Акмеологическая модель физического воспитания в высшей школе

Background: Alzheimer’s disease is the most common type of dementia in the elderly, being characterized by slow and gradual impairment of mental function. It is a progressive neurodegenerative disorder that manifests itself as damage to cognition, memory, judgment, thinking and motor skills. Being aware of the already known benefits of physical activity in the elderly, this practice needs to be considered as a possible strategy for improvement of prognosis in this disease. Considering the increase in the number of cases due to population aging, the potential benefits of combined physical training are of great importance and need to be further elucidated. Objective: Therefore, this study aims to identify the possible benefits of physical training on cognitive performance, physical performance, quality of life and activities of daily living in patients with Alzheimer’s. Methods: The bibliographic research was conducted according to the guidelines outlined in PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis). The following electronic databases were used: PubMed, Web of Science and Embase. The systematic search was performed without date and language restrictions. The research used the following descriptors as a search strategy: Alzheimer’s disease, exercise, aerobic training, strength training, multimodal training, cognitive function, functional independence and neuropsychiatric symptoms. After the selection process, 113 studies were included in the systematic review and 26 studies (82 trials and 2231 individuals) were included in the meta-analysis. The studies were grouped according to the impacted Alzheimer’s axis and the duration of combined physical training: cognitive performance, physical performance, quality of life and activities of daily living up to 3 months and up to 6 months of training. Results: The practice of combined physical training for up to 3 months had a moderate effect on cognitive performance, by Mini Mental State Examination (SMD: 0.34; 95% CI: 0.07-0.61; p=0.016), physical performance (SMD: 0.75; 95% CI: 0.43-1.06; p=0.000) and quality of life (SMD: 0.40; 95% CI: 0.17-0.63 ; p=0.567) of the patient. However, activities of daily living remained stable (SMD: -0.10; 95% CI: -0.31-0.12; p=0.621). The combined physical training lasting from 4 to 6 months did not alter cognitive performance (SMD: 0.01; 95% CI: -0.22, 0.24; p=0.397) or activities of daily living (SMD: 0.00; 95% CI: - 0.12, 0.12; p=0.444), but there was a moderate effect on physical performance (SMD: 0.51; 95% CI: 0.23-0.79; p=0.000). Conclusion: The practice of physical exercise for up to 3 months generates positive impacts on the cognitive performance, physical performance and quality of life of individuals with Alzheimer’s, with longstanding improvements in physical capacity.

The experience of combat operations conducting in the eastern part of Ukraine in 2014-2020 convincingly demonstrated the need to increase the requirements for professional training of servicemen of the Armed Forces of Ukraine. Physical training is one of the main subjects of professional training and an important means of psychophysical readiness formation of servicemen of various military specialties for modern extreme professional and combat activities. The aim of the study is to examine the efficiency of the experimental academic program of the discipline of Physical Education, and Special Physical Training concerning the formation of psychophysical readiness of cadets of technical higher military educational institutions for future professional and combat activity. The study was conducted at S. P. Koroliov Zhytomyr Military Institute. 120 male cadets participated in the experiment. An experimental group (EG), which consisted of the cadets who were studying according to the experimental working academic program of the discipline (n=60), and a control group (CG), which included the cadets studying according to the current working academic program of the discipline (n=60) were formed. The criteria of the efficiency of the experimental program are determined to be the indicators of general and special physical fitness of cadets and the level of professionally important psychological qualities. Research methods: theoretical analysis and generalization of scientific and methodical literature, pedagogical observation, pedagogical experiment, methods of mathematical statistics. It was discovered that conducting classes according to the experimental program contributed to the improvement of the level of development of the cadets’ special physical qualities, mastering military-applied skills, the formation of professionally important psychological qualities. The most significant changes in EG cadets occurred in overcoming obstacle course, holding the angle on parallel bars, holding the body in a horizontal position, tests for determination of attention distribution and volume, mental performance – at the end of the experiment, and the indicators of EG cadets were significantly (p˂0.05-0.001) better than those of CG.It proves the necessity of correcting the academic program of Physical Education and Special Physical Training for senior cadets with the aim of their psychophysical readiness formation for future professional and combat activity.

