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,…

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…

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…

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...

Physical Education and Health: Global Perspectives and Best Practice

Science.gov (United States)

Chin, Ming-Kai, Ed.; Edginton, Christopher R.

2014-01-01

"Physical Education and Health: Global Perspectives and Best Practice" draws together global scholars, researchers, and practitioners to provide a review and analysis of new directions in physical education and health worldwide. The book provides descriptive information from 40 countries regarding contemporary practices, models, and…

Physical Education and Sport at School in Europe

Science.gov (United States)

Kerpanova, Viera; Borodankova, Olga

2013-01-01

"Physical Education and Sport at School in Europe" maps the state of play of physical education and sport activities at school in 30 European countries. The report covers primary and lower secondary education and provides an insight into the following topics: national strategies and large-scale initiatives where they exist, the status of…

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)

The Marfan Syndrome: Physical Activity Guidelines for Physical Educators, Coaches and Physicians.

Science.gov (United States)

Romeo, Thomas J.

Intended for physical educators, this manual provides guidelines for providing safe and effective physical activity programs for children with Marfan syndrome, a congenital condition involving the connective tissues and the probable cause of sudden death by heart failure of some young competitive athletes in recent cases. The manual includes…

Investigating Attitudes toward Physical Education: Validation across Two Instruments

Science.gov (United States)

Donovan, Corinne Baron; Mercier, Kevin; Phillips, Sharon R.

2015-01-01

The Centers for Disease Control have suggested that physical education plays a role in promoting healthy lifestyles. Prior research suggests a link between attitudes toward physical education and physical activity outside school. The current study provides additional evidence of construct validity through a validation across two instruments…

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…

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…

Pedagogical Principles of Learning to Teach Meaningful Physical Education

Science.gov (United States)

Ní Chróinín, Déirdre; Fletcher, Tim; O'Sullivan, Mary

2018-01-01

Background: Concerns that current forms of physical education teacher education (PETE) are not adequately providing teachers with the tools necessary for working with the realities and challenges of teaching physical education in contemporary schools has led some scholars to advocate for an approach that prioritises meaningfulness in physical…

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.

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.

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…

An analysis of conditions for physical activity and physical education in the Czech Republic

Directory of Open Access Journals (Sweden)

Jan Pavelka

2014-01-01

Full Text Available BACKGROUND: The school environment is considered suitable for promoting physical activity in children, which influences their attitude not only to physical activity but also to themselves, classmates, and teachers. Besides the family, the school environment is a significant scene for the development of life values, which includes a positive children's attitude to regular physical activity. AIMS: The objective of the study is to use a school-level questionnaire to analyse spatial and organizational conditions for physical activity and schoolbased physical education in primary and secondary schools in the Czech Republic (CR. METHODS: To investigate the conditions for physical activity and physical education in schools in the CR, a selection sample of 92 educational institutions (84 primary schools and 8 multi-year grammar schools were used. Research data were collected in the first half of 2012. Statistical data processing was performed by means of descriptive statistics and graphic illustration from the questionnaire. RESULTS: Apart from physical education lessons, schools provide additional forms of after-school physical activity. As much as 29.4% of schools provide afterschool physical activity, while physically active breaks are promoted by 26.8% of schools. More than 80% of schools have sufficient equipment for the delivery of physical activity and use it on a daily basis. Only in 17% of schools students have free access to this equipment during breaks and free lessons. CONCLUSIONS: Most schools in the CR have sufficient space for the delivery of children's physical activity. The most frequent physical activity during school lessons is physical education, which is delivered in two lessons a week. Promotion of physical activity during breaks and free lessons appears significant in terms of overall physical activity levels in children.

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.

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…

Model of Providing Assistive Technologies in Special Education Schools.

Science.gov (United States)

Lersilp, Suchitporn; Putthinoi, Supawadee; Chakpitak, Nopasit

2015-05-14

Most students diagnosed with disabilities in Thai special education schools received assistive technologies, but this did not guarantee the greatest benefits. The purpose of this study was to survey the provision, use and needs of assistive technologies, as well as the perspectives of key informants regarding a model of providing them in special education schools. The participants were selected by the purposive sampling method, and they comprised 120 students with visual, physical, hearing or intellectual disabilities from four special education schools in Chiang Mai, Thailand; and 24 key informants such as parents or caregivers, teachers, school principals and school therapists. The instruments consisted of an assistive technology checklist and a semi-structured interview. Results showed that a category of assistive technologies was provided for students with disabilities, with the highest being "services", followed by "media" and then "facilities". Furthermore, mostly students with physical disabilities were provided with assistive technologies, but those with visual disabilities needed it more. Finally, the model of providing assistive technologies was composed of 5 components: Collaboration; Holistic perspective; Independent management of schools; Learning systems and a production manual for users; and Development of an assistive technology center, driven by 3 major sources such as Government and Private organizations, and Schools.

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…

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.

Helping General Physical Educators and Adapted Physical Educators Address the Office of Civil Rights Dear Colleague Guidance Letter: Part IV--Sport Groups

Science.gov (United States)

Lieberman, Lauren; Lucas, Mark; Jones, Jeffery; Humphreys, Dan; Cody, Ann; Vaughn, Bev; Storms, Tommie

2013-01-01

"Helping General Physical Educators and Adapted Physical Educators Address the Office of Civil Rights Dear Colleague Guidance Letter: Part IV--Sport Groups" provides the the following articles: (1) "Sport Programming Offered by Camp Abilities and the United States Association for Blind Athletes" (Lauren Lieberman and Mark…

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…

Continuing education in physical education at school: principals and challenges for a critical education project

Directory of Open Access Journals (Sweden)

Marina Ferreira de Souza Antunes

2017-06-01

Full Text Available The theme of teacher's formation has gained a spotlight in academic research, especially in the context of the researches conducted in the perspective of the "researcher professor", and in the consolidation of the partnerships between universities and educational systems by promoting programs of continuing education. The Laboratory of Studies about School, Curriculum and Physical Education of the Faculty of Physical Education at the Federal University of Uberlândia (LECEF/FAEFI/UFU is constituted as a unifying space for teachers and students whose aim is the further study on issues related to school, teaching and curriculum planning for physical education as a curriculum component as well as providing space for continuing education to promote qualitative changes in teaching practice. This article presents a model of educational planning held on the curricular component of physical education, developed in a collective planning context, under an extension project offered by LECEF. We underline the principles and assumptions leading the planning process adopted. We emphasize that the collective work gives us dialogue, exchange of experience, inclination to listen, overcoming the difficulties of individualism and isolation presents in the organization and realization of pedagogical work routine.

Longitudinal Associations between Physical Activity and Educational Outcomes.

Science.gov (United States)

Kari, Jaana T; Pehkonen, Jaakko; Hutri-Kähönen, Nina; Raitakari, Olli T; Tammelin, Tuija H

2017-11-01

This longitudinal study examined the role of leisure-time physical activity in academic achievement at the end of compulsory basic education and educational attainment in adulthood. The data were drawn from the ongoing longitudinal Cardiovascular Risk in Young Finns Study, which was combined with register-based data from Statistics Finland. The study consisted of children who were 12 yr (n = 1723, 49% boys) and 15 yr (n = 2445, 48% boys) of age at the time when physical activity was measured. The children were followed up until 2010, when their mean age was 40 yr. Physical activity was self-reported and included several measurements: overall leisure-time physical activity outside school hours, participation in sports club training sessions, and participation in sports competitions. Individuals' educational outcomes were measured with the self-reported grade point average at age 15 yr and register-based information on the years of completed postcompulsory education in adulthood. Ordinary least squares models and the instrumental variable approach were used to analyze the relationship between physical activity and educational outcomes. Physical activity in adolescence was positively associated with educational outcomes. Both the physical activity level at age 15 yr and an increase in the physical activity level between the ages of 12 and 15 yr were positively related to the grade point average at age 15 yr and the years of postcompulsory education in adulthood. The results were robust to the inclusion of several individual and family background factors, including health endowments, family income, and parents' education. The results provide evidence that physical activity in adolescence may not only predict academic success during compulsory basic education but also boost educational outcomes later in life.

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…

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…

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.

A fine balance: Margaret Bell--physician and physical educator.

Science.gov (United States)

Wrynn, Alison M

2005-06-01

Margaret Bell's life illustrates the limited opportunities for women in higher education in addition to the restrictions they faced when attempting to control their narrow sphere of professional influence. Bell's career is also an outstanding exemplar of connections physical education had with health and medicine in its early years and the shift that occurred by the mid 20th century that made physical education an increasingly separate, specialized field. Her service ethic, interest in research on menstruation and physical activity, and work as a university health service physician provides an interesting illustration of the balancing act that women in physical education at the university level were expected to live in the middle decades of the 20th century.

Math and Movement: Practical Ways to Incorporate Math into Physical Education

Science.gov (United States)

Wade, Marcia

2016-01-01

Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

Role Playing in Physical Education to Teach in the Affective Domain

Science.gov (United States)

Samalot-Rivera, Amaury

2014-01-01

Using role playing during physical education provides limitless opportunities for intervention and for the demonstration of personal and social qualities. The purpose of this article is to provide easy steps for implementing role playing as a strategy to teach social skills to students in the physical education setting.

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)

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

100 Years of Attempts to Transform Physics Education

Science.gov (United States)

Otero, Valerie K.; Meltzer, David E.

2016-12-01

As far back as the late 1800s, U.S. physics teachers expressed many of the same ideas about physics education reform that are advocated today. However, several popular reform efforts eventually failed to have wide impact, despite strong and enthusiastic support within the physics education community. Broad-scale implementation of improved instructional models today may be just as elusive as it has been in the past, and for similar reasons. Although excellent instructional models exist and have been available for decades, effective and scalable plans for transforming practice on a national basis have yet to be developed and implemented. Present-day teachers, education researchers, and policy makers can find much to learn from past efforts, both in their successes and their failures. To this end, we present a brief outline of some key ideas in U.S. physics education during the past 130 years. We address three core questions that are prominent in the literature: (a) Why and how should physics be taught? (b) What physics should be taught? (c) To whom should physics be taught? Related issues include the role of the laboratory and attempts to make physics relevant to everyday life. We provide here only a brief summary of the issues and debates found in primary-source literature; an extensive collection of historical resources on physics education is available at https://sites.google.com/site/physicseducationhistory/home.

The West Virginia Health and Physical Education Leadership Academy

Science.gov (United States)

Housner, Lynn; Chapman, Don; Childers, Sue; Deem, Rick; Elliott, Eloise; Klemick, Peggy; McCracken, Bane; Weikle, Mary; Workman, Gerald

2008-01-01

Health and physical education are expected to improve the wellness of children and youths. Unfortunately, many health and physical educators may not be fully prepared to meet the challenge of providing high quality, standards-based programs that produce tangible results. In view of the current standards and policies and the important role that…

Complying with Title IX of the Education Amendments of 1972 in Physical Education and High School Sports Programs. A Manual on Physical Education and Sports Programs for Administrators, Athletic Directors, Coaches, and Teachers in Local Education Agencies and for Personnel in General Physical Education Programs in Colleges and Universities.

Science.gov (United States)

Blaufarb, Marjorie

The American Alliance for Health, Physical Education, and Recreation (AAHPER) has designed this manual to aid teachers, coaches, and administrators in implementing Title IX in physical education and sports. The manual provides an outline for self-evaluation to assess compliance with the regulations; and an action checklist for evaluation of…

Implementing Physical Protection Education for an Enhanced Nuclear Security Culture

Energy Technology Data Exchange (ETDEWEB)

Lee, Jeong Ho; Kim, Hyun Chul; Shin, Ick Hyun; Lee, Hyung Kyung; Choe, Kwan Kyoo [KINAC, Daejeon (Korea, Republic of)

2013-10-15

In this paper, we are going to outline our efforts and experiences at implementing physical protection education. KINAC (as the only designated educational institute) places great effort in delivering an effective and a high-quality education program for physical protection. We have also provided a way for nuclear operators to share the lessons they have gained through their own experiences. We made physical protection education an important communication channel, not only among nuclear operators but also between operators and a regulatory body. There is growing attention given to education and training on the subject of physical protection in order to enhance the nuclear security culture. The IAEA recommends that all personnel in organizations directly involved with the nuclear industry receive regularly education in physical protection according to the recently revised INFCIRC/225/Rev.5. The Korea Institute of Nuclear Nonproliferation and Control (KINAC) and the Nuclear Safety and Security Commission (NSSC), which are mainly responsible for the national nuclear security regime, have already recognized the importance of education and training in physical protection. The NSSC enacted its decree on physical protection education and training in 2010. KINAC was designated as the first educational institute in 2011 and implemented physical protection education as mandatory from 2012.

Implementing Physical Protection Education for an Enhanced Nuclear Security Culture

International Nuclear Information System (INIS)

Lee, Jeong Ho; Kim, Hyun Chul; Shin, Ick Hyun; Lee, Hyung Kyung; Choe, Kwan Kyoo

2013-01-01

In this paper, we are going to outline our efforts and experiences at implementing physical protection education. KINAC (as the only designated educational institute) places great effort in delivering an effective and a high-quality education program for physical protection. We have also provided a way for nuclear operators to share the lessons they have gained through their own experiences. We made physical protection education an important communication channel, not only among nuclear operators but also between operators and a regulatory body. There is growing attention given to education and training on the subject of physical protection in order to enhance the nuclear security culture. The IAEA recommends that all personnel in organizations directly involved with the nuclear industry receive regularly education in physical protection according to the recently revised INFCIRC/225/Rev.5. The Korea Institute of Nuclear Nonproliferation and Control (KINAC) and the Nuclear Safety and Security Commission (NSSC), which are mainly responsible for the national nuclear security regime, have already recognized the importance of education and training in physical protection. The NSSC enacted its decree on physical protection education and training in 2010. KINAC was designated as the first educational institute in 2011 and implemented physical protection education as mandatory from 2012

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.…

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…

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…

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…

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.

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…

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.

Would it provide Free Education?

Indian Academy of Sciences (India)

First page Back Continue Last page Overview Graphics. Would it provide Free Education? Would it provide Free Education? Would it provide Compulsory Education? Would it guarantee education of equitable quality? Would it prevent discrimination? Would it stop schools that promote inequality & discrimination? NO! NO!

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…

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.

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...

Teaching Physical Education to Students with Autism Spectrum Disorders

Science.gov (United States)

Menear, Kristi Sayers; Smith, Shannon C.

2011-01-01

The U.S. Centers for Disease Control and Prevention (2007) estimates that one in every 110 children is affected by an autism spectrum disorder (ASD). The prevalence of ASDs makes it very likely that every physical education teacher is teaching at least one student with an ASD. This article will provide physical educators with a brief overview of…

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…

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…

A brief history of physics education in the United States

Science.gov (United States)

Meltzer, David E.; Otero, Valerie K.

2015-05-01

In order to provide insight into current physics teaching practices and recommended reforms, we outline the history of physics education in the United States—and the accompanying pedagogical issues and debates—over the period 1860-2014. We identify key events, personalities, and issues for each of ten separate time periods, comparing and contrasting the outlooks and viewpoints of the different eras. This discussion should help physics educators to (1) become aware of previous research in physics education and of the major efforts to transform physics instruction that have taken place in the U.S., (2) place the national reform movements of today, as well as current physics education research, in the context of past efforts, and (3) evaluate the effectiveness of various education transformation efforts of the past, so as better to determine what reform methods might have the greatest chances of success in the future.

Integrating the English Language Arts Common Core State Standards into Physical Education

Science.gov (United States)

James, Alisa R.; Bullock, Kerri

2015-01-01

Physical education teachers are expected to implement the English language arts (ELA) Common Core State Standards (CCSS) in their instruction. This has proved to be challenging for many physical educators. The purpose of this article is to provide developmentally appropriate examples of how to incorporate the ELA CCSS into physical education,…

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.

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.

Relationship between motivation and learning in physical education and after-school physical activity.

Science.gov (United States)

Chen, Senlin; Sun, Haichun; Zhu, Xihe; Chen, Ang

2014-12-01

A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

Gadgets in the Gymnasium: Physical Educators' Use of Digital Technologies

Science.gov (United States)

Robinson, Daniel B.; Randall, Lynn

2017-01-01

This article highlights results from a recent study that investigated Atlantic Canadian physical educators' adoption and implementation of various digital technologies. Employing a mixed-methods research design (survey participants, n = 206; focus group participants, n = 12), the research intended to provide a clear overview of physical educators'…

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…

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.

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.

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…

An Educational Tool for Creating Distributed Physical Games

DEFF Research Database (Denmark)

Lund, Henrik Hautop; Pagliarini, Luigi

2011-01-01

programming for physical games development. This is done by providing an educational tool that allows a change of representation of the problems related to game designing from a virtual to a physical representation. Indeed, MITS seems to be a valuable system for bringing into education a vast number of issues...... (such as parallel programming, distribution, communication protocols, master dependency, connectivity, topology, island modeling software behavioral models, adaptive interactivity, feedback, user and multi-user game interaction, etc.). This can both improve the education-related issues in computer......The development of physical interactive games demands extensive knowledge in engineering, computer science and gaming. In this paper we describe how the Modular Interactive Tiles System (MITS) can be a valuable tool for introducing students to interactive parallel and distributed processing...

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.

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...

Supporting public health priorities: recommendations for physical education and physical activity promotion in schools.

Science.gov (United States)

Hills, Andrew P; Dengel, Donald R; Lubans, David R

2015-01-01

Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward. Copyright © 2014. Published by Elsevier Inc.

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...

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.

TU-C-218-02: Effective Oncology Physics Education.

Science.gov (United States)

Burmeister, J; Coffey, C; Salehpour, M; Ibbott, G

2012-06-01

The education of medical physicists has historically been quite varied and medical physicists have entered the field through several pathways including specialized educational programs, postdoctoral fellowships, and on-the-job training. It is argued that the contributions of viewpoints from different branches of physics has contributed to the development of novel solutions and advances in radiation oncology. However, there also has been an effort recently to make graduate education of medical physicists more consistent and uniform, particularly for the preparation of clinically oriented therapy physicists. The trend towards a more systematic approach has been guided in part by the requirements for graduate program accreditation developed by CAMPEP and by the requirements for medical physicist certification by the ABR. At the same time, there has been criticism of this approach as being too confining and guiding graduates toward a career as technicians rather than independent thinkers. Educational programs have had to balance the requirements of accreditation and certification against the goal of preparing students for careers as independent researchers. Three speakers will describe the approaches taken by their graduate educational programs to meet the requirements of CAMPEP and adequately prepare graduates for certification by the ABR, while maintaining a commitment to providing a comprehensive education in medical physics. 1. Understand the requirements for graduate program accreditation 2. Understand the education and experience requirements for certification 3. Learn the approaches taken by several graduate programs to meet the requirements for accreditation and certification while providing a comprehensive education in medical physics. © 2012 American Association of Physicists in Medicine.

