Practice Of Physical Education Research Articles

Signature pedagogies of teacher education in physical education: a scoping review

ABSTRACT Introduction and purpose There is a need for contemporary studies which establish a shared language to further analyze and develop pedagogies in the field of teacher education in physical education (PE). This includes both initial teacher education (PE-ITE) and continuous professional development (PE-CPD), holding the responsibility for preparing pre-service teachers (PSTs) and teacher educators, as well as facilitating the ongoing professional learning of in-service teachers (ISTs) and teacher educators. This study entails a comprehensive scoping review covering the period from 2015 to 2023, encompassing studies within the broad field of teacher education in PE across international contexts, all examined through the perspective of Shulman’s, L. S. (2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59) concept of signature pedagogies. The purpose was two-fold: (1): to map the current literature on teacher education in PE (including PE-ITE and PE-CPD for both ISTs and teacher educators), and (2) to propose a preliminary shared language of signature pedagogies of teacher education in PE. Theoretical lens Signature pedagogies refer to the forms of teaching-learning that leap to mind when thinking about the preparation and ongoing learning and development of teachers (i.e. pre-service teachers, in-service teachers and teacher educators; Shulman, L. S. 2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59). Signature pedagogies are both pervasive and routine, cutting across topics and courses, programs, and institutions, and are described through three layers of structure – the surface, deep, and implicit. Method The research process was guided by a five-stage framework for conducting a scoping review. In line with the specific purposes articulated above, the research question guiding the review was: What is known from the literature on signature pedagogies of teacher education in PE? The search was restricted to articles published between 2015–2023. Both empirical and conceptual articles (i.e. those with data collection and those without) were included, provided the inclusion criteria were met. A total of 465 articles were included in the review, and the pedagogies identified from each article were co-constructed into themes/categories. Findings and discussion Three signature pedagogies of teacher education in PE across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. Subsequently, we explore the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in PE distinct from a pedagogy of teacher education more broadly. Conclusion and further research This study offers a preliminary shared language of teacher education pedagogies in the field of PE and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of PE. While this review represents an initial step in addressing a gap in the literature by exploring and articulating teacher education pedagogies in PE, there remains a need to analyse their use across teacher education contexts and to consider how this shared language might inform a more intentional practice of these pedagogies within and across teacher education contexts in ways that might ensure more authentic, transformative and equitable teacher education practices in PE.

Social Justice and Physical Education in the United States: The Need for New Maps

This paper is a reflection, a critique, and, hopefully, an inspiration to think about how future generations can reshape physical education in the United States. To do so, we first pay homage to our pioneers, who, we argue, were transformative leaders because they used research to respond to the sociopolitical issues of their time. In saying this, we reflect on how these ideas from that time were critically important but have also been developed for a different time, place, and demographic of people. We then trace the social justice research in the United States by highlighting the promises and pitfalls of current scholarship because it often asks “tough questions” but provides “weak solutions.” To conclude, we believe that the future of physical education needs to be about allowing those “new voices” to become the future leaders of our field. In so doing, they will change the landscape of physical education knowledge, movement, and practices.

Ecological dynamics approach in physical education to promote cognitive skills development

The aim of this paper is to carry out a theoretical transposition of the principles of the ecological dynamic approach in the field of physical and sports education, aimed at defining educational approaches capable of promoting an effective acquisition of cognitive skills, through the practice of physical activity and sport. Physical education, according to an ecological dynamics perspective, considers the performer a complex adaptive system, which interacts with the environments in a functionally integrated way, underlining the interrelationship between motor processes, cognitive and perceptive functions. The cognitive area of Life Skills (Cognitive Life Skills, CLS), divided by the WHO, into decision making, problem solving, creative thinking and critical thinking processes, can be framed as an intrinsic part of goal-directed behaviour influenced by functional constraints determined by individual-environment interaction. Therefore, physical and sport activity practiced according to the principles of the ecological dynamic approach can be configured as an elective tool to promote the development of cognitive skills. In this article, the relevant theories of ecological dynamics are discussed and recent empirical data on the perceptual-cognitive processes which are activated through the practice of physical education and sport are described to underline the potential of such practices for the development of cognitive skills. The development of this specific theoretical transposition represents a starting point for the definition and experimentation of ecological dynamic interventions designed with the aim of investigating the effects of physical and sporting activity on the development of cognitive skills for life.

