Journal articles: 'Activity programs in education'

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Chapman-Novakofski, Karen. "Physical Activity and Nutrition Education Programs." Journal of Nutrition Education and Behavior 50, no. 10 (November 2018): 958. http://dx.doi.org/10.1016/j.jneb.2018.09.011.

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Allar, Ishonté, Jun-Hyung Baek, and Andrea Taliaferro. "Addressing Inclusion in Higher Education Physical Activity Programs." Journal of Physical Education, Recreation & Dance 85, no. 9 (October 27, 2014): 36–41. http://dx.doi.org/10.1080/07303084.2014.958254.

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McGing, Eileen. "Aerobic Activity—Do Physical Education Programs Provide Enough?" Journal of Physical Education, Recreation & Dance 60, no. 9 (December 1989): 43–48. http://dx.doi.org/10.1080/07303084.1989.10609810.

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Zhang, Xiaoxia, Xiangli Gu, Tao Zhang, Jean Keller, and Senlin Chen. "Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 89, no. 5 (May 11, 2018): 11–18. http://dx.doi.org/10.1080/07303084.2018.1440268.

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Ross, James G., Charles O. Dotson, Glen G. Gilbert, and Susan J. Katz. "After Physical Education … Physical Activity outside of School Physical Education Programs." Journal of Physical Education, Recreation & Dance 56, no. 1 (January 1985): 77–81. http://dx.doi.org/10.1080/07303084.1985.10603691.

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Solmon, Melinda A., Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer. "Physical Education Teacher Education in Kinesiology: Past, Present, and Future." Kinesiology Review 9, no. 4 (November 1, 2020): 305–12. http://dx.doi.org/10.1123/kr.2020-0047.

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This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

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Dwyer, Terence, Rosalie Viney, and Michael Jones. "Assessing School Health Education Programs." International Journal of Technology Assessment in Health Care 7, no. 3 (1991): 286–95. http://dx.doi.org/10.1017/s0266462300005675.

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AbstractThis review focuses on the component of health education directed at achieving changes in health behavior. Much of the work in this field has centered on health behavior that has a role in preventing future disease. Because the evidence is strongest in relation to coronary heart disease (17), considerable effort has been devoted to this area. Walter et ai. (34) indicated that the most relevant forms of health behavior to be considered in school-based programs on heart disease are those relating to diet, physical activity, and smoking. Programs relating to each of these behaviors are addressed here.

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Siedentop, Daryl L. "National Plan for Physical Activity: Education Sector." Journal of Physical Activity and Health 6, s2 (November 2009): S168—S180. http://dx.doi.org/10.1123/jpah.6.s2.s168.

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Background:Schools must play a central role in combating the prevalence of overweight and obesity among children and youths. This cannot be achieved without more robust policy and funding programs at both federal and state levels.Methods:Reviews of meta-analyses were used to assess the efficacy of improving PA/MVPA through interventions in school physical education programs. Individual research studies were reviewed to assess the efficacy of improving PA/MVPA in preschool settings, recess, and classroom activity breaks. Legislation at the federal and state levels was reviewed along with surveillance and accountability mechanisms at the state level.Results:Physical education interventions produce improvements in PA/MVPA if protocols relating to use of time are followed. PA/MVPA in recess can be increased through careful planning for attractive activity opportunities on carefully designed playgrounds. Classroom activity breaks provide important PA/MVPA daily and improve student on-task behavior.Conclusions:Federal legislation is needed to provide guidelines and financial support for states to improve the quantity and quality of PA in school programs. States need to develop clear expectations for quantity and quality of PA programs in schools, surveillance systems to monitor district compliance in meeting those expectations, and an accountability system aimed at ensuring that state expectations are being met with assistance for districts that do not meet expectations.

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Globetti, Gerald. "Alcohol Education Programs and Minority Youth." Journal of Drug Issues 18, no. 1 (January 1988): 115–29. http://dx.doi.org/10.1177/002204268801800111.