The AAPT/ComPADRE Digital Library: Supporting Physics Education at All Levels

Science.gov (United States)

Mason, Bruce

For more than a decade, the AAPT/ComPADRE Digital Library has been providing online resources, tools, and services that support broad communities of physics faculty and physics education researchers. This online library provides vetted resources for teachers and students, an environment for authors and developers to share their work, and the collaboration tools for a diverse set of users. This talk will focus on the recent collaborations and developments being hosted on or developed with ComPADRE. Examples include PhysPort, making the tools and resources developed by physics education researchers more accessible, the Open Source Physics project, expanding the use of numerical modeling at all levels of physics education, and PICUP, a community for those promoting computation in the physics curriculum. NSF-0435336, 0532798, 0840768, 0937836.

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.

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.

Fostering Inclusion and Positive Physical Education Experiences for Overweight and Obese Students

Science.gov (United States)

Rukavina, Paul B.; Doolittle, Sarah A.

2016-01-01

Overweight and obese students are often socially and instructionally excluded from physical education and school physical activity opportunities. This article describes teaching strategies from a study of middle school physical education teachers who are committed to providing effective teaching and positive experiences for overweight and obese…

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…

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.

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…

Providing nuclear pharmacy education via the internet

International Nuclear Information System (INIS)

Hilliard, N.L.; Pickett, M.; Thaxton, P.; Norenberg, J.P.; Wittstrom, K.; Rhodes, B.

2002-01-01

Aim: (1) Increase the nuclear pharmacy education opportunities across the United States and the around the world. (2) Establish collaborative educational agreements between colleges of pharmacy and local nuclear pharmacy preceptors. (3) Decrease the shortage of radio pharmacists. 4) Provide nuclear education courses to supplement existing educational programs. Materials and Methods: Nuclear Education Online (www.nuclearonline.org) is an educational consortium between the University of Arkansas for Medical Sciences and the University of New Mexico. The faculty members from each institution have collaborated to design an online didactic curriculum and experiential training materials. The didactic portion is delivered via WebCT (www.webct.com) and involves interactive studies with faculty from UNM and UAMS. The student-centered curriculum is based on the APhA Syllabus for Nuclear Pharmacy Training and includes interactive web-based course materials, discussion groups, preceptor-led activities and problem-based learning (PBL) case studies based upon actual clinical studies and real-life pharmacy situations. Individual units of study include Nuclear Physics, Radiation Biology, Radiation Safety, Instrumentation, and Radiochemistry/Radiopharmacology. Students can begin the program at anytime. Once a cohort of students is established, the students proceed through the PBL cases, working interactively as a group. Results: Since June 2001, over 26 students have completed the 10-week certificate program. These students have been located across the U.S. and in Saudi Arabia. Fifteen students have completed individual courses in nuclear physics and instrumentation through colleges of pharmacy course offerings using the NEO faculty as instructors. Student evaluations revealed that 78% of the students thought that the NEO program was a 'great way to learn' (highest rating). When comparing PBL to a traditional classroom setting, two thirds of students preferred problem

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.

A description of professional pediatric physical therapy education.

Science.gov (United States)

Schreiber, Joe; Goodgold, Shelley; Moerchen, Victoria A; Remec, Nushka; Aaron, Carolanne; Kreger, Alison

2011-01-01

The purpose of this work was to reexamine the status of professional pediatric physical therapy education in the United States. A task force designed a 16-item survey and contacted representatives from all professional physical therapy programs. Surveys were gathered from 151 programs for a return rate of 75%. Much variability exists across programs in total number of hours devoted to pediatrics (range, 35-210 hours). In addition, almost 60% of respondents indicated that the individual responsible for delivering the pediatric content will be retiring within the next 15 years. These results describe current pediatric professional education and provide numerous opportunities and challenges for the development of optimal professional pediatric education.

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...

Social and Emotional Learning Policies and Physical Education

Science.gov (United States)

Jacobs, Jenn; Wright, Paul

2014-01-01

There is a current push to broaden the educational agenda by integrating social and emotional learning (SEL) competencies into the academic curriculum. This article describes how physical education (PE) provides a strong platform for integrating SEL standards into the curriculum. The alignment between SEL and the affective learning objectives of…

Content of Orthopedic Patient Education Provided by Nurses in Seven European Countries.

Science.gov (United States)

Charalambous, Andreas; Papastavrou, E; Valkeapää, K; Zabalegui, A; Ingadóttir, B; Lemonidou, C; Fatkulina, N; Jouko, K; Leino-Kilpi, H

2017-07-01

Patients' and their significant others' education during the perioperative phase is an important and challenging aspect of care. This study explored the content of education provided by nurses to arthroplasty patients and their significant others. Data were collected with the Education of Patients-NURSE content (EPNURSE-Content), Received Knowledge of Hospital Patient (RKhp), and Received Knowledge of Significant Other (RKso) scales. The results showed that the content of education emphasized biophysiological and functional needs, differed between countries, and was related to how physically demanding nurses found their job to be and the amount of education provided. There is congruence between the received knowledge of patients and their significant others in relation to the content of education provided by nurses. The findings can support nurses in developing aid material for patients and significant others explaining the nature of education and advising them what to expect and how to optimize their participation in the process.

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,…

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.

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…

The Primary Schoolteacher and Physical Education: A Review of Research and Implications for Irish Physical Education

Science.gov (United States)

Fletcher, Tim; Mandigo, James

2012-01-01

This article reviews research on primary physical education (PE). In primary schools around the world PE is taught by the classroom teacher rather than by a PE specialist. Most classroom teachers feel poorly prepared to teach PE programmes that are meaningful to pupils and provide the types of experiences that lead to lifelong participation. This…

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 ...

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.

Management of pain induced by exercise and mobilization during physical therapy programs: views of patients and care providers

Directory of Open Access Journals (Sweden)

Rannou François

2011-07-01

Full Text Available Abstract Background The expectations of patients for managing pain induced by exercise and mobilization (PIEM have seldom been investigated. We identified the views of patients and care providers regarding pain management induced by exercise and mobilization during physical therapy programs. Methods We performed a qualitative study based on semi-structured interviews with a stratified sample of 12 patients (7 women and 14 care providers (6 women: 4 general practitioners [GPs], 1 rheumatologist, 1 physical medicine physician, 1 geriatrician, 2 orthopedic surgeons, and 5 physical therapists. Results Patients and care providers have differing views on PIEM in the overall management of the state of disease. Patients' descriptions of PIEM were polymorphic, and they experienced it as decreased health-related quality of life. The impact of PIEM was complex, and patient views were sometimes ambivalent, ranging from denial of symptoms to discontinuation of therapy. Care providers agreed that PIEM is generally not integrated in management strategies. Care providers more often emphasized the positive and less often the negative dimensions of PIEM than did patients. However, the consequences of PIEM cited included worsened patient clinical condition, fears about physical therapy, rejection of the physical therapist and refusal of care. PIEM follow-up is not optimal and is characterized by poor transmission of information. Patients expected education on how better to prevent stress and anxiety generated by pain, education on mobilization, and adaptations of physical therapy programs according to pain intensity. Conclusion PIEM management could be optimized by alerting care providers to the situation, improving communication among care providers, and providing education to patients and care providers.

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…

Data bank for nuclear-physical studies in educational facilities

International Nuclear Information System (INIS)

Boboshin, I.N.; Varlamov, V.V.; Ishkhanov, B.S.; Kapitonov, I.M.; Lenskaya, N.A.; Surgutanov, V.V.; Khoronenko, A.A.; Chernyaev, A.P.

1986-01-01

Purposes and tasks of nuclear data Centers of the USSR Ministry of Education are discussed in short. Files of both bibliographic and factographic nuclear-physical data widely used with the Centres to provide the state organizations and scientists, first of all educational facilities, with nuclear data to increase effectiveness of fundamental and applied investigations and educational process are described

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.

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.

Children's motivation in elementary physical education: an expectancy-value model of achievement choice.

Science.gov (United States)

Xiang, Ping; McBride, Ron; Guan, Jianmin; Solmon, Melinda

2003-03-01

This study examined children's motivation in elementary physical education within an expectancy-value model developed by Eccles and her colleagues. Four hundred fourteen students in second and fourth grades completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation in physical education. Results indicated that expectancy-related beliefs and subjective task values were clearly distinguishable from one another across physical education and throwing. The two constructs were related to each other positively. Children's intention for future participation in physical education was positively associated with their subjective task values and/or expectancy-related beliefs. Younger children had higher motivation for learning in physical education than older children. Gender differences emerged and the findings provided empirical evidence supporting the validity of the expectancy-value model in elementary physical education.

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…

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…

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…

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.

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…

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...

The Role of Physical Education in Child Development.

Science.gov (United States)

Krotee, M. L.; Wamukhoya, E. E.

1986-01-01

Argues that a child's early exposure to movement activities promotes a positive self concept. Elaborates that physical education gives training to body and mind as well as providing enjoyment as the child matures. (BSR)

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…

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.

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.

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

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.

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.

Procedures and reasoning for skill proficiency testing in physical education teacher education programs

Directory of Open Access Journals (Sweden)

Timothy Baghurst

2015-12-01

Full Text Available This study sought to determine how the testing of skill proficiency is being conducted in physical education teacher education (PETE programs in the USA and how fitness or skill proficiencies, as attributes of a physical educator, are perceived. Participants were 312 college PETE program coordinators who completed an online survey about skill testing in their program. The eligible respondents yielded a 52.7% total response rate. Most participants believed that skill proficiency for PETE students was important, but only 46% of programs reported testing within their program. Many participants stated it was possible for their students to graduate without demonstrating proficiency in skill technique, yet were confident their students would pass an independent skill test. Only 46.2% of respondents indicated their students needed to demonstrate proper skill technique in order to graduate, and there was no consistent method of assessment. Responses were evenly split regarding the importance of a physical educator being able to demonstrate proper skill technique or be physically fit. The lack of skill testing in programs, combined with the variation in assessment, is concerning, and the development of a standardized skill-based test may provide more rigor to this important area of teacher credibility and effectiveness.

Measurement in Physical Education and Exercise Science: A Brief Report on 2017

Science.gov (United States)

Myers, Nicholas D.; Lee, Seungmin; Kostelis, Kimberly T.

2018-01-01

The purpose of this annual report is to provide a summary of measurement in physical education and exercise science-related activities in 2017. A recent trend for an annual increase in manuscript submissions to measurement in physical education and exercise science continued in 2017. Twenty-nine countries were represented (i.e., corresponding…

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)

MO-E-18C-06: Enriching Medical Physics Education By Visualizing The Invisible

International Nuclear Information System (INIS)

Sprawls, P

2014-01-01

Purpose: To enhance the understanding of medical physics concepts and develop higher levels of learning relating to invisible physics phenomena such as radiation. To provide medical physics educators in all countries of the world with understanding of knowledge structures in the human brain, the different levels of learning, and the types of knowledge required for higher level functions such as problem solving, creative innovations, and applied clinical applications. To provide medical physics educators with an open access resource (tool) that they can use in their teaching activities to enrich and elevate the level of learning for their students, residents, etc. with respect to the invisible realm of medical physics. Methods: An experienced clinical medical physicist and educator has created and provided with open access three complementary web-based resources to achieve the purposes described above. One is a module focusing on the medical physics learning process with respect to mental knowledge structures, how they relate to outcomes and applications, and learning activities that are required to develop the required knowledge structures. The second is an extensive set of visuals that educators can use in their activities (classes, small group discussions, etc.) to visualize the invisible. The third is an interactive online simulation where learners can adjust factors and visually observe changes in x-radiation.These resources are available online at www.BLINDED FOR REVIEW . Results: Medical physics education, especially for non-physicists, is becoming much more interesting and useful especially with respect to invisible radiation. The global impact is that medical imaging professionals can be more effective in optimizing x-ray imaging procedures and risk management when they have knowledge levels that enhance problem solving, innovation, and creativity. Conclusion: Medical physics educators in all institutions can be much more effective and efficient in the

MO-E-18C-06: Enriching Medical Physics Education By Visualizing The Invisible

Energy Technology Data Exchange (ETDEWEB)

Sprawls, P [Emory University and Sprawls Educational Foundation, Montreat, NC (United States)

2014-06-15

Purpose: To enhance the understanding of medical physics concepts and develop higher levels of learning relating to invisible physics phenomena such as radiation. To provide medical physics educators in all countries of the world with understanding of knowledge structures in the human brain, the different levels of learning, and the types of knowledge required for higher level functions such as problem solving, creative innovations, and applied clinical applications. To provide medical physics educators with an open access resource (tool) that they can use in their teaching activities to enrich and elevate the level of learning for their students, residents, etc. with respect to the invisible realm of medical physics. Methods: An experienced clinical medical physicist and educator has created and provided with open access three complementary web-based resources to achieve the purposes described above. One is a module focusing on the medical physics learning process with respect to mental knowledge structures, how they relate to outcomes and applications, and learning activities that are required to develop the required knowledge structures. The second is an extensive set of visuals that educators can use in their activities (classes, small group discussions, etc.) to visualize the invisible. The third is an interactive online simulation where learners can adjust factors and visually observe changes in x-radiation.These resources are available online at www.BLINDED FOR REVIEW . Results: Medical physics education, especially for non-physicists, is becoming much more interesting and useful especially with respect to invisible radiation. The global impact is that medical imaging professionals can be more effective in optimizing x-ray imaging procedures and risk management when they have knowledge levels that enhance problem solving, innovation, and creativity. Conclusion: Medical physics educators in all institutions can be much more effective and efficient in the

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…

Preventive HIV/AIDS education through physical education: reflections from Zambia.

Science.gov (United States)

Njelesani, Donald

2011-01-01

Governments, UN agencies and international and local NGOs have mounted a concerted effort to remobilise sport as a vehicle for broad, sustainable social development. This resonates with the call for sport to be a key component in national and international development objectives. Missing in these efforts is an explicit focus on physical education within state schools, which still enroll most children in the global South. This article focuses on research into one of the few instances where physical education within the national curriculum is being revitalised as part of the growing interest in leveraging the appeal of sport and play as means to address social development challenges such as HIV/AIDS. It examines the response to the Zambian government's 2006 Declaration of Mandatory Physical Education (with a preventive education focus on HIV/AIDS) by personnel charged with its implementation and illustrates weaknesses within the education sector. The use of policy instruments such as decrees/mandates helps ensure the mainstreaming of physical education in development. However, the urgency required to respond to new mandates, particularly those sanctioned by the highest levels of government, can result in critical pieces of the puzzle being ignored, thereby undermining the potential of physical education (and sport) within development.

Description of intensity of physical education in a structure educational educate and health-improvement-educate processes.

Directory of Open Access Journals (Sweden)

Bondar T.S.

2012-12-01

Full Text Available Comparison of intensity of physical education is presented in child's establishments of making healthy and rest and general educational establishments. Questioning of 183 students-practice and analysis of document of the Kharkov regional management is conducted on physical education and sport. It is set that health-improvement-educate process is directed on forming for children and young people of culture of health. It is marked that the result of pedagogical activity in establishments and establishments of education is physical, spiritual and social development of personality of children and young people. Witnessed, that process of physical education in out-of-town child's establishments of making healthy and rest almost in three times more intensive by comparison to general educational establishments and school summer camps. It contingently a presence for the children of plenty of spare time, by the use in practice of camps of non-standard facilities and forms of increase of motive activity of children, by the features of structure health-improvement-educate process.

"Quod Erat Demonstrandum": Understanding and Explaining Equations in Physics Teacher Education

Science.gov (United States)

Karam, Ricardo; Krey, Olaf

2015-01-01

In physics education, equations are commonly seen as calculation tools to solve problems or as concise descriptions of experimental regularities. In physical science, however, equations often play a much more important role associated with the formulation of theories to provide explanations for physical phenomena. In order to overcome this…

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…

The Doxa of Physical Education Teacher Education--Set in Stone?

Science.gov (United States)

Larsson, Lena; Linnér, Susanne; Schenker, Katarina

2018-01-01

In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students' conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of…

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…

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…

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…

Reform of Medium Education and Physical education: an abyss for the future

Directory of Open Access Journals (Sweden)

Robson dos Santos Bastos

2017-09-01

Full Text Available It develops analyzes on the reform of secondary education proposed by Provisional Measure . 746, now Law 13.415/17, and its implications in the future of Physical Education. Part of the following scientific question: What are the perspectives for the future of Physical Education in the face of the reform of secondary education proposed by the new educational policy? As methodological strategy a documentary study was developed, having as a source of analysis the texts of the MP and the law that ratifies it, besides the notes published by different entities related to education and Physical Education. The study indicates that the reform of high school will imply significantly in Physical Education in three fields: in its teaching in basic education, in teacher training and in teaching work.

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…

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…

Adolescents' physical activity in physical education, school recess, and extra-curricular sport by motivational profiles.

Science.gov (United States)

Mayorga-Vega, Daniel; Viciana, Jesús

2014-06-01

The main purpose of this study was to evaluate the differences in adolescents´ objective physical activity levels and perceived effort in physical education, school recess, and extra-curricular organized sport by motivational profiles in physical education. A sample of 102 students 11-16 yr. old completed a self-report questionnaire assessing self-determined motivation toward physical education. Subsequently, students' objective physical activity levels (steps/min., METs, and moderate-to-vigorous physical activity) and perceived effort were evaluated for each situation. Cluster analysis identified a two-cluster structure: "Moderate motivation toward physical education profile" and "High motivation toward physical education profile." Adolescents in the second cluster had higher physical activity and perceived effort values than adolescents in the first cluster, except for METs and moderate-to-vigorous physical activity in extra-curricular sport. These results support the importance of physical education teachers who should promote self-determined motivation toward physical education so that students can reach the recommended physical activity levels.