‘Weak’ physical education teacher education practice: co-constructing features of meaningful physical education with pre-service teachers

ABSTRACT While the meaningful physical education approach serves as a unifying and focused framework for both physical education teachers and teacher educators, it is focused on teaching physical education and not how teacher educators can teach pre-service teachers (PSTs) how to teach using meaningful physical education. Consequently, Learning about Meaningful Physical Education (LAMPE) has emerged as a comprehensive pedagogical approach designed to support teacher educators in their decision making to educate PSTs about meaningful physical education. However more work is needed to exemplify PETE practices when enacting the LAMPE pedagogical principles and explain their effectiveness in preparing PSTs to learn about meaningful physical education. This research aims to address the knowledge gap in answering: What are the realities of enacting principle four of the LAMPE principles (i.e. Teacher educators should frame learning activities using features of meaningful participation) in PETE? Rather than providing the already agreed critical features of meaningful physical education (i.e. social interaction, challenge, motor competence, fun, and personally relevant learning), and reproducing what is already known, Dylan engaged in a self-study of teacher education practices (S-STEP) methodology to inductively co-construct a shared language with his PSTs. Data was collected through different sources: (i) Four community of learners meetings; (ii) 11 reflective journal entries; (iii) Critical friends interrogation on such reflections; and (iv) the teaching artefacts. Through data analysis, three categories were constructed: (1) Inductive disruption encouraging co-construction of meaningful physical education features; (2) Tensions in developing a shared language through identification, exploration, experience, and reflection; (3) An uncomfortable space of ‘knowing’ and ‘not knowing’. The inductive analysis led us to make connections to Biesta, G.’s [2014. The Beautiful Risk of Education. Paradigm Publishers] notion of ‘weak education’. Informed by this, this research advocates for ‘weak practice’, the development of a pedagogy of teacher education, and a principle zero.

A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project.

The aim was to (1) estimate the relationship between physical fitness (PF) and object control fundamental movement skills (FMS), (2) identify child characteristics that relate with PF and FMS, and (3) examine associations between the school environment, PF, and FMS. The sample included 1014 Portuguese children aged 6-10 years from the REACT project. PF was assessed via running speed, shuttle run, standing long jump, handgrip, and the PACER test. Object control FMS were assessed with stationary dribble, kick, catch, overhand throw, and underhand roll. Test performances were transformed into z-scores, and their sum was expressed as overall PF and FMS. Child-level variables included body mass index (BMI) z-scores, accelerometer-measured sedentary time and moderate-to-vigorous physical activity, and socioeconomic status (SES). School size, physical education classes, practice areas, and equipment were also assessed. Approximately, 90% of the variance in object control PF and FMS was at the child level, and 10% at the school level. The correlation between PF and object control FMS was .62, which declined to .43 with the inclusion of covariates. Older, more active, and higher SES children had higher object control PF and FMS, and boys outperformed girls. BMI was negatively associated with PF but not with object control FMS. Sedentary time and number of physical education classes were not significant predictors. Most school predictors did not jointly associate with PF and object control FMS. PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS.

The sports game “volleyball” as a means of preserving and improving the physical health of students of metallurgical specialties

The purpose of this article was to study the influence on physical fitness of students during volleyball classes in physical education pairs in accordance with the tactical principles of this sport, and to compare them with the work on the standard curriculum for higher education institutions. To solve the research tasks, the following research methods were used: analysis and synthesis of literary sources and scientific and methodological support; pedagogical observation; pedagogical experiment; methods of mathematical statistics. The article deals with the game as a historically formed social phenomenon, as a type of activity, as a means and method of learning, development of motor abilities, and education of moral qualities. Regular physical exercises and sports are of utmost importance in the education of the younger generation. Numerous scientific studies have shown that children grow and develop faster with regular exercise and games. Physical exercises and games contribute to the development of all the basic physical qualities of a child, strengthening his or her health, and forming spiritual and moral qualities. In adolescence, the need for exercise does not fade away, and there is a great need for socialization, finding a common language with peers. We considered the game of volleyball as the main means of preserving and improving the physical health of students of metallurgical specialties. Our research has shown the feasibility of applying the program in the practice of physical education and the effectiveness of the educational process in physical education in higher education institutions.

