Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Body movement with physical overload.
Dissertationen zum Thema „Body movement with physical overload“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-33 Dissertationen für die Forschung zum Thema "Body movement with physical overload" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Soltani, Strömberg Maria, and Siri Englund. "Arbetsmiljö som medel för minskadesjukskrivningar och ökad lönsamhetinom byggverksamhet." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92691.
Der volle Inhalt der QuelleAnnotation:
Byggindustrin är idag en av våra mest olycksdrabbade branscher i Sverige sett tillantalet sysselsatta inom branschen. Olycksfrekvensen ligger idag kring 11/1000sysselsatta och år. Statistiken visar att byggindustrin har fler sjukskrivningar på grundav olyckor än andra branscher, vilket givetvis leder till större utgifter i förhållande tillde andra på denna punkt. Ett sätt att öka intresset för säkerhet och arbetsmiljöfrågorinom byggverksamheten kan vara att undersöka de ekonomiska aspekterna. Det ärtydligt att sjukskrivningar är en stor kostnad för byggföretagen men finns det egentligennågon motsättning mellan lönsamhet och säkerhet?Syftet med studien är att undersöka kopplingen mellan arbetsmiljöarbete,sjukskrivningar och kostnader inom byggsektorn. Studien utförs för att kunna ge enoberoende rekommendation på vilka åtgärder inom arbetsmiljö och säkerhet som kanminska antalet sjukskrivningar på grund av arbetsolyckor. Tanken är att undersökavilka olyckor som bidrar till flest sjukdagar och därmed störst kostnader för företagen,samt se vilka grundorsaker som går att förknippa med dessaStudien tar endast upp sjukskrivningar där bakomliggande orsak är en arbetsolycka.Det innebär att arbetssjukdommar orsakat av arbetshygieniska förhållanden intekommer att beaktas. Detta för att begränsa studien till den typ av olyckor inombyggindustrin som bidrar till flest sjukskrivningar.Undersökningen har gjorts i form av en omvärldsanalys med avsikt att samlainformation och kartlägga ämnet. Information och statistik i detta arbete har i störstamöjliga mån baserats på vetenskapligt säkerhetsställd litteratur ochmyndighetsinformation. Rapporten baseras i stor del på den nuägesbeskrivning sompresenteras i kapitel 4 som redogör bakgrund och den nuvarande situationbyggverksamheten befinner sig i när det gäller arbetsmiljöarbete, olycksstatiastik samtorsaker och kostnader för sjukskrivningar vid arbetsolyckor. I kapitel 3 presenteras denlagstiftning som i Sverige ligger till grund för arbetsmiljöarbete.I denna studie har olika undersökningar kombinerats för att få fram ett resultat på hurmycket sjukskrivningar, orsakade av arbetsolyckor, kostar. Kostnaderna baseras påarbetsmiljöverkets och försäkringskassans olycksfallstatistik samt försäkringskassanskalkylunderlag för sjukskrivning [25]. För att uppskatta kostnader för olika typer avolycksfall, undersöks hur många sjukdagar de fem vanligaste orsakerna bidrar med. Detvisar sig att den sjukskrivningskategori som kostar arbetsgivaren mest är fall från höjdoch att de åtgärder som enligt många studier förebygger detta är att ha en städadarbetsplats.Slutligen kan det konstateras att det finns kopplingar mellan arbetsplatsolyckor,sjukskrivningar och kostnader för företag inom byggsektorn. Det finns även åtgärdersom kan ge effekt på minskade sjukskrivningar, exempelvis städning och information.Utöver detta pekas även projektering ut som en punkt där anpassningar förarbetsmiljön kan göras och på så vis minska sjukskrivningar och öka lönsamheten hosföretagen.<br>The construction industry is one of our most injurious industries in Sweden today. Theaccident frequency currently lies around 11 per 1000 employees per year. Statistics showthat the construction industry has more sick leave due to accidents than other business,which of course leads to larger cost in relation to others industrial branches in this area.One way to increase the interest in safety and work environment issues in theconstruction industry can be to examine the economical aspects. It is clear that sickleave is a big cost for construction companies, but is there really any contradictionbetween profitability and safety?The purpose of this study is to investigate the connection between work environmentand profitability for companies in the construction sector. The study is carried out inorder to give an independent recommendation on which measures within workenvironment and safety that could be used to reduce the number of sick leave occasionsdue to work accidents. The idea is to investigate which accidents contribute to the mostsick days, and to see which root causes that could be associated with these accidents.The study only addresses sick leave where the underlying cause is workplace accidents.This means that occupational diseases caused by industrial hygiene conditions will notbe taken into account, this is to limit the study to the section which contributes themost to sick leave in the construction industry .The study has been conducted as an analysis of the surrounding world with theintention of gathering information and mapping out the subject. Information andstatistics in this research have, as far as possible, been based on scientifically securedliterature and government information. The report is largely based on the complieddescription of the current situation presented in chapter 4. This chapter describes thebackground and current situation for the construction industry in regards to legislation,work environment, accident statistics as well as causes and costs for sick leave in theevent of work accidents.In this report, various research has been combined to obtain a result on how much sickleave, caused by occupational accidents, costs. The costs are based on the SwedishWork Environment Authority and the Swedish Social Insurance Agency’s accidentstatistics as well as the Swedish Social Insurance Agency’s calculation basis for sickleave. In order to estimate the costs for different types of accidents, the number of sickdays for the five most common causes of injuries were picked out. It turns out that thecause of accidents that contributes to the highest costs for the employer is fall fromhight. It was also detected that according to many studies, the most efficient way toprevent fall from hight was to have a tidy workplace.Finally, it’s concluded that there are connections between work environment accidents,sick leave and costs for companies within the construction sector. There are alsomeasures that can affect sick leave, for example cleaning and information. Beyondthese, construction design is pointed out as an area where adjustments for the workenvironment can be made and though that reduce sick leave and increase profits for thecompanies.
2
Henriks, Olof. "Mapping physical movement parameters to auditory parameters by using human body movement." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-200831.
Der volle Inhalt der QuelleAnnotation:
This study focuses on evaluating a system containing five different mappings of physical movement parameters to auditory parameters. Physical parameter variables such as size, location, among others, were obtained by using a motion tracking system, where the two hands of the user would work as rigid bodies. Translating these variables to auditory parameter variables gave the ability to control different parameters of MIDI files. The aim of the study was to determine how well a total of five participants, all with prior musical knowledge and experience, could adapt to the system concerning both user generated data as well as overall user experience. The study showed that the participants developed a positive personal engagement with the system and this way of audio and music alteration. Exploring the initial mappings of the system established ideas for future development of the system in potential forthcoming work.
3
Rengering, Jeffrey A. "Body in Motion: activating architecture through movement." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306518586.
Der volle Inhalt der Quelle
4
Cheung, Thomas. "Architecture for the Moving Body." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/34622.
Der volle Inhalt der QuelleAnnotation:
The human body is designed for movement. It has to move, it desires to move. Our bodies will find a way to express that desire. The way we as humans inhabit the built environment reflects our ability and desire for our bodies to move. Architecture has always been designed with that in mind, whether intentionally or unintentionally. This thesis is an investigation to reveal the various ways the human body moves in the built environment and how architecture and design can accommodate or dictate human movement.
The thesis project of a physical therapy facility on an existing park in Washington, D.C. alludes to the opportunities for varying movements of the body. It also provides an extensive program that largely posits a myriad of relationships between the varying functions of architectural space and human movements.<br>Master of Architecture
5
Evans, Mark A. "Movement training for the English actor in the twentieth century : conceptual structures and body learning." Thesis, Coventry University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270693.
Der volle Inhalt der Quelle
6
Cameron, Krista Ann. "Effects of an aerobic movement program on cardiovascular fitness, body composition, self-esteem, and body-esteem on overweight children." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/562764.
Der volle Inhalt der QuelleAnnotation:
The purpose of this study was to determine the effects of a 10 week aerobic movement program for overweight children on cardiovascular fitness, body composition, self-esteem, and body-esteem. The subjects for the study consisted of 20 children (17 females and 3 males) ages 8-12. One group (n=12) consisted of overweight children and one group <n=8) consisted of average weight children. Cardiovascular endurance was measured in seconds with a two mile walk/Jog In the school halls. Self-concept was measured with the Piers-Harris Children's Self-Concept Scale. Body-esteem was measured with Mendelson and White's Body-Esteem Scale. A 2x2 univariate statistical analysis of variance (ANOVA) was employed to determine significance of effect. Overweight and average weight children were the independent variables. Self-esteem, body-esteem, and cardiovascular endurance were the dependent variables. Body composition (tricep skinfold measurement) was used to distinguish the two groups and determine weight loss due to the program. The ANOVA indicated no statistically significant Improvements In cardiovascular endurance, self-esteem and body-esteem in overweight children In comparison with average weight children after a 10 week aerobic movement program.<br>School of Physical Education
7
Liljekvist, Åsa. "Rum för rörelse : Om kroppens bildning och utbildning i skolans gymnastiksalar." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82621.