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Research relative to the drinking behavior of minority youth, as well as alcohol-abuse prevention programs for these youth, have been largely neglected. Moreover, the existing data on both of these subjects are limited in that they either treat minority youth as a homogeneous entity or apply a white middle-class curriculum to prevention activity. This paper examines several alcohol-education protocols within schools and how these strategies present unique problems to prevention programs for minority youth. Curricula derived from the developmental and the socio-cultural models appear most applicable to minorities.

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BEREA, Gabriela. "The Role of Afterschool Programs in the Educational Activity." Logos Universality Mentality Education Novelty. Section: SOCIAL SCIENCES 04, no. 01 (June 30, 2015): 147–55. http://dx.doi.org/10.18662/lumenss.2015.0401.13.

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Bazarbayev, K., K. Sembyev, and T. Daniyarov. "Educational activity of Turkestan Jadids." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 6–12. http://dx.doi.org/10.31489/2021ped1/6-12.

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The national progressives who have appeared in the majority of the countries of the East at the end of the XIXth beginning of the XXth centuries estimated the Central Asian Jadidism as reflection of the reformatory movement of the local intellectuals. The concept «jadid» formed from Arab «usul-and-jadid» («new method») designates new ways of learning in an example of the European education. Such educational maintenance of Jadidism in the course of social and political development of the country has changed the status of old social and political system, having provided her new, original character. Together with it, process of formation and high-quality changes of Jadidism in the country can be divided into two periods: cultural and educational and period of political struggle. The educational ideas of Jadidism have generated need to reform an education system in the country according to modern models. Naturally, such reforms have adopted also the colonial authorities in the country. In the course of education system reform realization the imperial government protecting colonial interests in the actions relied on the principles of Great Russian chauvinism. This article deals with the new views on jadid movement, educational ideas which created national liberation ideology in Central Asia and also political programs and strategic objectives of national liberation movement.

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Cardinal, Bradley J. "Promoting Physical Activity Education Through General Education: Looking Back and Moving Forward." Kinesiology Review 9, no. 4 (November 1, 2020): 287–92. http://dx.doi.org/10.1123/kr.2020-0031.

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Concerns about college and university student health date back to at least the mid-19th century. These concerns were addressed through the development and implementation of required, service-based physical activity education programs. In the 1920s–1930s, 97% of American colleges and universities offered such programs. Today less than 40% do. However, student health issues persist. This essay asserts that kinesiology departments are best suited to address these needs by delivering physical activity education courses through their institution’s general education curriculum. General education courses are those that every student must take in order to develop the competencies necessary for living a full and complete life and contributing to society. Given the growing costs of higher education, any such requirement must be justifiable. Therefore, implementing and sustaining a physical activity education general education requirement is not for the faint of heart; it requires effort, resources, support, and time. This essay explores these issues.

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Van Acker, Ragnar, Ilse De Bourdeaudhuij, Kristine De Martelaer, Jan Seghers, David Kirk, Leen Haerens, Katrien De Cocker, and Greet Cardon. "A Framework for Physical Activity Programs Within School–Community Partnerships." Quest 63, no. 3 (August 2011): 300–320. http://dx.doi.org/10.1080/00336297.2011.10483683.

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Dieffenbach, Kristen D., and Valerie Wayda. "A Critical Review of American Academic Coaching Education Programs." Journal of Coaching Education 3, no. 2 (August 2010): 21–39. http://dx.doi.org/10.1123/jce.3.2.21.

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Among the physical activity, exercise and health related academic disciplines, coaching education remains an under-developed field. Once closely aligned with physical education, coaching education has remained practically immobile despite the activity and growth in the related functional fitness and sport performance fields of exercise and sport sciences such as sport pedagogy, exercise physiology, and sport and exercise psychology. This article provides a historical context for the evolution of the academic discipline of coaching education within the broader field of physical education and a brief overview of coaching education as it exists within academia today. Recommendations and suggestions are made for the future growth and development of the coaching education discipline.

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Zhukova, Galіna. "NON-ACADEMIC EDUCATION – A NEW PHILOSOPHY OF EDUCATIONAL ACTIVITY." Educational Discourse: collection of scientific papers, no. 8(9-10) (September 30, 2018): 71–79. http://dx.doi.org/10.33930/ed.2018.5007.8(9-10)-6.