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…

The effectiveness of the pilot program of differentiated correction of psycho-physical condition of students in physical education

Directory of Open Access Journals (Sweden)

A.V. Lukavenko

2013-05-01

Full Text Available Defined and justified the designing an algorithm for the formation and operation of the content of physical education students. The algorithm is aimed at correcting the mental and physical condition of students in the relevant classes in high school. In the experiment involved a group of boys and girls of 20 people 17-18 years of age.The program provides theoretical and methodological, practical training, and certain types of control. The basis of the program is a differentiated approach to students with the features of display, speakers, self-determination, the relationship between the change in indicators of mental and physical state in the first year of study. Project operations are focused on meeting the requirements of the principles of physical education, the provisions of the public education on maintaining a physically active lifestyle. It is recommended for theoretical and methodological training of the use of modern information tools. Showing the direction of correction of psycho-physical condition of students.

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…

Improving Educational Outcomes by Providing Educational Services through Mobile Technology

OpenAIRE

Hosam Farouk El-Sofany

2013-01-01

The use of Computers, Networks, and Internet has successfully enabled educational institutions to provide their students and instructors with various online educational services. With the recent developments in M-learning and mobile technology, further possibilities are emerging to provide such services through mobile devices such as mobile phones and PDAs. By providing the educational services using wireless and mobile technologies, the educational institutions can potentially bring great co...

Dialogic learning and physical education: School sport and physical education promoting health, school success and social cohesion

Directory of Open Access Journals (Sweden)

Marcos Castro Sandúa

2015-09-01

Full Text Available Purpose: the notion of dialogic learning is on the basis of educational practices (Successful Educational Actions and projects (Schools as Learning Communities that are currently improving coexistence and promoting school success in more and more schools around the world. Physical Education has to find its place within this context and to define how to contribute to these aims from its specificity, as it is a subject in which the body and the movement have leading roles for learning and it is increasingly emphasizing the promotion of healthy habits. Due to all that, this article pretends to offer orientations to professionals and schools for building a more dialogic Physical Education. Design/methodology: a review of scientific literature on Physical Education and dialogic learning has been done starting from the results of the Juega Dialoga y Resuelve [Play, Dialogue and Solve] project (Spanish RTD National Plan and from the results obtained in the search for the topics “dialogic learning” and ”successful educational actions” in the ISI Web of Science. Findings: the results of the literature review show that the principles of dialogic learning and their practical development can be transferred to Physical Education and school sport in order to contribute to school success and to improve students’ and their communities’ health. Practical implications: orientations for professionals and schools to organize the practice of Physical Education and school sport in accordance with the principles of dialogic learning derive from the analysis. Social implications: the orientations promote school success for students and social cohesion and health for them and their communities. Originality/value: the article presents innovative elements for the organization of Physical Education and school sport that can be useful for teachers and other professionals.

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.

Physical Education and Children with CHARGE Syndrome: Research to Practice

Science.gov (United States)

Lieberman, Lauren J.; Haibach, Pamela; Schedlin, Haley

2012-01-01

Introduction: Children with CHARGE syndrome often experience significantly delayed motor development, which affects their performance in many motor skills and physical activities. The purpose of this study was to determine the status of physical education provided to children with CHARGE syndrome. There were five main areas of focus: (1) physical…

Implicit Theories of Ability in Physical Education: Current Issues and Future Directions

Science.gov (United States)

Warburton, Victoria Emily; Spray, Christopher Mark

2017-01-01

Purpose: In light of the extensive empirical evidence that implicit theories have important motivational consequences for young people across a range of educational settings we seek to provide a summary of, and personal reflection on, implicit theory research and practice in physical education (PE). Overview: We first provide an introduction to…

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.

Navigating Academia: Developing a Road Map for a Professional Journey for Physical Education Teacher Candidates

Science.gov (United States)

Lee, Okseon; Ravizza, Dean M.; Muller, Susan M.; Satern, Miriam N.

2017-01-01

Physical education teacher education programs provide teacher candidates with the knowledge, skills and dispositions required to impact student learning. Over the course of a long and successful career, however, quality physical education teachers must continue to adapt to the changing demands of their profession. The professional growth that…

Actual and preferred personality characteristics of physical educators

Directory of Open Access Journals (Sweden)

Saša Cecić Erpič

2002-12-01

Full Text Available The Five-Factor Model of personality, which includes dimensions energy, agreeableness, conscientiousness, emotional stability, and openness, gained a growing acceptance by personality researchers. In the present study the actual personality characteristics of physical educators and the personality profile of an ideal (according to subjective evaluations of experts physical educator were investigated. The aim of the study was to examine differences between profiles of actual and preferred personality characteristics and to present differences in personality characteristics between male and female physical educators of different ages. The study included 76 (40 male, 36 female 24 to 58 year-old physical educators (mean age 39.7 years. 34 experts from the field of sport, physical education, and kinesiology evaluated the preferred personality structure of an ideal physical educator. The Big Five Observer (BFO was used to assess actual and preferred personality structures. These results show that the actual personality profile of physical educators is described with all five moderately high dimensions, which is relatively congruent with the social type from Holland's typology, characteristic of educators. In comparison with participants, an ideal physical educator should have equally expressed agreeableness, while other four dimensions should be highly expressed. Gender differences in energy and agreeableness (women have higher results in both dimensions were found significant. No significant age differences in the personality structure were obtained by a cross-sectional comparison.

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

Directory of Open Access Journals (Sweden)

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.

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

Early resident-to-resident physics education in diagnostic radiology.

Science.gov (United States)

Kansagra, Akash P

2014-01-01

The revised ABR board certification process has updated the method by which diagnostic radiology residents are evaluated for competency in clinical radiologic physics. In this work, the author reports the successful design and implementation of a resident-taught physics course consisting of 5 weekly, hour-long lectures intended for incoming first-year radiology residents in their first month of training. To the author's knowledge, this is the first description of a course designed to provide a very early framework for ongoing physics education throughout residency without increasing the didactic burden on faculty members. Twenty-six first-year residents spanning 2 academic years took the course and reported subjective improvement in their knowledge (90%) and interest (75%) in imaging physics and a high level of satisfaction with the use of senior residents as physics educators. Based on the success of this course and the minimal resources required for implementation, this work may serve as a blueprint for other radiology residency programs seeking to develop revised physics curricula. Copyright © 2014 American College of Radiology. Published by Elsevier Inc. All rights reserved.

The Importance of Indirect Teaching Behaviour and Its Educational Effects in Physical Education

Science.gov (United States)

Jung, Hyunwoo; Choi, Euichang

2016-01-01

Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of…

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…

PhysLink Physics and Astronomy online education and reference

CERN Document Server

The PhysLink.com is a comprehensive physics and astronomy online education, research and reference web site. In addition to providing high-quality content, PhysLink.com is a meeting place for professionals, students and other curious minds.

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

Expert Perspectives on the Future of Physical Education in Higher Education

Science.gov (United States)

Lorusso, Jenna R.; Richards, K. Andrew R.

2018-01-01

Despite physical education teacher education/physical education sport pedagogy's (PETE/PESP's) significant strides in the past century, there are concerns about its future. Grounded in participatory research, and through an interview-Delphi method, this study purposefully sampled five male PETE/PESP scholars' expert critiques of current threats,…

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...

Physical Educators' Habitual Physical Activity and Self-Efficacy for Regular Exercise

Science.gov (United States)

Zhu, Xihe; Haegele, Justin A.; Davis, Summer

2018-01-01

The purpose of this study was to examine physical education teachers' habitual physical activity and self-efficacy for regular exercise. In-service physical education teachers (N = 168) voluntarily completed an online questionnaire that included items to collect demographic information (gender, race/ethnicity, years of teaching experience, and…

Factors Influencing the Food Purchases of Early Care and Education Providers.

Science.gov (United States)

Otten, Jennifer J; Hirsch, Tad; Lim, Catherine

2017-05-01

With the majority of US children enrolled in some form of early care and education, the settings for early care and education represent a valuable opportunity to positively impact young children's diets and their interactions with food. Little evidence exists on how early care and education providers make food purchasing and service decisions for this population of young children. Our aim was to explore the factors that influence early care and education providers' food purchasing and service decisions. A qualitative design consisting of individual, in-person, and semi-structured interviews with providers and on-site observations was used. Sixteen early care and education providers-selected across a variety of characteristics that might affect food selection (eg, size of site, participation in reimbursement programs, presence of staff assigned to foodservice) using maximum variation purposive sampling-based in the Puget Sound region, Washington, were interviewed from June to September 2014. Provider perspectives on food purchasing and service decisions. Inductive analysis of transcribed interviews using TAMS Analyzer software (GPL version 2, 2012) to identify themes. Ten main influencers emerged from the data. These were grouped into four categories based on an ecological framework: macro-level environments (ie, regulations; suppliers and vendors, including stores); physical environment and settings (ie, organizational mission, budget, and structure; the facility itself); social environments (ie, professional networks; peers; the site-specific parent and child community); and individual factors at both a provider and child-level (ie, providers' skills, behaviors, motivations, attitudes, knowledge, and values; child food preferences; and, child allergies). A model was then developed to identify potential pathways of intervention and underscore the need for a comprehensive approach to improve early care and education nutrition. This study suggests that a more

Spending the Primary Physical Education and Sport Premium: A West Midlands Case Study

Science.gov (United States)

Griggs, Gerald

2016-01-01

In March 2013 the government announced that it was to provide funding to improve provision of Physical Education and sport in primary schools in England. Entitled The Primary Physical Education and Sport Premium, this ring-fenced annual funding has been allocated to schools that are free to choose how the money is spent but are accountable for its…

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…

Benefits of Implementing a Dance Unit in Physical Education

Science.gov (United States)

Bajek, Mary; Richards, K. Andrew R.; Ressler, James

2015-01-01

This article discusses the benefits of participating in a dance curriculum, as well as how dance relates to the National Standards. It also provides insight into how physical educators can overcome the barriers to teaching dance in their programs.

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…

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.

Perspectives on the Academic Discipline of Physical Education. A Tribute to G. Lawrence Rarick.

Science.gov (United States)

Brooks, George A., Ed.; And Others

Major specializations in the discipline of physical education are often identified by the terms: history of physical education; exercise physiology, biomechanics, motor development, motor learning, sport psychology, and sport sociology. In this text, two chapters are provided on each of these specialized areas. One chapter describes the emergence…

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...

Nintendo Wii: Opportunities to Put the Education Back into Physical Education

Science.gov (United States)

Perlman, Dana; Forrest, Greg; Pearson, Phil

2012-01-01

Movement-based gaming technologies, such as the Nintendo Wii, are becoming more visible within the physical education. As research on movement-based technologies develops, an aspect that has gained interest is the potential educational value for the physical education student. The purpose of this study was to examine movement-based sport games and…

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…

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…

Active Gaming: Is "Virtual" Reality Right for Your Physical Education Program?

Science.gov (United States)

Hansen, Lisa; Sanders, Stephen W.

2012-01-01

Active gaming is growing in popularity and the idea of increasing children's physical activity by using technology is largely accepted by physical educators. Teachers nationwide have been providing active gaming equipment such as virtual bikes, rhythmic dance machines, virtual sporting games, martial arts simulators, balance boards, and other…

Impact of Post-Professional Doctor of Physical Therapy Education on the Role of a School Based Physical Therapist: A Case Report

Science.gov (United States)

Moriarty, Susan; Brown, Suzanne Robben

2010-01-01

This case report describes the impact of the post-professional doctor of physical therapy curriculum on the role of one physical therapist employed as a special education related service provider. Physical therapists working in the public school setting play an important role in promoting success for students with physical disabilities as…

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…

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.

Analysing the problems of science teachers that they encounter while teaching physics education

Directory of Open Access Journals (Sweden)

Cihat Demir

2015-12-01

Full Text Available Even though physical science is very important in our daily lives, it is insufficiently understood by students. In order for students to get a better physical education, the teachers who have given physics lesson should first eliminated the problems that they face during the teaching process. The aim of this survey is to specify the matters encountered by science teachers during the teaching of physics and to provide them with solutions. The study group consisted of 50 science teachers who worked in Diyarbakır and Batman over the period of 2014 - 2015. This research is a descriptive study carried out by content analysis. In this study, semi-structured interview have been used along with qualitative research methods. According to the research findings, the top problems that the physics teachers encountered in physics lesson while processing the topics were laboratory problems. Some solutions have been introduced for science teachers in order to help them provide a better physics education.

Improving Educational Outcomes by Providing Educational Services through Mobile Technology

Directory of Open Access Journals (Sweden)

Hosam Farouk El-Sofany

2013-01-01

Full Text Available The use of Computers, Networks, and Internet has successfully enabled educational institutions to provide their students and instructors with various online educational services. With the recent developments in M-learning and mobile technology, further possibilities are emerging to provide such services through mobile devices such as mobile phones and PDAs. By providing the educational services using wireless and mobile technologies, the educational institutions can potentially bring great convenience to those off-campus students who do not always have time to find Internet enabled computers to get the important educational information from their academic institutions. With the mobile or M-educational services, both the students and the instructors can access the services anytime and anywhere they want. This paper discusses those M-educational services that can be moved to the mobile platform and then presents the system prototype and architecture that integrate these services into the mobile technology platform. The paper will conclude with a description of the formative evaluation of the system prototype.

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)

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…

Barriers to providing maternity care to women with physical disabilities: Perspectives from health care practitioners.

Science.gov (United States)

Mitra, Monika; Smith, Lauren D; Smeltzer, Suzanne C; Long-Bellil, Linda M; Sammet Moring, Nechama; Iezzoni, Lisa I

2017-07-01

Women with physical disabilities are known to experience disparities in maternity care access and quality, and communication gaps with maternity care providers, however there is little research exploring the maternity care experiences of women with physical disabilities from the perspective of their health care practitioners. This study explored health care practitioners' experiences and needs around providing perinatal care to women with physical disabilities in order to identify potential drivers of these disparities. We conducted semi-structured telephone interviews with 14 health care practitioners in the United States who provide maternity care to women with physical disabilities, as identified by affiliation with disability-related organizations, publications and snowball sampling. Descriptive coding and content analysis techniques were used to develop an iterative code book related to barriers to caring for this population. Public health theory regarding levels of barriers was applied to generate broad barrier categories, which were then analyzed using content analysis. Participant-reported barriers to providing optimal maternity care to women with physical disabilities were grouped into four levels: practitioner level (e.g., unwillingness to provide care), clinical practice level (e.g., accessible office equipment like adjustable exam tables), system level (e.g., time limits, reimbursement policies), and barriers relating to lack of scientific evidence (e.g., lack of disability-specific clinical data). Participants endorsed barriers to providing optimal maternity care to women with physical disabilities. Our findings highlight the needs for maternity care practice guidelines for women with physical disabilities, and for training and education regarding the maternity care needs of this population. Copyright © 2016 Elsevier Inc. All rights reserved.

Advanced quantitative measurement methodology in physics education research

Science.gov (United States)

Wang, Jing

The ultimate goal of physics education research (PER) is to develop a theoretical framework to understand and improve the learning process. In this journey of discovery, assessment serves as our headlamp and alpenstock. It sometimes detects signals in student mental structures, and sometimes presents the difference between expert understanding and novice understanding. Quantitative assessment is an important area in PER. Developing research-based effective assessment instruments and making meaningful inferences based on these instruments have always been important goals of the PER community. Quantitative studies are often conducted to provide bases for test development and result interpretation. Statistics are frequently used in quantitative studies. The selection of statistical methods and interpretation of the results obtained by these methods shall be connected to the education background. In this connecting process, the issues of educational models are often raised. Many widely used statistical methods do not make assumptions on the mental structure of subjects, nor do they provide explanations tailored to the educational audience. There are also other methods that consider the mental structure and are tailored to provide strong connections between statistics and education. These methods often involve model assumption and parameter estimation, and are complicated mathematically. The dissertation provides a practical view of some advanced quantitative assessment methods. The common feature of these methods is that they all make educational/psychological model assumptions beyond the minimum mathematical model. The purpose of the study is to provide a comparison between these advanced methods and the pure mathematical methods. The comparison is based on the performance of the two types of methods under physics education settings. In particular, the comparison uses both physics content assessments and scientific ability assessments. The dissertation includes three

The Utility of a Physics Education in Science Policy

Science.gov (United States)

Roberts, Drew

2016-03-01

In order for regulators to create successful policies on technical issues, ranging from environmental protection to distribution of national Grant money, the scientific community must play an integral role in the legislative process. Through a summer-long internship with the Science, Space, and Technology Committee of the U.S. House of Representatives, I have learned that skills developed while pursuing an undergraduate degree in physics are very valuable in the policy realm. My physics education provided me the necessary tools to bridge the goals of the scientific and political communities. The need for effective comprehension and communication of technical subjects provides an important opportunity for individuals with physics degrees to make substantial contributions to government policy. Science policy should be encouraged as one of the many career pathways for physics students. Society of Physics Students, John and Jane Mather Foundation for Science and the Arts.

Impact of the Joint Task Force on Undergraduate Physics Programs for Innovation and Entrepreneurship Education in Physics

Science.gov (United States)

Arion, Douglas

The Joint Task Force on Undergraduate Physics Programs has worked diligently to develop recommendations for what physics programs could and should be doing to prepare graduates for 21st century careers. While the `traditional' physics curriculum has served for many years, the demands of the new workforce, and the recognition that only a few percent of physics students actually become faculty - the vast majority entering the workforce and applying their skills to a very diverse range of problems, projects, and products - implies that a review of the education undergraduates receives is in order. The outcomes of this study point to the need to provide greater connection between the education process and the actual skills, knowledge, and abilities that the workplace demands. This presentation will summarize these considerations, and show how entrepreneurship and innovation programs and curricula are a particularly effective means of bringing these elements to physics students.

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

The Physical Education before and after of 1959. Its treatment from the theory and methodology of the Physical Education

OpenAIRE

Naivy Lanza-Escobar; Ana Belkis Amador-Cabrera; María Cecilia Soto-Paulín

2014-01-01

All regularity is a constant that it repeats in the time, being reiterated evidently, the institutionalization of the Physical Education and the Sport and its incidence in the man's performance. For this reason the institutionalization of the Physical Education and the Sport and its incidence in the man's performance is an investigation work that supposes to present which has been the development of the Physical Education and the sciences conceptions that try to delimit the field of scientifi...

