Physical Education Training Research Articles

Teaching Skills Assessment in Initial Teacher Training in Physical Education

This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training scopes from the Questionnaire of Perception of Teaching Skills in Physical Education. A three-stage analysis was carried out: (i) a descriptive stage, (ii) an invariance analysis, and (iii) a comparison of latent means across the degrees. The results show significant statistical differences between the two degrees regarding the training impact on developing skills for physical and motor development basics, contents for learning, and physical activity promoting health; however, no statistically significant differences were found regarding the learning and teaching processes in Physical Education. Moreover, in both degrees, the training proved to be insufficient for developing the skill in inclusive education.

Valstybinės kalbos mokymas Lietuvos žydų gimnazijose ir progimnazijose 1919–1940 metais

Valstybinės kalbos mokymas Lietuvos žydų gimnazijose ir progimnazijose 1919–1940 metais

Research on the Application of Psychological Training in College Physical Education

Under the background of quality education, the concept of comprehensive education of morality, intelligence, physical education, art and labor has been widely valued by the education circle. Physical education is an important basic subject in colleges and universities. Learning good physical education not only has the effect of strengthening the body, it is also necessary to sharpen students' strong psychological and physical qualities through physical education, and promote students to obtain comprehensive physical and mental development. Therefore, the application of psychological training in physical education in colleges and universities aims to achieve the goal of physical education through psychological training and improve students' physical education. This article discusses and analyzes the application of psychological training in college physical education, with a view to improving the level of college physical education.

Research on the Prevention Mechanism of Police Sports Injury

Police sports in police academies have high technical and tactical content, and at the same time have strong practicality and danger. Compared with ordinary sports, police sports injuries are more common and different in type. In view of this, analyzing the causes of sports injuries caused by police sports and studying the prevention mechanisms of police sports injuries are of great significance for strengthening students' physical function literacy, improving self combat abilities, and improving the actual combat training of police physical education in police academies.

Prompting Pedagogical Change through Promoting Active Lifestyles Paradoxes.

This study explored approaches to promoting active lifestyles (PAL) in schools which aimed to inform and develop physical education (PE) trainees and teachers’ health-related philosophies and pedagogies. Thirty-two secondary school PE trainees and teachers involved in a University-based Initial Teacher Education partnership in England participated in this study during the period 2015–2019. The participants were involved in professional development which included an introduction to research-informed PAL ‘paradoxes’ associated with promoting active lifestyles. Participants were asked to review their own health-related philosophies and practices in light of these paradoxes and were encouraged to use them to influence their own pedagogies as well as those of colleagues/peers. Participants found the PAL paradoxes interesting, surprising and perplexing; expressed a keen desire to address and solve them; and experienced the joys and challenges of influencing colleagues’/peers’ health-related philosophies and pedagogies. The findings suggest that this innovative low-cost, flexible and accessible approach to pedagogical change has the potential to engage PE teachers, increase their effectiveness as promoters of physical activity, and to greatly enhance the subject’s contribution to public health. This is significant, given calls for new pedagogical approaches and teachers’ previously reported lack of engagement in professional development in this area.

JUSTIFICATION OF HIKING DISTANCE AS A KIND OF TEST WITHIN THE ALL-RUSSIAN PHYSICAL EDUCATION AND SPORTS TRAINING PROGRAM “READY FOR LABOUR AND DEFENCE” FOR GIRLS

Aim. The paper aims to provide rationale for a hiking distance of 15 km to be included into the All-Russian physical education and sports training program “Ready for Labour and Defense” among teenagers (6th level). Materials and methods. Students (n = 15) aged from 18 to 21 years participated in the study. The following physiological methods were used: heart rate monitoring, blood pressure and cardiac output measurements, ECG recording and interpretation according to the method of A. Zavyalov, mental state assessment with the Well-being, activity, mood (WAM) questionnaire. Results. Female participants of the hiking trip demonstrated significant changes in the functional status in terms of the indicators studied during the distance of 9, 12 and 15 km (ECG – 18 ± 1,51, the WAM indicator – 5.2 at the beginning and 4.1 at the end of the trip, heart rate – 100 BPM, cardiac output increased from 5418 to 5640 ml). Conclusion. Analysis of the main indicators of the functional status during the hiking trip allows us to conclude that a distance of 15 km is optimal for girls. However, variable conditions are possible for girls in terms of distance reduction to 12 km. Final recommendations require additional research.