Biological age assessment method teenage students

To assess the biological age of adolescents, the special literature offers 9 methods for boys and 14 methods for girls. The aim of the article was to determine the more informative methods for boys and girls. Methods: anthropometry, somatometry, somatoscopy, tonometry, spirometry, dynamometry, Hench and Shtange tests, Ruffier and Robinson indices. The interaction of the results of different methods for the assessment of biological age was analysed using factor analysis (principal components method) for groups of subjects of the same gender and age. Boys aged 14-15 (n=102) and girls aged 12-13 (n=101) were studied. The choice of these age groups was explained by the presence of the most significant individual differences in morpho-functional features in the school students of this age. Results: among the methods for assessment of biological age in adolescent school students proposed in the literature, there is not a single one that would be statistically siginificantly related to the other methods. This applies to both boys and girls. The biological age of adolescents can be reliably determined using a set of three components: an assessment of physical development, the heterochronicity index, and the degree of manifestation of secondary sexual characteristics (for boys with a probability of 90.2%, for girls - 92.1%). The percentage ratio of these components has gender peculiarities. Methods for assessing biological age for scientific purposes and quick assessment for use in the practice of physical education and sports are proposed. The indicators in quick assessment technique include body length and the degree of development of the axillary hair. The reliability of the quick assessment technique is 81.4% for boys and 83.2% for girls. Conclusion: the development of adequate physical activity for adolescents of different biological ages will help to improve the physical health of the younger generation.

Analysis and characterization of the categorical-conceptual field of the conceptual construction "innovative technologies in the field of physical education and sports"

The article highlights the categorical and conceptual field of the conceptual construction "innovative technologies in the field of physical education and sports", which is the basis for its construction; the characteristics of such concepts as: "technology", "innovation", "innovative activity in the field of education", "educational technology", "innovative educational program", "innovative educational project", "innovative educational product", "innovation cycle", "innovative technologies", "innovative technologies in the field of physical education and sports"; their interrelation and importance for education in general and specialists in the field of physical education, in particular, are presented.
 The analysis, synthesis and generalization of concepts and conceptual constructions of scientific and scientific-methodical literature, state nomenclature documents, as well as such research methods as: comparison, analysis of own long-term pedagogical experience in checking, reviewing qualification works of higher education applicants, including mastering and expert examination of dissertations, it was found that most higher education applicants do not pay due attention to the acquisition of special terminology during their studies in higher education, do not refer to the legislative and regulatory framework. At the same time, special terminology is always related to the content of a particular science, theory and practice of a particular field.
 It is noted that special terminology, including terminology in the field of physical education and sports, is an urgent necessity, the basis of professional communication, which requires in-depth knowledge, continuous development and improvement from specialists.
 It is emphasized that a clear understanding and correct use of the concepts and conceptual constructions mentioned in the article will allow specialists in the field of physical education and sports to correctly direct their efforts towards the development and implementation of innovative technologies in the theory and practice of physical education and sports, as well as contribute to improving the quality of their research work.