Der volle Inhalt der QuelleAnnotation:
This thesis deals with questions about the built environment in relation to the education of the body. The purpose of the thesis is to illustrate and discuss prerequisites for physical literacy and education in school gymnasiums. The aim of the study was to examine how discourses about body and body movement are related to questions about knowledge and education within physical education in school (PE). Using discourse analysis I explore how discursive practices such as rooms and talk produce, reproduce and change discourses about body, movement and knowledge. The discursive practices that I have focused on are the designing of rooms for physical education as well as PE teachers’ ways of expressing themselves regarding these kinds of rooms. The empirical material that has been analyzed consists of rooms used for physical education, interviews with PE teachers and text material from a journal for PE teachers. The results of the analysis suggest that some discourses can be described as strong and/or dominant and some as weaker. One example is the dominant discourse about body movement as competition and performance. Another example is the strong, although not dominant discourse about body movement as practice within which the body is (re)produced as a learning body. A third one is the weak discourse about movement as experiencing one’s body. One of the conclusions of the study is that a more open design of rooms for physical education would enhance the possibilities for the practice discourse and the experience discourse to grow stronger, which would be desirable considering the emphasis on learning and positive experiences of body movement in the syllabus for PE. Another conclusion is that if the practice discourse would be more clearly materialized in the gymnasiums, it could mean that other discursive practices too such as teachers’ and pupils’ speech acts and body acts within PE could change more easily.
8
Radvan, Mark. "Towards Bodydialogue : developing a process for enhancing the actor's physicalisation skills in rehearsal and performance." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16025/.
Der volle Inhalt der QuelleAnnotation:
Bodydialogue is a coherent and simple system of exercises, rehearsal techniques, principles and aesthetic values which in application enhance the actor's ability to physicalise dramatic action and behaviour. It can be applied directly within a rehearsal process to heighten the physical life of a play or performance event, or it can be taught separately as a system for providing student actors with concrete skills in movement, stagecraft and physical characterisation.
Unlike many other movement systems taught in drama schools, such as Mime, Dance, Acrobatics or Alexander, which are grounded in their own discipline base, Bodydialogue is grounded in Stanislavsky's Acting through the Method of Physical Action, and as such is centered in the discipline of text-based Acting. It is thus first and foremost an approach to Acting via Physical Action and Physical Behaviour, rather than a study of Movement, or a movement genre.
This thesis describes the development and application of Bodydialogue physicalisation techniques to a workshop production of miss julie downunder - an adaptation of Strindberg's Miss Julie - and situates the place of these techniques within contemporary Acting discourse.
9
Swartling, Widerström Katarina. "Att ha eller vara kropp? : En textanalytisk studie av skolämnet idrott och hälsa." Doctoral thesis, Örebro University, Department of Education, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-96.
Der volle Inhalt der QuelleAnnotation:
<p>The overall aim of this study is to analyze how the body is understood in the compulsory school subject physical education during the period 1976-2002. With pragmatism as the point of departure the texts of curricula, syllabi and articles from the physical education teacher's specialist press are analyzed. The analytical tools used are two perspectives of the body and human movement, one based on dualistic ideas and the other on Merleau-Ponty's phenomenology of the lived body. The analysis shows that there are differences in how the embodied person is understood in three different types of text. In the curricula the dualistic ideas where the individual is seperated into body and soul prevail. The picture is more complex in the syllabi whilst in the articles from the specialist press the lived body is found more often. In the articles from the specialist press there is a pattern that shows change over time where phenomenological ideas are more prominent towards the end of the period studied. The dissertation consists of three parts. In the first part there is an introduction to the study and theoretical perspectives are introduced, the second part consists of the analysis of the texts and in the third part these are discussed and possible didactic consequences presented.</p>
10
Lima, José Antonio de Oliveira 1949. "Educação somática = diálogos entre educação, saúde e arte no contexto da proposta de Reorganização Postural Dinâmica." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251425.
Der volle Inhalt der QuelleAnnotation:
Orientador: Eliana Ayoub<br>Tese (doutorado) - Universidade Estadual de Campinas. Faculdade de Educação<br>Made available in DSpace on 2018-08-16T12:08:54Z (GMT). No. of bitstreams: 1
Lima_JoseAntoniodeOliveira_D.pdf: 4282194 bytes, checksum: 48d23b3ad338f6ea5ee3ad49831ff2ad (MD5)
Previous issue date: 2010<br>Abstract: This is a presentation and description of a corporal work technique which is entered in the universe of the somatic education in which the current conception is discussed, including that which concerns the rescue of the individual as a social being. The speech's development explores information in this universe, and manifest themselves in the dialogues between the look of health sciences, art and pedagogy that pervades the entire work. This discussion is based on the body's reality undergone an anatomical, physical, and historical process that determine their movement as an individual, based on what is possible to rescue from these wholes in construction of proposed actions that are in a body technique called: Dynamic Postural Reorganization.<br>Doutorado<br>Educação, Conhecimento, Linguagem e Arte<br>Doutor em Educação
11
Medeiros, Rosie Marie Nascimento de. "Body art, exist?ncia e conhecimento :a percep??o do corpo na Educa??o F?sica." Universidade Federal do Rio Grande do Norte, 2005. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14600.
Der volle Inhalt der QuelleAnnotation:
Made available in DSpace on 2014-12-17T14:36:53Z (GMT). No. of bitstreams: 1
RosieMNM.pdf: 2197121 bytes, checksum: ba99ddfb3888487346009033e75d7864 (MD5)
Previous issue date: 2005-08-12<br>Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico<br>In the Renaissance, the anatomy project a map of the body. Since then, the human body has been investigated for innumerable techniques, configuring new landscapes on the condition human being and the proper knowledge. In accordance with Merleau-Ponty (1975), All technique is body technique. It configures and extends the Metaphysical structure of our meat. In this direction, any intervention in the human body, a tattooing, a surgery or a performance, extends the perception and the directions of the existence of the subject. Merleau-Ponty (1975) still affirms, that all technique presents objective interventions. However, the body, ahead of these interventions, doesn t have to be considered only object, but subject that, from the interventions, attributes sensible and meanings through the movements, also being this its way of being in the world. Searching to extend this reflection on the discontinuities between the object body and the subject body, as well as, with the objective to reflect on the relation between the corporal techniques and the production of the subjectivity and the knowledge of the physical education, we reflect on the body art, as one technique of body that marks the exterior of the body, exteriorizing the subjectivity, to search new means to the body and that ahead of this, we believe being able to project innumerable directions for the corporal transformations in the contemporarily. As a method for our reflection in we will support them in the phenomenology. IT presents as a new ontology, in which distinction does not occur enters the operating paper of the citizen that knows and the influence of the known object. The phenomenological understanding of body will be able to contribute with the knowledge of the Physical Education, a time that gives us important arguments on the experience of the body in relation with the nature, the culture, history. To be a body is to be tied to a world that we do not possess completive, but that we do not cease to search it<br>Na Renascen?a, a anatomia projeta um primeiro mapa do corpo. Desde ent?o, o corpo humano tem sido esquadrinhado por in?meras t?cnicas, configurando novas paisagens sobre a condi??o humana e sobre o pr?prio conhecimento. De acordo com Merleau-Ponty (1975), Toda t?cnica de corpo amplia a metaf?sica da carne. Nesse sentido, qualquer interven??o no corpo humano, seja uma tatuagem, uma cirurgia ou uma performance, amplia a percep??o e os sentidos da exist?ncia do sujeito. Merleau-Ponty (1975) afirma ainda, que toda t?cnica apresenta interven??es objetivas. No entanto, o corpo, diante dessas interven??es, n?o deve ser considerado apenas objeto, mas tamb?m sujeito que, a partir das interven??es, atribui sentidos e significados por meio dos movimentos, sendo este seu modo de ser e estar no mundo. Buscando ampliar essa reflex?o sobre as descontinuidades entre o corpo objeto e o corpo sujeito; bem como, com o objetivo de refletir sobre a rela??o entre as t?cnicas corporais e a produ??o da subjetividade e o conhecimento da educa??o f?sica, refletimos sobre a body art, como uma t?cnica de corpo que marca o exterior do corpo, exteriorizando a subjetividade, de buscar novos sentidos ao corpo e que diante disso, acreditamos poder projetar in?meros sentidos para as transforma??es corporais na contemporaneidade. Como m?todo para a nossa reflex?o nos apoiamos na fenomenologia de Merleau-Ponty. Esta se apresenta como uma nova ontologia, na qual n?o ocorre distin??o entre o papel atuante do sujeito que conhece e a influ?ncia do objeto conhecido. A compreens?o fenomenol?gica de corpo poder? contribuir com o conhecimento da Educa??o F?sica, uma vez que disponibiliza argumentos importantes sobre a experi?ncia do corpo em rela??o com ? natureza, ? cultura, ? hist?ria. Ser corpo ? estar atado a um mundo que n?o possu?mos completamente, mas que n?o cessamos de busc?-lo
12
Silva, Paula Cristina da Costa. "O ensino-aprendizado da capoeira nas aulas de educação fisica escolar." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251735.
