Physical Education Training Research Articles

Efficacy of yoga modules given by Swami Kuvalayananda for the undergraduate physical education curriculum

Background: In Uttar Pradesh, yoga is included in the undergraduate (UG) curriculum either as an optional topic of physical education practical or as a compulsory paper of foundation course in any 1 year of UG, by most of the state universities for the students. However, there is no uniformity in the yoga syllabus adopted by various universities. Swami Kuvalayananda, in his book“Āsanas,” has prescribed three yoga modules, namely, easy course, short course, and full course. Aim: The aim of this study was to survey whether the three courses as described in the book can be used as a part of the model curriculum for the 3-year UG studies in physical education. Method: Along with a specifically prepared questionnaire, a photocopy of Appendixes I, II, and III of book“Āsanas” was sent to the participants to elicit their opinions regarding the yoga modules. Results: The results of the survey showed that three courses prescribed by Swami Kuvalayananda are scientifically and systematically arranged and are according to the laws of physical education training. The study showed that 84.60% of the survey participants agreed on introducing the three yoga modules prescribed by Swami Kuvalayananda as model yoga syllabus in the 3 successive years of the UG physical education curriculum. Conclusions: The results of the survey of academicians in higher education gave the conclusion that inclusion of yoga modules described in the book would increase the efficacy of the learning of UG students of physical education.

Исследование влияния структуры расстановки средств физической подготовки студентов

It is known that in mathematics the sum does not depend
 on the items’ order permutation. However the positive effect (the sum)
 of students’ training in physical education, sport, sports training significantly
 depends not only on used facilities and methods’ dosage and
 ratios, but also on the way (structure) of their arrangement in time
 (items’ permutation). This studying was devoted to this hypothesis’
 experimental verification.

AS PRÁTICAS CIRCENSES NO “TEAR” DA FORMAÇÃO INICIAL EM EDUCAÇÃO FÍSICA: NOVAS TESSITURAS PARA ALÉM DA LONA

Este artigo analisa os processos de implementação das práticas circenses na formação inicial em Educação Física em duas Instituições de Ensino Superior do Estado de São Paulo. Para isso, entrelaçou-se a análise documental dos projetos políticopedagógicos das instituições e dos programas das disciplinas relacionadas à temática circense às entrevistas narrativas com professores, gestores e alunos. Constatou-se que os processos investigados foram sedimentados no contexto de intensas histórias de mobilizações e embates, de trajetórias de pesquisa na busca pela construção de sólidos conhecimentos para além dos limites que os tempos e espaços institucionais impõem.

El deporte y la educación física escolar en Medellín

<p>El presente escrito es producto de investigación 1 . Pretendió identificar y describir la situación actual del deporte y la educación física escolar en el municipio de Medellín a partir de las apreciaciones de los docentes que atienden la educación básica primaria en el municipio de Medellín, para lo cual empleó el enfoque cuantitativo desde un estudio no experimental descriptivo, donde participaron 140 docentes de instituciones educativas públicas y privadas del Municipio de Medellín. Los principales aportes están en el contexto de las instituciones educativas y el deporte formativo, definiendo rutas de mejora para ambos escenarios desde dimensiones complementarias en políticas, infraestructura, formación pedagógica y disciplinar permanente para los profesionales que atiendan el área y sus acciones extraescolares. Llama la atención, que solo un 26,4 % de los docentes que atienden el área en Primaria tienen formación específica en Educación Física, Recreación y Deporte, ninguno de los docentes participantes tiene título de doctor, solo un 26,4 % de los docentes de Básica Primaria tienen dedicación exclusiva a Educación Física, recreación y deporte, entre otras conclusiones. Se genera así una ruta para el desarrollo pedagógico y disciplinar de los profesores de Educación Física, Recreación y Deporte de Básica Primaria que debe ser atendida desde el diseño de políticas públicas, el acceso a niveles de formación posgradual y la conformación de programas de formación pedagógica y disciplinar permanente en alianza desde la Secretaría de Educación y las Universidades de la Región en Antioquia y Colombia.</p>