Twelve weeks of exercise training improves cognitive status, physical performance and quality of life in Alzheimer's disease: A systematic review and meta-analysis.

<p>隨著中小學教育改革的推進，教育目標轉向素養導向背景下，教師如何運用「教材教法 (PCK)」來促進國小教師的專業素養發展，成為素養教育成功的關鍵挑戰。教育部體育署基於十二年國教總綱發展體育教學模組，以素養導向設計簡單且容易上手的教材教法，然而，如何有效運用這些模組來促進教師的持續專業發展，仍是一個需要深入探討的重要課題。基於此，本研究目的運用體育教學模組探究國小教師素養導向體育教學專業發展。研究方法：研究對象為新北市某國小，體育任課教師6位以體育教學模組實施6節課，以領域會議記錄、半結構式訪談進行資料蒐集，資料經類目歸納與持續比較分析。結果：一、教師參與教師專業發展在素養導向教學概念上有所精進，惟情況依教師所持的教學觀點呈現不同情形；二、師實踐體育教學模組教學，從中理解設計素養導向教學的方法之一；三、教師使用素養導向體育教學時，學生體驗整合性的學習，更趨向核心素養的發展。建議：一、運用體育教學模組進行學校本位素養導向體育教學實踐，需要輔導支持系統的協助；二、如何設計支持教師參與校本素養導向體育教學的持續專業發展方式仍需更深入的探討。</p><p>With education reform advancing, goals are shifting toward competency-based approaches, making the use of Pedagogical Content Knowledge (PCK) to enhance primary school teachers’ professional development a key challenge. The Sports Administration of the Ministry of Education has developed a Physical Education Instructional Module based on the 12-Year National Basic Education Curriculum Guidelines, designed to be simple and user-friendly with a competency-based approach. However, how to effectively utilize these modules to promote teachers’ continuous professional development remains an important issue that requires in-depth exploration. Therefore, the purpose of this study is to explore the professional development of primary school teachers in competency-based physical education instruction through the use of the Physical Education Instructional Module. Methods: The study participants were six physical education teachers from a primary school in New Taipei City. Each teacher implemented six lessons using the Physical Education Instructional Module. Data were collected through meeting minutes from domain meetings and semi-structured interviews. The data were analyzed using categorical aggregation and constant comparative analysis. Results: 1. Teachers showed improvement in their understanding of competency-based teaching concepts through participation in professional development; however, outcomes varied depending on the teaching perspectives held by the teachers. 2.Teachers implemented the Physical Education Instructional Module and recognized it as one method for designing competency-based instruction. 3.When teachers used competency-based physical education instruction, students experienced integrated learning that was more aligned with the development of core competencies. Recommendations: 1. The implementation of the Physical Education Instructional Module for school-based competency-based physical education practice requires the support of a guiding system; 2. There is a need for more in-depth exploration into how to design ongoing professional development methods that support teachers in engaging with school-based competency-based physical education.</p>