Der volle Inhalt der QuelleAnnotation:
Orientador: Eliana Ayoub<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-13T13:02:03Z (GMT). No. of bitstreams: 1
Silva_PaulaCristinadaCosta_D.pdf: 10984165 bytes, checksum: 56f825341efe00ef34f04c62b4992ff4 (MD5)
Previous issue date: 2009<br>Resumo: Este trabalho tem como objetivo primordial discutir possibilidades de ensino-aprendizado da Capoeira na educação física escolar compreendendo-a como uma linguagem na qual sua gestualidade, sua musicalidade, seus aspectos históricos e sua ritualidade compõem um acervo a ser apropriado pelos alunos de modo que eles possam compreendê-la e praticá-la. Nessa perspectiva, foi desenvolvida uma pesquisa que englobou um trabalho de campo dividido em duas fases: 1º. Curso de Capoeira para professores de educação física que atuam no ensino fundamental da rede pública da Região Metropolitana de Campinas; 2ª. Acompanhamento das aulas de Capoeira desenvolvidas por duas professoras no contexto da educação física, para turmas de 1ª a 4ª série do ensino fundamental. A análise do curso de Capoeira para professores procurou focalizar as apropriações realizadas por eles, as interrelações que poderiam ser estabelecidas com sua prática docente e em que medida os assuntos tratados no curso foram suficientes para que desenvolvessem as aulas de Capoeira nas escolas. O acompanhamento e análise das aulas de educação física que abordaram a Capoeira tiveram como finalidade perceber como as professoras trabalharam com os conhecimentos estudados no curso e de que forma esses conhecimentos foram tratados junto aos seus alunos. Como considerações finais da pesquisa, pode-se afirmar que o curso de Capoeira para os professores foi bastante positivo, pois eles tiveram contato com os diferentes aspectos dessa manifestação permitindo que se apropriassem de um repertório básico de gestos, músicas, elementos históricos, lendas e rituais que constituem a Capoeira. Dois pontos que merecem destaque na análise dos resultados gerados nesse curso são: a participação de um Mestre de Capoeira na mediação do processo de ensino-aprendizado dos professores, fato que se mostrou bastante positivo; e a insegurança demonstrada por alguns professores para ministrar o conhecimento Capoeira em suas aulas, que suscitou reflexões sobre o ensino-aprendizado relativo a esse conhecimento na formação continuada de professores de educação física. No que se refere às aulas de educação física que abordaram o tema Capoeira nas escolas, foi percebido que o trabalho das professoras analisadas teve uma boa repercussão entre a maioria dos alunos permitindo que compreendessem a Capoeira como uma linguagem composta por gestos, histórias, músicas e ritos. Porém, notou-se que o seu ensino-aprendizado poderia ser aprofundado se fosse realizado conjuntamente com outras disciplinas, em especial, com o componente curricular: Arte. Por fim, constatou-se que a Capoeira pode constituir-se como um conhecimento relevante que possui um acervo gestual próprio e específico a ser tratado na educação física escolar privilegiando a abordagem das produções culturais do povo brasileiro, merecendo, portanto, ser estudado nas escolas.<br>Abstract: This work has as the main objective to discuss possibilities of Capoeira's teach-learning on school physical education understanding it like a language which the gestuality, musicality, historical aspects and the rituality make up a collection to be appropriate for the way that students could understand and practice. In this perspective a search was developed that involved a field work divided in two steps: 1st Capoeira's course to physical education that works for public elementary school in the Metropolitan Region of Campinas; 2nd Follow up of Capoeira classes developing by two teachers in the context of physical education classes from 1st to the 4th grade of basic school. The analysis of Capoeira's course for teachers looked for focalized the appropriation realized for it, the inter-relations that could be established with the professor practice and how the subjects discussed at the course had been enough to developing Capoeira classes at schools. The physical education classes follow up and analysis that deal with Capoeira had the aim of to realize how teachers work with the course's knowledge and how this knowledge was discussed with your students. To sum up the search I can say that Capoeira's course for teachers was very positive because they had contact with different aspects of this manifestation allowing that they appropriate of a basic gesture, music, historic elements, legends and ritual amount that Capoeira consists. However, there were two points that deserves prominence in the analysis of the results generated in this course: a Capoeira's Masters involvement in the teachers teach-learning process, this was a very positive attitude and the insecurity showed by some teachers to teach the knowledge about Capoeira in their classes, this cause a reflect on how to be occur the teach-learning about this knowledge in the continued formation of physical education's teachers. Talking about physical education classes that deal with Capoeira at the schools was realized that the teachers analyzed had a good repercussion for the most of students allowing Capoeira comprehension like a language consists of gestures, histories, music and ritual. Than realized that the teach- learning could be deeper if was make with others subjects, especially, with the grade of Arts. Finally, one evidence that Capoeira can be a relevant knowledge that possesses a proper and specific gestures amount to be treated on school physical education privileging the boarding of the cultural productions of the Brazilian people deserving to be studied in the schools.<br>Doutorado<br>Educação, Conhecimento, Linguagem e Arte<br>Doutor em Educação
13
Crow, Courtney Lynn. "The effects of massage on perceived physical soreness, pain and markers of inflammation following high intensity unaccustomed exercise." DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1476.
Der volle Inhalt der QuelleAnnotation:
Massage is often recommended to athletes to facilitate recovery and attenuate DOMS. The purpose of this study was to investigate the effects of massage on perceived muscle soreness and pain, inflammatory and immune markers, ROM, and mood state. Fourteen, recreationally active, women participated in a randomized crossover design study, consisting of 1) 60 min. full body massage following unaccustomed exercise and 2) 60 min. of rest. following unaccustomed exercise. Perceived muscle soreness and pain, active range of motion (ROM), mood state, along with blood concentrations of interleukin-6 (IL-6), C-reactive protein (CRP), creatine kinase (CK), and neutrophil count (NC), was assessed at baseline, 4hrs, and 24hrs following both treatment and control conditions. The aims of this study were 1) to decrease the effects of delayed onset muscle soreness (DOMS), and increase time to recover, and 2) to investigate the effect of massage vs. passive rest on inflammatory and immune markers within the blood. We hypothesized 1) an increase in ROM, a decrease in perceived physical soreness and perceived physical pain, as a result of the massage, compared to control, and 2) a decrease in blood plasma inflammatory markers, CRP, NC, CK, and IL-6, as a result of the massage, compared to control. We found massage following exercise to 1) significantly decreased perceived pain (p=0.001), 2) significantly increased immune iv markers (WBC (p=0.012) and NC (p=0.012)), and 3) significantly decreased ROM (p=0.02), compared to control. Massage had no impact on inflammatory markers (IL-6, CRP, and CK), or mood.
14
Baccin, Adriana Nolibos. "CORPO E CULTURA DE MOVIMETO NO TEATRO DA FORMAÇÃO CULTURAL: AINDA ULISSES?" Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/7119.
Der volle Inhalt der QuelleAnnotation:
This research is set by the discussion on the cultural formation of the / a teacher / a Physical Education in aesthetic bias, analyzed through some elements of training, such as sports, entertainment, culture movement and the reification of body. Among the theoretical frameworks that guide this research, the question of aesthetics, is the prospect of Theodor Adorno, as diagnostic features of society, whose bases are present today. This author investigates aspects of training, pointing to paths that can be pinched in the performance of professional experiences as well as their potential limitations are reflected in pedagogical practice. Besides Adorno, dialogue other related area of Physical Education and / or philosophy, such as: Zuin, Pucci, Trevisan, Fensterseifer, Bracht, Vaz, Dalbosco, Betti, Kunz, among others. Also be pointed out that underlie language elements (video and images) in order to talk to the speeches transiting in society, contribute to the trivialization of training / a teacher / a Physical Education and the weakening of the wider formation. Discuss it will, in this respect, the question metaphorically the "Body of Ulysses" to instigate reflection on that body and we have / are. For this, we adopted the literature, discussed and reflected through hermeneutics, trying to analyze also some cultural artifacts produced and reproduced in and by the media.<br>A presente pesquisa se configura pela discussão sobre a formação cultural do/a professor/a de Educação Física no viés da estética, analisada através de alguns elementos constituintes da formação profissional, tais como o esporte, o espetáculo, a cultura de movimento e a reificação do corpo. Entre os referenciais teóricos que norteiam essa investigação, na questão da estética, está a perspectiva de Theodor Adorno, conforme o diagnóstico que apresenta da sociedade, cujas bases estão presentes até hoje. Esse autor busca investigar aspectos da formação, apontando caminhos que podem ser trilhados na execução das vivências profissionais, bem como suas possíveis limitações que se refletem na prática pedagógica. Além de Adorno, dialogam outros afins da área de Educação Física e/ou a Filosofia, tais como: Zuin, Pucci, Trevisan, Fensterseifer, Bracht, Vaz, Dalbosco, Betti, Kunz, entre outros. Também serão apontados elementos que perpassam a linguagem (vídeo e imagens), a fim de dialogar como os discursos que transitam na sociedade, contribuem para a banalização da formação do/a professor/a de Educação Física e para o enfraquecimento da formação mais ampla. Discutir-se-á, nesse aspecto, a questão metaforizada do ―Corpo de Ulisses‖ para instigar a reflexão de e sobre esse corpo que temos/somos. Para isso, foi adotada a pesquisa bibliográfica, discutida e refletida através da hermenêutica, buscando analisar também alguns artefatos culturais produzidos e reproduzidos na e pela mídia.
15
Lumpkins, Logan, and Craig Wassinger. "Effects of Lower Extremity Aerobic Exercise and Conditioned Pain Modulation on Evoked Shoulder Pain." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/434.
Der volle Inhalt der QuelleAnnotation:
Background: Emerging evidence suggests that aerobic exercise and conditioned pain modulation may be advocated in treating patients with musculoskeletal pain. The effects of lower extremity aerobic exercise and conditioned pain modulation on evoked shoulder pain are not known.
Purpose: To determine the acute effects of lower extremity aerobic exercise and conditioned pain modulation on outcomes of evoked shoulder pain from pain pressure threshold measurements.
Study Design: Repeated measures.
Methods: Thirty (30) healthy volunteers were tested over the course of two sessions. Session 1 consisted of collecting pain pressure threshold measurements over the infraspinatus before and immediately following a conditioned pain modulation with cool water. Session 2 consisted of collecting pain pressure threshold measurements over the infraspinatus before and immediately following a bout of lower extremity aerobic exercise on a recumbent stepper apparatus.