O uso da estimulação da recordação na formação do professor de Educação Física

Na busca de estratégias que possam ser utilizadas para contribuir com a formação dos professores de Educação Física brasileiros, a fim de sentirem maior segurança ao longo da atuação docente na escola, o objetivo deste trabalho é de apresentar os efeitos da utilização da técnica de estimulação da recordação no percurso de vir a ser professor de Educação Física durante o curso de licenciatura, destacando os processos autorregulatórios desencadeados durante a realização do estágio curricular supervisionado. Participaram deste estudo seis estudantes, sendo três do sexo masculino e três do sexo feminino, com média de 22 anos, do último ano de um curso de Licenciatura em Educação Física de uma Universidade Pública brasileira, devidamente matriculados na disciplina de estágio curricular supervisionado nas séries finais do ensino fundamental. Todos os estagiários, como se preferiu denominar os estudantes desta pesquisa, foram submetidos a uma sessão individual da técnica de estimulação da recordação. Neste estudo, com base no conhecimento das diferentes formas de utilização dessa técnica, a estimulação da recordação consistiu na filmagem de uma aula de cada estagiário e posteriormente, junto apenas da pesquisadora responsável pela investigação, na visualização do vídeo e na discussão de tópicos previamente elaborados, com a finalidade de abordar e discutir sobre momentos específicos da aula. Os tópicos trataram principalmente do planejamento, execução e avaliação da aula e oportunidades dadas aos alunos aprenderem os conteúdos trabalhados pelo estagiário no percurso da aula filmada. Após as sessões de estimulação da recordação, as quais foram registradas a partir de um gravador de voz, os comentários realizados pelos estagiários foram transcritos e analisados a partir do método da análise textual discursiva. Por meio dessa análise se evidenciou as potencialidades da técnica de estimulação da recordação ao permitir que os estagiários reportassem as competências autorregulatórias utilizadas para planejar, antecipar e solucionar problemas da prática pedagógica. Ao mesmo tempo, oportunizou a autorreflexão e conscientização das mudanças que se faziam necessárias nas ações durante o período de estágio, para que os objetivos traçados fossem alcançados. Conclui-se que a estimulação da recordação, por se constituir como um método de coleta de dados e também como uma estratégia formativa no desenvolvimento profissional, permitiu aos futuros professores de Educação Física, ao assistirem sua aula, verbalizarem pensamentos e perceberem fatos que não tinham tomado consciência ao longo do desenvolvimento da aula filmada. Dito isso, pode-se inferir que os estagiários participantes desta pesquisa demonstraram indícios de uma ação autorregulada para aprender a ser professor durante o estágio. Os diferentes graus de autorregulação observados por meio das ações de planejar, utilizar estratégias e refletir sobre suas ações podem ser explicados pelas diferentes oportunidades que esses tiveram ao longo da vida para serem mais ativos e autônomos perante a sua aprendizagem.

Views of teachers on teacher training in physical education based on the manual for the first class (thirteen-year- olds) in Greek secondary schools.

Views of teachers on teacher training in physical education based on the manual for the first class (thirteen-year- olds) in Greek secondary schools.

University and Community Partnerships to Implement Comprehensive School Physical Activity Programs: Insights and Impacts for Kinesiology Departments

This paper discusses lessons learned from the process of conducting community-based research with a focus on issues and topics of potential importance to leaders of departments of kinesiology. This paper is written from the perspective of physical education teacher education faculty implementing comprehensive school physical activity programming. Specifically, the paper focuses on the intersection of physical education and public health, the reconceptualization of training physical education teachers, related opportunities for community-engaged learning, and the process of relationship building in schools and communities. It is the authors’ intent that this paper will stimulate discussions relative to these topics among leaders of and faculty within kinesiology departments.