Introduction: Excellence, professional and personal fulfillment of nurses underscores the need for all registered nurses (RNs) to keep their skills and competencies current through professional development and career advancement opportunities. Professional development is the process by which healthcare professionals keep their skills and competencies current to meet the healthcare needs of their patients. Career advancement serves as a tool that supports nursing excellence. However, emerging evidence suggests that internationally educated nurses (IENs) progress relatively slowly through the career ladder and participate less in professional development opportunities compared to their indigenous counterparts, such as nurses educated in the U.S.(UENs). It is important to understand the factors that influence professional development and career advancement of all nurses, and particularly IENs. Mentorship and self-efficacy are major determinants of career advancement, but the influence of these two variables on professional development, and career advancement of nurses is yet to be explored. This study seeks to understand how mentorship and self-efficacy have influenced nurses' participation in professional development and career advancement activities. Methods: This study used a descriptive-correlational survey design and content analysis of open-ended questions to examine differences in levels of mentoring functions and self-efficacy of IENs compared to nurses UENs. It also explores the association among mentorship, self-efficacy, professional development and career advancement of both groups of nurses. A web-designed questionnaire was used to reach potential participants through an online survey. Results: Results showed that the socio-demographic characteristics of the respondents closely matched the U.S. nursing workforce reported in other studies. Only the role model subscale score of mentorship was significantly different between the groups. Self-efficacy was similar in both groups. While there were similarities in some professional development and career advancement measures, significant disparities were noted in others. Analysis of the open-ended questions revealed that a healthy work environment is critical for nurses' engagement in professional development and career advancement opportunities. Both groups of nurses face similar professional development challenges; however, some of the factors leading to the challenges differ between UENs and IENs. Conclusion Mentorship is essential for nurses' professional development. The socio-demographic characteristics of mentors are equally important, as nurses look up to their mentors as role models. Nurse leaders are challenged to create a healthy work environment and implement a standardized career advancement structure that will promote professional growth and development in nursing. This is essential for nurses to remain vital and leading members of the interdisciplinary care team. Each nurse has the responsibility to engage in self-leadership for personal and professional fulfillment. In comparison to UENs, IENs are only somewhat successful in the U.S. nursing workforce. Considerable work is needed to bridge the gaps in professional development and career advancement between UENs and IENs. This study identifies some of the areas where the differences exist, as well as some of the factors that contribute to these differences. Further research is necessary to validate these findings and understand the mechanisms that underlie these disparities.

The article analyzes the scientific psychological and pedagogical literature on the problem of competence approach. The key, basic and special competencies of the future aviation specialist are considered. It is understood as a system of relevant knowledge, skills, abilities and values, which are reproduced in the ability and willingness of the individual to solve professional problems of various kinds. The professional competence of the future aviation specialist includes basic (unique for specialists of different profiles) and professional (due to the specifics of the field of activity) competencies. The leading role of professional and applied-physical training in the process of forming the competence of an aviation specialist is substantiated. To a large extent, the formation of both basic and professional competencies is facilitated by professional and applied physical training. The content of professional and applied physical training determines the requirements for the personality of the specialist, and, above all, the requirements for his physical and mental training, which, in turn, are determined by factors closely related to the specifics of professional activity. The content of professional and applied-physical training determines the requirements for the personality of the specialist, and, above all, the requirements for his physical and mental training, which, in turn, are determined by factors closely related to the specifics of professional activity. Professional and applied physical training of future aviation specialists for highly productive work is carried out in the following areas: mastering applied skills and abilities that are elements of certain sports; accentuated education of certain physical and special qualities, especially important for the highly productive work of the future aviation specialist; obtaining applied knowledge and skills of application of means of physical culture in the mode of work and rest taking into account extreme working conditions and age features. However, professional and applied-physical training is not а separate from the traditional system of physical education, but is organically linked to all its main areas, an important part, the section of physical education, the main content of which is the formation of physical abilities that meet the specific needs of this profession, equipping with professional skills and abilities, and means the formation of professional competence of the specialist. At the same time, the new strategy of professional training of cadets should consist not only in specially organized physical training classes, but also independent, conscious and active motor activity in order to effectively psychophysical adaptation to the socio-legal conditions of modern life. In the Standard of higher education preparation of the master on a specialty 272-Aviation transport Educational qualification: the master on systems of management of safety of aviation; master's degree in unmanned aerial systems and complexes; Master of Air Traffic Services from the list of competencies of the graduate, we have identified those that are formed in the process of professional and applied physical training. Pedagogical conditions for effective implementation of the competency-based approach to professional-applied physical training of future aviation specialists in flight higher educational institutions have been developed: ensuring the formation of positive motivation for future professional activity and own professional reliability; creation of educational situations of quasi-professional aviation activity at all stages of physical training; use of professional interaction as a basis for ensuring the quality of professional activity.