Application of Computer Virtual Reality Technology in College Sports Training

With the continuous development of social science and technology, the application of computers is more and more extensive. The application of computer "virtual reality" (hereinafter referred to as VR) technology in college physical education (hereinafter referred to as PE) training can enrich the content of PE classroom teaching, update classroom teaching methods, and improve the quality and efficiency of PE training teaching. However, in the process of practical application, there are still some problems to be solved.

Methods and features of the Kazakh national games in physical education lessons

Recently, scientists involved in the problem of physical education of the younger generation are paying more and more attention to the national characteristics of folk games and physical exercises. This was due to climatic and geographical features, the terrain, which hindered the effectiveness of the functions of physical activity in standard school conditions. The lack of expensive sports facilities and sports grounds, the scattered settlements, the complexity of the local terrain did not make it possible to conduct many classic sports, such as swimming, speed skating and skiing, etc., do not have wide support. In the circumstances, to maintain physical skills, national games are a panacea, a way out. Therefore, the solution to the problem of training physical education personnel in pedagogical universities that are competent to organize the introduction of national games in the educational process requires a systematic review. The success of the educational process is directly related to the degree of teacher training. In this regard, given the higher circumstances, a new scientific view may be emerging in the educational process, contributing to the physical and spiritual development of the younger generation.

Emotion and Motivation Consequences of Attributional Training During a Novel Physical Task

ABSTRACT Purpose: Students’ positive emotional experiences are an essential physical education outcome because they promote achievement-oriented cognition and behavior. The manner in which students attribute success and failure triggers emotional experiences. Students’ beliefs that success is under their control are thought to be a precursor to positive emotions. Research on these relationships has mostly been observational; thus, experimental design was used to address this gap. The purpose of this study was to investigate the effects of attributional training (AT) on students’ emotions and motivation toward a PE-related task. Method: Participants were female university students (N = 144; Mage = 20.92, SD = 2.13) recruited from Kinesiology courses. Participants were randomly assigned to one of the three experimental treatments (high AT = 46; low AT = 49; control = 49). Each treatment group received targeted control belief prompts, instruction, and feedback while learning a novel task. Data were collected on students’ emotions and motivation before and after treatment. Results: Repeated measures analysis showed that participants receiving high AT increased enjoyment and reduced boredom over time compared to other groups. Feelings of anxiety trended down over time in all three groups while feelings of relief trended up. Free-choice activity did not show a significant group by time interaction. Conclusion: Our results show that AT can influence control beliefs in ways that increase students’ enjoyment and reduce boredom in physical education tasks. Therefore, training physical education teachers to create a high AT learning environment appears to be a viable strategy for promoting adaptive emotions when students are learning novel tasks.

The urgency of Public Health in Physical Education training: lessons from COVID-19

The COVID-19 pandemic has generated several controversies in the health area, particularly regarding social isolation measures, widely perceived as being one of the most effective strategies to reduce the spread of the virus. The Physical Education (PE) area became involved in these discussions, through contradictory positions of professionals, scientific societies and class entities regarding the reopening of fitness centers during the pandemic. We understand that some of these discussions revealed important weaknesses in relation to the approach to basic health knowledge, such as those related to epidemiology and public health measures. We seek in this essay, without the intention of exhausting the subject or performing an academic prescription, to support our position regarding the urgency of the approach of PE training within the field of Public Health, as well as presenting some proposals for this approach to effectively occur. We advocate training that favors a broader view of health, that enables professionals in the field to understand the potential relationship between PE and health, but at the same time recognize that physical activity is not a panacea and that human health has many others determinants and conditions.

Feasibility Analysis of VR Technology in Physical Education and Sports Training

VR technology can simulate the complex environment; break through the limitations of traditional physical education curriculum on sports venues, equipment, safety and other aspects. It can provide scientific and accurate guidance for learners and obtain more technical knowledge by visualizing the complex and abstract sports theoretical knowledge. Compared with the traditional sports teaching activities, virtual reality technology can not only simulate the sports scene by generating VR panorama. On this basis, it can effectively improve learners’ enthusiasm and motor skills. At present, due to the immaturity of VR technology and the high price of related equipment, people are cautious about the use of VR technology, so VR technology has not been popularized in education. In view of this situation, this paper studies whether VR technology can be effectively applied to physical education teaching and sports training. This paper is divided into four parts: the first part is the research of VR panorama; the second part is the research of VR video; the third part is the application of VR technology in physical education; the fourth part is the investigation. It is found that VR, as a new technology, has great application potential. As long as it is scientifically and reasonably used, VR can greatly promote the improvement of sports scene and the level of sports.

