Professional Preparation In Physical Education Research Articles

Professional preparation in physical education: changing labor market and competence

Professional preparation is indeed a complex and dynamic process because it involves a number of interacting elements, which change in time. The objective of the present essay is to analyze the professional preparation in physical education, with the focus on the relation between the very dynamic labor market and the required competence of the professionals to deal with the associated demands. There is no doubt that the professional preparation must not aim to train professionals to merely repeat means for solving practical problems, but professionals with the capacity to repeat the process of solving problems. Consequently, professional preparation programs need to be formative instead of informative and prepare professionals capable of using scientific thinking and method to solve practical problems of intervention.

O profissional em educação física no Brasil: desafios e perspectivas no mundo do trabalho

Neste trabalho articulamos os desafios na formação do profissional bacharel em educação física, nos documentos oficiais e a sua intervenção no mundo do trabalho. Ampliamos as percepções e avaliamos a proposta de formação nos saberes e conhecimentos para esse campo de atuação; por fim levantamos desafios e perspectivas para formar o bacharel em educação física no Brasil. A análise de conteúdo dos documentos oficiais sobre a formação do bacharel oferece suporte para nossas proposições concernentes à formação desse profissional, tendo como referencial teórico estudos do campo da educação e artigos específicos da área. Com base nos resultados dessa análise, construímos uma matriz dos saberes estabelecidos nos documentos oficiais. Elaboramos um conjunto de propostas desafiadoras para a formação desse profissional, recontextualizada e articulada com os interesses das comunidades a que esse profissional se propõe servir.

Ph.D. Competency Guidelines and Adapted Physical Education Professional Preparation in the United States

This paper focuses on competency guidelines related to adapted physical education Ph.D. professional preparation in the United States with an emphasis on educational models and different orientations applicable to doctoral professional preparation. Key literature and related information are provided on teacher reform, standards, and competencies, with an emphasis on adapted physical education. The method of development, refinement, validation, and endorsement of the doctoral competencies over the course of this 6-year project precedes the listing of the final 79 competencies across two generic areas (adapted physical educator, researcher) and four other competency areas (administrator, movement scientist, advocate, pedagogue). The paper concludes with a discussion of quality control, doctoral program commonality and diversity, future competency guideline refinement efforts, and postgraduation professional development.

The Revolution in Aging: Implications for Curriculum Development and Professional Preparation in Physical Education

Despite dramatic increases in the older adult population, curriculum development in the area of physical activity and aging has been minimal or nonexistent in most physical education departments in higher education. As a consequence, many practitioners leading programs for older adults have had to rely primarily on self-study and on-the-job training for the knowledge and skills they need. The purpose of this paper is to suggest minimum competencies for preparing specialists in the field of physical activity and aging and to recommend corresponding curriculum development. Suggested core offerings for a concentration in physical activity and aging are presented, including specific course content for three specialty courses: physical activity and aging, physical assessment and exercise programming for older adults, and therapeutic exercise for age related chronic conditions. In view of the fact that many departments are faced with declining budgets and program cutbacks, alternative strategies for curricular revision and for integrating gerontological content into the existing physical education curriculum are discussed.

Human movement study as source of order for a scientific theme, a profession, and a component of the school curriculum

A legitimidade de uma disciplina acadêmica é verificada através de três critérios: (1) foco ou objeto particular de estudo, (2) método especializado, e (3) corpo único de conhecimento. Analisando-se a Educação Física à luz desses critérios, conclui-se que ela é melhor caracterizada como um tema científico do que como uma disciplina acadêmica. Essa característica tem propiciado um grande intercâmbio com diversas áreas de investigação científica, dando origem à formação de um corpo de conhecimento sobre a motricidade humana. Uma parcela significativa desse conhecimento é considerada como o conteúdo mais apropriado dos cursos de preparação profissional em Educação Física, além de complementar a formação acadêmica de outros profissionais cujo conhecimento sobre a motricidade humana assume um papel relevante. Como considerações finais, são feitas seis proposições para dissipar a desordem instalada na área de estudo, na profissão e no componente do currículo escolar, apresentadas inicialmente nesse trabalho

The study of motor behavior, school physical education and the professional preparation in physical education

O objetivo do presente ensaio é relacionar o estudo do comportamento motor com a educação física escolar e com a preparação profissional em educação física. Os conhecimentos produzidos na área de comportamento motor, particularmente em controle motor, aprendizagem motora e desenvolvimento motor constituem uma base teórica indispensável ao professor de educação física no sentido de que a partir dela princípios de ensino podem ser extraídos. Infelizmente, estes conhecimentos ainda não fazem parte dos currículos da maioria dos cursos de preparação profissional em educação física. Entretanto, é oportuno enfatizar que a preparação profissional é um processo complexo e a sua melhoria não se reduz a uma simples inclusão de algumas disciplinas. Ela depende de uma clara definição da identidade da educação física. As ambigüidades existentes na preparação profissional nada mais são do que reflexos desta ausência de identidade

アメリカ合衆国における保健体育専門養成カリキュラムの現状と傾向

Professional preparation in physical education has undergone many changes in the last ten years. Whereas in earlier years the term referred principally to teacher education, it has now broadened to include other areas re1ated to sports, health, and physica1 education such as Commercial Sport Management, Movement or Sport Science, Sports Journalism, Health Education, Athletic Training, and Dance. Before describing these curricula I feel it is necessary to give some background regarding changes in the U. S. A.

Optimistic Prospects in Elementary School Physical Education Professional Preparation

Optimistic Prospects in Elementary School Physical Education Professional Preparation

Essential, Desirable Titles for Libraries of Schools Offering Professional Preparation in Physical Education: Basic Books in Physical Education

(1971). Essential, Desirable Titles for Libraries of Schools Offering Professional Preparation in Physical Education: Basic Books in Physical Education. Journal of Health, Physical Education, Recreation: Vol. 42, No. 4, pp. 35-40.

Personal Professional Preparation in Physical Education

Personal Professional Preparation in Physical Education

Qualities Related to Success in Women's Physical Education Professional Preparation Program

Abstract Sixty-nine physical education majors were used as subjects in an attempt to identify those personal and physical qualities of women physical education students which would most effectively predict success in the professional preparation program of physical education. The criteria of success included the cumulative academic index, a rating by the faculty, and a rating by the student's peer group. Predictive variables consisting of measures of physical fitness, general motor ability, temperament traits, mental ability, interests, and values were evaluated. The single predictive variable yielding the highest positive relationship with success in the professional preparation program was physical fitness; the value and interest variables showed practically no relationship. The best combination of variables for predicting success was the physical fitness index, the active temperament trait score, and the mental ability score.