Preparation Of Physical Educators Research Articles

Features of the use of sports dances in the field of physical culture and sports

The popularity of sports dances continues to grow every year. It was found that today sports dances and their elements are actively used in physical education of preschoolers, schoolchildren and students. The adult population of the country is also involved in this sport. Popular are various dance clubs and hobby classes, which are open to people of all ages. The article identifies the main directions and features of the use of sports dances and their elements in the field of physical culture and sports. The programs and methods of application of elements of dance preparation in physical education of preschool children and schoolboys are considered. A significant number of techniques are aimed at developing physical abilities and improving the health of children. The use of the programs developed by the authors promotes harmonious physical development, attention development, improvement and optimization of the educational process of physical culture in secondary schools, the formation of motivation for physical education, the development of diverse harmonious personality, improving the physical condition of school children. The ways of improving the educational and training process and various aspects of the training of dancers are outlined both through the development of leading specific physical qualities and technical training. An important task in planning the process of physical training is the rational determination of priority areas at each stage of sports improvement. The importance of choreographic training in complex coordination sports, such as acrobatics, rhythmic gymnastics, synchronized swimming, sports aerobics, figure skating, diving, trampoline exercises is substantiated. It was found that choreographic training in sport dances includes a system of exercises and methods of influence aimed at educating the motor culture of dancers, to expand the arsenal of means of expression.

Assessing Teacher Preparation in Physical Education at the Colleges of Education in Ghana

Assessing Teacher Preparation in Physical Education at the Colleges of Education in Ghana

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.

Identity work: stories told in learning to teach physical education

Pre-service teachers bring to their university studies particular world views and understandings of themselves and others around health and physical activity. Their biographies and experiences in school physical education, sport and oyther societal institutions inform these perspectives and understandings. These in turn work to mediate university learning, interactions with the physical education learning area and understandings of teaching and learning processes. The biographies of pre-service teachers can provide valuable insights into how and why particular constructions of self are possible within given historical times, locations and events. In the context of teacher preparation in physical education this research attempts to investigate the construction of a teaching identity and pedagogical practices. Specifically it attempts to reveal how various cultures of physical activity, fitness and sport shape the subjective experiences of pre-service teachers as well as how different theoretical frameworks can be used to provide particular readings and deeper understandings of the stories told. Pre-service teachers were asked to respond to a series of open-ended questions regarding their personal experiences of physical education, sport and teacher preparation as well as the implications of these experiences for notions of themselves as an emerging teacher in the learning area. In the process of analysis attempt was made to identify the meanings students made in these contexts and their influence on the construction of a teaching identity. The findings give evidence of the complex and multiple ways that teaching identities are constructed as well as the processes whereby particular pedagogical practices are adopted.

Promoting physical activity during early childhood

The prevalence of obesity in children and adolescents from low‐income families in the USA has become a significant concern over the last 20 years. One of the major contributors to this problem is the lack of physical activity. The purpose of this paper is to describe initiatives designed to: (1) engage young children in physical activity during professional preparation of physical educators, and (2) assist classroom teachers in providing quality physical activity experiences in their daily lessons. Children from a local preschool were brought to a university campus to participate in a 60‐minute physical activity programme. Fundamental motor skills and movement concepts were the basis of the instruction in this programme. In addition, university instructors provided preschool classroom teachers from the community with the basic knowledge of the ABCs of movement skills. Classroom teachers received information about how to include physical activity in their lesson planning on a daily basis.

The Preparation of Physical Educators: A Public Health Perspective

Sedentary living is a serious global public health problem that is associated with numerous preventable diseases. Schools are in a position to be the most costeffective public resource to combat inactivity. In schools physical educators are positioned to be the strongest advocates of a healthy, active lifestyle. To effectively promote physical activity on school campuses and to encourage it in communities beyond the school day, physical educators will need to develop skills that are not typically stressed in undergraduate physical education teacher education (PETE) programs. As a result, both undergraduate PETE and in-service staff-development programs will need to be revised if schools are to play a major role in physical activity promotion.

Analysis of Exchanges Between Novice and Cooperating Teachers During Internships Using the NCATE/NASPE Standards for Teacher Preparation in Physical Education as Guidelines

To be recognized as an accredited program, Physical Education Teacher Education (PETE) programs in the country must abide by guidelines put forward by the National Association for Sport and Physical Education (NASPE), in collaboration with the National Council for the Accreditation of Teacher Education (NCATE). The guidelines are divided into nine standards and identify a number of outcomes (NASPE, 1998). The purpose of this study was to determine the nature of the exchanges between novice teachers (NTs) and cooperating teachers (CTs), when using the NASPE Standards (1998) as a reference point, and determine if the focus of the exchanges differed over time and according to data source. Six pairs of CTs and their NT participated in the study. Data were collected through recorded conversations between NTs and their CT as well as NTs' logs. Data showed that the majority of conversations focused on planning and instruction (Standard 6) and management and motivation (Standard 4), while few related to diverse learners (Standard 3), growth and development (Standard 2), and communication (Standard 5). The small amount of information shared by CTs in some standards indicates a need for PETE programs to share the guidelines with CTs to make them aware of the importance of offering a variety of topics to interns, because CTs are the primary source of information during this crucial experience.