Results: Pain pressure threshold was not significantly influenced by the conditioned pain modulation using cool water (p=0.725). Pain pressure threshold was significantly increased immediately following the lower extremity exercise session (P<0.001).
Conclusion: Conditioned pain modulation with cool water did not produce any significant changes in pain pressure threshold. Lower extremity aerobic exercise acutely increased pain pressure threshold in participants with experimentally induced shoulder pain. Physical therapists may consider lower extremity aerobic exercise to produce short-term hypoalgesic effects and facilitate the application of more active interventions.
16
Cameron, Fiona. "Ett värdigt liv i rörelse nära döden : erfarenheter av en rörelsestig på en palliativ vårdavdelning." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för vårdvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-8369.
Der volle Inhalt der QuelleAnnotation:
Bakgrund: Palliativ vård är baserad på en helhetssyn på människan och fokuserar på livskvalitet och värdighet. Patienter i den senare fasen av palliativ vård upplever ofta att kroppens försämringar påverkar deras självbild och självbestämmande. Fysisk aktivitet ger positiva effekter för patienter med avancerad cancer som orkar att träna intensivt, däremot patienter i den sena fasen av palliativ vård behöver mindre fysiskt krävande interventioner. Det saknas forskning angående upplevelser av rörelser och hur dessa kan påverka välbefinnandet för svårt sjuka patienter. Vidare behovs ökad förståelse för hur fysisk aktivitet kan främjas av personal på en specialiserad palliativ vårdavdelning. Syfte: Att beskriva erfarenheterna av en Rörelsestig på en specialiserad palliativ slutenvårdsavdelning. Metod: Studien är en kvalitativ studie med induktiv ansats. En 60 meter lång promenadstig med 4 utspridda övningsstationer skapades på hospiceavdelningen. Data om erfarenheterna av Rörelsestigen samlades in genom kommentarsenkäter för patienter och närstående samt fyra fokusgruppintervjuer med 11 vårdpersonal och en volontär. Inspelade samtal transkriberades och data analyserades med kvalitativ innehållsanalys baserad på Graneheim och Lundman (2004). Analysprocessen pendlade mellan helheten och kodning av texten för att behålla meningen i samtalets kontext. Resultat: En dataanalys av fokusgruppsintervjuerna resulterade i fem underteman. De första två undertemana; ’Ett inspirerande och utmanande verktyg att främja fysisk aktivitet’ samt ’Rörelsestigen innebär gemenskap’ var beskrivande, baserade på deltagarnas personliga erfarenheter och reflektioner. De tre andra undertemana, ’Mål ger dagen mening’, ’Återtar kontroll över sig själv’ och ’Jag är kvar i livet!’ var baserade på material där deltagarna uttryckte sig om vad de uppfattade att patienter och närstående upplevde. Dessa fem underteman samlades under huvudtemat ’Ett värdigt liv i rörelse nära döden.’ Diskussion: Resultaten från fokusgruppintervjuerna visar ett brett spann i upplevelser av Rörelsestigen, relaterade till olika aspekter av att vara en människa i en svår situation. Studien antyder att upplevelse av rörelse kan främja välbefinnande genom att ge stöd till patientens fysiska, psykiska, sociala och existentiella dimensioner både inom den tidiga och den sena fasen av palliativ vård. Rörelsestigen är enkel att sätta upp och introducera samt är flexibel i förhållande till olika typer av avdelningar då den inte kräver någon stor budget eller dyra redskap. Den ger tillgång till rörelseövningar för patienter och därmed de fördelar som rörelse ger. Risken finns dock att upplevd tidsbrist skapar samvetsstress hos vårdpersonalen. Därför behövs tydligt stöd från avdelningsledningen. För vidare utveckling rekommenderas intervjuer med patienter angående deras erfarenheter av Rörelsestigen samt utvärdering av Rörelsestigen på andra palliativa vårdavdelningar i olika delar av landet.<br>Background: Palliative care is based on a holistic view of people and focuses on quality of life and dignity. Patients in the later phase of palliative care often experience changes in the body that affect their self-image and autonomy. Physical activity has showed positive effects in patients with advanced cancer who are able to train intensively, however patients in the later phase of palliative care need interventions that are less physically demanding. Research is lacking regarding experience of movement and how this can affect the wellbeing of seriously ill patients. Further understanding is also required into how healthcare workers can promote physical activity on a specialist palliative care ward. Aim: To describe the experiences of a pathway for movement on a specialist palliative care ward. Method: This is a qualitative study with an inductive approach. Four stations, each with the opportunity to do a different movement were spread out over a pathway of approximately 60 meters on the hospice unit. Data on the experiences of using the pathway was collected through questionnaires for patients and their relatives as well as four focus group interviews with 11 health care workers and one volunteer. The recorded interviews were transcribed and analysed with qualitative content analysis according to Graneheim and Lundman (2004). The analytic process moved back and forth between focusing on the whole text and coding of the text in order to preserve the meaning in the context of the discussion. Results: Five sub themes were identified after data analysis. The two first sub themes; ’An inspiring and challenging tool to facilitate physical activity’ and ’Pathway for movement includes companionship’ were descriptive and based on the participants personal experiences and reflections. The three other sub themes; ’Goals give the day meaning’, ’Take back control over myself’ and ’I am still alive!’ were based on material where participants expressed what they believed patients and relatives experienced. These five sub themes were gathered in the main theme: ’A dignified life through movement close to death’ Discussion: The results reveal a wide range of experiences of the pathway for movement related to different aspects of being a human being in a difficult situation. The study suggests that experiencing movement can promote wellbeing through supporting the patients physical, psychological, social and existential dimensions, both in the early and later phases of palliative care. The pathway for movement is simple to set up and initiate as well as being flexible to different types of ward as it does not need a large budget or expensive equipment. It gives the opportunity to access physical activity and thus its benefits for patients. There is however a risk for increased stress for health care staff due to time constraints and therefore support is needed from management. Interviews with patients regarding their own experiences of the pathway for movement as well as its introduction in other palliative care units is recommended for future development.
17
Szczepanski, Anders. "Handlingsburen kunskap : Lärares uppfattningar om landskapetsom lärandemiljö." Licentiate thesis, Department of Behavioural Sciences and Learning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20548.
Der volle Inhalt der QuelleAnnotation:
<p>This is a licentiate dissertation consisting of a summarizing section and two free-standing but coherent articles, one of which has previously been published in ascientific journal while the other is accepted for publication. The unifying link is the theme of attempting to establish the kernel of outdoor education, as it isunderstood by teachers active in the field. The study depicts with the help of semi-structured interviews the respondents’ conceptions of teaching and outdooreducation. The first article is a <em>survey </em>(accomplished in A - School and B - School) of teachers’ perceptions of learning and teaching outdoors in preschool – (to) thefirst year of the compulsory school. The second article is a study of teachers’ perceptions of the possible special nature of outdoor education after having experiencedan <em>educational intervention</em> in the subject (preschool to first year). Both articles treat the special nature of outdoor education coupled with learning and outdoorteaching in light of the overall research question, what perceptions do teachers have of learning and teaching outdoors? The summarizing section which discusses thetwo articles is divided into five different parts.</p><p>Chapter I comprises a social and environmental analysis and indicates the need for research in the field of outdoor education. Chapter II deals with the aim, issuesand theoretical perspectives of learning which are tied to knowledge through action, ecological readability and bodily learning. A number of restricted examples areselected among theoreticians and representatives of these three perspectives within the reform pedagogy movement, American pragmatism, the environmental studymovement and theories of the phenomenology of the body, the learning body in movement.</p><p>The methodological basis for the analysis of the two articles is phenomenographic and is described in Chapter III. In Chapter IV the possible special nature ofoutdoor education is analysed, noting what stands out as especially prominent in the respondents’ answers and in what way, proceeding from questions such as what isoutdoor education for you, <em>what is the difference between learning outdoors and indoors, and why teach outdoors?</em> Four categories of response can be distinguished: aplace for learning, a way of learning, an object of learning and bodily learning. At the end of Chapter IV the results of both articles are summarised. Finally, Chapter Vcomprises a discussion proceeding from a metacategorisation of all descriptive categories from both articles. The discussion has led to the identification of threethematised perspectives, namely the <em>place perspective, the environment</em> perspective and <em>the body perspective</em>. These perspectives, place, environment and body, arelinked back to the technical frame of reference in Chapter II.</p><p>The result of the two part studies, the survey study in article 1 and the educational intervention in article 2, indicates a multiplicity of varied perceptions of thespecial nature of outdoor education and can thus be said to characterise this as richly diversified. As regards teachers’ notions of the principal reasons for learning andteaching outdoors, the following four aspects are foregrounded:</p><ul><li>the place for learning</li><li>the object of learning</li><li>the way of learning</li><li>bodily learning</li></ul><p>Two main categories were identified in article 2 which are treated in education in the subject after a five-day course (10 half study days), teachers who perceive aspecial nature in outdoor education and teachers who do not. Both main categories crystallised out after the educational intervention was implemented in Byskolan andStadsskolan (the Village School and the Town School), the latter being the reference school. One year after the completion of the educational intervention mostteachers in the Village School associated the special nature of outdoor education with a more <em>authentic, body and sensory experience related, movement intensive</em> and <em>health promoting learning</em> than traditional learning in the classroom.</p><p>Proceeding from a metacategorisation the three above-mentioned thematised perspectives are described in Chapter V. These reflect the identified responsecategories in articles 1 and 2.</p><p>The analysis of the empirical material of the investigation reveals that the special nature of outdoor education from the respondents´ perspective is related to place,to the environment and to the body.</p>
18
Szczepanski, Anders. "Handlingsburen kunskap : Lärares uppfattningar om landskapet som lärandemiljö." Licentiate thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20548.