PEDAGOGIA DE MOVIMENTO : REFLEXÕES SOBRE A FORMAÇÃO UNIVERSITÁRIA DOS ESTUDANTES DA EDUCAÇÃO FÍSICA NO BRASIL

The following contribution assumes the hypothesis that the theory of movement pedagogy is a basis for the formation of Physical Education teachers. Three fundamental topics are presented for a concept of training Physical Education teachers based on a theory of movement pedagogy: 1. the concept of professionalization with the aim of developing a capacity for didactic transformation; 2. the concept of education for the purpose of self-education; 3. the concept of movement with an appeal to the phenomenological view of movement.

A inclusão na Educação Física escolar: um estudo narrativo com professores de Miracema do Tocantins/TO

Objetiva analisar como dois professores com formação em educação física compreendem a inclusão de alunos com deficiência em suas aulas de educação física. Utiliza como método a pesquisa narrativa, colocando as narrativas dos professores como fontes, que foram categorizadas aposteriori e configurando-se em quatro eixos de análise Práticas pedagógicas; Relação escola, professor e aluno com deficiência; e Visão sobre a escola para melhorar o acesso aos alunos com deficiência. O estudo evidencia as dificuldades enfrentadas pelos docentes para atender aos alunos com deficiência no cotidiano escolar, ora pelas questões estruturais e seus impactos na produção de práticas, ora pelas experiências construídas com os praticantes do cotidiano escolar.

On the Application of Outward Bound Training in Junior Middle School Physical Education

<p>With the development of the new curriculum reform, physical education teaching methods in junior middle schools have changed, but the traditional physical education teaching mode still occupies a dominant position, and the teaching mode is single and the content is tedious, which makes it difficult to arouse students’ interest. Outward bound training is a brand-new form of sports, which can greatly enhance students’ participation and train students’ collective consciousness, and is widely used in physical education. This paper mainly introduces the characteristics of outward bound training, tells the necessity of outward bound training in junior high school physical education, and briefly describes the specific application strategies of outward bound training in physical education.</p>

Scientific and Methodological Foundation of Improvement of the Students` Coordination Abilities at the Table Tennis Training Lessons

The problems of physical education and health are very important due to the world situation. The article contains information about interests of students of higher educational institutions: we have noted the rising interest to the table tennis, as a spectacular kind of sport.
 Table tennis is one of the most popular kinds of sport among students. It helps to develop following skills: accuracy, speed and reaction speed, explosive power, sense of rhythm operational thinking, the ability to concentrate attention and coordination. Table tennis has been recommended as the most perspective kind of sport, which is available for health.
 The article provides an example of structure and content of physical education training lessons with students of higher educational institutions with the use of table tennis. Students of the experimental group worked at the increasing their coordination abilities at the table tennis lessons. The training was divided into three parts: preparation, the main part and the conclusion. Each part had the own differences. The preparation part took up 12-15% of the total time and was aimed to involve and warm up the big muscles.
 The main part of the lesson took up 75-80% of the total time. This part was divided into three: exercises without the ball, exercises with the ball and the racket, training games. The final part of the lesson was about 10% of the total time. Exercises were aimed at relaxing: breathing, flexibility exercises, jogging, walking.
 In order to improve the coordination skills it necessary to remember for methodological principles: coordination exercises should be at the beginning of the lesson, exercises should be difficult, limited of the number and duration, exercises should be at the defined time, using of the general physical exercises.

Theoretical foundations of the design of educational programs for military specialists’ in physical education and sport training

The article is devoted to the study of the theoretical foundations of the development of educational programs for military specialists’ in physical education and sport training at higher military educational institutions. The requirements of modern military activity and combat experience of the Armed Forces of Ukraine for the training of military specialists in physical education and sport are analyzed and the need to increase the requirements for the quality of their military training to ensure the effectiveness of military professional (combat) act ivities of the Armed Forces of Ukraine are set. Theoretical aspects of development of educational programs for military specialists’ in physical education and sport training in the conditions of modernization of higher education in Ukraine are studied and the features of development of educational programs on the basis of competence model of the specialists are analyzed. It was found that the main provisions of the modernized system of higher education are: student-centered education; competence approach to the design and implementation of educational programs; result-oriented education. The requirements of normative documents for the development of educational programs for military specialists’ in physical education and sport training have been clarified. It is established that the volume and complexity of work related to the development of educational programs in accordance with the new approaches are significantly greater than in the case of designing an educational programs based on traditional standards of education, formulated in the form of a set of normative disciplines. They also place new demands on the designers of the educational programі. Therefore, the optimal organization of the whole complex of works (preparation of methodological support, training of designers, creation and description of the educational programі) is of particular importance both for the effectiveness of the process and for ensuring the required quality of the final product – the new generation educational program.