The article provides a definitive analysis of the base concepts of the study of forming the readiness of future speech therapists to apply adapted physical exercises in future professional activities. Clarified the concepts of «speech therapist», «specialist», «professional speech therapist». Examined the concepts of «professional education», «professional training», «professional self-determination» as the components of the base concept «professional activity». The base concept of «adapted physical exercises» is explained through the key terms of «physical education», «adaptation», «exercise», «movement», «tone», «muscles»; clarified the concepts of «professional readiness» and «formation of readiness». The ultimate base concept of the study is formulated that «the readability of future speech therapists to apply adapted physical exercises in future professional activities» is interpreted as an integrated education that allows organizing corrective work with children of all ages with different speech disorders aimed at effectively overcoming speech disorders (or improvement I will become), consolidate and stabilize the results of corrective work in the future life of the child through the use of adapted physical exercises. The final base concept of the research is formulated that, «the readiness of future speech therapists to apply adapted physical exercises in future professional activities» is interpreted as an integrated formation/education that allows organizing corrective work with children of all ages with different speech disorders, aimed at effectively overcoming speech disorders (or improvement of well being), consolidation and stabilization formation of the results of corrective work in the future life of a child through the use of adapted physical exercises. One of the promising directions of our further research on this problem is the formation of the content of disciplines focused on the formation of readiness of future speech therapists to apply adapted physical exercises in future professional activities.

As part of the reflection on the Ivorian educational system, this work aims at analysing the relationship between the Competency-Based Approach (CBA) and school results in Abobo's secondary schools in Physical and Sports Education (PSE). In fact, through the CBA, young people acquire various skills (knowledge and know-how) but also social skills (interpersonal skills) that give them value in social life. On the methodological level, a questionnaire was submitted to 79 (seventy-nine) teachers, including forty (40) public and thirty-nine (39) private teachers in the commune of Abobo. In addition, four (4) and two (2) resource persons were interviewed, including the head of the Pedagogy and Continuing Education Office (PCEO) in Abidjan. A mixed approach was used through the quantitative and qualitative method. The data collected was processed with MS EXCEL software, which was also used for the input and production of tables and graphs. The results of this study revealed that CBA is practised in Abobo secondary schools by about 50.60% of the teachers selected. More than 72% of the teachers interviewed have at least five (5) years of experience in teaching Physical and Sports Education (PSE). Most of them have therefore practised the OBA (objective-based approach) since the CBA, in its evolution through the teaching levels, entered the second cycle from 2015. The survey still reveals that these teachers have the required level of pedagogical skills or sufficient subject knowledge to teach effectively with this approach. Only 02.53% of the teachers surveyed may not have the recommended skills. However, it appears that CBA does improve students' academic performance in terms of knowledge, skills and also social or life skills, which are by nature skills for autonomy and conformity to social rules. Hence the use of the reference theory of social control, by Maurice Cusson (2015). It makes the school a situational and developmental prevention, effective in curbing deviance, delinquency and even criminality in young people.

This article examines the potential of the academic subject “Physical Education” for fostering sustainable physical culture and health-related motivation among adolescents with disabilities. The first part of the article discusses the opportunities offered by person-centered, adaptive, and competency-based approaches that consider the individual physical, medical, and psychoemotional characteristics of the adolescents. The person-centered approach relies on program-individualization, the creation of “success situations,” and reflective practices, which contribute to enhanced self-esteem and intrinsic motivation. The adaptive approach encompasses physical rehabilitation, social integration, psychoemotional correction, and cognitive development, employing methods such as hydrotherapy, Paralympic sports, art therapy, and VR simulators. The competency-based approach aims to develop key competencies in adolescents, including health-preserving, communicative, cognitive, reflective, and socially adaptive skills, thus promoting long-term engagement in physical education. The second part focuses on adapting physical loads and describes various organizational forms of lessons, including individual, group, integrated, and sports sections. Innovative methods are reviewed, including ideomotor training, art-pedagogical techniques, and digital technologies. To reduce anxiety and foster sustained motivation, psychological support through creating a positive atmosphere, providing constructive feedback, and incorporating game elements is proposed. It is posited that the systematic application of these approaches improves attendance, physical performance, and social adaptation among adolescents with disabilities, enhances their quality of life, and facilitates successful social integration. Future research may focus on evaluating the dynamics of the formation of physical culture and health-related motivation in adolescents with disabilities during physical education classes.