Influence of Physical Activity on Students' Physical Self-Concept and Satisfaction with Life: Physical and Non-Physical Education Students' Perspective

OpenAIRE

MEHDINEZHAD, Vali; GOLSANAMLOU, Masoumeh

2014-01-01

The purpose of this study was to find out the physical and non-physical education students' physical self-concept and satisfaction with life. 470 students were selected randomly as two sample groups (physical and non-physical education students). The valid sample of study was 449. The two questionnaires employed here were the Physical Self-Description Questionnaire (PSDQ-S) and the Satisfaction with Life Scale. SPSS 20 was used to produce the Mean; Standard Deviations; Pearson's Pro...

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…

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.

Promoting Physical Activity and Science Learning in an Outdoor Education Program

Science.gov (United States)

Finn, Kevin E.; Yan, Zi; McInnis, Kyle J.

2018-01-01

Outdoor education programs have been shown to have a positive effect on the educational, physical and emotional development of youth. They are increasingly being used to foster a sense of community in schools and to provide students with learning opportunities related to the environment. This article describes an integrated outdoor education…

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

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.

Providing Interactive Access to Cave Geology for All Students, Regardless of Physical Ability

Science.gov (United States)

Atchison, C. `; Stredney, D.; Hittle, B.; Irving, K.; Toomey, R. S., III; Lemon, N. N.; Price, A.; Kerwin, T.

2013-12-01

Based on an identified need to accommodate students with mobility impairments in field-based instructional experiences, this presentation will discuss current efforts to promote participation, broaden diversity, and impart a historical perspective in the geosciences through the use of an interactive virtual environment. Developed through the integration of emerging simulation technologies, this prototypical virtual environment is created from LIDAR data of the Historic Tour route of Mammoth Cave National Park. The educational objectives of the simulation focus on four primary locations within the tour route that provide evidence of the hydrologic impact on the cave and karst formation. The overall objective is to provide a rich experience of a geological field-based learning for all students, regardless of their physical abilities. Employing a virtual environment that interchangeably uses two and three-dimensional representation of geoscience content, this synthetic field-based cave and karst module will provide an opportunity to assess the effectiveness in engaging the student community, and its efficacy in the curriculum when used as an alternative representation of a traditional field experience. The expected outcome is that based on the level of interactivity, the simulated environment will provide adequate pedagogical representation for content transfer without the need for physical experience in the uncontrolled field environment. Additionally, creating such an environment will impact all able-bodied students by providing supplemental resources that can both precede a traditional field experience and allow for students to re-examine a field site long after a the field experience, in both current formal and informal educational settings.

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…

Ethical potentialities on physical education as a vehicle for ethical education through sports

Directory of Open Access Journals (Sweden)

Luísa Ávila da Costa

2016-04-01

Full Text Available Sports occupies an interesting ethical space from a pedagogic point of view, being included in physical education curricula in most Western countries (Renaud, 2014. The approach of physical education as vehicle for ethical education, is too limited when restricted to its minimal functional, constitutive and regulatory goals (Gagliardini Graça M.L. and Lacerda T.O., 2012. The aim of this essay is to argue to what extent the ethical potential of physical education extrapolates them in order to, with Sousa Santos, state against to what we consider a waste of sport’s experience (Sousa Santos, 2000.In order to achieve this, we present data from nineteen exploratory interviews with philosophy, sports and physical education experienced researchers and teachers concerning the ethical potentialities of physical education. The sample includes individuals from six different nationalities, whose work shows concerns with the subject under study.

Educational texts as empirical basis in qualitative research in Physical Education

DEFF Research Database (Denmark)

Svendsen, Annemari Munk

This presentation will focus attention on educational texts as empirical basis in qualitative research in Physical Education (PE). Educational texts may be defined as all kinds of texts used in a pedagogical setting, including textbooks, popular articles, webpages and political reports (Selander......). This makes them fundamental sites for illuminating what counts as knowledge in an educational setting (Selander & Skjeldbred, 2004). This presentation will introduce a qualitative research study obtained with discourse analysis of educational texts in Physical Education Teacher Education (PETE) in Denmark...... (Svendsen & Svendsen, 2014). It will present the theoretical and methodological considerations that are tied to the analysis of educational texts and discuss the qualities and challenges related to educational texts as empirical basis in qualitative research in PE. References: Apple, M. W. & Christian...

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.

Body weight, eating patterns, and physical activity: the role of education.

Science.gov (United States)

Atella, Vincenzo; Kopinska, Joanna

2014-08-01

In this article, we empirically study the role of education attainment on individual body mass index (BMI), eating patterns, and physical activity. We allow for endogeneity of schooling choices for females and males in a mean and quantile instrumental variables framework. We find that completion of lower secondary education has a significant positive impact on reduction of individual BMI, containment of calorie consumption, and promotion of physical activity. Interestingly, these effects are heterogeneous across genders and distributions. In particular, for BMI and calorie expenditure, the effect of education is significant for females and is more pronounced for women with high body mass and low physical activity. On the other hand, the effect of education on eating patterns is significant mainly for males, being more beneficial for men with elevated calorie consumption. We also show that education attainment is likely to foster productive and allocative efficiency of individuals in the context of BMI formation. Given that the literature suggests that education fosters development of cognition, self-control, and a variety of skills and abilities, in our context it is thus likely to promote lifetime preferences and means of individuals, which in turn enable them to achieve better health outcomes. Education also provides exposure to physical education and to school subjects enhancing individual deliberative skills, which are important factors shaping calorie expenditure and intake. Finally, we show that in the presence of strong socioeconomic inequalities in BMI, education is likely to have a pronounced impact on healthy BMI for the disadvantaged groups, represented in our framework by females.

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…

Physical Education and Health Education for Wyoming Elementary Schools, Grades Kindergarten-Six.

Science.gov (United States)

Woods, John B., Ed.

GRADES OR AGES: K-6. SUBJECT MATTER: Physical education and health education. ORGANIZATION AND PHYSICAL APPEARANCE: There are 10 main sections--1) the elementary school program--organization and administration; 2) movement exploration and education; 3) rhythmic activities; 4) games; 5) stunts, tumbling, trampoline, and apparatus; 6) individual,…

On modern needs in nuclear physics and nuclear safety education

International Nuclear Information System (INIS)

Tom Loennroth

2005-01-01

The teaching of nuclear physics has a long history, particularly after the second world war, and the present author has 20 years of experience of teaching in that field. The research in nuclear physics has made major advances over the years, and the experiments become increasingly sophisticated. However, very often the university literature lags the development, as is, indeed, the case in all physics education. As a remedy of to-day, the didactic aspects are emphasized, especially at a basic level, while the curriculum content is. still left without upgrade. A standard textbook in basic nuclear physics is, while represent more modern theoretical treatises. The latter two, as their headings indicate, do not treat experimental methods, whereas has a presentation that illustrates methods and results with figures and references. However, they are from the 60 s and 70 s, they are old, and therefore cannot attract modern students of today. Consequently, one has the inevitable feeling that modern university teaching in nuclear physics, and the related area of nuclear safety, must be upgraded. A recent report in Finland, concluded that there is not sufficient nuclear safety education, but that on the other hand, it does not necessarily have to be connected with nuclear physics education, although this is recommendable. Further, the present Finnish university law states that 'The mission of the university shall be to promote free research and scientific and artistic education, to provide higher education based on research, and. to educate students to serve their country and humanity. In carrying out their mission, the universities shall interact with the surrounding society and promote the societal impact o research finding and artistic activities'. This mismatch between the curricula and the required 'societal impact' will be discussed, and examples of implications, usually not implemented, will be given. For nuclear physics specifically, the (lack of) connection between

The Implementation Of Character Education Values In Integrated Physical Education Subject In Elementary School

Directory of Open Access Journals (Sweden)

Suherman Ayi

2018-01-01

Full Text Available The issue of this research emphasizes on the implementation of character building values through physical education learning in elementary school. The effort in developing this character building practice is essential to be done in order to tackle moral and character crises, which already occur in both individual and collective levels reflected in educational institution from elementary school to higher education. Hence, to form culture and national character, educational program and process are inseparable from environmental factor including the values of society, culture, and humanity. Physical education subject that is based on 2013 Curriculum has significant difference compared to the previous physical education subject. This is due to the fact that integrated physical education has its own uniqueness in terms of planning, systematic implementation, and instructional medium. This research aims at producing guidance in implementing character values integrated in physical education in elementary school. The method used in this research is research and development (R&D method, which includes preliminary research, model designing, limited trial, and extensive trial, as well as validation and dissemination. The findings of the research show that character values can be implemented in physical education in elementary schools in Sumedang Regency.

Health, physical education and physical development of students in historically and personally developing paradigm

Directory of Open Access Journals (Sweden)

S.I. Belykh

2013-05-01

Full Text Available It is considered the general health situation of the population of Europe. It is shown that in the last decade in the European Union there is a steady trend towards better health. It is noted that in the countries of the former Soviet Union, including Ukraine, the reverse process. Revealed the possibility of improved system of physical education students in improving indicators of physical development, functional status and health of students and the general population. It is noted that the intense physical activity of young people is only 3 - 4 minutes per day, and moderate and total - just over 1 hour. It is noted that the enhancement of the educational component of university discipline Physical Education is defined professional and personal characteristics of teachers of physical education departments, their willingness to self-improvement and development. The prospects for the use of personal-oriented campaign in the reform of university academic discipline Physical Education.

Modern technology of physical education of disabled students in conditions of inclusive education

Directory of Open Access Journals (Sweden)

S.G. Adyrkhaev

2016-02-01

Full Text Available There is a problem of physical education of disabled students during period of their study in higher educational establishments. Insufficiency of this problem’s studying conditioned fulfillment of research of perfection of physical education and sports system. Purpose: substantiation of physical education pedagogic technology for disabled students. Material: in experiment students with following nosologies participated: hearing, eyesight, muscular-skeletal apparatus, after effects of cerebral palsy, somatic diseases and diabetes. In total 664 students of 18-24 years’ age took part in experiment. They were 337 boys and 307 girls. Results: we have worked out organizational-methodic algorithm, which permits to combine theoretical, scientific-methodic and practical training. Its basis is current information about students’ psychic-physiological condition. We determined levels of health and physical condition, physical workability and physical fitness as well as psychic state of students. Demand in optimization of students’ motor functioning during all period of study was substantiated as well as effective means of physical education and pulse regimes, considering peculiarities of nosologies. Students’ orientation on sport style of life was formed. Conclusions: implementation of physical education pedagogic technology for students with different nosologies in the process of their studying stipulates solution of training, health-related and educational tasks. It is possible through creation of conditions for motor actions’ training and intensification of motor functioning during all period of study. Practical application of the technology and received results points at integration of disabled students in students’ medium.

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.

Education-oriented Physics-Chemistry for Universities

Directory of Open Access Journals (Sweden)

B. Spoelstra

1985-03-01

Full Text Available The shortage of well-qualified Science teachers is discussed, and possible contributing factors are mentioned. The need for an education-oriented university education in Physics and Chemistry, parallel to the existing courses in Physics and Chemistry, is justified. At the University of Zululand a subject called “Physical Science” (“Natuurwetenskap” was established, bearing in mind the specific requirements of a teaching career in Physical Science at secondary level. “Physical Science” is offered at second and third year level and the syllabus covers equal amounts of Chemistry and Physics. A less formal-mathematical and more descriptive approach is followed, and as wide a field as possible is covered which includes new developments in the physical sciences. We believe that this new course will enhance the training of well-prepared teachers of Physical Science for secondary schools, where a severe shortage prevails. Special reference is made here to the situation in Black schools.

The Use of Active Video Games in Physical Education and Sport

Directory of Open Access Journals (Sweden)

Natalia Chukhlantseva

2017-02-01

Full Text Available ICT cause and accelerate the processes of getting and developing knowledge, facilitate the process of modernization of education. Active video games, which involve physical movement of the player’s body, are used to increase the efficiency of perception of the educational material connected with motor activity and to raise the level of motor activity of young people Active video games which require the display of strength, coordination and flexibility are included into the curriculum of physical education, combining physical education with a game. These games use the player’s body movements as a controller, thus providing an alternative to static games and helping to preserve health. The study is the analysis of publications on the use of ICT, namely active video games (exergames in the field of physical culture and sports. The study has found that the use of active video games in educational and training process promotes physical qualities, improves cognitive functions, improves socialization and motivation to exercise. It has been proved that the use of exergames motivation increases motor activity of students and adults. Specially selected exergames help to familiarize students with various types of sports activities, such as those that are difficult to practice in the gym. Rational use of active video games in the classroom optimizes the educational process. Modern mobile exergames on one platform include several sports and can be used outside sports facilities, encouraging more people to exercise. Exergames personalize elements of the game, the level of difficulty, type of physical activity, have a system of evaluation of changes in the user’s preparedness, increase motivation to exercise.

EFOMP project on the role of biomedical physics in the education of healthcare professionals

Science.gov (United States)

Caruana, Carmel J.; Wasilewska-Radwanska, M.; Aurengo, A.; Dendy, P. P.; Karenauskaite, V.; Malisan, M. R.; Meijer, J. H.; Mornstein, V.; Rokita, E.; Vano, E.; Wucherer, M.

2009-01-01

The policy statements describing the role of the medical physicist (and engineer) published by organizations representing medical physics (and engineering) in Europe include the responsibility of providing a contribution to the education of healthcare professionals (physicians and paramedical professions). As a consequence, medical physicists and engineers provide educational services in most Faculties of Medicine / Health Science in Europe. In 2005, the EFOMP council took the decision to set up a Special Interest Group to develop the role of the medical physics educator in such faculties and to work with other healthcare professional groups to produce updated European curricula for them. The effort of the group would provide a base for the progress of the role, its relevance to contemporary healthcare professional education and provide input for future EFOMP policy documents regarding this important aspect of the role of the medical physicist. The present communication will present the group, summarise its latest research and indicate future research directions.

EMS providers do not use FOAM for education.

Science.gov (United States)

Bucher, Joshua; Donovan, Colleen; McCoy, Jonathan

2018-05-24

Free open access to medical education (FOAM, #FOAM) is the free availability of educational materials on various medicine topics. We hope to evaluate the use of social media and FOAM by emergency medical services (EMS) providers. We designed an online survey distributed to EMS providers with questions about demographics and social media/FOAM use by providers. The survey was sent to the American College of Emergency Physicians (ACEP) EMS Listserv of medical directors and was asked to be distributed to their respective agencies. The survey was designed to inquire about the providers' knowledge of FOAM and social media and their use of the above for EMS education. There were 169 respondents out of a total of 523 providers yielding a response rate of 32.3%. Fifty-three percent of respondents are paramedics, 37% are EMT-Basic trained, and the remainder (16%) were "other." The minority (20%) of respondents had heard of FOAM. However, 54% of respondents had heard of "free medical education online" regarding pertinent topics. Of the total respondents who used social media for education, 31% used Facebook and 23% used blogs and podcasts as resources for online education. Only 4% of respondents stated they produced FOAM content. Seventy-six percent of respondents said they were "interested" or "very interested" in using FOAM for medical education. If FOAM provided continuing medical education (CME), 83% of respondents would be interested in using it. Social media is not used frequently by EMS providers for the purposes of FOAM. There is interest within EMS providers to use FOAM for education, even if CME was not provided. FOAM can provide a novel area of education for EMS.

EDUCATIONAL WEB-QUEST IN NEW INTERNET-EDUCATION ELECTIVE COURSES IN PHYSICS

Directory of Open Access Journals (Sweden)

D. Grabchak

2012-07-01

Full Text Available The article reveals the essence of the concept of "educational web-Quest" proved its application in the study of elective courses in physics, methodical advice for teachers on the design features of elective courses in physics through the use of educational web-quest.

Experiences and Outcomes of Preschool Physical Education: An Analysis of Developmental Discourses in Scottish Curricular Documentation

Science.gov (United States)

McEvilly, Nollaig

2014-01-01

This article provides an analysis of developmental discourses underpinning preschool physical education in Scotland's Curriculum for Excellence. Implementing a post-structural perspective, the article examines the preschool experiences and outcomes related to physical education as presented in the Curriculum for Excellence "health and…

[Identification of educational needs among patients with HIV and their health care providers].

Science.gov (United States)

Araya G, Alejandra; Carrasco A, Paola; Loayza G, Carla; Fernández S, Ana María; Pérez C, Carlos; Lasso B, Martín

2013-05-01

The success of educational interventions depends on the integration of educational programs into clinical practice. To determine the educational needs and perceived barriers of people living with HIV (PHIV) and their health care providers (HCP). Qualitative study conducted in 60 PHIV and 10 HCP. For data collection, a semi-structured in-depth interview was applied, addressing the educational needs (content, methodology, person, time, physical location) and identified barriers to implement an educational program for PHIV Content analysis technique was used for data analysis. PHIV and their HCP identified the same educational needs as the following: general-related content, psychological, sexual and secondary prevention aspects of the disease. Individual sessions with written material and web pages were identified as important resources to support education. Both PHIV and professionals expressed their willingness to participate in educational programs, but the most commonly identified barrier was lack of time. This study identifies the key elements to include in an educational program for Chilean PHIV from the user and professional perspective.

An Experimental Assessment of Physical Educators' Expectations and Attitudes: The Importance of Student Weight and Gender

Science.gov (United States)

Peterson, Jamie Lee; Puhl, Rebecca M.; Luedicke, Joerg

2012-01-01

Background: At school, physical education (PE) teachers and coaches may be key supports for physical activity. Unfortunately, PE teachers may endorse negative stereotypes and attitudes toward overweight youth. These biases may influence the amount of instruction physical educators provide to students and their participation in PE or other physical…

Disciplinary Literacy and Multimodal Text Design in Physical Education

Science.gov (United States)

Chandler-Olcott, Kelly

2017-01-01

This article argues that scholarship on literacy in and across the disciplines has disproportionately focused on the core subjects of English, Mathematics, Science, and Social Studies rather than on "specialist" subjects such as Physical Education. This disparity in emphasis has provided little guidance to specialist teachers seeking to…

Education Research in Physical Therapy: Visions of the Possible.