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The main principles of non- academic education, respectively, of research of domestic and foreign scientists and Ukrainian state programs are: orientation of training to meet the actual needs of its subjects; communication with practice is manifested in the focus on learning life skills and preparation for active participation in society; availability of mobile flexible programs, individual educational strategies aimed at expressing, accepting and respecting individual characteristics. The foundation of non-academic education is an activity paradigm, which protests as a main goal the development of the student's personality through the development of universal ways of working, overcoming conservative relations in education, and creativity-oriented innovation.

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Napper-Owen, Gloria E., Susan K. Kovar, Kathy L. Ermler, and Joella H. Mehrhof. "Curricula Equity in Required Ninth-Grade Physical Education." Journal of Teaching in Physical Education 19, no. 1 (October 1999): 2–21. http://dx.doi.org/10.1123/jtpe.19.1.2.

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Physical educators from randomly selected high schools (N = 180) in the AAHPERD Central District were surveyed via telephone regarding their required (9th grade) physical education programs. Four researchers scored the 180 instruments, and each instrument was scored independently with a 96% inter-rater reliability. For the entire sample, 52% of the activity units were team sports, 39% individual sports, 4% dance-gymnastics, and 4% adventure-cooperative-recreational. Of the 180 schools, 71% conducted programs in compliance with Title IX. Of the teachers interviewed, 88% of the females and 30% of the males taught outside their socially accepted areas, although they tended to conduct similar curricula. In general, schools delivered traditional multi-activity programs emphasizing team and lifetime sports, while 25% of the schools had programs with a primary emphasis on competitive, contact, male-oriented team activities. Thus, curricula tended to perpetuate the current socially constructed view of gender and physical activity.

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Donato, Karen A. "National Health Education Programs to Promote Healthy Eating and Physical Activity." Nutrition Reviews 64 (February 2006): S65—S70. http://dx.doi.org/10.1111/j.1753-4887.2006.tb00237.x.

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Doolittle, Sarah. "Engaging Middle School Students in Physical Education and Physical Activity Programs." Journal of Physical Education, Recreation & Dance 87, no. 6 (July 23, 2016): 29–34. http://dx.doi.org/10.1080/07303084.2016.1192940.

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Donato, Karen A. "National Health Education Programs to Promote Healthy Eating and Physical Activity." Nutrition Reviews 64, no. 2 (February 1, 2006): 65–70. http://dx.doi.org/10.1301/nr.2006.feb.s65-s70.

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Keengwe, Jared, and Jung-Jin Kang. "Blended Learning in Teacher Preparation Programs." International Journal of Information and Communication Technology Education 8, no. 2 (April 2012): 81–93. http://dx.doi.org/10.4018/jicte.2012040107.

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This paper reviews relevant literature on the concept and design of blended learning in Teacher Preparation Programs (TPPs). First, the authors define blended learning in this context and explained an activity system as an analytical framework. Second, the authors describe the method for choosing the studies in this literature review. Third, the authors present some findings through the lens of an activity system. Finally, the authors discuss how the activity system can analyze the effectiveness of blended learning. The activity system framework is very useful to examine the effectiveness of blended learning because the framework explains what components should be included and examined by research. This review could offer some guideline for the nature of blended learning in TPPs for future study.

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Sidharth, B. G. "Innovative Astronomy Education Programs for Developing Countries." International Astronomical Union Colloquium 105 (1990): 378–80. http://dx.doi.org/10.1017/s0252921100087297.

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It is desirable that planetariums in developing countries should make the maximum and most efficient use of the planetarium infrastructure and facilities to cover as much ground as possible in the popularization and dissemination of astronomy. After all, the number of planetariums in developing countries necessarily has to be small, and so specialization in specific disciplines or fields becomes a luxury. In India, for example, there are about ten planetariums, and another five or six will come into operation in the next few years. But these planetariums have to cater to a large population. In the U.S.A., which has a fraction of India’s population, on the other hand, there are hundreds of planetariums. The following suggestions are based on successfully implemented projects at the B.M. Birla Planetarium, Hyderabad.A golden rule for planetarium programs anywhere, and certainly in developing countries, is to start a planetarium sky show or activity with a local flair. For example, the local names of stars and constellations, local myths, local astronomers or, more specifically, topics like the history of astronomy in the region should be highlighted.