Moving Toward Equitable Health Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients: Education and Training in Physical Therapy Education

Introduction. Disparities in health and health care experienced by sexual and gender minorities in the United States (US) are well documented, and physical therapists (PTs) play a role in perpetuating them. This study aimed to determine to what degree lesbian, gay, bisexual, transgender, and queer (LGBTQ) health education and training is integrated into physical therapy education curricula. Studies in medicine and nursing have led to increased curricular attention to LGBTQ health topics; yet, similar physical therapy education research has not been published. Methods. A link to an anonymous Google Forms survey was emailed to Program Directors (PDs) of US physical therapist education programs accredited by the Commission on Accreditation in Physical Therapy Education for the academic years of 2015–2017. The survey gathered information on the current and optimal number of curricular hours spent on equitable care for LGBTQ patients and perceived barriers to inclusion of LGBTQ curriculum. Results. Seventy-two of 229 (31%) programs responded to the survey. Half of the respondents reported inclusion of LGBTQ-related topics in the curriculum. The average number of current hours was 1.43 per year. The average number of optimal hours was 2.82 per year. Eighty-nine percent reported that one or more curricular hours per year should be included. Barriers to LGBTQ health education and training include perceived lack of time and adequate faculty training. Discussion. Most PDs believe that more hours should be dedicated to LGBTQ health topics. Open-ended question responses reflect various perspectives held by PDs regarding the importance of including LGBTQ health topics and barriers to inclusion. The development of core competencies may facilitate the inclusion of LGBTQ-specific health education in Doctor of Physical Therapy program curricula. Conclusion. Resources to educate faculty and students on LGBTQ health topics are readily available. These topics may be effectively woven into existing curricula, making it an attainable goal to increase the competency of entry-level PTs to assist in meeting the American Physical Therapy Association's mandate to provide nondiscriminatory care.

How to Apply Creative Thinking to Physical Education Training in Colleges and Universities

<p>With the general development and progress being made these days, there are higher requirements from societies on college sports teaching, as well as training results. University education is the last link to cultivate talents for the society. A talented person must have rich and in-depth professional knowledge, a strong and powerful body, and should be a creative thinker who is willing to break away from conventions, This article puts forward new requirements for college physical education, which should not only be applied with creative thinking to make students strengthen their physical fitness in physical exercise, but also guide and stimulate the creation of student's thinking while teaching.</p>

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

Proxemic Behaviour in Pre-service Teacher Training in Physical Education

La formacion inicial universitaria en Espana representa el dominio de competencias genericas y especificas, que capaciten a los egresados para responder con eficacia a las demandas sociales. La ocupacion mayoritaria de los profesionales de la actividad fisica es la direccion de grupos o individuos que practican y aprenden actividades motrices. La necesaria interaccion que se produce en ese proceso conlleva que las competencias comunicativas esten muy presentes en la formacion. El alumnado de este estudio dirigio sesiones de docencia simulada, se autoevaluaron y evaluaron a sus companeras y companeros. Al concluir, elaboraron autoinformes que evidenciaban dificultades de orden proxemico, y que se organizaron en cuatro categorias: orientacion y disposicion del docente; disposicion y organizacion del grupo; desplazamiento del profesor, y distancia-proximidad fisica y afectiva establecida entre los estudiantes y el docente. Los estudiantes tomaron conciencia de que una deficiente situacion y orientacion del profesorado hacia el grupo impedia una buena comunicacion llegando, incluso, a comportamientos disruptivos. A su vez, tambien fueron conscientes de que la organizacion del grupo no puede dejarse al azar dada su influencia sobre los modelos metodologicos seguidos y su importancia en el aprendizaje; igualmente, tomaron nota de que el comportamiento proxemico del alumnado de una clase contiene informacion valiosa para el profesorado, sobre el aprendizaje, pero tambien sobre emociones que mediatizan la sesion como la inhibicion ante determinadas propuestas de expresion corporal. Finalmente, los estudiantes destacaron la importancia de la proximidad no solo fisica sino, tambien afectiva para crear un espacio optimo para la ensenanza-aprendizaje.