School-based Physical Activity: Planning with student motivation in mind

Central to providing rich and diverse PA opportunities in schools are our classroom teachers. Regardless of generalist or specialist training in health and physical education, all of our Ontario teachers play a vital role in providing opportunities for children and youth to learn through PA. This paper (a) positions student participation in school-based PA as an essential public health outcome, (b) explores barriers affecting teachers’ efforts to provide school-based PA, and (c) offers teachers one potential macro planning and instructional solution to address a single barrier-the challenge associated with planning for student motivation in school-based PA settings. Keller’s (1987) influential ARCS model of motivational design provides the foundation for the proposed solution. An adapted version, the ARCS School-Based PA model, is presented. The adapted model offers considerations and sample category success strategies that could be embedded in teachers’ current school-based PA planning and instructional practices to support the development of school-based PA programming that is firmly grounded in learner motivation and needs.

Thirst for Drink Knowledge: How Singaporean Youth Athletes Measure up in an Exercise Hydration Knowledge Questionnaire

The study examined the exercise hydration knowledge of youth athletes in Singaporean schools. 586 youth athletes (mean age 13.9±2.5yrs, male=322, female=259, unidentified=5) from four primary schools (n=231, 11.4±1.1yrs), four secondary schools (n=219, 14.5±1.1yrs) and one junior college (n=136, 17.3±0.8yrs), participated in the study. All participants completed a validated exercise hydration knowledge questionnaire that was developed based upon the consensus statements and position stands of three international sport associations. 46.9% of youths were dependent on teachers and coaches for exercise hydration knowledge, but junior college students were more self-taught. An average knowledge competence score of 44.7±14.0% was obtained, which was significantly below the minimum required competence score of 80%. Post-exercise hydration knowledge was significantly lower than pre-and during exercise hydration knowledge (Mean scores pre=47.2±22.0%, during=48.7±16.9%, post=36.3±18.3%; all p<0.05). Overall, exercise hydration knowledge gaps among youth athletes were identified, in particular for post-exercise hydration. The majority of participants from the three schooling levels did not attain the required competence score of 80% and above. Coach education and physical education training programmes must specifically address and ameliorate these knowledge deficiencies among Singaporean youth so that they can be empowered to take personal responsibility for their safe participation and training in sport.

Theoretical training in physical education of higher educational establishments’ girl students

Purpose: testing and analysis of theoretical-methodic training of girl students at physical education classes. Material: in the research 45 2 nd year girl students of 18-19 age, participated. One group dealt with power-lifting and volleyball. Second group - practiced trainings by usual academic program. Results: it was found that girl students’ theoretical knowledge corresponds to middle level. It was also established that increase of motivation for acquiring and mastering knowledge facilitates effectiveness of physical education trainings’ construction. Conclusions: absence of physical education theoretical knowledge or its low level in girl students sharply reduces effectiveness of training and education, weakens interest to physical exercises’ and sports’ practicing.

Prevalence and lifestyle determinants of central obesity in children.

Central obesity is a strong risk factor for metabolic disorders and cardiometabolic diseases in children and adolescents. The aim of the present study was to evaluate the prevalence of central obesity and to determine its cross-sectional association with lifestyle habits in a sample of school-aged children in Greece. The study sample consisted of 124,113 children (9.9±1.1years old, 51% boys) attending the third and fifth grade of primary school. Anthropometric measurements were performed by trained physical education teachers, and central obesity was defined as waist-to-height ratio ≥0.5. Children's lifestyle habits were assessed through 7-day recall questionnaires. Of the participating children, 33.4% were classified as centrally obese. Central obesity was significantly more prevalent in boys than in girls (36.0 vs. 30.7%, P<0.001) and was present in 95% of obese children, as well as in a significant percentage of overweight (69.5%) and normal-weight ones (12.0%). Children with central obesity, compared to their non-centrally obese counterparts, reported poorer dietary habits and were less physically active. According to multiple logistic regression analysis, frequent breakfast (OR 0.72, 95% CI 0.69-0.75) and snack consumption (OR 0.70, 95% CI 0.67-0.74), as well as frequent participation in sedentary activities (OR 1.10, 95% CI 1.07-1.14), were the strongest lifestyle determinants of central obesity. Strategies for the prevention of central obesity and associated comorbidities are urgently needed, for both obese and non-obese children. Our results suggest the need for a shift towards a healthier environment for our children, with emphasis on specific lifestyle habits, such as regular meal consumption and low sedentariness.