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Kawaguchi, Jeffrey K., Garth Babcock, and Andrew Little. "Self Reported Perceptions of Physical Demands on Athletic Training Students." Athletic Training Education Journal 3, no. 2 (April 1, 2008): 50–56. http://dx.doi.org/10.4085/1947-380x-3.2.50.

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Context: According to the Commission on Accreditation of Athletic Training Education (CAATE) Standards for the Accreditation of Entry-Level Athletic Training Education Programs, athletic training students (ATSs) must complete clinical experiences that provide opportunities to integrate cognitive function, psychomotor skills, and affective competence as a part of their coursework. 1 These experiences expose students to the physical demands of the profession, and it is these activities that differentiate the demands of athletic training from other academic majors. Objectives: To assess the self-reported perceptions of ATSs regarding the physical demands of their chosen major and their participation in sport and non-sport leisure activities. Design: Descriptive research design. Setting: Nine undergraduate Athletic Training Education Programs within the National Athletic Trainers' Association (NATA) District 10. Subjects: 112 undergraduate athletic training students enrolled in Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited programs during the 2005–2006 academic year. Main outcome measures: Respondents completed a modified form of the Baecke Questionnaire of Habitual Physical Activity2 which subjectively measured the student's reported 1) school related activity; 2) participation in sport activity and 3) participation in non-sport leisure activity. Results: The index for “school related activity” indicated that athletic training students perceived their chosen major as physically demanding. However, the indices for participation in sport and non-sport leisure activity were relatively low. Conclusions: In spite of the physical requirements of the athletic training curriculum, athletic training student's relatively low rate of participation in sport and non-sport leisure time activity may have future health implications.

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Fináncz, Judit, Judit Podráczky, Krisztina Deutsch, Evelin Soós, Henrietta Bánfai-Csonka, and Melinda Csima. "Health Education Intervention Programs in Early Childhood Education: A Systematic Review." Education Sciences 13, no. 10 (September 27, 2023): 988. http://dx.doi.org/10.3390/educsci13100988.

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Adult health behavior is established and formed in childhood, in which, besides the primacy of the family, institutional education plays a significant role. The aim of our systematic review is to analyze health interventions implemented in an institutional environment for children aged 3–6 years. Our research was carried out according to the PRISMA 2020 protocol. The sample of research was determined by using the keywords “health education” or “health promotion” and “preschool” or “kindergarten” in Scopus, ERIC and WOS databases published between 2013 and 2022. Out of a total of 1535 results, 14 proved to be relevant to the eligibility criteria of the study topic. Cochrane Risk of Bias criteria were used for critical appraisal and to limit bias. The majority of the analyzed studies focused on physical activity and nutrition, including the issues of sedentary time, obesity and sustainability. The holistic approach is less typical in the interventions reviewed, with a marginal occurrence of topics related to mental and social health, as well as risk behavior. The interventions proved to be more effective when parents were involved, and the varied, age-appropriate game-based activities also contributed to the formation of health-supporting habits.

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Park, No-won, Suna Ryu, and Seong-Joo Kang. "Development and application of science gifted education programs using maker education: Focusing on chemical cell." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 12 (June 30, 2024): 771–84. http://dx.doi.org/10.22251/jlcci.2024.24.12.771.

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Objectives The purpose of this study was to explore the possibility of applying maker education as a regular curriculum activity. Methods For this purpose, 26 students in the third grade of G Science Gifted School in Gyeonggi-do, Korea, were applied to regular curriculum classes, and conversation recordings and activity reports were collected. The students' conversations were transcribed and analyzed to identify the step-by-step characteristics of maker activities, and the characteristics of maker competencies expressed by the students were analyzed based on the maker competency model. Results Through this, it was confirmed that the expression of competencies such as intuitive thinking was remarkable in the science gifted high school students who were studied, and the expression of enjoyment competencies for maker activities was insufficient. In addition, through activity interviews, it was confirmed that there was a positive effect in terms of improving students' tool dependence and collaboration, sharing, and communication, but it was confirmed that there was a need for supplementation, such as excessive time required for maker activities and poor device accuracy. Conclusions This study analyzed the characteristics of maker competencies expressed by high school science gifted students in maker education activities, and suggested educational implications for applying maker education to regular curriculum.