Der volle Inhalt der QuelleAnnotation:
This is a licentiate dissertation consisting of a summarizing section and two free-standing but coherent articles, one of which has previously been published in ascientific journal while the other is accepted for publication. The unifying link is the theme of attempting to establish the kernel of outdoor education, as it isunderstood by teachers active in the field. The study depicts with the help of semi-structured interviews the respondents’ conceptions of teaching and outdooreducation. The first article is a survey (accomplished in A - School and B - School) of teachers’ perceptions of learning and teaching outdoors in preschool – (to) thefirst year of the compulsory school. The second article is a study of teachers’ perceptions of the possible special nature of outdoor education after having experiencedan educational intervention in the subject (preschool to first year). Both articles treat the special nature of outdoor education coupled with learning and outdoorteaching in light of the overall research question, what perceptions do teachers have of learning and teaching outdoors? The summarizing section which discusses thetwo articles is divided into five different parts. Chapter I comprises a social and environmental analysis and indicates the need for research in the field of outdoor education. Chapter II deals with the aim, issuesand theoretical perspectives of learning which are tied to knowledge through action, ecological readability and bodily learning. A number of restricted examples areselected among theoreticians and representatives of these three perspectives within the reform pedagogy movement, American pragmatism, the environmental studymovement and theories of the phenomenology of the body, the learning body in movement. The methodological basis for the analysis of the two articles is phenomenographic and is described in Chapter III. In Chapter IV the possible special nature ofoutdoor education is analysed, noting what stands out as especially prominent in the respondents’ answers and in what way, proceeding from questions such as what isoutdoor education for you, what is the difference between learning outdoors and indoors, and why teach outdoors? Four categories of response can be distinguished: aplace for learning, a way of learning, an object of learning and bodily learning. At the end of Chapter IV the results of both articles are summarised. Finally, Chapter Vcomprises a discussion proceeding from a metacategorisation of all descriptive categories from both articles. The discussion has led to the identification of threethematised perspectives, namely the place perspective, the environment perspective and the body perspective. These perspectives, place, environment and body, arelinked back to the technical frame of reference in Chapter II. The result of the two part studies, the survey study in article 1 and the educational intervention in article 2, indicates a multiplicity of varied perceptions of thespecial nature of outdoor education and can thus be said to characterise this as richly diversified. As regards teachers’ notions of the principal reasons for learning andteaching outdoors, the following four aspects are foregrounded: the place for learning the object of learning the way of learning bodily learning Two main categories were identified in article 2 which are treated in education in the subject after a five-day course (10 half study days), teachers who perceive aspecial nature in outdoor education and teachers who do not. Both main categories crystallised out after the educational intervention was implemented in Byskolan andStadsskolan (the Village School and the Town School), the latter being the reference school. One year after the completion of the educational intervention mostteachers in the Village School associated the special nature of outdoor education with a more authentic, body and sensory experience related, movement intensive and health promoting learning than traditional learning in the classroom. Proceeding from a metacategorisation the three above-mentioned thematised perspectives are described in Chapter V. These reflect the identified responsecategories in articles 1 and 2. The analysis of the empirical material of the investigation reveals that the special nature of outdoor education from the respondents´ perspective is related to place,to the environment and to the body.<br><p>Serienumret är felaktigt i avhandlingen och skall vara 251.</p>
19
Oliveira, Clara Lima de. "Cultura corporal e desenvolvimento do pensamento teórico no quarto ciclo de escolarização (1º ao 3º anos do Ensino Médio) da abordagem crítico-superadora." Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/22046.
Der volle Inhalt der QuelleAnnotation:
Submitted by CLARA OLIVEIRA (coliveira.ef@gmail.com) on 2017-04-19T21:09:35Z
No. of bitstreams: 1
Dissertação_CLARA LIMA DE OLIVEIRA.pdf: 528628 bytes, checksum: aa7d1df23b32034f1ce9f82190a5c2a7 (MD5)<br>Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-04-20T19:47:00Z (GMT) No. of bitstreams: 1
Dissertação_CLARA LIMA DE OLIVEIRA.pdf: 528628 bytes, checksum: aa7d1df23b32034f1ce9f82190a5c2a7 (MD5)<br>Made available in DSpace on 2017-04-20T19:47:00Z (GMT). No. of bitstreams: 1
Dissertação_CLARA LIMA DE OLIVEIRA.pdf: 528628 bytes, checksum: aa7d1df23b32034f1ce9f82190a5c2a7 (MD5)<br>CNPq<br>A educação física, como área do conhecimento que trata da cultura corporal, tem papel importante no desenvolvimento do pensamento teórico dos indivíduos. Nos anos finais da educação básica (1º ao 3º anos do ensino médio) vemos a retirada progressiva desta enquanto componente curricular obrigatório. Com a contrarreforma do ensino médio, este processo se acelerou, condenando a juventude ao esvaziamento e rebaixamento da sua formação. Diante desta problemática, este estudo tem por objetivo responder à seguinte questão: quais são as contribuições da Pedagogia histórico-crítica e da Psicologia histórico-cultural para o trato com o conhecimento da cultura corporal no quarto ciclo de escolarização da abordagem crítico-superadora? Para responder a esta questão, traçamos os seguintes objetivos: Geral - compreender quais são os fundamentos pedagógicos e psicológicos necessários para o trato com o conhecimento da cultura corporal no quarto ciclo de escolarização (1º ao 3º anos do ensino médio) rumo à superação dos pseudoconceitos, tal como formulado pela abordagem crítico-superadora; Específicos: 1) explicar o lugar da educação física no ensino médio frente a disputa de projetos antagônicos de educação; 2) explicar o lugar da cultura corporal no desenvolvimento do pensamento teórico, a partir da Pedagogia histórico-crítica enquanto fundamento para a Psicologia histórico-cultural e a Psicologia histórico-cultural enquanto fundamento para a Pedagogia histórico-crítica; e 3) apontar e explicar quais são os fundamentos pedagógicos e psicológicos necessários no trato com o conhecimento no quarto ciclo de escolarização. Este estudo foi desenvolvido a partir de uma pesquisa bibliográfica e sob os pilares do materialismo histórico dialético e do método de exposição construído por Enguita (1993). Deste percurso concluímos que é necessário tratar o conhecimento da cultura corporal a partir de fundamentos pedagógicos e psicológicos sustentados nas concepções histórico-cultural de desenvolvimento, de adolescência, referenciados no projeto histórico comunista que permitam ao professor, através do trabalho educativo, estabelecer relações singulares, particulares e universal da cultura corporal enquanto produção humana com os seus conteúdos de ensino, permitindo aos adolescentes superar a contradição entre homem e trabalho rumo ao desenvolvimento do pensamento teórico.<br>ABSTRACT The physical education, as an area of knowledge dealing with body culture, plays an important role in the development of individuals' theoretical thinking. In the final years of basic education (1st to 3rd year of high school) we see the progressive withdrawal of this as a compulsory curricular component. With the counterreformation of high school, this process accelerated, condemning the youth to the emptying and relegation of their formation. Faced with this problem, this study aims to answer the following question: What are the contributions of historical-critical Pedagogy and historical-cultural Psychology for dealing with the knowledge of body culture in the fourth cycle of schooling of the critical-overcoming approach? To answer this question, we outline the following objectives: General - to understand the pedagogical and psychological fundamentals necessary to deal with the knowledge of body culture in the fourth cycle of schooling (1st to 3rd year of high school) towards overcoming pseudo-concepts, as formulated by the critical-overcoming approach; Specific: 1) explain the place of physical education in high school facing the dispute of opposing education projects; 2) to explain the place of body culture in the development of theoretical thinking, starting from historical-critical pedagogy as a foundation for historical-cultural psychology and historical-cultural psychology as a foundation for historical-critical pedagogy, and 3) to point out and explain the pedagogical and psychological foundations needed to deal with knowledge in the fourth cycle of schooling. This study was developed from a bibliographical research and under the pillars of dialectical historical materialism and the exposure method constructed by Enguita (1993). From this trajectory we conclude that it is necessary to treat the knowledge of the body culture from pedagogical and psychological foundations sustained in the historical-cultural conceptions of development, of adolescence, referenced in the communist historical project that allow the teacher through the educational work to establish singular, Individual and universal body culture as human production with its teaching content, allowing adolescents to overcome the contradiction between man and work towards the development of theoretical thinking.
20
Amburn, Everett Jackson. "Difference in Quality of Life Between Group and Individual Exercise in a Faith-Based Sample." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3258.
Der volle Inhalt der QuelleAnnotation:
There is limited data on the quality of life of individuals who exercise in a group versus individuals who exercise alone. The purpose of this study was to determine if there is a difference in the quality life between adults who attend an exercise class and those who exercise alone. Using the WHOQOL-BREF, 27 adult females were surveyed in Central California at two Church of Latter Day Saints locations. Ten females were enrolled in a group exercise class while 17 were individual exercisers. The data was analyzed using a t-test for independent samples to determine if there is a significant difference in scores.
There was not a significant difference in overall quality of life, environmental domain, and physical domain, but there was a significant difference in the psychological and social domains. Further research is recommended and benefits are detailed.