Discourses of resistance: pre-service teachers’ reflections on the challenges of inclusion in physical education

ABSTRACT Scholars have identified a need for more learner-centred pedagogical practices as one way to facilitate more inclusive learning in physical education (PE). In this regard teacher education plays an important part through the preparation of future teachers. Yet, disrupting pre-service teachers’ prior values or beliefs to transform PE, has proven difficult. Grounded in critical pedagogical perspectives and discursive psychology, the current study enquired into the following question: What discourses of resistance can be identified in PE pre-service teachers’ written reflections on the challenges of inclusion and the need for changed pedagogical practices in PE? The sample in this qualitative research comprised 11 PE pre-service teachers enrolled in a general teacher education programme, and the analytical approach involved textual analysis of reflection notes written by the pre-service teachers. The findings highlighted two discourses of inclusion (‘More gender inclusive PE is needed’, and ‘PE practices must embrace diversity’) and two discourses of resistance (‘Resistance to PE transformation’, and ‘Resistance to gender diversity in PE’). Drawing on discourses such as the assertion that education is better suited for girls, the students expressed resistance towards accommodating girls’ need in PE, with the use of interpretive repertoires such as ‘gender differences are natural and inevitable’ or ‘boys need PE because girls do better in other subjects’. Secondly, referring to discursive understandings of a general openness towards gender diversity in society, they exhibited resistance against breaking the gender binary in PE in fear of confusing vulnerable youth. Thus, although the pre-service teachers challenged how gender is reproduced through PE practice, their perspectives remained within a cis-normative frame of reference. We argue that with increased understanding of how pre-service teachers rehearse and reproduce interpretative repertoires in their written assignments, teacher educators are better equipped to help students develop their critical thoughts and arguments.

‘Level the playing field’ – pupils’ experiences of inclusion and social justice in physical education and health

ABSTRACT School physical education and health (PEH) has an important role to play in the physical, cognitive, emotional and social development of young people [Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813] which, in turn, can enhance interpersonal relations and help build more socially cohesive and just societies [Benn, T., Dagkas, S., & Jawad, H. (2011). Embodied faith: Islam, religious freedom and educational practices in physical education. Sport, Education and Society, 16(1), 17–34; Smith, W., Philpot, R., Gerdin, G., Schenker, K., Linnér, S., Larsson, L., Mordal Moen, K., & Westlie, K. (2021). School HPE: Its mandate, responsibility and role in educating for social cohesion. Sport, Education and Society, 26(5), 500–513]. Unfortunately, research continues to highlight the inability of PEH to realize these important outcomes and the pervasiveness of practices that instead contribute to exclusion and inequality. The aim of this study was to add our understanding of school PEH practices by exploring pupils’ experiences of inclusion and social justice. Data were generated through a survey, observations, interviews and critical reflective texts. Participants in the study were pupils from three different upper-secondary schools (age 16–19) located in southern Sweden. The analysis of data involved a six-phase thematic analysis approach [Braun, B., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage] informed by theories of critical and dialogical pedagogy [Freire, P. (1970). Pedagogy of the oppressed. Seabury]. The results are presented in relation to four central themes: (1) care and relationships, (2) pupil involvement, (3) use of modified and non-traditional activities and spaces; and (4) learning about and acting on social inequities. In order to promote more inclusive and socially just PEH practice, a [Freire, P. (1970). Pedagogy of the oppressed. Seabury] analysis of the pupils’ experiences draws attention to the importance of: establishing horizontal teacher–pupil relationships built on trust and love: engaging pupils in an ongoing dialogue where the pupils practice choice and decision-making with their peers; inviting the pupils into critically reflecting on issues of positionality and power and; pupils learning to act on social inequities. To conclude, the paper calls for future studies where teachers and pupils collaborate to develop PEH practices underpinned by inclusion and social justice.

The use of digital technologies in the sport and physical education lesson: Fostering need-supportive behaviours in physical education teachers

<p>In primary and high school settings, the benefits of incorporating technology into curricula have been addressed by several studies; however, wearable technology integration as experienced by physical education teachers is less prevalent. Physical education teachers’ lack of confidence teaching P.E. using wearables, along with a lack of appropriate preparation and unclear curricula frameworks that define how wearables could be used, are additional factors which require further exploration. As such, due consideration of the opportunities and barriers that physical education teachers encounter with wearable usage is presented. This article contributes to pedagogical practices in physical education using wearable technology. This is achieved by highlighting the opportunities that wearable technology presents as a student learning support tool as wearable allow cross curriculum learning opportunities with science, technology, engineering and mathematics. In this paper, the practicality and curriculum relevance of wearable usage in physical education is highlighted. Our paper discusses implications for research and practice and provides a knowledge base for the establishment of professional development courses based on teacher needs.</p>