Coordination training of sportsmen, specializing in sport kinds of gymnastic

Purpose: experimental substantiation of effectiveness of coordination training program, worked out for sportsmen, specializing in sport kinds of gymnastic. Material: In the research first year students (21 persons: 14 girls and 7 boys of age 17-18 years) participated. All they specialized in sport kinds of gymnastic. From them there were 15 masters of sports and 6 candidate masters of sports. Results: students’ sensor motor coordination was confidently increased by means of realization of program of exercises for perfection of static-dynamic and static-kinetic stability. Conclusions: we recommend new direction of specific exercises’ realization; exercise, developing and improving static-dynamic and static-kinetic body balance. Coordination training of sportsmen, specializing in sport gymnastic shall take one of priority places in system of physical education and sport training means.

Full issue. Physical education and sports in higher educational institutions

The collection presents articles on the problems of constructing sports training, theoretical, methodological, medical, biological, psychological and pedagogical problems of physical education and sports, rehabilitation and physical therapy, theoretical and methodological bases for the development and improvement of technologies for maintaining health by means of physical culture and sports and physical therapy.&#x0D; For postgraduate students, doctoral students, masters, coaches, athletes, physical therapists, rehabilitologists, teachers of secondary schools, teachers of secondary schools.

Training and Education for Conducting Physical Education Classes in Croatia since 1875

This research analyzed the activities and events that enabled the establishment of an education and training system for physical education (PE) teachers in Croatia. The beginning of professional PE education in Croatia is related to its introduction as an obligatory subject in the elementary school curriculum of the Kingdom of Croatia-Slavonia in 1874. Most elementary school teachers did not have the knowledge needed to conduct PE classes. We recognized two parallel systems of training introduced in 1875: the first consisted of short training courses, and the second was the introduction of gymnastics as an obligatory course at teacher-training colleges. Twenty years after these obligatory PE classes were introduced to Croatian schools, Franjo BuČar organized and managed a two-year course for secondary school gymnastics teachers (1894–1896) after his return from a two-year educational programme at the Royal Central Gymnastic College in Stockholm (Sweden). This high school was the first for PE training not only in Croatia but also this region of Europe. In 1959, the first Croatian institution for PE education was established: the High School for Physical Culture in Zagreb.

Theoretical substantiation of programs of targeted development of coordination abilities of pupils in lessons of physical training with elements of sports games

Purpose : improving the process of teaching students the art of sports games on the lessons of physical education through targeted development of coordination abilities. Material : an analysis of more than 20 references. Results : The results of the theoretical analysis of the feasibility of targeted improvement of coordination abilities of students in learning motor actions. A program for the coordination of training students in physical education lessons with elements of sports games. Identified tools, methods and instructional techniques parenting coordination abilities. The most significant coordination abilities for sports games have the ability to differentiate the motion parameters, response, spatial orientation and coordination of movements. Conclusions : The targeted improvement of coordination abilities of students in physical education and sports training enhances the effectiveness of the process of learning motor actions.

Impact of Classroom Management Training on Physical Education Trainees’ Self-Efficiency Feeling

This study measures the impact of an additional training in classroom management on physical and sports education trainees’ self-efficacy feeling. An experimental group having received a complementary theoretical and practical formation in classroom management has been compared to a focus group which has followed the initial formation course. Two measures of this feeling have been taken at different moments by using the questionnaire Ohio State Teacher Scale (OSTES) translated in French. This device is made of three sub-scales of eight items each related to the teaching strategies adopted by the teacher in his classroom management and his capacity to involve the students in this task. The analysis allows the trainees who have received an additional training in classroom management to express a feeling of efficiency higher than those who received usual initial training.