21
Smith-Forbes, Enrique V. "EXPLORATION OF FACTORS ASSOCIATED WITH PATIENT ADHERENCE IN UPPER EXTREMITY REHABILITATION: A MIXED-METHODS EMBEDDED DESIGN." UKnowledge, 2015. http://uknowledge.uky.edu/rehabsci_etds/27.
Der volle Inhalt der QuelleAnnotation:
Adherence is considered a prerequisite for the success of exercise programs for musculoskeletal disorders. The negative effects of non-adherence to exercise recommendations impact the cost of care, and also treatment effectiveness, treatment duration, the therapeutic relationship, waiting times, the efficiency of personnel and use of equipment. Adherence to therapeutic exercise intervention is a multifaceted problem.
The World Health Organization (WHO) established the multidimensional adherence model (MAM). The MAM describes five interactive dimensions (socioeconomic, healthcare team and system, condition-related, therapy-related, and patient-related factors) that have an effect on patient adherence.
The first purpose of this dissertation was to explore the MAM dimension of condition-related factors to determine the Quick Disabilities of the Arm Shoulder and Hand (QDASH) minimal clinical important difference (MCID) for three distal upper extremity conditions. The second purpose was to explore the MAM dimension of personal factors to learn from individuals who expressed incongruence between their QDASH and GROC scores; how they described their perceived change in therapy. The third purpose was to explore the MAM dimension of therapy-related factors to examine the effect of patient-therapist collaborative goal setting on patient adherence to treatment and QDASH outcomes.
Results demonstrated in the first study that diagnosis specific MCID’s differed from the global MCID using multiple diagnoses. In the second study results demonstrated that patients expect to have a dedicated therapist who they can trust to work collaboratively with them to establish goals and spend time with them to achieve these goals. In the third study, our first hypothesis was not supported for all three measures of adherence. The median for home exercise program diary adherence was found to trend towards significance by 8.7 percent favoring the experimental group Mann-Whitney U (p < .100). Our second hypothesis was not supported. The experimental group receiving collaborative goal setting intervention had similar QDASH mean change scores 45.9±27.6 compared to the control group 46.1±23.8, Mann-Whitney U (p < .859).
22
Lundvall, Suzanne, and Jane Meckbach. "Ett ämne i rörelse : gymnastik för kvinnor och män i lärarutbildningen vid Gymnastiska centralinstitutet/Gymnastik- och idrottshögskolan under åren 1944 till 1992." Doctoral thesis, Stockholms universitet, Institutionen för samhälle, kultur och lärande (SKL), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104109.
Der volle Inhalt der QuelleAnnotation:
For almost 200 years the University College of Physical Education and Sports in Stockholm (former Royal Central Institute of Gymnastics; GCI later GIH; Stockholm College of Physical Education and Sports) has been educating PE teachers - and still does. In the very beginning and throughout the first 100 years, gymnastics was a major part of the studies at the institute, and also in ordinary schools. Early gymnastics were invented by Per Henrik Ling, the father of the Swedish Ling gymnastics, and later developed by his son, Hjalmar Ling. The part of the Ling system called pedagogical gymnastics, consisted of “daily gymnastic training exercises”, which showed how gymnastics should be taught and performed. The aim of this thesis is to follow and describe gymnastics as a subject and its development at the PE teacher-training programme at GCI/GIH. Special attention is placed on the movement part without apparatus (the floor exercise) for male and female students. The time period studied is 1944 to 1992. The thesis consists of two separate empirical studies, with a shared interview study of 12 former teacher educators participating in both studies. Besides the above-mentioned interviews, the methods used are document analyses and visual analyses. Triangulation is used in order to follow the changes of the subject’s content, figuration and representation. The first empirical study investigates the institution of gymnastics’- collective memory, its content and legitimacy. This is done by looking at what time was allotted to the subject in relation to other subjects, and also which concepts were used in relation to floor exercise. The interviews deal with the objectives of the subject and what kind of influences the former teacher educators came in contact with. From a semiotic approach, the second study deals with visual analyses of film sequences, with floor exercises performed by male and female students. (See enclosed CD). The film material comes from the Institute’s events. The content and composition of the film sequences are analysed, and the representation of the movements is interpreted by semiotic discourse analyses. The interview study deals with the former teacher educators’ pedagogical view of the formation of the gymnastics. The results show that in 1944 the subject gymnastics took approximately 40% of the total study time. In 1992 the time allocated for gymnastics has been reduced to approximately 9%. From the 1940s to the 1970s, two separate gymnastics discourses existed, one male and one female, expressed in the movement content and in the figuration of movements. The male discourse was maintained almost intact, without any changes. The female discourse, on the other hand, was continually changed and developed over the actual period of time, strongly influenced by rhythmic and dance. When coeducation was implemented in the late 1970s, a new culture of body movements was developed – which was unisex. Between 1949 and1970 in the film material, the masculine discourse was represented by the body image of a systematically trained and disciplined body, executing corrective gymnastics exercises, according to an instrumental way of looking at physical training. The smooth, healthy looking young body image of a woman, executing rhythmical aesthetical gymnastics, according to existing values, characterised the feminine discourse. There seems to have been aesthetics fostering rationality that ruled the female gymnastics. In 1985 the representation of the body image changed, and focus on the performance of the movements disappeared. The objectives of the subject have changed from the collective, corrective and/or aesthetical form of gymnastics to a gymnastic discourse where the attention of simplifying the movements, the individual and the social climate in the group are central. Finally, the findings show that four factors have influenced the changes and development of the subject and the teacher-training programme. Firstly, changes in society in terms of equality, gender roles and a changed role of the PE teacher. Secondly, the impact of the sport discourse outweighed the status of the gymnastics discourse and its legitimacy. The cultivating values, in terms of the aesthetical schooling for the female students, disappeared. Thirdly, the striving for research-related instructions in the teachertraining programme, (urged by the state from 1977) affected both time allotments for gymnastics and sports and the relation between theoretical and practical courses. Finally, over the years, the subject gymnastics has been strongly influenced by different scientific discourses: first the medical discourse, followed by the physiological discourse and from the1980s and on, by the social scientific (pedagogical) discourse.
23
Sá, Ivo Ribeiro de. "O professor do primeiro ano do Ensino Fundamental e suas representações sociais sobre o movimento corporal." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16173.
Der volle Inhalt der QuelleAnnotation:
Made available in DSpace on 2016-04-28T20:56:51Z (GMT). No. of bitstreams: 1
Ivo Ribeiro de Sa.pdf: 3296364 bytes, checksum: e312d1f0b07ec649f1a40a22f17dd590 (MD5)
Previous issue date: 2015-03-20<br>The present paper aimed to present the analysis of social representations of Elementary School first grade teachers on body movement. When considering the scenario of political changes that expands the Elementary School to nine years and the identification of these social representations, it is possible to indicate whether the contents for the body and movement will be part or not of the school curriculum for six-year-old children, since the motor stimulation is crucial for child development and reflects the acquisition of motor skills in adulthood. In this sense, it was necessary to identify the influences of official documents in the constitution of social representations of the teacher on the body and movement. Therefore, it was chosen as the research field the city of Sao Bernardo do Campo, involving 8 school units and 31 Elementary School first grade teachers. Methodologically, it was decided to carry out this qualitative study in five phases. In the first one, official documents were analyzed from three subjects: child, movement and body. In the second one, a matrix was established to guide the construction and application of the interview script. In the third one, the material was prepared for data processing by the software ALCESTE. In the fourth one, categories of analysis generated from the relationship among the classes defined by ALCESTE were created. In the fifth one, the results found in the first and fourth phase were analyzed (MOSCOVICI, 1978, 2011) establishing relationships among them. The results revealed that the attitude of teachers regarding the body movement is to promote recreational moments and let the child free to play, that is, there is the recognition of recreational purposes, but without setting specific goals. They justify this position due to lack of preparation to work with the content related to the child's body and movement and assign this function to the specialist teacher and the lack of school infrastructure. Thus, they emphasize literacy in the first grade of Elementary School and minimize the time to develop the knowledge about body and movement. With the expansion of Elementary School to nine years, its pedagogical practices have suffered few changes. The only change mentioned was the increased time for children to play. However, despite the recognition that playfulness in the teaching process is a right of the child, they have proven resistant to apply such educational practices due to requirements of the school for literacy. They believe that the body movement can serve as a tool for learning reading, writing, mathematics etc., exerting an auxiliary role in the educational process. This creates a polarization between the moments of play and the ones intended for writing and reading instruction. Thus, from the observation of social representations, it is possible to say that a fragmentary view of human formation still remains among the teachers, leading to the conclusion that the idea of integral formation in the official documents is far from being achieved<br>O presente estudo teve como objetivo a análise das representações sociais de professores do primeiro ano do ensino fundamental sobre o movimento corporal. Ao considerar o cenário das mudanças políticas que ampliam o ensino fundamental para nove anos e a identificação destas representações sociais, é possível indicar se os conteúdos relativos ao corpo e movimento farão parte ou não, do currículo escolar para as crianças de seis anos de idade, uma vez que a estimulação motora é crucial para o desenvolvimento infantil e reflete na aquisição de habilidades motoras na fase adulta. Neste sentido, se fez necessário identificar as influências dos documentos oficiais na constituição das representações sociais do professor sobre o corpo e movimento. Para tanto, foi escolhido como campo da pesquisa o município de São Bernardo do Campo, envolvendo 8 unidades escolares e 31 professores do primeiro ano do ensino fundamental. Metodologicamente, optou-se pela realização deste estudo qualitativo em cinco fases. Na primeira foram analisados os documentos oficiais a partir de três temas: criança, movimento e corpo. Na segunda constitui-se uma matriz para orientar a construção e a aplicação do roteiro de entrevista. Na terceira preparou-se o material para processamento dos dados pelo software ALCESTE. Na quarta foram criadas e discutidas as categorias de análise geradas a partir da relação entre as classes definidas pelo ALCESTE. Na quinta foram analisados os resultados (MOSCOVICI, 1978, 2011) encontrados na primeira e na quarta fase estabelecendo relações entre elas. Os resultados revelaram que a atitude dos professores com relação ao movimento corporal é de promover momentos recreativos e deixar a criança livre para brincar, ou seja, há o reconhecimento das finalidades lúdicas, mas sem o estabelecimento de objetivos específicos. Eles justificam esta postura devido a falta de preparo para trabalhar com os conteúdos relacionados ao corpo e movimento da criança e atribuem esta função ao professor especialista e a falta de infraestrutura escolar. Com isto enfatizam a alfabetização no primeiro ano do ensino fundamental e minimizam o tempo para desenvolver os conhecimentos sobre o corpo e o movimento. Com a ampliação do ensino fundamental para nove anos suas práticas pedagógicas sofreram poucas alterações, a única mudança apontada foi o aumento do tempo para que as crianças possam brincar. Mas, apesar do reconhecimento de que a ludicidade no processo de ensino é um direito da criança, eles se mostram resistentes a aplicação de tais práticas educativas, devido as exigências da escola em relação a alfabetização. Acreditam que o movimento corporal pode servir como instrumento para o aprendizado da leitura, da escrita, da matemática etc., exercendo uma função auxiliar no processo educacional. Isto cria uma polarização entre os momentos de brincadeira e os que são destinados ao ensino da escrita e da leitura. Assim, a partir da observação das representações sociais é possível dizer que ainda permanece entre os professores uma visão fragmentária de formação humana, levando a conclusão de que a ideia de formação integral presente nos documentos oficiais está longe de ser alcançada
24
Silva, Emerson Almeida Silva e. "A consciência corporal que antecede a cena: aspectos anatômicos e cinesiológicos das ações físicas na preparação do ator." Escola de Teatro, 2015. http://repositorio.ufba.br/ri/handle/ri/27069.