A Construction of Physical Activity Games to Develop Physical Health of Kindergarten Aged 5-6 Years in Tianhe District, Guangzhou City

Background and Aim: Research on children's sports activity and games is an emerging research field in China. Relevant research results show that the development of children's basic physical qualities has not effectively penetrated the field of children's learning. The goal of this study is to establish a set of children's sports activity games, to better promote the healthy growth of children. Materials and Methods: This study adopted the interview method, questionnaire survey method, and children fitness test, through the questionnaire survey of 20 preschool teachers, and 20 kindergarten principals, and the physical health test, established the basic children's sports activity games with 7 experts; interviewed 19 focus group experts, determine the basic sports activity games; after verification by 9 appreciation experts, finally determined the sports activity games. The research process involves organizing the current problems in children's physical education, first establishing children's physical activity games, and then verifying them using focus groups and appreciation groups. The obtained data were processed using EXCELL and SPSS26.0. Results: Established physical activity games for children aged 5-6 years, contains 24 games with 6 qualities. The development of speed quality of the game: paste, eagle catch a chicken, fishing, electricity; The development of sensitive quality of the game is: feet continuous jump, fun to play sheep corner kick, jump bamboo pole, two people three feet; The development of balance quality of the game are: balance beam, everyone together to repair the bridge, single foot standing, play tires; The development of coordinated quality of the game is: standing long jump, bag jump, hopscotch, skipping music; The development of strength quality of the game are: tennis throw far, small bomb, newspaper play more and more, sandbag a thing to play; The development of flexible quality of the game are: sitting body forward bending, flipping pancakes, flipping saw pull big saw, guessing first move. Conclusion: Through the establishment of a children's sports game system, children can develop and improve their sports quality in an all-round way in an interesting and challenging environment. This is of great significance for the practice of preschool physical education and provides a useful reference for future research and practice.

A scoping review of feedback in physical education: Conceptualisations and the role of teachers and students

Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim. Findings identified a lack of conceptual and theoretical underpinnings, and considerable variability in feedback terminology used in PE. Feedback was mainly positioned as being transmitted verbally from the teacher to the student to evaluate performances. Research methods mainly focused on the teacher's feedback behaviours, with less attention given to how the student receives, interprets, and uses feedback to advance their learning. Based on the findings, we recommend that future feedback research in PE is underpinned by theory and frameworks that acknowledge the active role of both the teacher and the student in the feedback process. Additionally, given the critical element of feedback effectiveness is not in the provision of feedback, but how it is interpreted and used, research methods that further consider how students engage with feedback opportunities are required. If we are to maximise feedback's learning potential, future PE research and practices should consider how students can be further activated in the feedback process.

OSVRT NA INKLUZIJU U NASTAVI FIZIČKOG VASPITANJA

The aim of this paper is to review and analyze the characteristics of the longterm development process of inclusive physical education in preschool institutions, primary and secondary schools. The work indicates the specifics of inclusive practice for teaching physical education. Using the method of theoretical analysis and the technique of content analysis, the documents regulating the development of inclusive educational practice in our country were reviewed and analyzed. The paper reviews previous research in the field of inclusive practice in physical education, with a special focus on the bearers of pedagogical practice in teaching - educators, teachers and professors of physical education. It is emphasized the necessity that, for the needs of training staff for future pedagogical professions, and also for teaching physical education, initial academic education should provide knowledge in the field of inclusion. Likewise, it is necessary to provide continuous education in the field of inclusion for employees at all levels of education and training, including teachers and professors of physical education.