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Kayumova, Maiya, Saule Xembayeva, Nataliia Fominykh, Nelli Pfeifer, and Kainysh Zumadirova. "The development of research activity with schoolchildren." World Journal on Educational Technology: Current Issues 14, no. 3 (May 31, 2022): 740–56. http://dx.doi.org/10.18844/wjet.v14i3.7327.

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The primary goal of this study was to unveil the key features of research activity in the context of school education and identify the most significant barriers to it. This was to be achieved by conducting a structured survey of 174 teachers. Further interviewing of 10 teachers of the most successful schools in these terms intended to detail the characteristics of research activities in the considered educational institutions. The systematization and generalization of the collected results was the final stage of this analysis. The data obtained in the course of the investigation confirmed the idea that most students should take a special course on introduction to research from their first days at a university. In practice, the research results can be used in the implementation of STEM methods, scientific education, and the involvement of schoolchildren in research activities in the educational programs of most developing countries that have similar problems. Keywords: entrepreneurial education; research activity; science education; soft skills; STEM; university preparation programs.

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Zirkel, Perry A., and Paul L. Stevens. "The Law concerning Public Education of Gifted Students." Journal for the Education of the Gifted 10, no. 4 (June 1987): 305–22. http://dx.doi.org/10.1177/016235328701000408.

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It is estimated that there are as many as 2.5-3.0 million school-age children in the nation who are gifted.1 The number of such children participating in special public educational programs is approximately 1.2 million.2 Definitions of giftedness and commitments to publicly funded special programs for gifted students vary widely. Reflecting our federal structure for education, some of the legal development have arisen on the national level but the primary scene of activity relating to the law of gifted education is at the state level. This article provides a comprehensive overview of the legal activity on the federal and state levels. This increasing activity has been largely neglected in legal books and periodicals to date.

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Prokopenko, Alona, Mariia Andreieva, Oksana Kuznetsova, Olena Kapustina, and Alina Drokina. "Pedagogical conditions for ensuring the effectiveness of international cooperation among subjects of scientific and educational activity." Multidisciplinary Reviews 6 (February 4, 2024): 2023spe003. http://dx.doi.org/10.31893/multirev.2023spe003.

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This article examines the problems of developing the internationalization of education at research universities. The content of the internationalization goal, the sociocultural approach in education, which sets the contextuality of the content and results of education, and the competency-based approach in education, which determines the results of education in terms of the quality of personal new formations and abilities manifested in the process activities of educational programs at a research university. The pedagogical conditions for the internationalization of educational programs at a research university. The ways of organizing interaction between subjects of the international scientific and educational sphere for the internationalization of educational programs are substantiated at a research university.

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Castelli, Darla M., Greg Welk, Timothy A. Brusseau, and Jaimie McMullen. "SWITCH-ing Quality Physical Education to Multicomponent Comprehensive School Physical Activity Programs." Journal of Physical Education, Recreation & Dance 93, no. 5 (June 13, 2022): 35–42. http://dx.doi.org/10.1080/07303084.2022.2053484.

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Casebolt, Kevin, Li-Ming Chiang, Bridget Melton, and Jared Russell. "College/University Instructional Physical Activity Programs and Academic Success in Higher Education." International Journal of Kinesiology in Higher Education 1, no. 3 (July 3, 2017): 100–106. http://dx.doi.org/10.1080/24711616.2017.1328196.

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White, Alicie Hogbin, and Maya Edmonds Maroto. "Summer Meal Programs Provide an Opportunity for Nutrition Education and Physical Activity." Journal of the Academy of Nutrition and Dietetics 116, no. 6 (June 2016): 905–7. http://dx.doi.org/10.1016/j.jand.2016.04.003.