Der volle Inhalt der QuelleAnnotation:
Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-08-24T16:53:55Z
No. of bitstreams: 1
Dissertação Emerson Almeida PPGAC 2015.pdf: 10306725 bytes, checksum: 2f3f53af78606022beae5445c26d2ae7 (MD5)<br>Approved for entry into archive by Marly Santos (marly@ufba.br) on 2018-08-24T18:24:03Z (GMT) No. of bitstreams: 1
Dissertação Emerson Almeida PPGAC 2015.pdf: 10306725 bytes, checksum: 2f3f53af78606022beae5445c26d2ae7 (MD5)<br>Made available in DSpace on 2018-08-24T18:24:03Z (GMT). No. of bitstreams: 1
Dissertação Emerson Almeida PPGAC 2015.pdf: 10306725 bytes, checksum: 2f3f53af78606022beae5445c26d2ae7 (MD5)<br>Esta dissertação tem por objetivo analisar e apresentar possibilidades que facilitem a
consciência corporal do ator para o desempenho da cena, apoiando-se nos conceitos da anatomia e da cinesiologia. Parte-se do pressuposto de que o ator, ao conhecer a sua estrutura orgânica, estimula a sua percepção corporal e a consciência dos movimentos necessários à criação do papel. No campo das Artes Cênicas a pesquisa se apóia na ideia de proporcionar o treinamento do ator por meio de técnicas corporais que o levem a ampliar o conhecimento de si próprio para atingir prontidão necessária à encenação e tem como eixo o trabalho das ações físicas e como referências o Método das Ações Físicas de Stanislávski, o Teatro Laboratório de Grotowski e a Antropologia Teatral de Barba. Além das referências e cruzamentos teóricos
a pesquisa é caracterizada como estudo de caso com enfoque descritivo, de abordagem
qualitativa, uma vez que discute e questiona, por meio de relatos de atores e experiências
práticas realizadas em salas de ensaio, se a inserção de conteúdo relativo ao construto
orgânico do ser humano no contexto da preparação corporal, sob o ponto de vista da anatomia e da cinesiologia, com o suporte do Pilates e da Reeducação Postural Global (RPG), pode propiciar o ator a acessar a consciência corporal no intuito de facilitar o processo de composição das ações físicas na construção de um papel.<br>This thesis aims to analyze and present possibilities to facilitate body awareness actor for the performance of the scene, leaning on the concepts of anatomy and kinesiology. It starts from the assumption that the actor, to know its structure, stimulates your body perception and awareness of movements needed to create the role. In the Performing Arts field the research is
based on the idea of providing the actor's training through body techniques that lead to
increase the knowledge of himself to achieve readiness needed for staging and its axis is the work of physical actions referenced by Method of Physical Actions of Stanislavsky,
Grotowski Laboratory Theatre and the Theatrical Anthropology Barba. Beyond references and theorists cross the search, characterized as a case study with a descriptive and qualitative approach, discusses and questions, through reports of actors and practical experiments carried
out in rehearsal rooms, if the inclusion of content related to organic construct the human body in the context of preparation, from the point of view of anatomy and kinesiology, with the support of Pilates and Global Postural Reeducation (RPG), may provide the actor to access the body awareness in order to facilitate the composition process of physical actions over the development of a scenario.
25
Taveira, Ricardo Alves. "O movimento na educa??o infantil: concep??es de pedagogos e professores de Educa??o F?sica sobre a cultura corporal de movimento e suas manifesta??es." Pontif?cia Universidade Cat?lica de Campinas, 2015. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/865.
Der volle Inhalt der QuelleAnnotation:
Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T13:06:20Z
No. of bitstreams: 1
Ricardo Alves Taveira.pdf: 1151021 bytes, checksum: c5d09ee17fb521dd9ae01f24204b8fd0 (MD5)<br>Made available in DSpace on 2016-05-10T13:06:20Z (GMT). No. of bitstreams: 1
Ricardo Alves Taveira.pdf: 1151021 bytes, checksum: c5d09ee17fb521dd9ae01f24204b8fd0 (MD5)
Previous issue date: 2015-12-17<br>This work addresses the initial training of Educators teachers and physical education teachers, with an emphasis on children movement body culture of early childhood education, aged between three and five years what the design on this body manifestation that such teachers They have and how they work with their students. It is a qualitative research, based on the cultural-historical theory of Vygotsky and authors linked to the culture of body movement and training of teachers (Children's Education and Physical Education). Used as instruments to build the empirical material research, participant observation and semi-structured interviews in two schools that have early childhood education in the city Espirito Santo do Pinhal/ SP. The choice of body culture movement is justified by the understanding that human movement is not restricted to a mechanical and insulation displacement, but in a form of body language we express and embed feelings, emotions, cultural influences, among others, contributing to overall development of children. The analysis of the material found in search field understand the investigated problems, which refers to the understanding of human movement as a necessary element and a member of the educational practice in early childhood education as a component that is linked in a timely manner in the relationship between teachers working in this cycle and the relationship between the students themselves, considering the historical and social context and promoting the use of the different aspects that interfere in Early Childhood Education (social, emotional, motor, cognitive) and also contributing in the areas of teacher training . These results indicate the need to structure the interdisciplinary work in this school stage in understanding the meanings that the body carries as a living collection of historical, social, cultural factors contributing to the development of children and the preparation of these professionals from their initial training.<br>Este trabalho aborda a forma??o inicial dos professores Pedagogos e dos professores de Educa??o F?sica, com ?nfase na cultura corporal de movimento de crian?as da Educa??o Infantil, com idades entre tr?s e cinco anos, ou seja, qual a concep??o sobre essa manifesta??o corporal que tais professores possuem e como trabalham com seus alunos. ? uma pesquisa qualitativa, fundamentada na teoria hist?rico-cultural de Vygotsky e em autores ligados ? cultura corporal de movimento e ? forma??o de professores (Educa??o Infantil e Educa??o F?sica). Utilizamos como procedimentos metodol?gicos para constru??o do material emp?rico da pesquisa, a observa??o participante e a entrevista semiestruturada em duas escolas que possuem a Educa??o Infantil na cidade Esp?rito Santo do Pinhal/ SP. A escolha pela cultura corporal de movimento se justifica pelo entendimento de que o movimento humano n?o se restringe apenas a um deslocamento mec?nico e isolado, mas numa forma de linguagem corporal em que expressamos e embutimos sentimentos, emo??es, influ?ncias culturais, dentre outros, contribuindo ao desenvolvimento global das crian?as. A an?lise do material encontrado em campo busca compreender a problem?tica investigada, que se refere ? compreens?o do movimento humano enquanto elemento imprescind?vel e integrante da pr?tica educativa na Educa??o Infantil, como um componente que se articula de forma pontual na rela??o entre os professores que atuam nesse ciclo, al?m das rela??es entre os pr?prios alunos, considerando-se o contexto hist?rico-social e favorecendo o aproveitamento dos diferentes aspectos que interferem na Educa??o Infantil (social, afetivo, motor, cognitivo) e, ainda, contribuindo nas ?reas de forma??o de professores. Os resultados desta pesquisa indicam a necessidade de se estruturar o trabalho interdisciplinar nesta etapa escolar, no entendimento dos significados que o corpo traz consigo, enquanto um acervo vivo de fatores hist?ricos, sociais, culturais, contribuindo com o desenvolvimento das crian?as e o preparo desses profissionais, desde suas forma??es iniciais.