The evolution of teaching physical education online during the COVID-19 pandemic

ABSTRACT This study examined the evolution of online teaching for fourteen New England K-12 physical education teachers during the COVID-19 pandemic. Commencing where Foye and Grenier ([2021]. Teaching during a pandemic. Physical educators’ reflections on teaching remotely. Journal of Online Learning Research, 7, 133–151.) left off, the current study contrasts participants’ experiences in the spring of 2020 with their experiences during the 2020–2021 academic year. Participants engaged in semi-structured interviews. Interview data underwent thematic analysis, with Whittle et al.’s (2020. Emergency remote teaching environment: A conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121(5/6), 311–319.) emergency remote teaching environments framework providing contextualisation for the study. Three sizeable differences emerged from March 2020 to the 2020–2021 academic year: participants widely utilised synchronous teaching environments, which they unanimously preferred to asynchronous environments; blended learning environments allowed for face-to-face engagement; participant concerns regarding student accountability and lacking interpersonal socialisation dropped from March 2020. Participant experiences are utilised to help guide future online physical education practices.

Opportunities for the Development of Motor Skills through Music-Movement and Dance Activities of 9–10-Year-Old Pupils

The goal of the research was to determine the impact of an intervention program containing musical movement and dance activities on the level of pupils’ physical abilities at the elementary level of education in physical and sport education classes. The object of the research consisted of Ʃ63 pupils, boys (n=30) aged 10.21±0.42 and girls (n=32) aged 10.32±0.37. The content of the movement program was selected means containing music and movement, dance activities and aerobics, which were implemented for 18 weeks, twice a week, 45 min during physical and sport education. In terms of data collection methods, standardized tests for physical education practice were used. Tests were used to assess the level of motor skills: sitand- reach test, standing long jump, sit-ups in 30s, endurance shuttle run and shuttle run 4x10. The somatometry method was used. The effect of the implemented movement program was confirmed and significant positive changes in the level of the observed movement abilities were observed: the level of mobility in the joints of the trunk in boys (t=-8.471), girls (t=-9.357), explosive power of the lower limbs in boys (t=-14.459), girls (Z=-4.940), the dynamic and endurance power of the abdominal, hip and thigh muscles in boys (Z=-4.325), girls (t=-19.264), running speed in both boys (Z=-4.783), girls (t=7.095) with a large effect size, in endurance skills in both boys (Z=-4.828), girls, (Z=-5.028) also with a large effect size. Based on the results, the regular and purposeful physical activity of pupils in the school environment significantly influences the level of physical abilities, and thus physical fitness as one of the manifestations of health.

The Meaning of Physical Education Practice in Students with Attention-Deficit Hyperactivity Disorder (ADHD)

ABSTRACT Purpose: This study seeks to describe the perspective of students with attention-deficit hyperactivity disorder (ADHD) and physical education (PE) teachers concerning physical activity practice in high school. Methods: A qualitative descriptive study based on an interpretative framework was conducted with secondary school students with ADHD, and their teachers of physical education. In-depth interviews and researchers’ field notes were used to collect the data. Purposive sampling and inductive thematic analysis were applied. Results: Results show that ADHD is not experienced as limiting the practice of PA and PE by students, except in motor activities that require concentration such as tactical games. On the contrary, PA and PE helps them feel better. Teachers have not had to make extensive methodological modifications in their teaching styles with students with ADHD in relation to other situations or incidents. Conclusions: Students with ADHD do not seem to show significant difficulties in PE lessons or in the practice of extracurricular PA. PE teachers do not need to make significant adaptations with these students.

THERAPEUTIC PHYSICAL EDUCATION IN INSTITUTIONS OF HIGHER EDUCATION IN UKRAINE

Human health is defined as one of the most important social factors, which indicates general health, favorable environmental conditions, and the effectiveness of the education system. A person's health is closely related to his profession, physical activity, nutrition, habits, nature of rest, psycho-emotional state. Physical training cannot compensate for the effects of bad habits and improper nutrition. A person does not die from a certain disease, but from a lifestyle. Nature and society are not to blame for the occurrence of most diseases, but man himself - his laziness, greed, and ignorance. In order to become healthy, you need your own efforts, which cannot be replaced by anything. Therapeutic physical education (TPE) helps students with a low level of health to adapt to study conditions, as well as to fully restore body functions, or correct health disorders taking into account the physical condition of students. The implementation of forms of exercise training for students in the practice of physical education will increase the level of motor activity, improve the state of health and, as a result, contribute to better training of future specialists. The peculiarity of the method of therapeutic physical culture is that it not only improves and strengthens the body, but also has an educational value. The basis of exercise therapy is the wide use of the main biological function of the body - movement.