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Lawlis, Tanya, Katja Mikhailovich, and Paul Morrison. "Physical Activity Programs in Long Day Care and Family Day Care Settings." Australasian Journal of Early Childhood 33, no. 2 (June 2008): 27–31. http://dx.doi.org/10.1177/183693910803300205.

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López-Fernández, Iván, Daniel Mayorga-Vega, Santiago Guijarro-Romero, and Jesús Viciana. "Opiniones de los participantes en una intervención para el fomento de la actividad física en el contexto escolar: Estudio Fit-Person (Participants’ opinions in an intervention to promote physical activity in the school context: Fit-Person Study)." Retos 55 (May 15, 2024): 1053–62. http://dx.doi.org/10.47197/retos.v55.106263.

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A pesar de la evidencia sobre los beneficios para la salud de la práctica de actividad física en la infancia, muchos escolares siguen sin cumplir las recomendaciones establecidas por la Organización Mundial de la Salud. Esta realidad enfatiza la necesidad de evaluar los programas de intervención y buscar estrategias más eficaces. Sin embargo, la participación de los destinatarios en la evaluación y mejora del diseño de los programas de intervención es poco frecuente. Siguiendo una metodología cualitativa, en el presente estudio se entrevistaron a 30 escolares de Educación Primaria de Granada (España) para conocer la percepción sobre su experiencia en un programa innovador de fomento de la actividad física en el que se combinaron unidades didácticas intermitentes en Educación Física, pulseras de actividad física y estrategias de modificación de conducta. Tras un proceso de codificación, las respuestas se agruparon en tres categorías principales: (1) características de los cambios percibidos por los participantes, (2) elementos del programa que los participantes consideraban que habían influido en dichos cambios y (3) propuestas de mejora del programa. Entre las orientaciones que pueden ser útiles para el diseño de programas de fomento de la práctica de actividad física en la edad escolar en el futuro destacan el otorgar protagonismo a la actividad física de carácter recreativo y en grupo, individualizar las intervenciones para atender a la diversidad, tener en cuenta la interdependencia de la actividad física de los escolares con su entorno familiar e involucrar a los escolares a través de metodologías participativas como el aprendizaje entre iguales. Palabras clave: niños, salud, colegio, Educación Primaria, Educación Física, pulseras de fitness, gamificación. Abstract. Despite the evidence on the health benefits of practicing physical activity in childhood, many schoolchildren still do not comply with the recommendations established by the World Health Organization. This reality emphasizes the need to evaluate intervention programs and search for more effective strategies. However, the participation of the beneficiaries in the evaluation and improvement of the design of intervention programs is rare. Following a qualitative methodology, in the present study 30 primary school students from Granada (Spain) were interviewed to know their perception of their experience in an innovative program to promote physical activity in which intermittent teaching units in Physical Education, activity monitors and behavior modification strategies were combined. After a coding process, the responses were grouped into three main categories: (1) characteristics of the changes perceived by the participants, (2) elements of the program that the participants considered had influenced these changes, and (3) proposals for program improvement. Among the guidelines that may be useful for the design of programs to promote the practice of physical activity at school age in the future are giving prominence to recreational and group physical activity, individualizing interventions to address diversity, consider the interdependence of schoolchildren's physical activity with their family environment and involve schoolchildren through participatory methodologies such as peer learning. Keywords: children, health, school, Primary Education, Physical Education, fitness tracker, gamification.

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Harfiani, RIzka, and Hasrian Rudi Setiawan. "A Modification of Daily Learning Flow in Inclusive Education Programs." CENDEKIAWAN 1, no. 2 (December 27, 2019): 10–15. http://dx.doi.org/10.35438/cendekiawan.v1i2.160.

