by the Department of Education of the State of São Paulo (ESS/SP in 2008.

  18. Achievement motive of future physical education teachers

    Directory of Open Access Journals (Sweden)

    Lazarević Dušanka

    2007-01-01

    Full Text Available This paper presents the results of the research of the characteristics of achievement motive of future physical education teachers. Starting from understanding of the importance of achievement motive for the successful accomplishment of professional goals and roles of teachers, the aim of our research is to examine the level of achievement motive, the characteristics of its structure and differences according to gender. The instrument MOP2002 (Franceško et al., 2002a was applied, which presupposes the complex structure of this motive. The sample consisted of 373 students (263 male and 110 female of the Faculty of Sport and Physical Education in Belgrade. The results show that their achievement motive is characterized by the tendency towards high level of presence, and its structure is in the largest degree determined by the components accomplishing goals as a source of pleasure and perseverance in accomplishing goals, which is followed by orientation towards planning. The component competing with others is demonstrated in a moderate degree and it is least expressed. It was shown that female students have a larger degree of achievement motive when compared to male students, and accomplishing goals as a source of pleasure and perseverance in accomplishing goals mostly contribute to the difference in structure of achievement motive. It can be expected that the achievement motive, with the structure and degree of presence determined in our respondents, will contribute that they, as future teachers, become a good motivational model and the creators of a desirable motivational climate.

  19. Research on Technology and Physics Education

    Science.gov (United States)

    Bonham, Scott

    2010-10-01

    From Facebook to smart phones, technology is an integral part of our student's lives. For better or for worse, technology has become nearly inescapable in the classroom, enhancing instruction, distracting students, or simply complicating life. As good teachers we want to harness the power we have available to impact our students, but it is getting harder as the pace of technological change accelerates. How can we make good choices in which technologies to invest time and resources in to use effectively? Do some technologies make more of a difference in student learning? In this talk we will look at research studies looking at technology use in the physics classroom---both my work and that of others---and their impact on student learning. Examples will include computers in the laboratory, web-based homework, and different forms of electronic communication. From these examples, I will draw some general principles for effective educational technology and physics education. Technology is simply a tool; the key is how we use those tools to help our students develop their abilities and understanding.

  20. Education In Medical Physics. Chapter 16

    International Nuclear Information System (INIS)

    Meghzifene, A.; Van Der Merwe, D.

    2017-01-01

    Medical physics is a specialty which applies physics principles to medicine. It covers a wide range of subspecialties, including ionizing and non-ionizing radiation. Medical physicists work in clinical settings, academic and research institutes and the commercial sector. They fulfil an essential role in modern medicine, most commonly in the fields of diagnosis and treatment of cancer. Those working in the field of radiation oncology are generally called ‘clinically qualified medical physicists (CQMPs) in radiotherapy’, or ‘radiation oncology medical physicists’, depending on the country in which they work. They are part of an interdisciplinary team in a radiation oncology department dedicated to providing safe and effective treatment of cancer. Other members of the team include radiation oncologists, radiographers, dosimetrists, maintenance engineers and nurses. In radiation oncology, CQMPs contribute to the safe and effective treatment of patients. Their knowledge of radiation physics and how radiation interacts with human tissue and of the complex technology involved in modern treatment of cancer are essential to the successful application of radiotherapy. The primary responsibility of the CQMP within this team is to optimize the use of radiation to ensure the quality and safety of a diagnostic or therapeutic procedure. This is achieved predominantly through the use of physical and technical aspects of appropriate quality assurance (QA) programmes and control of dosimetry and calibration of beams. CQMPs working in radiation oncology are expected to have a core competency in medical physics, acquired through a postgraduate academic education programme. In addition, clinical competence, acquired through a structured clinical training programme or residency within a clinical department, is also required. It has been well documented that accidents can occur in the practice of radiation oncology when proper QA is not performed [16.1, 16.2]. Appropriate QA can