The Development of a Management Model on An Integration of Physical Education, Health Education, and Medical Practice for Sustainable Students’ Health Development

Background and Aim: The health of any person could not develop segmentally because all body parts were related and affected each other as the concept of “a sound mind is in a sound body”. Integrating physical education and health education in school teaching and learning could be implemented to enhance the students' whole body’s health development. The medical practice in some aspects could gain more success in health screening, habits, and practice on prevention and reduction of some health deficiencies. In response to the “Student Physical Health Standards” " the government declared the policy on the integration of physical education and education to strengthen education and other subjects. The concept of an integration of physical education, health education, and medical practice could be a good model to serve this policy of the “Healthy China 2030” plan. This research developed a school students’ health management model, provided macro guidance for the development of primary and secondary school sports courses, made everyone clear the basic outline of sports health management operation, and laid a foundation for subsequent development and research. Materials and Methods: The participants of this research are as follows: 17 experts for expert interview to collect preliminary data, 5 experts to test the reliability and validity of the questionnaire with IOC and IOC value = 0.87 (.60-1.00), 19 experts for Delphi to gather the appropriateness and accuracy of the model, 11 stakeholders to connoisseurship group to gather the acceptation of the model on a satisfaction, practicality, and usefulness. Result: The findings of an integrated management model by merging physical education, health education, and medical practice to improve students’ health for sustainable development included the following findings: (1) Planning and guiding students' physical education through the comprehensive management model could improve the comprehensive quality and development level of students' health with a scientific measurement practice system, objectively evaluation through the management modern on integrated operations and activities of physical education and sports, health education and medical practice. (2) The collaborative networks among schools, the Department of Community Public Health, and community sports organizations should be established to drive this model. 3) The physical education and health. education should integrate some courses to enhance the knowledge and practice of students’ health. 4) Schools should cooperatively organize events on students’ health development, such as annual health checks, health exhibitions, sports competitions, and health contests 5) The integrated management model and measurement practice was accepted to be practical, useful, and satisfying to them. Conclusion: Based on the POLC theory, the establishment of cooperation and communication mechanisms among the government, schools, families, communities, hospitals, community public health, and sports clubs could promote the effective integration of school physical education, health education, and medical practices. This model could serve the government policy and total health development to the primary students in Xi’an Shaanxi Province.

Specifics of perception and assessment of motor experience in the pedagogy of motor activity and physical effort

In the pedagogical tradition of physical education, such an important factor as "personal movement experience" is not sufficiently represented. Neglecting the specified influencing factor significantly reduces the effectiveness of the pedagogical process of this discipline. The author's vision of the role of a person's motor experience in the communicative field of physical education and in the formed "attitudes" of an individual towards regular physical exertion is proposed in the work. The purpose of the study is to explain the significance of the interaction of psychophysiological, pedagogical and anthropological factors of personal motor experience in the context of the perception of physical efforts, in accordance with the specifics of role communication in physical education.
 The multifaceted effects of personal movement experience in the context of forming an attitude to physical education are revealed. According to the results of testing and a questionnaire survey (regarding key elements of attitude to physical education and loads) of first-year students of NAU, the following levels of the state of "motor experience" of students are proposed: "initial", "basic", "sufficient" and "sufficient plus". The specificity of the teacher's role communication is determined. Based on the results of the analysis and generalization of teaching experience, testing and questionnaires, the following sequence of acquiring a person’s motor experience was proposed: “initial”, “basic”, “sufficient”, “sufficient plus” with the provision of appropriate definitions.
 Conclusions:
 
 the lack of adequate personal motor experience calls into question at a certain stage the student’s subjectivity in the pedagogical process of physical education;
 stratification of the contingent of those who engage in personal movement experience reduces the effectiveness of physical education classes;
 a physical education teacher must adapt his motor experience to the general field of pedagogical practice in physical education.