Physical Education, Exercise, Fitness and Sports: Early PM&R Leaders Build a Strong Foundation

To conduct a randomized controlled trial and compare the effects on cancer survivors' quality of life in a 12-week group-based multidisciplinary self-management rehabilitation program, combining physical training (twice weekly) and cognitive-behavioral training (once weekly) with those of a 12-week group-based physical training (twice weekly). In addition, both interventions were compared with no intervention. Participants (all cancer types, medical treatment completed > or = 3 months ago) were randomly assigned to multidisciplinary rehabilitation (n = 76) or physical training (n = 71). The nonintervention comparison group consisted of 62 patients on a waiting list. Quality of life was measured using the RAND-36. The rehabilitation groups were measured at baseline, after rehabilitation, and 3-month follow-up, and the nonintervention group was measured at baseline and 12 weeks later. The effects of multidisciplinary rehabilitation did not outperform those of physical training in role limitations due to emotional problem (primary outcome) or any other domains of quality of life (all p > .05). Compared with no intervention, participants in both rehabilitation groups showed significant and clinically relevant improvements in role limitations due to physical problem (primary outcome; effect size (ES) = 0.66), and in physical functioning (ES = 0.48), vitality (ES = 0.54), and health change (ES = 0.76) (all p < .01). Adding a cognitive-behavioral training to group-based self-management physical training did not have additional beneficial effects on cancer survivors' quality of life. Compared with the nonintervention group, the group-based self-management rehabilitation improved cancer survivors' quality of life.

The background of big data has developed deeply, the application of the field has been broadened, and the value of data has been vigorously manifested. In order to study the interaction between physical culture education and exercise in universities in this era, this paper uses Clementine 12.0 data mining software to build a data mining model of association rules of university physical culture education courses and mine the course feature vectors. Based on the mining results, we designed the second classroom physical culture education courses with different physical culture characteristics. Constructing a scoring method and rating scale for the effectiveness of physical exercise among college students, and the physical exercise index scores are obtained through fuzzy operations. Finally, the interaction between physical culture education and exercise in universities in this context is analyzed according to the relationship between physical culture education courses and physical exercise performance. After the physical culture education course began, the physical exercise intensity score of the experimental group of first-year college girls increased by 8%, the physical exercise time score increased by 10%, the physical exercise frequency score increased by 15.2%, and the total physical exercise score increased by 7% after the physical culture education course. This shows that university physical culture education is positively correlated with college students’ physical activity, and campus physical culture has a significant predictive effect on students’ subjective performance of physical activity behavior. Optimizing university physical culture education not only improves students’ physical quality and promotes the development of their physical and mental health but also provides a reference for strengthening students’ physical education.

Background: It has been proposed that twenty-first century physical education needs to be reorientated and restructured to meet the lifelong learning needs of pupils from diverse socio-cultural, emotional, and developmental backgrounds. It follows that quality physical education (PE) Continuing Professional Development (CPD) opportunities for practising professionals are needed to support these aims. In Scotland, professional and policy-making groups have specifically called for at least 120 minutes of quality physical education to be delivered each week by appropriately trained staff. Purpose: This paper highlights three phases of PE CPD beginning in 2001 that have been structured to include teaching professionals working in Scottish primary schools. We illustrate how collaborative learning communities emerged through the PE CPD. While emphasising the merits of collaborative learning principles, we also describe how these learning communities operated as complex educational systems. We specifically discuss how these communities were linked in a ‘nested’ relationship with local schools and local authorities. We also discuss how learning communities self-organised and innovated in relation to the instigation of ‘turbulent’ practices and knowledges. Findings: The study follows ten practitioners who participated in Basic Moves PE CPD programmes over the past 10 years in Scotland. During the initial phase (2001–2004), the participants were enthused about the reflective and collaborative learning model that was used in regular workshops and courses. These members felt that this approach to PE CPD improved on traditional one-day and generic courses. In Basic Moves PE CPD courses, administrators provoked critical and even uncomfortable discussions in order to challenge teachers' pre-existing views of physical education. Consequently, the group organised and emerged as a ‘community of practice’. Many of the study participants continued to work together and even became Basic Moves PE CPD instructors themselves. However, as the programme increased in popularity and expanded to a national level in 2004, the PE CPD followed an ‘empty vessel’ model, whereby new participants were given course material over a short duration in a few centralised workshops. Feedback suggested that this ‘top down’ approach would not facilitate the emergence of learning communities, as many of those involved in local PE delivery became isolated and felt marginalised in their practice. Subsequent discussions led to the development of learning communities that were supported in local communities by former and current participants. These ‘tutor networks’ reflected the complex relationships that existed between pupils, teachers, headteachers, PE specialists, local authority managers and policy makers. Conclusion: Our analysis suggests that the PE practitioners in our study worked alongside a range of educational stakeholders within a broader ‘nested system’ that was constantly evolving and changing. Accordingly, we argue that contemporary PE CPD must challenge practitioners to become critical and innovative learners in the context of dynamic learning communities. This version of PE CPD requires sustained support at the local level and directly involves PE practitioners, their peers, and local authority leadership in the planning and operational phases.