Exploring Teachers' Voices about Inclusion in Physical Education: A Qualitative Analysis with Young Elementary and Middle School Teachers

To truly understand physical educators' concerns about inclusion their voices must be heard, but little research has been done in Portugal. For this reason, a semi-structured interview in a focus group was held with young physical educators aiming to identify the perceptions and challenges with respect to inclusion in their physical education (PE) classes. Findings of the present research suggest that these PE teachers advocated for inclusion and pointed out advantages for students with and without disabilities, although they raised some challenges that could be an obstacle to effectiveness, including the lack of specific training and experience in inclusive PE and type and severity of the student's impairment. These results emphasize the need for specific preparation of Portuguese PE teachers in inclusive PE not only during the university curricula but also during their professional careers.

Using a Clean Feedback Model to Facilitate the Learning Process

Effective and informative feedback is an essential part of learning and improving performance that is influenced by a number of issues, such as time constraints, ambiguous communication and emotional barriers (Hattie, 1998). Feedback should facilitate the learning process and the teaching performance. Accordingly, in this article we examine the “clean feedback” model developed by Walker and Doyle (2006) and explore its impact on the learning experiences of a purposeful sample of eleven beginning physical education teachers undertaking a one year postgraduate Qualified Teacher Status course at a post-92 university in the North West of England. After two days of staff and student training in using the model, the data in the form of lesson evaluations and self feedback were collected at staged time intervals during their second placement school. The findings indicate that the model has improved the students’ ability to give and receive both positive and negative feedback and to improve students self awareness and understanding of their own learning and teaching styles. The implications of our findings are discussed in relation to the observation and feedback of the beginning teachers and mentors might be improved on such courses for physical education trainee teachers.

Проблеми відвідування занять з фізичного виховання студентами технічних спеціальностей

Purpose: to examine the relevant aspects of motivation attendance in physical education students of technical specialties and make adjustments to the process of improving the quality of teaching. Material and Methods: during the study used the following methods: general scientific – analysis, comparison, generalization; sociological, questionnaire, interview; Mathematics and statistics. The study involved students of ICT Zhytomyr State Technological University, only 238 people. Results: the tendency changes of success in physical education and physical training of students of ICT. Conclusions: pedagogical experiment confirmed the positive impact of physical education classes in which students choose their maintenance is carried out on a competitive basis in accordance with personal interests and needs.

Relaciones Entre El Tiempo De Realización De Práctica Docente Curricular Y Las Preocupaciones Pedagógicas De Estudiantes De Educación Física De Uruguay

The aim of the study was to analyze the relationships between the pedagogical concerns reported by Physical Education trainee students of the third grade groups of Physical Education Graduation from Uruguay, according to the time of realization of the teacher internship. It was used a descriptive exploratory method and a cross section with quantitative approach. In data collection was utilized the “Teachers Concerns Questionnaire” and a social-demographical questionnaire. For data analysis was used different statistical tests, as: Chi-Square for Single Group, Chi-Square, Fisher´s Exact Test, Likelihood Ratio, Multinomial Logistic Regression y Test U Mann-Whitney. It is highlighted that in all the analyses was adopted a confidence level of 95% (p<0,05). The results showed that evaluating the relationship between the time of realization of the teacher internship and the pedagogic concerns, only the “Task” dimension had a significant association. The detailed analysis evidenced that the students who was doing teacher internship till 6 months had 2,89 more chances of having low concern with the Task dimension, comparing with the students who were doing teacher internship as minimum since 7 months. Finally, it is observed the necessity of evaluating the students concerns according to different variables which could interfere during the teacher internship, and consequently, could influence the professional evolution of the student during the teacher internship.