Science.gov (United States)

Jensen, Gail M; Nordstrom, Terrence; Segal, Richard L; McCallum, Christine; Graham, Cecilia; Greenfield, Bruce

2016-12-01

Education research has been labeled the "hardest science" of all, given the challenges of teaching and learning in an environment encompassing a mixture of social interactions, events, and problems coupled with a persistent belief that education depends more on common sense than on disciplined knowledge and skill. The American Educational Research Association specifies that education research-as a scientific field of study-examines teaching and learning processes that shape educational outcomes across settings and that a learning process takes place throughout a person's life. The complexity of learning and learning environments requires not only a diverse array of research methods but also a community of education researchers committed to exploring critical questions in the education of physical therapists. Although basic science research and clinical research in physical therapy have continued to expand through growth in the numbers of funded physical therapist researchers, the profession still lacks a robust and vibrant community of education researchers. In this perspective article, the American Council of Academic Physical Therapy Task Force on Education Research proposes a compelling rationale for building a much-needed foundation for education research in physical therapy, including a set of recommendations for immediate action. © 2016 American Physical Therapy Association.

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…

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…

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…

The efficacy of exergames for social relatedness in online physical education

Directory of Open Access Journals (Sweden)

Brian J. Kooiman

2015-12-01

Full Text Available Online physical education (OLPE has been viewed as an oxymoron. Physical education curriculum at all levels seeks to help learners grow socially in the way they interact and deal with diverse and challenging fellow students and settings. Students who have no contact with other students while they are at home for various reasons may not be able to learn the proper response to the challenges of social participation or benefits derived from social contact. This study looked at the efficacy of remote exergame participation between students aged 11–18 (N = 124. The results show that exergaming over the Internet can provide students with a social experience that results in increased relatedness between participants versus playing by themselves against a non-player character (NPC. This relatedness can help students access the social standards for physical education when enrolled in OLPE.

Impact of a Pedometer-Based Goal-Setting Intervention on Children's Motivation, Motor Competence, and Physical Activity in Physical Education

Science.gov (United States)

Gu, Xiangli; Chen, Yu-Lin; Jackson, Allen W.; Zhang, Tao

2018-01-01

Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children's motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention…

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…

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.

MO-C-9A-01: Effective Medical Physics Educational Activities: Models and Methods

Energy Technology Data Exchange (ETDEWEB)

Sprawls, P [Sprawls Educational Foundation, Montreat, NC (United States)

2014-06-15

Medical physics is learned in a combination of activities including classroom sessions, individual study, small-group collaborative problem solving, and direct experience in the laboratory or clinical environment. Each type of learning activity is characterized by its effectiveness in producing the desired knowledge for the learner and the cost in terms of resources and human effort required providing it. While learning and teaching is a human activity, modern technology provides a variety of tools that can be used to enhance human performance. The class or conference room is the common setting for educational sessions in both academic institutions and continuing education conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more experienced learning facilitators (lecturers or presenters). A major challenge is that the class/conference room is separated from the real world of medical physics. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the post-graduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks and requires specific types of knowledge.In this session we will analyze various learning activity models, the values and limitations of each, and how they can be used in medical physics education

MO-C-9A-01: Effective Medical Physics Educational Activities: Models and Methods

International Nuclear Information System (INIS)

Sprawls, P

2014-01-01

Medical physics is learned in a combination of activities including classroom sessions, individual study, small-group collaborative problem solving, and direct experience in the laboratory or clinical environment. Each type of learning activity is characterized by its effectiveness in producing the desired knowledge for the learner and the cost in terms of resources and human effort required providing it. While learning and teaching is a human activity, modern technology provides a variety of tools that can be used to enhance human performance. The class or conference room is the common setting for educational sessions in both academic institutions and continuing education conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more experienced learning facilitators (lecturers or presenters). A major challenge is that the class/conference room is separated from the real world of medical physics. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the post-graduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks and requires specific types of knowledge.In this session we will analyze various learning activity models, the values and limitations of each, and how they can be used in medical physics education

Promoting Clinical Reasoning in Undergraduate Physical Therapy Education: A Review of Strategies and Approaches

DEFF Research Database (Denmark)

Brekke, Anders Falk

2015-01-01

Title: Promoting Clinical Reasoning in Undergraduate Physical Therapy Education: A Review of Strategies and Approaches Juneja H1, Brekke A F2 1,2 Physical Therapy Education, University College Zealand, Denmark Background: Clinical reasoning (CR) also referred to as “critical thinking” or “decision....... It is imperative that physical therapy educators utilize innovative pedagogical methods to facilitate learning of reasoning skills in students. Purpose: The review is an attempt to highlight and discuss selected pedagogical strategies and approaches to enhance clinical reasoning skills in undergraduate physical...... programs was shortlisted for the review. References of pertinent literature were scanned to identify further relevant citations. Results: The review provides a detailed insight into the interwoven nature of pedagogical techniques to promote clinical reasoning being used by different physical therapy...

Education in nuclear physics, medical physics and radiation protection in medicine and veterinary medicine

International Nuclear Information System (INIS)

Popovic, D.; Djuric, G.; Andric, S.

2001-01-01

Education in Nuclear Physics, Medical Physics and Radiation Protection in medicine and veterinary medicine studies on Belgrade University is an integral part of the curriculum, incorporated in different courses of graduate and post-graduate studies. During graduate studies students get basic elements of Nuclear Physics through Physics and/or Biophysics courses in the 1 st year, while basic knowledge in Medical Physics and Radiation Protection is implemented in the courses of Radiology, Physical Therapy, Radiation Hygiene, Diagnostic Radiology and Radiation Therapy in the 4 th or 5 th year. Postgraduate studies offer MSc degree in Radiology, Physical Therapy, while courses in Nuclear Physics, Nuclear Instrumentation, Radiation Protection and Radiology are core or optional. On the Faculty of Veterinary Medicine graduated students may continue their professional education and obtain specialization degree in Radiology, Physical Therapy or Radiation Protection. On the Faculty of Medicine there are specialization degrees in Medical Nuclear Physics. Still, a closer analysis reveals a number of problems both from methodological and cognitive point of view. They are related mostly to graduate students ability to apply their knowledge in practise and with the qualifications of the educators, as those engaged in graduate studies lack basic knowledge in biological and medical sciences, while those engaged in post graduate studies mostly lack basic education in physics. Therefore, a reformed curricula resulting from much closer collaboration among educators, universities and professional societies at the national level should be considered. (author)

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)

Psychometric Properties of the “Sport Motivation Scale (SMS” Adapted to Physical Education

Directory of Open Access Journals (Sweden)

Antonio Granero-Gallegos, Antonio Baena-Extremera

2014-12-01

Full Text Available The aim of this study was to investigate the factor structure of a Spanish version of the Sport Motivation Scale adapted to physical education. A second aim was to test which one of three hypothesized models (three, five and seven-factor provided best model fit. 758 Spanish high school students completed the Sport Motivation Scale adapted for Physical Education and also completed the Learning and Performance Orientation in Physical Education Classes Questionnaire. We examined the factor structure of each model using confirmatory factor analysis and also assessed internal consistency and convergent validity. The results showed that all three models in Spanish produce good indicators of fitness, but we suggest using the seven-factor model (χ2/gl = 2.73; ECVI = 1.38 as it produces better values when adapted to physical education, that five-factor model (χ2/gl = 2.82; ECVI = 1.44 and three-factor model (χ2/gl = 3.02; ECVI = 1.53.

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 ...

Radiation oncology medical physics education and training in Queensland

International Nuclear Information System (INIS)

West, M.P.; Thomas, B.J.

2011-01-01

Full text: The training education and accreditation program (TEAP) for radiation oncology commenced formally in Queensland in 2008 with an initial intake of nine registrars. In 2011 there are 17 registrars across four ACPSEM accredited Queensland Health departments (Mater Radiation Oncology Centre, Princess Alexandria Hospital, Royal Brisbane and Women's Hospital, Townsville Hospital). The Queensland Statewide Cancer Services Plan 2008-2017 outlines significant expansion to oncology services including increases in total number of treatment machines from 14 (2007) to 29-31 (2017) across existing and new clinical departments. A direct implication of this will be the number of qualified ROMPs needed to maintain and develop medical physics services. This presentation will outline ongoing work in the ROMP education and Training portfolio to develop, facilitate and provide training activities for ROMPs undertaking TEAP in the Queensland public system. Initiatives such as Department of Health and Aging scholarships for medical physics students, and the educational challenges associated with competency attainment will also be discussed in greater detail.

The algorithm of individualization in physical education students

Directory of Open Access Journals (Sweden)

Barybina L.N.

2012-11-01

Full Text Available The algorithm of individualization of process of physical education is offered in higher educational establishment. Basis of algorithm is made by the physical, functional and psychophysiological features of students. In research took part 413 students (177 girls and 236 youths. The stages of algorithm of the author system of individualization of physical education of students are presented. It is set that youths (a type of sport is basketball and volleyball have a similar structure of indexes of psycho-physiological possibilities, physical preparedness and progress. High meaningfulness of the computer programs which are instrumental in perfection of the system of physical education is set. Also the programs allow quickly and effectively to determine the psycho-physiological features of students. It is recommended to distribute students on sporting specializations in obedience to their individual features.

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

The Use of Instructional and Motivational Self-Talk in Setting up a Physical Education Lesson

Science.gov (United States)

Zourbanos, Nikos

2013-01-01

The main purpose of this article is to provide guidelines to physical educators for setting up a self-talk program during their lesson. The article briefly presents definitions of self-talk and research findings in sport and physical education to highlight the important benefits of positive self-talk in enhancing task performance. It also provides…

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

Science.gov (United States)

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.

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…

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.

Program content of teaching physical education in order to prevent violence in educational institutions

Directory of Open Access Journals (Sweden)

Sretenović Zoran

2013-01-01

Full Text Available The primary goal of this paper is to show the capacity of the program content of physical education in the implementation of the third specific objective of the Framework Action Plan for the Prevention of Violence in Educational Institutions. Ministry of Education brought this plan in January 2009. The third specific objective of the Framework Action Plan: Provide preventive and protective role of school sport and sporting activities of students. This paper examines the extent to which this goal is achieved, trough regular classes, after-school and extracurricular activities of physical education; indicates the capacity of the teaching field in the creation and development of a safe and supportive environment in the institution; sees level of participation by experts, council and teams in the design and implementation of sports activities in school and the extent to which these activities are implemented in the institution documents, plans and programs of experts, and larger teams; it is the sustainability of these activities achieved in school practices and also to strengthen the competence of teachers in supporting the development of students personality, communication and collaboration. In order to complete document association of council, experts and teams in the institution, there has been an insight into the school curriculum, the development plan, annual plan of the institution, protection program community of students, the curriculum of a school parliament, council of parents, higher vocational and physical education teachers and report on the implementation of the protection program. In order to document by empirical data the capacity of the teaching areas in the function of preventing violence, a sample of 46 primary schools in Sumadija area, evaluation of the implementation of sports and sports activities students in programming classes of physical education, was executed. By these results, it can be concluded that in teaching methods

Relationships between physical education students' motivational profiles, enjoyment, state anxiety, and self-reported physical activity.

Science.gov (United States)

Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo; Nurmi, Jari-Erik

2009-01-01

The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000) and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213) completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education. Key pointsTWO MOTIVATIONAL PROFILES WERE REVEALED: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation.The students in the first profile enjoyed physical education more and were physically more active than the students in the second profile.Moreover, the representatives of the "High motivation profile "experienced greater anxiety toward physical education than the representatives of the "Low motivation profile"These findings raised an interesting question whether students engaging in physical education benefit more from the presence of both self-determined and non-self-determined forms of motivation, or are the benefits higher if students are primarily self-determined?

Continuing education for Physical Education teachers: Assistive Technology in inclusive education

Directory of Open Access Journals (Sweden)

Maria Luiza Salzani Fiorini

2017-05-01

Full Text Available This study aimed at describing the development of continuing education for physical education teachers towards the incorporation of Assistive Technology and the creation of favorable conditions to an inclusive school. The methodology employed was reflective and collaborative research. Two teachers who were facing difficulties to include a physically disabled student and one student with global developmental delay took part in the study. The continuing education plan comprised three steps: 1 reflecting on their own practice after watching a video and planning one lesson, together with the researcher, seeking to incorporate Assistive Technology and favor inclusion; 2 videoing the lesson; 3 evaluating and reflecting on what was planned and what was executed and planning a new lesson. Some factors were seen to be essential to the development of continuing education: considering the teacher’s demand, developing collaborative work, promoting reflection on the practices and having Assistive Technology as a support to the human element.

Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning.

Science.gov (United States)

Ennis, Catherine D

2017-09-01

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may require moving programs beyond "effective." It will require teachers and program leaders to focus programmatic attention on strategies to actually increase students' out-of-class physical activity behavior. Transformative PE provides physical activity content within a nurturing and motivating environment that can change students' lives. It focuses on PE students' role in cognitive decision making, self-motivation, and their search for personal meaning that can add connection and relevance to physical activities. In this SHAPE America - Society of Health and Physical Educators Research Quarterly for Exercise and Sport Lecture, I have synthesized the research on these topics to emphasize useful findings applicable to teachers' everyday planning and teaching. Using sport, physical activity, dance, and adventure activities as the means to an end for personal and social growth, we can meet our commitment to effective standards-based education while preparing students for a lifetime of physical activity.

The Marfan Syndrome. Fact Sheet [and] Physical Education and Activity Guidelines.

Science.gov (United States)

National Marfan Foundation, Port Washington, NY.

This document consists of two brochures, the first explaining the Marfan Syndrome and a second providing guidelines for physical education and activity for people who have this syndrome are provided. The brochure on factual information about Marfan syndrome outlines the associated medical problems involving the cardiovascular system, the skeleton,…

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…

Risk and Safety in Physical Education for Children with Disabilities: Adapted Physical Education Textbook Review and Primer for Teachers

Science.gov (United States)

Hughes, Patricia Paulsen; Ramos, Nilo; Mwarumba, Njoki

2017-01-01

Purpose: Much of the information physical educators learn about children with disabilities occurs in an introduction to adapted physical education course. Because disabilities often have concomitant medical conditions, it is critical that PE teachers are knowledgeable about risks and safety measures for children with special needs. The purpose of…

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…

Wiffle Ball: Turning a Backyard Favorite into an Appropriate Physical Education Unit

Science.gov (United States)

Layne, Todd E.

2017-01-01

Wiffle ball is a game that has been played for many years (Santora, 2003). Unfortunately, implementation in physical education has been inconsistent at best. The sport education model outlined in this article provides an appropriate method for teaching skills associated with wiffle ball for a variety of ages. Students can develop appropriate…

100 Years of Attempts to Transform Physics Education

Science.gov (United States)

Otero, Valerie K.; Meltzer, David E.

2016-01-01

As far back as the late 1800s, U.S. physics teachers expressed many of the same ideas about physics education reform that are advocated today. However, several popular reform efforts eventually failed to have wide impact, despite strong and enthusiastic support within the physics education community. Broad-scale implementation of improved…

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 ...

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…

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…

CHILDREN'S EDUCATION IN THE REGULAR NATIONAL BASIS: ASSUMPTIONS AND INTERFACES WITH PHYSICAL EDUCATION

Directory of Open Access Journals (Sweden)

André da Silva Mello

2016-09-01

Full Text Available This paper aims at discussing the Children's Education organization within the Regular Curricular National Basis (BNCC, focusing on the permanencies and advances taking in relation to the precedent documents, and analyzing the presence of Physical Education in Children's Education from the assumptions that guide the Base, in interface with researches about pedagogical experiences with this field of knowledge. To do so, it carries out a documental-bibliographic analysis, using as sources the BNCC, the National Curricular Referential for Children's Education, the National Curricular Guidelines for Children's Education and academic-scientific productions belonging to the Physical Education area that approach Children's Education. In the analysis process, the work establishes categories which allow the interlocution among different sources used in this study. Data analyzed offers indications that the assumption present in the BNCC dialogue, not explicitly, with the movements of the curricular component and with the Physical Education academic-scientific production regarding Children's Education.

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

Engaging Middle School Students in Physical Education and Physical Activity Programs

Science.gov (United States)

Doolittle, Sarah

2016-01-01

With school-based physical activity emerging as a public health issue, it is more important than ever to understand what keeps children and adolescents interested and participating in physical education and physical activity. As the research on physical activity patterns indicates, the middle school years may be a watershed moment in the lives of…

RELATIONSHIPS BETWEEN PHYSICAL EDUCATION STUDENTS' MOTIVATIONAL PROFILES, ENJOYMENT, STATE ANXIETY, AND SELF-REPORTED PHYSICAL ACTIVITY

Directory of Open Access Journals (Sweden)

Sami Yli-Piipari

2009-09-01

Full Text Available The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000 and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213 completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1 the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2 the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education.

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…

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…

[Use of physical assessment skills and education needs of advanced practice nurses and nurse specialists].

Science.gov (United States)

Shin, Hyunsook; Kim, Bog-Ja; Kang, Hee Sun

2009-10-01

The study was done to investigate physical assessment skills used by, and educational needs of, advanced practice nurses (APNs) and nurse specialists in Korea. A total of 123 APNs and nurse specialists working in five major hospitals in Seoul were surveyed from July 15 to August 20, 2007. Fourteen skills out of 126 items were reported as being performed on a regular basis by participants. The majority of these skills involved general observation. Forty-six skills were rarely used. Some participants showed a lack of confidence in certain assessment skills, such as in doing a rectal or pelvic exam, and the use of some assessment equipment. Over 90% of participants required in-depth education on health assessment provided by specialists or nursing professional organizations. More educational opportunities in physical assessment should be provided including education programs based on the nurses' skill levels and needs. This effort will help to increase confidence of APNs and nurse specialists in physical assessment skills, ultimately resulting in better nursing outcomes.