The initial training of physical education teachers—In search of the lost meaning of professionalism

This article re-examines the initial training of physical education teachers with the purpose of pinning down its professional significance. The author maintains that we have lost, in part, its meaning, and, in an attempt to recover it, offers two initial strategies: to revisit two basic concepts—education in general and physical education in particular—and to reformulate four key questions: Question 1. What being a physically educated person means… Professionals are urged to establish the objectives of physical education based on the deficiencies, necessities and interests of the children and young people, which are rooted in the nature of the developed societies in which they live (e.g. the contextualisation of knowledge, emotional development, the learning of values necessary for a pacific coexistence, the promotion of active lifestyles, information about a balanced diet and the disorders that arise out of this, education for a sustainable consumerism, etc.). This information will be provided via an in-depth analysis of the socio-cultural, economical and political macro context. Question 2. What being a real physical educator actually means. …The emphasis is on three aspects: the complicity that a physical education teacher should feel towards children, which leads him/her to a moral commitment to his/her own training; the capacity of this teacher to respond to the question of what deserves to be taught and learnt within the field of physical education; and the awareness of principles, processes, educational aims and their implications, as well as the contextual aspects that condition their teaching. Question 3. What training a physical educator should receive and how it should be given….The necessity for a personal, as well as professional, preparation of physical educators is highlighted. Insofar as personal training, the author proposes, as a means of getting to know oneself, the writing down of respective personal stories (to reflect on one's principles, beliefs and values, how these ideas have been developed, and who they would like to be one day, etc.). With regard to professional preparation (in terms of curriculum and methodology), it is underlined that educators of teachers should contextualise the knowledge they impart, establish connections between the different fragments of said knowledge and with the daily lives of their students, school, education in general and physical education specifically. Moreover, the author highlights the importance of the use of metaphors, real life cases and school anecdotes to facilitate a learning process with meaning. The use of the pedagogy of dialogue is another strategy that is put forward not only as a technique for acquiring knowledge, but also as a means of improving relationships in the classroom. Keeping a journal in which one reflects on the different topics and how he/she is learning is another suggestion offered. Question 4. What those who are responsible for training physical education teachers should be like and how they should behave….It is argued that an educator of physical education teachers should have a specific knowledge of physical education, but should also be a cultured individual with a wider comprehension of the world and education in general, which allows him/her to contextualise knowledge and establish the aforementioned connections, as well as being emotionally balanced, committed to his/her job, consistent in what he/she says and does and capable of improving his/her teaching through praxis (a process of reflection, action and reflection).

Will Changes in Teacher Licensing Affect Preservice Preparation in Physical Education?

Will Changes in Teacher Licensing Affect Preservice Preparation in Physical Education?

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

Maximizing Teacher Preparation in Physical Education—A Cooperative Model

Maximizing Teacher Preparation in Physical Education—A Cooperative Model

The Future of Graduate Study in Teacher Preparation in Physical Education

This article speculates about the future of graduate study in pedagogy of physical education. The argument is based on demographic trends, historical developments in the field of physical education, empirical evidence of effective teaching, and experiences with graduate courses that appear to have been successful. The article concludes that the demand for graduate programs, the mechanisms for delivering them, and the content of such programs in teacher education in physical education portend a bright future for the quality of teaching in physical education in America. If this is to be achieved, new efforts at defining the focus of the field of physical education must be undertaken.

Elementary School Playgrounds: Safe Play Areas or Inherent Dangers

57 elementary schools in two suburban counties near Philadelphia were included in this investigation of playground safety. A safety inspection was completed at each playground. The content of the safety inspection was based on selected standards for slides and climbers published in two volumes of playground safety handbooks by the US Consumer Product Safety Commission in 1982. Since these public playground standards primarily addressed the physical dimensions of playground equipment and the selection of soft force-absorbing surfaces below the playground equipment, an additional aspect, supervision, was assessed during noon recess. Most elementary school playgrounds have been installed on unsafe hard surface materials, and many had equipment which does not meet the current playground guidelines. The noon recess is frequently supervised by aides who have inadequate preparation for guiding children's play and classroom teachers with limited preparation in physical education. The classroom teachers are usually rotated to noon playground duty once every two or three weeks which provides very inconsistent leadership. This responsibility should be assigned to a qualified elementary physical education teacher who may be assisted by playground aides or classroom teachers.

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.

The Preparation of Physical Educators for Expanded Leadership and Service Roles

The Preparation of Physical Educators for Expanded Leadership and Service Roles

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