Many fields of education at the moment, especially in physical and technological educations, use 5E learning cycle. The process is defined as five Es. These represent the verbs engage, explore, explain, elaborate and evaluate (1). The literature has been systematically reviewed and the results show that the 5E learning cycle is an untested model in physical education. Especially, positive or negative effects of the 5E learning cycle in physical education are unknown. This study is important for relevant literatures in order to be the first study about the conceptual constructive of the 5E learning cycle in physical education. Thus, the purposes of this study are to conceptualize the 5E learning cycle in physical education as a new constructivist approach and to prepare sample teaching plans for use in physical education classes. Sample teaching plans about the 5E learning cycle have been prepared by authors and are ready to use in physical education and sport teaching. For example, a physical education teacher who wants to teach basic concepts about the human physiology (like heartbeat, breath, fatigue, etc.) or skills, can use the 5 E learning cycle. First of all, in engaging stage, to draw the students' attention, teachers can ask considerable questions about daily life, and an amazing event or they give students the chance to think about some visual elements without making any explanation about the topic (What is the heartbeat?, Why do people get tired?, Students could be asked to place their hands beneath their left breast and tell what they feel etc.). In exploring stage, students should be involved in activities that allow them to have first-hand experience in the phenomena being observed i.e. heart beats. In order to build relevant experiences of the subject matter, models can be provided by the teacher, which will enable the learners to manipulate. Learners can communicate and share their ideas among themselves. The process is being facilitated by the teacher. In the explanation stage, the students are required to explain what they have learned by using their own words after the physical activity, by telling the results they reached, the observations they made and their ideas as well as the things that they noticed. In elaborating stage, using the lessons learnt in the previous stages, the students are encouraged to build and expand upon it to solve the problems in the physical education. They are provided to see new question types about the new taught subject and the students are expected to give answers to these questions. The last stage (evaluate), should be a continuous process which occurs in all the stages to determine that learning objectives have been achieved and to avoid misconceptions. Any evaluation tool can be used (observations, checklists, interviews etc). Student's physical performances and his developing degree in the process are taken into consideration. In this context, 5E learning cycle can also be used to teach concepts on physical education and sport teaching as an applied science of education. 5E learning cycle that is being used as a different model can be applied by competent physical education teachers in the course of physical education lessons. As a conclusion, the plans prepared may be applied by authors, teachers or independent researchers who want to study on this model and this study will be a new idea about the constructivist approach to teaching physical education.

Modern conditions of combat operation in the East of Ukraine, the level of development of military equipment, tactics and operational art require from future military specialists of high quality training. This involves the inclusion in the content of physical training of future officers of modern means which have a military-applied orientation and are able to ensure a high level of both physical and mental performance. The article highlights the theoretical and methodological foundations of cadets’ physical readiness formation for future professional and combat activities in the process of sport orienteering as an effective means of physical training. Research methods: theoretical analysis and generalization of educational and methodical recommendations and information sources on research topics, comparison. It was found that sport orienteering is a modern military-applied sport, in which to achieve high results you need to have all the components equally: physical, technical, tactical, psychological and integral training. The high level of development of physical and psychological qualities, as well as military-applied motor skills and abilities of servicemen, formed in the process of training in sport orienteering, will help to improve the performance of assigned tasks. The results of research indicate the feasibility of introducing of sport orienteering in the educational process of physical training of cadets in order to form their physical readiness for future professional and combat activities.