The Perception of University Teacher of Physical Education

Directory of Open Access Journals (Sweden)

Salvador Jesús López Alonzo

2015-06-01

Full Text Available Objective: to find out the epistemological perception of university teachers about Physical Education, to contrast this approach with current literature and the needs for this subject. Methodology: A review of the reforms, standards, policies and physical education premises for the construction of a survey as a measurement instrument was performed. 41 teachers, who teach in the Undergratuate Course of Study of Physical Education, were surveyed. Results: The reliability of the instrument shows a Cronbach's alpha (.611, 64.3% of teachers thinks that the control of motor skills and movement forms necessary to participate in a variety of physical activities is very important; 54.8% considers that the assessment of the components of fitness that improve the physical performance and health is very important; 45.2% believes that regular participation in a variety of physical activities is very important. Conclusion: epistemological perception of teachers surveyed is not fully consistent with the epistemological point of view that arises internationally, so work should be done on training and reorientation of university teachers to have an epistemological point of view along with the current Physical Education

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…

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

Assessing Knowledge Levels of Secondary School Physical Education and Sports Teachers about Inclusive Education

Science.gov (United States)

Aydin, Mensure

2014-01-01

The purpose of the research is to assess knowledge levels of physical education teachers in inclusive education in secondary schools. For the research, the survey method was employed. It consisted of 55 physical education teachers employed in 47 secondary schools included in inclusive education program under Kocaeli Provincial Directorate of…

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.

Role Socialization Theory: The Sociopolitical Realities of Teaching Physical Education

Science.gov (United States)

Richards, K. Andrew R.

2015-01-01

Much has been learned about the socialization of physical education (PE) teachers using occupational socialization theory (OST). However, important to understanding any socialization process is explaining how the roles that individuals play are socially constructed and contextually bound. OST falls short of providing a comprehensive overview of…

Teaching Virtue through Physical Education: Some Comments and Reflections

Science.gov (United States)

Jones, Carwyn

2008-01-01

In this paper I explore a number of important implications for a moral pedagogy through sport and physical education. In order to do so, I first reiterate the credentials of a virtue theoretical approach to moral action and moral agency and reinforce the claim that the philosophy and psychology of virtue are best suited to provide the firm ground…

An Ecological Examination of an Urban Sixth Grade Physical Education Class

Science.gov (United States)

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…

One physical educator's career cycle: strong start, great run, approaching finish.

Science.gov (United States)

Woods, Amelia Mays; Lynn, Susan K

2014-03-01

This article is nested within a longitudinal project examining 6 teachers' journeys along their career cycles (Lynn & Woods, 2010; Woods & Earls, 1995; Woods & Lynn, 2001). Two participants from the initial 6 continue to teach K-12 physical education; 1 of these participants, Everett, is examined in the current study. This veteran teacher's career-cycle movement and the environmental factors that both enhanced and constrained his career development are examined through the lens of Fessler and Christensen's career cycle model (1992). Data sources included: 8 formal interviews with Everett; formal interviews with his university teacher educators, student-teacher supervisor, principal, and spouse; informal interviews; field notes; and systematic teaching observations. An interpretative framework was used to assess the perceptions and meanings Everett gave to experiences as a physical educator and coach. Several factors acutely influenced Everett's career progression, including: (a) his individual disposition, (b) the impact and continued influence of a professional preparation program, and (c) his school and community support. He entered the profession with great promise and spent most of his career in the enthusiastic and growing, and the career stability, stages before shifting into the career frustration stage where he currently remains. Everett was able to negotiate personal and organizational environmental factors that have been identified as barriers for some physical educators. Therefore, viewing his professional life through the lens of the career cycle provides insights into the areas of change necessary to motivate and retain high-quality physical educators such as Everett.

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

Science.gov (United States)

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…

Empowering children with special educational needs to speak up: experiences of inclusive physical education.

Science.gov (United States)

Coates, Janine; Vickerman, Philip

2010-01-01

The inclusion of children with special educational needs (SEN) has risen up the political agenda since the return of the Labour Government in 1997. This has seen increasing numbers of children with SEN being educated within mainstream schools. This study examines the perspectives of children with SEN attending both mainstream and special schools in relation to their experiences of physical education (PE). Findings demonstrate that children with SEN in both mainstream and special schools enjoy PE, although issues were raised in mainstream schools regarding bullying and the appropriateness of activities in PE lessons. The findings show how children offered suggestions about how to improve PE and make it more beneficial. The findings identify how children are empowered through consultation, and are aware of their needs and abilities. As such it is evident that schools and those supporting inclusive physical activity for children with SEN must use consultation as a tool for empowering pupils as a means of providing them with choices while gaining a rich insight into their lived experiences of PE.

In-Service Physical Educators' Experiences of Online Adapted Physical Education Endorsement Courses.

Science.gov (United States)

Sato, Takahiro; Haegele, Justin A; Foot, Rachel

2017-04-01

The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

CSRQ Center Report on Education Service Providers: Educator's Summary

Science.gov (United States)

Center for Data-Driven Reform in Education (NJ3), 2008

2008-01-01

Education service providers (ESPs), or education management organizations, are for-profit or non-profit organizations that contract with new or existing public, charter, or private schools to help them implement comprehensive reforms. Which of these ESPs have evidence that they help children in elementary and secondary school of positive effects…

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

Science.gov (United States)

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…

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

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...

Keeping the Physical Educator "Connected" an Examination of Comfort Level, Usage and Professional Development Available for Technology Integration in the Curricular Area of Physical Education

Science.gov (United States)

Adkins, Megan; Bice, Matthew R.; Worrell, Vicki; Unruh, Nita

2017-01-01

Schools continue to integrate the use of technology, and gymnasiums are not an exception. The purpose of the study was to determine the comfort level of Physical Education teachers integrating technology in the gymnasium, determine types of professional development provided for technology use, and potential barriers associated with technology…

INNOVATIVE APPROACHES OF PHYSICAL EDUCATION AND SPORT IN CONTEMPORARY SOCIETY

Directory of Open Access Journals (Sweden)

Maria LULESCU

2017-05-01

Full Text Available In the current era, physical education and sport know similarities, as well as differences to the previous historical periods, but also new, substantial elements, mainly in technology, information and culture. The theoretical background we start to discuss innovative approaches in physical education and sport carried out in educational institutions starts from the outline of essential functions of physical education and sport (Petecel 1980; Carstea 1999; Dragnea 2002. What are the current aspects and the direction of actions in the coming years? Can we find innovative methods in the pedagogy of physical education, which could turn into basic approaches in schools and universities? This paper examines a series of opportunities of action, taking into account the social and informational changes in contemporary society, covering innovative approaches focused on higher interaction, complementarity and physical education for life. In conclusion, it is only with the support of new, interdisciplinary pedagogy that we can sustain the modernization and implementation of physical education and sport programmes in the current academic system.

Same Sneakers, New Tricks: Curricular Alternatives for Physical Education.

Science.gov (United States)

Lund, Jacalyn L.

1993-01-01

As societal demands for health and fitness are changing, physical education curricula must also change. The traditional multiactivity curriculum is inadequate, because poorly skilled students lack enough time to learn the necessary skills. Three alternative curriculum models (adventure education, physical fitness, and sports education)…

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.

An Idiographic Analysis of Amotivation in Compulsory School Physical Education

OpenAIRE

Ntoumanis, Nikos; Pensgaard, Anne-Marte; Martin, Chris; Pipe, Katie

2004-01-01

The purpose of this study was to provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled. From an initial participant pool of 390 British schoolchildren ages 14 to 15 years, 21 of them (15 girls and 6 boys) were selected to participate in semi-structured interviews. They were categorized as being amotivated based on their responses to a questionnaire measuring motivation in physical ed...

Self-determined motivation in physical education and its links to motivation for leisure-time physical activity, physical activity, and well-being in general.

Science.gov (United States)

Bagøien, Tor Egil; Halvari, Hallgeir; Nesheim, Hallgeir

2010-10-01

The present study tested a trans-contextual model based on self-determination theory of the relations between motivation in physical education, motivation in leisure-time physical activity, physical activity, and psychological well-being. Participants were 329 Norwegian upper secondary school students (M age = 16.5 yr., SD = 0.7). Students' perceptions of autonomy-supportive teachers in physical education were expected to be positively associated with students' psychological needs satisfaction in physical education, which was expected to be positively related to autonomous motivation for physical education participation. In turn, autonomous motivation for physical education was expected to be positively associated with perceived competence and autonomous motivation for leisure-time physical activity, which both were expected to be positively associated with leisure-time physical activity and psychological well-being in general. Structural equation models and bootstrapping supported the hypotheses and the indirect links between variables. Sex differences indicate that more research is needed on how to motivate girls to be more physically active in leisure time.

National Study of Excellence and Innovation in Physical Therapist Education: Part 2-A Call to Reform.

Science.gov (United States)

Jensen, Gail M; Hack, Laurita M; Nordstrom, Terrence; Gwyer, Janet; Mostrom, Elizabeth

2017-09-01

This perspective shares recommendations that draw from (1) the National Study of Excellence and Innovation in Physical Therapist Education research findings and a conceptual model of excellence in physical therapist education, (2) the Carnegie Foundation's Preparation for the Professions Program (PPP), and (3) research in the learning sciences. The 30 recommendations are linked to the dimensions described in the conceptual model for excellence in physical therapist education: Culture of Excellence, Praxis of Learning, and Organizational Structures and Resources. This perspective proposes a transformative call for reform framed across 3 core categories: (1) creating a culture of excellence, leadership, and partnership, (2) advancing the learning sciences and understanding and enacting the social contract, and (3) implementing organizational imperatives. Similar to the Carnegie studies, this perspective identifies action items (9) that should be initiated immediately in a strategic and systematic way by the major organizational stakeholders in physical therapist education. These recommendations and action items provide a transformative agenda for physical therapist education, and thus the profession, in meeting the changing needs of society through higher levels of excellence. © 2017 American Physical Therapy Association.

Physical education of students from sports-oriented technologies

Directory of Open Access Journals (Sweden)

U.A. Dolinnyj

2013-10-01

Full Text Available In theory grounded and experimentally tested the efficiency of employments on physical education of students on the basis of sporting oriented technologies. In experiment participated 30 students of 3 courses. The improvement of growth of most physical indexes rate is marked: speed qualities (at run on 100 m, power (bending, unbending of hands in support lying, speed-power (broad jump from a place, flexibility (inclination in before from position sitting on the floor. Recommendations are resulted on education of student youth a sense of collectivism; to the persistence, decision, purposefulness; attention and speed of thought; perfections of ability to manage the emotions, to development of physical qualities. It is proved that physical education of students on the basis of sporting oriented technologies positively influences on development of physical qualities, skills and abilities that is necessary for the future specialist.

Weight-Related Barriers for Overweight Students in an Elementary Physical Education Classroom: An Exploratory Case Study with One Physical Education Teacher

Directory of Open Access Journals (Sweden)

Mary Odum

2017-11-01

Full Text Available IntroductionAs physical performance may be more difficult for overweight children than for their non-overweight peers, understanding how weight impacts student performance in the physical education (P.E. classroom could inform school-based obesity prevention programming.Materials and methodsThis qualitative case study examined one elementary physical educator’s perspectives of overweight students’ weight-related experiences in her classroom. Narratives were elicited during an in-depth interview and analyzed using structural and thematic analyses. We utilized the social cognitive theory to inform our exploration of the narratives.FindingsThe thematic analysis illuminated a behavioral pattern of student refusal to participate in the P.E. classroom while the structural analysis emphasized the teacher’s constructive, individualized responses to participation refusals. Combined, the two analytic techniques provided a more holistic snapshot of the experiences of overweight students in this elementary school. In addition, a preliminary model explaining the behavioral pattern among overweight students in this particular P.E. classroom was created.DiscussionStudents who were overweight were more likely to initially refuse to attempt physical tasks in the classroom because they feared peer ridicule, and the teacher played a critical role in whether these students chose to participate in subsequent classes. As agents of change, P.E. educators should be included in formative stages of comprehensive, systemic changes to combat childhood obesity.

Media-education in the federal universities mining: mapping the formation in the Physical Education

Directory of Open Access Journals (Sweden)

Galdino Rodrigues Sousa

2016-05-01

Full Text Available The work presented here intended to understand how the undergraduate courses in Physical Education of the Federal Universities of Minas Gerais thematize media-education, from the Analysis of the structuring documents of the courses. For reporting and interpreting data, the categorical analysis of such documents was taken. Observed that: (a more than half of those surveyed curricula courses indicate positively to the media and educational proposals. However, such signs still appear strongly marked by the instrumental aspect / Technical, despite apparent changes are underway; (b the media and educational disciplines, or those with potential for media-education, when offered, are isolated from the rest of the curriculum; (c not all courses provide their structuring documents on the websites of its universities. That brought us many limitations  to the online research, as proposed; (d only two of the PPCs pointed in its corpus to the importance of educating to the media, but they did that in an isolated way on a instrumental perspective.

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…

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.

Influence of information communicative technologies on students’ sport-oriented physical education interest

Directory of Open Access Journals (Sweden)

Oleg Olkhovy

2015-08-01

Full Text Available Purpose: determination the influence of information communicative technologies on students’ interest in regular exercise of sport-oriented physical education. Material and Methods: in the researches were involved 1–5 year basic department students of V. N Karazin Kharkov National University (n=36402. Methods: analysis of literature sources, formatted pedagogical experiment, sociological research, maths statistics. Results: through experimental research we found out that that usage of information communicative technologies in authors’ model of sport-oriented physical education in high schools had provided increase in amount of students, who engaged in chosen sports (moving activity, by 14,4% (1463 persons. Conclusion: the usage of information communicative technologies in educational process promoted increasing of student quantity in the sport-oriented groups

Physical active rest in education of active personality of students

Directory of Open Access Journals (Sweden)

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.

Effects of extra school-based physical education on overall physical fitness development

DEFF Research Database (Denmark)

Rexen, C T; Ersbøll, A K; Møller, N C

2015-01-01

First, this study aimed to investigate if four extra physical education (PE) lessons per week improved children's development in physical fitness. Second, to investigate if the extra PE lessons improved development in physical fitness for children with lower levels of fitness at baseline...

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)

Educating Students to Become Culturally Competent Physical Therapists: Issues of Teaching and Assessment

Science.gov (United States)

Barnes, Lisa Jayroe

2013-01-01

With the growing multicultural population within the United States, healthcare providers need to be prepared to care for and educate adult clients from various cultural backgrounds. The purpose of the study was to examine the teaching and assessment methods being used by faculty in the education of future physical therapists in teaching the…

About forming of personality physical culture of students in the process of physical education (in aspect of presence of abilities

Directory of Open Access Journals (Sweden)

S.I. Belykh

2013-01-01

Full Text Available It is shown that practice of teaching of discipline «Physical education» does not provide forming of volume of abilities, sufficient for the origin of athletic activity. Prevail ability to pick up a place, sporting form, inventory depending on the type of physical exercises and ability on the observance of rules of the personal hygiene. In the questionnaire questioning 650 students (324 youths and 326 girls of the first and fourth courses took part. All of students visited employments on physical education at school and institute of higher. It is marked that the important task of amateurish athletic education is forming for the students of the personal experience of independent athletic, health and рекреационных employments. It is underlined that sense of amateurish athletic education of students consists in achievement by a man unity of mental and activity processes. Such processes are needed for an estimation and understanding of the state of the health, programming and residence of healthy way of life.

The status of temporomandibular and cervical spine education in credentialed orthopedic manual physical therapy fellowship programs: a comparison of didactic and clinical education exposure.

Science.gov (United States)

Shaffer, Stephen M; Brismée, Jean-Michel; Courtney, Carol A; Sizer, Phillip S

2015-02-01

The purpose of this investigation was to establish a baseline of physical therapist education on temporomandibular disorders (TMD)-related topics during credentialed orthopedic manual physical therapy fellowship training and compare it to cervical spine disorders education. An online survey was distributed electronically to each fellowship program credentialed by the American Physical Therapy Association (APTA) and recognized by the Academy of Orthopedic Manual Physical Therapists (AAOMPT). Data were analyzed to compare overall exposure to TMD educational content, including a direct comparison of TMD and cervical spine disorders education. The response rate was 79%. Thirteen programs (87%) reported providing both didactic and clinical training on both TMD and cervical spine disorders. Didactic education for cervical spine disorders ranged from 16-20 hours to over 25 hours, whereas TMD hours ranged from 0 to 6-10 hours. Clinical education for cervical spine disorders ranged from 11-15 hours to over 25 hours, whereas TMD hours ranged from 0 to 6-10 hours. The number of hours of exposure during didactic training and the number of patients exposed to during clinical training were significantly different when comparing TMD to cervical spine disorders exposure (P<0.0001). The data indicate a lack of uniformity between credentialed fellowship programs in orthopedic manual physical therapy with respect to the extent to which programs expose trainees to evaluation and management of TMD. There is consistency in that all programs provided more training on cervical spine disorders than TMD. Despite a high level of clinical specialization, fellows-in-training receive minimal TMD education.

Curricula Equity in Required Ninth-Grade Physical Education.

Science.gov (United States)

Napper-Owen, Gloria E.; Kovar, Susan K.; Ermler, Kathy L.; Mehrhof, Joella H.

1999-01-01

Surveyed high school physical educators regarding required physical education programs, examining hidden curriculum about gender equity and culture. Team sports dominated the instructional units. Teachers had problems involving all students in coeducational activities. Female teachers were more apt to teach outside their socially accepted area of…

Development of a Physical Education Teaching Efficacy Scale

Science.gov (United States)

Humphries, Charlotte A.; Hebert, Edward; Daigle, Kay; Martin, Jeffrey

2012-01-01

Relationships have been found between teacher efficacy and many teaching and learning variables, but few researchers have examined teaching efficacy in physical education. The instrument reported here, the Physical Education Teaching Efficacy Scale, was developed based on the teaching efficacy literature, existing scales, and National Association…

Physical culture as a phenomenon of the development of socio-cultural competence of future teachers of physical education

Directory of Open Access Journals (Sweden)

I.V. Ivanii

2014-04-01

Full Text Available Purpose : to substantiate the phenomenon of formation of physical culture of the individual in terms of theoretical and methodological approaches to the development of socio-cultural competence of future teachers. Material : 22 literary sources analyzed on the issue of formation of physical culture of the individual. Used cultural studies, axiological and competence approach. Results : define the concept of socio-cultural competence of the teacher of physical education. Competence is considered as an integrative motivational tumor - activity sphere of the individual. It determines the focus of an expert on the formation of spiritual values and is the foundation for its further self-development. Disclosed structure sociocultural competence of the teacher in the unity components: cognitive, motivational-value, behavioral. For each component defined system of spiritual values. The system covers the socio- psychological, mental and cultural values of physical culture. Conclusions : the sociocultural competence of the teacher of physical education meaningful and functionally related to the values of the physical culture of the individual. Spiritual, value the personality of the teacher - is the foundation for all of the components of socio-cultural competence. This competence provides social and cultural development of the individual.