26
Roulet, Christophe. "Etude et réalisation de systèmes de mesures et de traitements de l'activité oculo-motrice et gestuelle chez l'homme : application à l'activité physique et sportive et à l'ergonomie." Grenoble 1, 1987. http://www.theses.fr/1987GRE10175.
Der volle Inhalt der Quelle
27
Debonne, Pascal. "Contribution à l'informatisation de l'analyse dynamomètrique du geste sportif." Poitiers, 1988. http://www.theses.fr/1988POIT2352.
Der volle Inhalt der Quelle
28
Fdili, Alaoui Sarah. "Analyse du geste dansé et retours visuels par modèles physiques : apport des qualités de mouvement à l'interaction avec le corps entier." Phd thesis, Université Paris Sud - Paris XI, 2012. http://tel.archives-ouvertes.fr/tel-00805519.
Der volle Inhalt der QuelleAnnotation:
La présente thèse a pour but d'approfondir l'étude du geste dans le cadre de l'interaction Homme Machine. Il s'agit de créer de nouveaux paradigmes d'interaction qui offrent à l'utilisateur de plus amples possibilités d'expression basées sur le geste. Un des vecteurs d'expression du geste, très rarement traité en Interaction Homme Machine, qui lui confère sa coloration et son aspect, est ce que les théoriciens et praticiens de la danse appellent " les qualités de mouvement ". Nous mettons à profit des collaborations avec le domaine de la danse pour étudier la notion de qualités de mouvement et l'intégrer à des paradigmes d'interaction gestuelle. Notre travail analyse les apports de l'intégration des qualités de mouvement comme modalité d'interaction, fournit les outils propices à l'élaboration de cette intégration (en termes de méthodes d'analyse, de visualisation et de contrôle gestuel), en développe et évalue certaines techniques d'interaction.Les contributions de la thèse se situent d'abord dans la formalisation de la notion de qualités de mouvement et l'évaluation de son intégration dans un dispositif interactif en termes d'expérience utilisateur. Sur le plan de la visualisation des qualités de mouvement, les travaux menés pendant la thèse ont permis de démontrer que les modèles physiques masses-ressorts offrent de grandes possibilités de simulation de comportements dynamiques et de contrôle en temps réel. Sur le plan de l'analyse, la thèse a permis de développer des approches novatrices de reconnaissance automatique des qualités de mouvement de l'utilisateur. Enfin, à partir des approches d'analyse et de visualisation des qualités de mouvement, la thèse a donné lieu à l'implémentation d'un ensemble de techniques d'interaction. Elle a appliqué et évalué ses techniques dans le contexte de la pédagogie de la danse et de la performance.
29
Daly-Smith, Andrew, J. L. Morris, M. Hobbs, and J. McKenna. "Commentary on a recent article on the effects of the 'Daily Mile' on physical activity, fitness and body composition: addressing key limitations." 2019. http://hdl.handle.net/10454/18074.
Der volle Inhalt der QuelleAnnotation:
Yes<br>A recent pilot study by Chesham et al. in BMC Medicine established some initial effects of the Daily Mile™ using a quasi-experimental repeated measures design, with valid and reliable outcome assessments for moderate-to-vigorous physical activity, fitness and body composition. Their contribution is important and welcome, yet, alone, it is insufficient to justify the recent UK-wide adoption of the Daily Mile within the Childhood Obesity Plan. The study concluded that the Daily Mile had positive effects on moderate-to-vigorous physical activity, fitness and body composition, suggesting that intervention effectiveness was confirmed. However, only some of the significant limitations of the work were addressed. Herein, we identify and discuss six key limitations, which, combined, suggest a more tentative conclusion. In summary, evidence supporting the effectiveness of the Daily Mile is in its infancy and requires refinement to fully justify its widespread adoption. Further, we need to be cautious considering that the full range of its impacts, both positive and negative, remain to be fully established.
30
Shen, Meng-Hsuan, and 沈孟萱. "An Action Research of Implementing Somatic Movement Education in Teaching Physical Education for Vocational Senior High School －Improvements of Flexibility and Body Awareness as Examples." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/qp6xmj.
Der volle Inhalt der QuelleAnnotation:
碩士<br>國立臺東大學<br>身心整合與運動休閒產業學系<br>104<br>This research developed a series of courses based on Somatic Movement Education philosophy. Through the course design and classroom observations, this study explored the influence of incorporating somatic movement education into the teaching in physical education for vocational senior high school on the improvements of flexibility and body awareness. In addition, this study promoted the self- development and reflection of the investigator in the practical teaching by the self-observation of the research process.
This research had chosen 52 students in the affiliated vocational senior high school of National Taitung Junior College as research objects. The students were given a series of Somatic Movement Education courses two hours per week for a period of ten weeks (a total of 20 hours). This study adopted action research method to explore the acceptability and the responses to the courses. The collected data included teacher’s diary, observer’s notes and students’ diary. Meanwhile, the courses were being modified according to these collected data. Several body flexibility tests, which included Seated Forward Bend, Seated Twist, Standing Forward Bend, Standing Side Bend and Range of Motion of hip joint, were conducted both before and after whole courses. The improvement of the students’ flexibility was evaluated by the descriptive statistics and dependent T-tests analyses.
The key results of this research included:
(1) the students’ preference degree to the Somatic Movement Education courses to 72% and up to 72.75% students considered the courses as being easy, indicating that the Somatic Movement Education courses with appropriate teaching activities design could be applicable to the teaching in the vocational senior high school and worth to be promoted;
(2) the Somatic Movement Education courses enhanced the students’ body awareness in the aspects of “physical massage”, “breathing relaxation” and body use”;
(3) the flexibility test results show that, after receiving the 10-week Somatic Movement Education courses, the students gained significant improvement in every flexibility test item except for the Standing Side Bend
(4) through the reflection of the active research, the investigator made much progress in design and execution of teaching activities, teaching skills, modifications of teaching attitudes and capture of students’ learning behaviors.
31
NOVOTNÁ, Štěpánka. "Úroveň pohybové aktivity u studentů středních škol a jejich rodičů na SŠO Husova, České Budějovice." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-251660.
Der volle Inhalt der QuelleAnnotation:
The presented work seeks to determine the level of physical activity among secondary school students in the nation-wide research of the active lifestyle and fitness of Czech youth. The research is primarily focused on the relationship between physical fitness defined on the basis of test kits health-related fitness of children and youth INDARES and BMI, body fat at adolescents. To collect data for the research was used a standardized questionnaire IPEN, monitoring the number of steps using pedometers Yamax Digiwalker SW-700 and health-related fitness testing using the test kits INDARES. The research was conducted in December 2014 and May 2015. Data were obtained from 55 secondary school students aged 16-18 in the České Budějovice. The results of the survey revealed that the average value of the respondents BMI and body fat is normal health-related fitness. Research has shown that the amount of body fat (r = 0.5200, p = 0.000) has a greater effect on the test aerobic fitness than BMI (r = 0.2569, p = 0.000). Physical inactivity brings health risks and just that should be the impetus for a change of lifestyle.
32
De, Kock Maria Magdalena. "Opvoedkundige kinesiologie as psigoterapeutiese benadering vir opvoedkundige sielkundiges in die bereiking van emosionele welsyn." Diss., 1999. http://hdl.handle.net/10500/17965.
Der volle Inhalt der QuelleAnnotation:
Die doel van hierdie ondersoek was om vas te stel of Opvoedkundige Kinesiologie deur die
Opvoedkundige Sielkundige gebruik sou kan word as 'n psigoterapeutiese benadering ten einde
emosionele welsyn te verhoog. Volgens Edu-K is die brein-liggaam sisteem onlosmaak:lik verbind en
emosionele blokkerings is nie slegs in die denke en intellek van die mens gelee nie, maar ook op
sellulere vlak vasgele.
Navorsing aan die hand van die idiografiese benadering is gedoen. Vyf proe:tpersone, wat aangemeld
is met emosionele probleme, het elkeen 'n reeks Edu-K balanserings ontvang volgens individuele
behoeftes. Die doel daarvan was om te bepaal ofEdu-K balanserings sou lei tot verhoogde welsyn.
Na die reeks balanserings is daar beduidende positiewe veranderinge waargeneem ten opsigte van
emosionele probleme, sowel as verbeteringe in ak.ademiese prestasie. Daar is ook algemene
prak.tiese riglyne gegee vir ouers, onderwysers en Opvoedkundige Sielkundiges.<br>The aim of this investigation was to ascertain whether Educational Kinesiology could be applied by
the Educational Psychologist as a psychotherapeutic tool in order to enhance emotional wellbeing.
According to Edu-K the mind-body system is inseperably one: emotional blocks are not only situated
in the mind and intellect of a person, but are recorded on cellular level as well.
Research was done by way of an idiographic approach. Five subjects with emotional problems
received a series of balances according to their individual needs. The aim was to ascertain whether
Edu-K balances could enhance emotional wellbeing. A significant positive improvement in emotional
problems as well as in academic performance were noted. General guidelines for parents, teachers
and Educational psychologists are also given.<br>Psychology of Education<br>M. Ed. (Voorligting)
33
Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Der volle Inhalt der QuelleAnnotation:
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.