Coteaching in physical education: a strategy for inclusive practice.

Science.gov (United States)

Grenier, Michelle A

2011-04-01

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

EMSC program manager survey on education of prehospital providers.

Science.gov (United States)

Ngo, Thuy L; Belli, Karen; Shah, Manish I

2014-01-01

Although pediatric-specific objectives for the initial education of prehospital providers have been established, uniform implementation of these objectives and guidelines for hours of required pediatric continuing education (CE) for prehospital providers have not been established. To examine the content and number of hours of pediatric-specific education that prehospital providers receive during initial certification and recertification. Second, to identify barriers to implementing specific requirements for pediatric education of prehospital providers. Electronic surveys were sent to 55 EMS for Children (EMSC) State Partnership grantee program managers inquiring about the certification and recertification processes of prehospital providers and barriers to receiving pediatric training in each jurisdiction. We had a 91% response rate for our survey. Specified pediatric education hours exist in more states and territories for recertification (63-67%) than initial certification (41%). Limitations in funding, time, instructors, and accessibility are barriers to enhancing pediatric education. Modifying statewide policies on prehospital education and increasing hands-on training may overcome identified barriers.

A grounded-theory investigation of patient education in physical therapy practice.

Science.gov (United States)

Rindflesch, Aaron B

2009-04-01

Patient education is a critical component of physical therapy and is used frequently in practice. Research describing the practice of patient education in physical therapy is scarce, however. Qualitative research methods can be used to describe the practice of patient education in physical therapy and to identify supportive theory. This study describes the practice of patient education grounded in data obtained from nine physical therapists in three settings: outpatient, acute care, and inpatient rehabilitation. From the data common themes are reported. From the themes, supportive theory can be identified. Results show four primary themes regarding patient education in physical therapy. First, the physical therapists in this study were not able to easily differentiate patient education from primary interventions. Second, the purpose of patient education was to empower patients toward self-management and prevention. Third, therapists used a patient-centered approach to decide upon content. Finally, each therapist used function or demonstration to assess the outcome of patient education interventions. The results of this study can be used to inform current practitioners, for future research and to identify theoretical underpinnings to support the practice of patient education in physical therapy.

Physical Education as a means of health and working efficiency improvement of population

Directory of Open Access Journals (Sweden)

Khasanova Rezeda R.

2016-01-01

Full Text Available In this article historical and contemporary influence of physical education (PE and sport instances are shown in economic indices. The notion “health”, as well as the influence of physical education and sport at its level, is given. Health-detrimental behavior (malnutrition, physical inactivity, alcohol abuse and smoking can be the cause of chronic diseases and have a significant influence on health of citizens. Experimental data, which approve that bad working conditions and health-detrimental behavior can discourage productivity and extend the periods of temporary incapacity for work, are marked. In addition, there is an access to the majority of the adult population, which provides a perfect opportunity for healthy lifestyle campaign. Consequently, the campaigns aimed at health improvement of the employable population at their working places, have potentials for a wide population segment engagement, which cannot be accessible for other medical campaigns. Experimental data on increase in labour productivity and economic effectiveness improvement by means of physical education are given; the latter was applied to people at their work during the soviet period, when the large-scale research was made. The necessity of physical education integration in the productive process is proved, which will finally have a positive impact on the whole economy.

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.

Chaos: a topic for interdisciplinary education in physics

International Nuclear Information System (INIS)

Bae, Saebyok

2009-01-01

Since society and science need interdisciplinary works, the interesting topic of chaos is chosen for interdisciplinary education in physics. The educational programme contains various university-level activities such as computer simulations, chaos experiment and team projects besides ordinary teaching. According to the participants, the programme seems useful and good. In addition, we discuss some issues which can be important to interdisciplinary education in physics: for example the possible difficulties in programme design, the expertise barriers of non-major fields, the role of non-theoretical education in understanding and the project-type team activities

Quantitative Methodology: A Guide for Emerging Physical Education and Adapted Physical Education Researchers

Science.gov (United States)

Haegele, Justin A.; Hodge, Samuel R.

2015-01-01

Emerging professionals, particularly senior-level undergraduate and graduate students in kinesiology who have an interest in physical education for individuals with and without disabilities, should understand the basic assumptions of the quantitative research paradigm. Knowledge of basic assumptions is critical for conducting, analyzing, and…

Teaching physical education by the perspective of psychomotor development and health promotion

Directory of Open Access Journals (Sweden)

Hana Dvořáková

2015-07-01

Full Text Available BACKGROUND: Teaching physical education should refl ect changes in education and changes in the concept of physical education as a part of health education in the broad sense, it means physical, mental and social health. In addition to provable positive benefi ts of physical activity on health, it is generally considered diffi cult to demonstrate the infl uence of physical education on diff erent ways of life. Results of studies indicate failure of education in physical education in practical and information process. Perceived physical competence, fun, the activity and monitoring individual progress are considered as positive correlates of the infl uence of physical education on lifestyle (Dobrý, 2007.OBJECTIVE: The aims of this paper is to point out that psychomotor activities could bring positive changes in teaching physical education.METHODS: This paper examined various studies, personal experiencies from abroad and practice.RESULTS: Physical activities and games in pedagogical concept of ps. development are intentionally aimed at the physical and motoric development in connection with mental processes and social relations, promote personal knowledge and personal development, self-activity and creativity, are fun and lead to the acquisition of key competencies. Using psychomotor teaching methods could support this impact of psychomotor activities and help to make positive changes in physical education.CONCLUSIONS: Psychomotor activities can help the modern concept of physical education if in addition to practical activities there is also included theoretical and didactic knowledge that increase the possibility of rational and intentional use of these activities.

JOB SATISFACTION FOR PHYSICAL EDUCATION TEACHERS AND ITS RELATIONSHIP TO JOB PERFORMANCE AND ORGANIZATIONAL COMMITMENT

Directory of Open Access Journals (Sweden)

Mouloud Kenioua

2016-06-01

Full Text Available The purpose: this study was to investigate the relation and correlation between job satisfaction, job performance, and organizational commitment among physical education teachers. Material: The participants where 100 physical educations teachers’ male and female from secondary schools. Job satisfaction, job performance, and organizational commitment were measured through a questionnaire has 05 axes. Results: The findings indicated that there was a strongly positive relationship between job satisfaction and job performance, and the same relationship between job satisfaction and organizational commitment. Conclusion: there is a need to create an appropriate environment to ensure the success of the professors of physical education as well as providing incentives and promotions through clear standards.

Educational intervention on physical restraint use in long-term care facilities - Systematic review and meta-analysis.

Science.gov (United States)

Lan, Shao-Huan; Lu, Li-Chin; Lan, Shou-Jen; Chen, Jong-Chen; Wu, Wen-Jun; Chang, Shen-Peng; Lin, Long-Yau

2017-08-01

"Physical restraint" formerly used as a measure of protection for psychiatric patients is now widely used. However, existing studies showed that physical restraint not only has inadequate effect of protection but also has negative effects on residents. To analyzes the impact of educational program on the physical restraint use in long-term care facilities. A systematic review with meta-analysis and meta-regression. Eight databases, including Cochrane Library, ProQuest, PubMed, EMBASE, EBSCO, Web of Science, Ovid Medline and Physiotherapy Evidence Database (PEDro), were searched up to January 2017. Eligible studies were classified by intervention and accessed for quality using the Quality Assessment Tool for quantitative studies. Sixteen research articles were eligible in the final review; 10 randomize control trail studies were included in the analysis. The meta-analysis revealed that the use of physical restraint was significantly less often in the experimental (education) group (OR = 0.55, 95% CI: 0.39 to 0.78, p education would have decreased the effect of the restraint educational program (β: 0.08, p = 0.002); instead, the longer education period and more times of education would have a stronger effect of reducing the use of physical restraint (β: -0.07, p educational program had an effect on the reduced use of physical restraint. The results of meta-regression suggest that long-term care facilities should provide a continuous education program of physical restraint for caregivers. Copyright © 2017. Published by Elsevier Taiwan.

Developing Students' Emotional Well-Being in Physical Education

Science.gov (United States)

Lu, Chunlei; Buchanan, Andrew

2014-01-01

There is a growing concern in general education and physical education about students' emotional well-being. However, there is minimal literature addressing what emotional well-being is and how it can be developed in physical education. To examine these concerns, this article presents the following findings: a review of relevant literature…

Physical Education Pedagogy Faculty Perceptions of Journal Quality

Science.gov (United States)

Silverman, Stephen; Kulinna, Pamela Hodges; Phillips, Sharon R.

2013-01-01

This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether…

Teacher-Led Change in Secondary School Physical Education

Science.gov (United States)

Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

2016-01-01

How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

Evolving models for medical physics education and training: a global perspective.

Science.gov (United States)

Sprawls, P

2008-01-01

There is a significant need for high-quality medical physics education and training in all countries to support effective and safe use of modern medical technology for both diagnostic and treatment purposes. This is, and will continue to be, achieved using appropriate technology to increase both the effectiveness and efficiency of educational activities everywhere in the world. While the applications of technology to education and training are relatively new, the successful applications are based on theories and principles of the learning process developed by two pioneers in the field, Robert Gagne and Edgar Dale.The work of Gagne defines the different levels of learning that can occur and is used to show the types and levels of learning that are required for the application of physics and engineering principles to achieve appropriate diagnostic and therapeutic results from modern technology. The learning outcomes are determined by the effectiveness of the learning activity or experience. The extensive work of Dale as formulated in his Cone of Experience relates the effectiveness to the efficiency of educational activities. A major challenge in education is the development and conduction of learning activities (classroom discussions, laboratory and applied experiences, individual study, etc) that provide an optimum balance between effectiveness and efficiency. New and evolving models of the educational process use technology as the infrastructure to support education that is both more effective and efficient.The goal is to use technology to enhance human performance for both learners (students) and learning facilitators (teachers). A major contribution to global education is the trend in the development of shared educational resources. Two models of programs to support this effort with open and free shared resources are Physical Principles of Medical Imaging Online (http://www.sprawls.org/resources) and AAPM Continuing Education Courses (http://www.aapm.org/international).

Stutent’s Individuality within the Framework of Innovative Physical Education .

Directory of Open Access Journals (Sweden)

V. A. Salnikov

2012-01-01

Full Text Available The paper looks at the necessity of developing a new person- oriented paradigm of physical education, which involves a transition from the normative approach to sport-oriented one in training children, adolescents and young adults; compliance of educational means, forms, methods and conditions with the student’s psychological peculiarities; and sport specialization according to personal inclinations and abilities. The research subject is defined as the physically active personality development with the reference to psychological and age peculiarities. The aim of the study is to update the existing physical education system according to the demands for its health promoting and preserving functions. The methodology compiles the systematic and person-oriented approaches. Personal characteristics of students choosing different kinds of sports for physical education are described along with the correlation between their individual qualities and specificity of physical development. The research findings can be used in developing the curricula for physical education on different levels. 

Perceived social support and parental education as determinants of adolescents' physical activity and eating behaviour: a cross-sectional survey.

Science.gov (United States)

Glozah, Franklin N; Pevalin, David J

2015-08-01

To examine the role of perceived social support and parental education on physical activity and eating behaviour of Ghanaian adolescents. Seven hundred and seventy Senior High School students (504 boys and 266 girls) between the ages of 14-21 years participated by completing questionnaires on perceived social support, physical activity and eating behaviour. The highest education attained by either parent or guardian was also obtained. Multivariate analysis of covariance was the main statistical test used to analyse the data. The results showed significant gender differences in physical activity and eating behaviour combined, with boys more likely to engage in physical activity than girls, and girls also more likely to engage in healthy eating behaviour than boys, albeit the effect was not statistically significant. While perceived social support had a significant positive effect on eating behaviour and physical activity, parental education had a significant effect only on eating behaviour but not physical activity. Perceived social support from family coupled with parental education provides more opportunities for adolescents to engage in healthy eating behaviour. Also, parents' educational attainment alone does not necessarily guarantee that adolescents will engage in physical activity; providing the needed social support and conducive home environment is more likely to induce physical activity behaviours. Finally, physical activity and eating behaviour should not be construed as alternative health behaviours as suggested by gender differentials in these health behaviours.

Design of the Model of Constructivist Learning Theory for Moral Education in Physical Education Teaching

Science.gov (United States)

Wang, Chenyu

2011-01-01

In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to…

Physical education and school sport: The International Sport in ...

African Journals Online (AJOL)

The World Summit on Physical Education, held in Berlin in November 1999, called attention to the serious decline in the state and status of physical education and school sport, all over the world. This report outlines the methods of the Sport in Education Project (SpinEd), an international research project, funded by the ...

The Idea of Physical Education: A Memetic Perspective

Science.gov (United States)

Tinning, Richard

2012-01-01

Background: Despite dire predictions of its demise, physical education continues to survive across most countries of the world. Moreover, the form of its survival is remarkably similar across cultures. Why has physical education survived as a cultural practice and why is its form so similar given the marked differences that exist between many…

Physical Education Lesson Content and Teacher Style and Elementary Students' Motivation and Physical Activity Levels

Science.gov (United States)

Erwin, Heather E.; Stellino, Megan Babkes; Beets, Michael W.; Beighle, Aaron; Johnson, Christine E.

2013-01-01

Obesity levels among American children are increasing at an alarming rate, due in part to a lack of regular physical activity (PA). Physical education (PE) is one way to facilitate student PA. The overarching PA goal for physical educators is 50% PA for students. Self-determination theory suggests that PA levels in PE and a variety of other…

Students attitude of physical education and healthy lifestyle and their self-assessment of physical fitness

Directory of Open Access Journals (Sweden)

Vitaliy Grinko

2015-02-01

Full Text Available Purpose: to identify students' attitudes toward physical education and healthy lifestyle, their own assessment of the level of physical fitness and physical qualities of priority. Material and Methods: conducted a questionnaire survey of students of Kharkiv National Economic University and Peter Vasilenko Kharkiv National Technical University of Agriculture. The study involved 166 first-year students (77 boys and 89 girls. Results: it was found that a positive attitude towards a healthy lifestyle and stick to it – 69,35% of the respondents; to physical education and are aware of the usefulness of employment – 84,8%; satisfied with their level of physical development – 40,65%. Conclusions: these results confirm the data that is currently experiencing a significant decline in the level of interest and motivation of students to a healthy lifestyle and physical education.

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.

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…

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

Science.gov (United States)

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.…

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…

Dental health care providers' views on child physical abuse in Malaysia.

Science.gov (United States)

Hussein, A S; Ahmad, R; Ibrahim, N; Yusoff, A; Ahmad, D

2016-10-01

To assess the knowledge, attitudes and experience of a group of Malaysian dental health care providers regarding child physical abuse (CPA) cases in terms of frequency of occurrence, diagnosis, risk factors and reporting. A questionnaire was distributed to all dental health care providers attending a national paediatric dentistry conference in Kuantan, Malaysia, and demographical variables, knowledge, attitudes and experience about CPA, risk factors and the reasons for not reporting abuse cases were collected. Descriptive statistics and bivariance analysis were performed. A 5 % level of statistical significance was applied for the analyses (p ≤ 0.05). The response rate was 74.7 %. Half of the respondents (52.8 %) stated that the frequency of occurrence of CPA is common in Malaysia. Full agreement between dental health care providers was not determined concerning the identification of signs of CPA and its risk factors. Although 83.3 % were aware that reporting CPA is a legal requirement in Malaysia, only 14.8 % have reported such cases. Lack of adequate history was the main reason for not reporting. Virtually two-thirds of the respondents (62 %) indicated that they had not received sufficient information about CPA and were willing to be educated on how to diagnose and report child abuse cases (81.5, 78.7 %, respectively). There were considerable disparities in respondents' knowledge and attitudes regarding the occurrence, signs of suspected cases, risk factors and reporting of CPA. Despite being aware of such cases, only a handful was reported. Enhancement in the education of Malaysian dental health care providers on recognising and reporting CPA is recommended.

The Effect of "Physical Education and Sport Culture" Course on the Attitudes of Preservice Classroom Teachers towards Physical Education and Sports

Science.gov (United States)

Koç, Yakup

2017-01-01

The study aims to investigate the effect of "Physical Education and Sport Culture" (PESC) course on the attitudes of preservice classroom teachers towards physical education and sports. The one group pre-test post-test design among experimental models which is included in quantitative research designs was employed in the study. The study…

Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

Science.gov (United States)

Kern, Ben D.; Graber, Kim C.

2017-01-01

Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

Role of accrediting bodies in providing education leadership in medical education

Directory of Open Access Journals (Sweden)

Sam Leinster

2014-01-01

Role of accreditation authorities: If accreditation authorities are to provide leadership in medical education they must undertake regular review of their standards. This should be informed by all stakeholders and include experts in medical education. The format of the standards must provide clear direction to medical schools. Accreditation should take place regularly and should result in the production of a publicly accessible report.

Reframing conceptual physics: Improving relevance to elementary education and sonography majors

Science.gov (United States)

LaFazia, David Gregory

This study outlines the steps taken to reframe the Waves and Periodicity unit within a conceptual physics course. Beyond this unit reframing process, this paper explores the activities that made up the reframed unit and how each was developed and revised. The unit was reframed to improve relevance of the activities to the Elementary Education and Diagnostic Medical Sonography majors who make up the bulk of the course roster. The unit was reframed around ten design principles that were built on best practices from the literature, survey responses, and focused interviews. These principles support the selection of a biology-integrated themed approach to teaching physics. This is done through active and highly kinesthetic learning across three realms of human experience: physical, social, and cognitive. The unit materials were designed around making connections to students' future careers while requiring students to take progressively more responsibility in activities and assessments. Several support strategies are employed across these activities and assessments, including an energy-first, guided-inquiry approach to concept scaffolding and accommodations for diverse learners. Survey responses were solicited from physics instructors experienced with this population, Elementary Education and Sonography program advisors, and curriculum design, learning strategies, and educational technology experts. The reframed unit was reviewed by doctoral-level science education experts and revised to further improve the depth and transparency with which the design principles reframe the unit activities. The reframed unit contains a full unit plan, lesson plans, and full unit materials. These include classroom and online activities, assessments, and templates for future unit and lesson planning. Additional supplemental materials are provided to support Elementary Education and Sonography students and program advisors and also further promote the reframed unit materials and design

If Not You, Then Who? Advocating for Quality Health and Physical Education

Science.gov (United States)

Devore, Brian

2015-01-01

It is essential that HPERD professionals work together to be spokespeople for their areas at the local, state, and national levels. But what does it look like and how does it happen? The purpose of this article is to provide an overview of advocacy across these three levels, and to provide health and physical educators with some concrete…

Educating Healthcare Providers Regarding LGBT Patients and Health Issues: The Special Case of Physician Assistants

Science.gov (United States)

Compton, David A.; Whitehead, Michael B.

2015-01-01

Much is written about the availability of healthcare services among elements of the U.S. population, with a large proportion of the literature focusing on access. Although physical access is an overarching issue for many, educators must remember that a key factor in providing complete and competent healthcare is to understand the patient and any…

An Ecological Analysis of a Preschool Mastery Climate Physical Education Programme

Science.gov (United States)

Hastie, Peter A.; Rudisill, Mary E.; Boyd, Korey

2016-01-01

Background: Previous studies of mastery motivational climates within physical education have reported that providing students with opportunities to become self-directed leads to a number of positive outcomes, including skill attainment and increased perceptions of ability. Nonetheless, within all of these studies, there has been no account of the…

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.

The Educational Benefits Claimed for Physical Education and School Sport: An Academic Review

Science.gov (United States)

Bailey, Richard; Armour, Kathleen; Kirk, David; Jess, Mike; Pickup, Ian; Sandford, Rachel

2009-01-01

This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence…

Guided Educational Tourism as Informal Physical Geography Education on St. Helena Island, Michigan

Science.gov (United States)

Lane, Joseph M.; Stoltman, Joseph P.

2017-01-01

Guided educational tours are a major activity within informal education. This article examines the potential for tour guides of a largely historical tour of St. Helena Island, Michigan, to include physical geography within the tour. Using field data and interview methods, the researchers identified the physical features of the island that could be…

News Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

Science.gov (United States)

2012-03-01

Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

Orienteering section as a form of extracurricular activities in physical education

Directory of Open Access Journals (Sweden)

Vukadinović Nenad

2015-01-01

Full Text Available Extracurricular activities offer students the opportunity to learn and train sports not provided by curriculum of physical education. Staying active in nature in terms of the orientation movement is greatly beneficial for the development of mental and physical abilities. The aim of this paper is to present opportunities for the organizing orienteering section in elementary school. Descriptive method was applied to be shown plan and program of the section designed so that teachers of physical education in their schools provide implementation of orienteering section for 30 classes. The expected outcome of orienteering section is to enable students to independently perform at competitions. Training is done through the implementation of goals and objectives of sections, using methodological procedures with respect to the pupils' age, prior knowledge and the pace of overcoming the training. Plan and program section includes mastering the basic technique in orienteering, through theoretical and practical work. In working with students who are for the first time in orienteering, the main focus should be on reading the maps, and understanding the relationship between nature and maps. In primary schools there are possibilities to organize orienteering section, and there is a significant correlation with other subjects. The presented model provides the optimal level of theoretical and practical knowledge that students can apply in school competitions.

Sex Equity and Physical Activity Levels in Coeducational Physical Education: Exploring the Potential of Modified Game Forms

Science.gov (United States)

Van Acker, Ragnar; da Costa, Francisco Carreiro; De Bourdeaudhuij, Ilse; Cardon, Greet; Haerens, Leen

2010-01-01

Background: Physical education should promote an active and healthy lifestyle with an emphasis on students' preparation for lifelong physical activity. "Healthy People 2010" recommends that physical education is offered on a daily basis and that pupils engage in physical activities of moderate to vigorous intensity (MVPA) during at least…

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)

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.

Physical Education Teacher Educators' Professional Identities, Continuing Professional Development and the Issue of Gender Equality

Science.gov (United States)

Dowling, Fiona

2006-01-01

Background: Despite the evidence that many girls and some boys are regularly subjected to inequalities within school physical education (PE) in Norway today, and international research showing how physical education teacher education (PETE) courses often construct unequal learning opportunities for their students on the basis of gender, few…

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.

Examining Attitudes of Physical Education Teacher Education Program Students Toward the Teaching Profession

Directory of Open Access Journals (Sweden)

Gunay Yildizer

2017-09-01

Full Text Available The purpose of this study was to investigate attitudes of pre-service teachers toward the teaching profession with respect to their gender, grade level, whether participants regularly participate in physical activities, and whether pre-service students have a teacher-parent in their family. Research was conducted on 469 pre-service physical education teachers (Mage=21.35, SDage= 2.49, 188 female (Mage=20.89, SDage= 2.30 and 281 male (Mage=21.66, SDage= 2.57 students from five different universities in Turkey. In this study the “Attitude Scale for the Profession of Physical Education Teaching” was used. It has two factors: “concern for profession” (CP and “affection for profession” (AP. Independent sample t-test results indicated that there were no significant differences with respect to gender or having a teacher-parent in both factors and total attitude points (p> 0.05. Pre-service physical education teachers who participate in physical activity had significantly higher points in AP and the total scale in comparison to those who do not participate in physical activity (p< 0.05. ANOVA results indicated that based on grade level there were significant differences in CP and total attitude (p< 0.05. Students’ concern about employment may be associated with differences in attitude scores between grade levels. The positive effect of physical activity participation and their professional teaching education on stress resilience might also be an important factor for increasing positive attitudes toward the teaching profession.

THE ROLE AND IMPORTANCE OF THEORETICAL PREPARATION ON “PHYSICAL EDUCATION FOR HIGHSCHOOL STUDENTS

Directory of Open Access Journals (Sweden)

DANIEL DOCU AXELERAD

2009-12-01

Full Text Available According to the pre-universitary curriculum, one of the criteria to asses the level of the subject’s acquisition is the quality of the theoretical knowledge. In the basic organizing documents of school physical education, there were and still are stipulated the exact requests regarding the necessary theoretical knowledge ofstudents on various education levels. According to these documents, the theoretical knowledge was general knowledge. To the general knowledge, there are added those pertaining to the basic information of the given subject, information about the means and methods of physical education, information from the domain of prophylactic physical education, etc. Special knowledge is that representing the students’ knowledge form various sports tests provided by the school curriculum, such as the sporting games (volleyball, basketball,football, handball, athletics (running, jumping, throwing and gymnastics (apparatus and floor exercises. It is here that the means and methods applied in acquiring the compartments listed above are attributed. In the special knowledge category there is also the knowledge related to the means, the forms and the methods to develop the basic motor qualities (force, speed, flexibility, resistance, skills, as well as the procedures for evaluating them.Nevertheless, regardless of the fact that in the physical education organizing normative documents, highschool included, it is provided that theoretical knowledge should be acquired, still there is no actual presentation of the specific requirements and the assessment criteria for the level of acquisition. No document specifies the ways to evaluate the volume and quality of acquiring the theoretical knowledge, which is why we are going to present here a detailed analysis of the level of acquisition of theoretical knowledge for the “Physical Education” subject by highschool students after applying the teaching –learning -evaluation technique on the

Physical Profiling Performance of Air Force Primary Care Providers

Science.gov (United States)

2017-08-09

AFRL-SA-WP-TR-2017-0014 Physical Profiling Performance of Air Force Primary Care Providers Anthony P. Tvaryanas1; William P...COVERED (From – To) September 2016 – January 2017 4. TITLE AND SUBTITLE Physical Profiling Performance of Air Force Primary Care Providers...encounter with their primary care team. An independent medical standards subject matter expert (SME) reviewed encounters in the electronic health record

Physics education: Understanding the barriers for young women in Ontario

Science.gov (United States)

Mainhood, Lindsay Ann

In nearly all countries of the world, at every level of education, physics as a field of science is failing to recruit and retain women. This phenomenon is believed to relate to girls' educational experiences from K-12, but the reasons for the gender gap in physics are not fully understood. The purpose of this phenomenological research is to explore and understand the barriers encountered by Ontario female high school students during their physics education and the meanings attributed to those barriers by these young women. This research is guided by social cognitive career theory (SCCT) and uses the concept of physics identity as a lens through which the influence of contextual barriers can be understood. Nine participants, selected via snowball sampling from an Eastern Ontario university, together participated in four semi-structured focus group meetings and individually participated in a single in-depth, one-on-one interview. Audio data was transcribed verbatim and analyzed using a general inductive approach. Emergent themes are descriptively presented as the findings of the research study: perceiving the high school physics experience, experiencing high school physics education, and identity and gender in the high school physics experience. Sub-themes presented include limited prior experiences, negative perceptions of physics, images of physics learners, decision-making, reactions to pedagogy, learning needs, physics identity, gender-dependent influences, and making meaning of the experiences in high school physics. The shared experience of high school physics education for young women is understood as both a richly challenging and rewarding experience. Based on the findings of this research, recommendations are made for practical and research settings, and for future work in this area. Drawing on literature on underrepresentation of women in physics, this research contributes to the physics education research community and beyond; it offers voices of Ontario

Implementation of Mobile Pedagogy During Continuous Education of Physical Culture Teachers

Directory of Open Access Journals (Sweden)

Roman S.

2018-03-01

Full Text Available Introduction: one of the urgent problems in the field of continuous training of future teachers of physical culture is the training of students using mobile devices and innovative educational Internet technologies. The scientific literature has thoroughly studied the introduction of mobile technologies in the professional training of teachers, but the development of foundations for the formation of physical competence based on innovative approaches, such as mobile training, has not been implemented to date. Hence, the necessity of setting the research goal that is to create a methodological model for the continuing education of teachers of physical culture on the basis of the ideas of mobile pedagogy in the cluster “college - university” and the use of experimental methods to substantiate the effectiveness of its implementation in the professional training of students. Materials and Methods: to create a model of continuous education, including the integration of various clusters, components and innovative technologies, the systemic approach is applied to the study with the additional use of competency, activity, qualification, personality-orientedness, culturological and innovation-technological approaches. Systematisation, comparison, comparison and generalisation are used in modeling the continuous education of teachers of physical culture. Results: in the process of research, the integrating resources and the scientific and educational potential of secondary and higher education were revealed. These recourses allowed the systematisation and modeling of the process of continuing education of teachers of physical culture based on the ideas of mobile pedagogy in the cluster “college - university”. At the experimental stage of the study, the effectiveness of the implementation of mobile pedagogy is proved and the author’s approach to the training of future teachers of physical culture is methodologically grounded. Discussion and

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

How can we help students appreciate physics education?

Science.gov (United States)

Lin, Jia-Ling; Zaki, Eman; Schmidt, Jason; Woolston, Don

2004-03-01

Helping students appreciate physics education is a formidable task, considering that many students struggle to pass introductory physics courses. Numerous efforts have been made for this undertaking because it is an important step leading to successful learning. In an out-of-classroom academic program, the Supplemental Instruction (SI) Program, we have used the approach, INSPIRE (inquiry, network, skillfulness, perseverance, intuition, reasoning, and effort), to help more students value their experiences in these courses. The method basically includes key elements outlined by experts in physics education [1]. Student responses have been encouraging. Having undergraduates as facilitators in the program is advantageous in promoting principles of physics education. Their training emphasizes tenacity, resourcefulness, understanding, support, and teamwork, i.e. TRUST. We present the organization and focus of the SI Program, and discuss how these improve learning atmosphere and facilitate learning. [1] Edward F. Redish et al, Am J. Phys. 66(3), March 1998.

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…

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.

Physical Education and Academic Performance in Urban African American Girls

Science.gov (United States)

Shen, Bo

2017-01-01

This study was designed to examine urban African American girls' participation in physical education and its association with academic performance. One hundred eighty four participants completed questionnaires assessing moderate-to-vigorous physical activity and learning engagement in physical education while their academic performance was based…

Creative Funding Ideas for Your Physical Education Program

Science.gov (United States)

Bodie, Mark C.

2014-01-01

Physical educators often find it difficult to secure funding for their programs in these tough economic times. However, there is funding out there, if one knows where to look and how to ask for it. This article describes how physical education teachers can make a funding action plan, who to contact, where to write to, and how to get equipment for…

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…

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…

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:…

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)

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 ...

Project as an education method in teaching of physics

OpenAIRE

ŽAHOUREK, Martin

2011-01-01

The diploma thesis ?Project as an educational method for teaching physics ?deals with the possibilities of using project-based method for teaching physics at primary schools. Not only does it contain the theoretical background of project-based teaching, but also deals with practical issues in the form of an implementation of a chosen project ?Physics and physical education?. The aim of said project was to evaluate the efficiency of project-based teaching as far as the knowledge of pupils and ...

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.

Extending the trans-contextual model in physical education and leisure-time contexts: examining the role of basic psychological need satisfaction.

Science.gov (United States)

Barkoukis, Vassilis; Hagger, Martin S; Lambropoulos, George; Tsorbatzoudis, Haralambos

2010-12-01

The trans-contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure-time context. It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure-time contexts. Furthermore, relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized. The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs. Students (N=274) from Greek secondary schools. Participants completed self-report measures of perceived autonomy support, autonomous motivation, and basic psychological need satisfaction in physical education. Follow-up measures of these variables were taken in a leisure-time context along with measures of attitudes, subjective norms, perceived behavioural control (PBC), and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 4 weeks later. Results supported TCM hypotheses. Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention, namely, attitudes, and PBC. The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education. Findings support the TCM and provide further information of the mechanisms in the model and integrated theories of motivation in physical education and leisure time.

Power and promise of narrative for advancing physical therapist education and practice.

Science.gov (United States)

Greenfield, Bruce H; Jensen, Gail M; Delany, Clare M; Mostrom, Elizabeth; Knab, Mary; Jampel, Ann

2015-06-01

This perspective article provides a justification for and an overview of the use of narrative as a pedagogical tool for educators to help physical therapist students, residents, and clinicians develop skills of reflection and reflexivity in clinical practice. The use of narratives is a pedagogical approach that provides a reflective and interpretive framework for analyzing and making sense of texts, stories, and other experiences within learning environments. This article describes reflection as a well-established method to support critical analysis of clinical experiences; to assist in uncovering different perspectives of patients, families, and health care professionals involved in patient care; and to broaden the epistemological basis (ie, sources of knowledge) for clinical practice. The article begins by examining how phronetic (ie, practical and contextual) knowledge and ethical knowledge are used in physical therapy to contribute to evidence-based practice. Narrative is explored as a source of phronetic and ethical knowledge that is complementary but irreducible to traditional objective and empirical knowledge-the type of clinical knowledge that forms the basis of scientific training. The central premise is that writing narratives is a cognitive skill that should be learned and practiced to develop critical reflection for expert practice. The article weaves theory with practical application and strategies to foster narrative in education and practice. The final section of the article describes the authors' experiences with examples of integrating the tools of narrative into an educational program, into physical therapist residency programs, and into a clinical practice. © 2015 American Physical Therapy Association.

Imagery, intuition and imagination in quantum physics education

Science.gov (United States)

Stapleton, Andrew J.

2018-03-01

In response to the authors, I demonstrate how threshold concepts offer a means to both contextualise teaching and learning of quantum physics and help transform students into the culture of physics, and as a way to identify particularly troublesome concepts within quantum physics. By drawing parallels from my own doctoral research in another area of contemporary physics—special relativity—I highlight concepts that require an ontological change, namely a shift beyond the reality of everyday Newtonian experience such as time dilation and length contraction, as being troublesome concepts that can present barriers to learning with students often asking "is it real?". Similarly, the domain of quantum physics requires students to move beyond "common sense" perception as it brings into sharp focus the difference between what is experienced via the sense perceptions and the mental abstraction of phenomena. And it's this issue that highlights the important role imagery and creativity have both in quantum physics and in the evolution of physics more generally, and lies in stark contrast to the apparent mathematical focus and lack of opportunity for students to explore ontological issues evident in the authors' research. By reflecting on the authors' observations of a focus on mathematical formalisms and problem solving at the expense of alternative approaches, I explore the dialectic between Heisenberg's highly mathematical approach and Schrödinger's mechanical wave view of the atom, together with its conceptual imagery, at the heart of the evolution of quantum mechanics. In turn, I highlight the significance of imagery, imagination and intuition in quantum physics, together with the importance of adopting an epistemological pluralism—multiple ways of knowing and thinking—in physics education. Again drawing parallels with the authors' work and my own, I identify the role thought experiments have in both quantum physics education and in physics more generally. By

The Reasons and Motivation for Pre-Service Teachers Choosing to Specialise in Primary Physical Education Teacher Education

Science.gov (United States)

Spittle, Sharna; Spittle, Michael

2014-01-01

This study explored the reasons for pre-service teachers choosing to specialise in primary physical education and how these choices related to their motivation. Pre-service teachers who then elected to specialise in primary physical education (n = 248) completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the…

Re-Conceiving Ability in Physical Education: A Social Analysis

Science.gov (United States)

Wright, Jan; Burrows, Lisette

2006-01-01

In this paper we explore how "ability" is currently conceptualised in physical education and with what effects for different groups of young people. We interrogate approaches to theorising ability in physical education that draw on sociological and phenomenological "foundations" together with notions of ability as…

Influence of Sport Education on Group Cohesion in University Physical Education

Science.gov (United States)

Jenkins, Jayne M.; Alderman, Brandon L.

2011-01-01

The Sport Education ("SE") curricular model incorporated within university physical education Basic Instruction Program (BIP) may increase group cohesion. This study's purpose was to identify student perceptions of a BIP course taught within "SE," and investigate group cohesion in differing activity content. Participants…

Research-Design Model for Professional Development of Teachers: Designing Lessons with Physics Education Research

Science.gov (United States)

Eylon, Bat-Sheva; Bagno, Esther

2006-01-01

How can one increase the awareness of teachers to the existence and importance of knowledge gained through physics education research (PER) and provide them with capabilities to use it? How can one enrich teachers' physics knowledge and the related pedagogical content knowledge of topics singled out by PER? In this paper we describe a professional…

The History of Physical Education in Spanish Schools. A transversal bibliographical review to foster a social and critical history of physical education

Directory of Open Access Journals (Sweden)