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Pendidikan inklusif kini menjadi fokus perhatian dalam upaya pemberian layanan pendidikan bagi semua anak, termasuk anak berkebutuhan khusus. Berbagai permasalahan kerap dijumpai dalam proses pembelajaran di kelas inklusif, untuk itu penelitian ini bertujuan menganalisis modifikasi alur pembelajaran harian pendidikan inklusif di Raudhatul Athfal An-Nahl, Jakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Teknis analisis data menggunakan model analisis interaktif Miles and Huberman, serta pengujian keabsahan data dengan metode triangulasi. Hasil penelitian menemukan modifikasi alur pembelajaran harian di RA. An-Nahl terdiri dari pre-opener, opener, energizer, activity, linking dan summeryzing, review, mission, dan closer. Hal yang perlu diperhatikan dalam proses pembelajaran adalah engagement, attention span, readiness, activity, reviewing, learning outcomes dan parallel learning outcomes. Kesimpulan dari penelitian ini menunjukkan bahwa modifikasi alur pembelajaran harian mampu mengakomodir kelebihan maupun kelemahan sesuai karakter masing-masing siswa, serta mampu mengatasi permasalahan dalam proses pembelajaran di kelas inklusif.

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Lounsbery, Monica A. F., Thomas L. McKenzie, James R. Morrow, Kathryn A. Holt, and Ronald G. Budnar. "School Physical Activity Policy Assessment." Journal of Physical Activity and Health 10, no. 4 (May 2013): 496–503. http://dx.doi.org/10.1123/jpah.10.4.496.

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Background:Physical activity (PA) levels in schools vary widely, and there is interest in studying how student PA accrual relates to school policy and environmental conditions. School PA policy research, however, is in its infancy and generalizable measurement tools do not exist. We developed and assessed reliability of items on the School Physical Activity Policy Assessment (S-PAPA), an instrument designed to assess school PA policy related to physical education (PE), recess, and other opportunities.Methods:To develop items, we perused associated literature, examined existing instruments, and consulted school policy makers. For test-retest reliability assessment, 31 elementary school PE teachers completed the survey twice, 14 days apart.Results:S-PAPA uses open-ended, dichotomous, multichotomous, and checklist formatting and has 3 modules: 1) Physical Education (47 items), 2) Recess (27 items), and 3) Other Before, During, and After School Programs (15 items). Responses to more than 95% of items were highly related between Times 1 and 2. Generally, physical education and recess items had fair to substantial levels of agreement, and items about other school PA programs had fair to perfect agreement.Conclusions:Test-retest results suggest S-PAPA items are reliable and useful in assessing PA policies in elementary schools.

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Bulyga, R. P., and A. N. Amerslanova. "Improving the System of Control of Universities’ in the Russian Federation." Accounting. Analysis. Auditing 5, no. 6 (December 29, 2018): 17–27. http://dx.doi.org/10.26794/2408-9303-2018-5-6-17-27.

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The article reviews the existing system of control of universities’ activity in the Russian Federation. The authors single out two blocks of this system (internal and external) along with three components of external control of universities’ activity (state control; professional control; public control). The article describes the characteristic features of particular forms of state control over universities’ activity (state accreditation of educational programs, federal state control of education quality; federal state supervision over education); public control over universities’activity (public accreditation of educational programs, independent assessment of education quality); professional control over universities’ activity (professional and public accreditation of educational programs, assigning rating to universities); internal control over universities’ activity (self examination in higher educational institutions, internal control of a university as an economic entity, internal assessment of education quality). The article examines the effectiveness of control procedures applied to the main objects of control (educational programs, quality of students training, conditions of educational activity, target results of activity) and singles out the following basic trends of improving the control over universities’ activity: the increased importance of assessing the effectiveness of educational programs implementation and informal control procedures based on expert evaluations and sociological surveys. The following major directions of improving the system of control over universities’ activity in Russia are suggested: developing the state and professional system of control; establishing the audit trails of an educational system; creating the mechanisms of acknowledging the results of control by the inspectors and auditors of different level; shifting the emphasis of state control from formal methods to the check of substantive aspects (quality) of the educational process; developing the tools and methods of professional control over universities’ activity; adapting the indexes of universities global ratings to the special national features of higher educational institutions; developing the internal monitoring of effciency and quality of educational programs’ implementation and informal types of internal independent assessment of education quality.

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Bakiko, Ihor, Oleksandr Valkevich, and Roman Cherkashin. "Analysis of physical activity programs in general secondary education institutions of EU countries." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3K(176) (March 18, 2024): 78–82. http://dx.doi.org/10.31392/udu-nc.series15.2024.3k(176).17.

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The purpose of the work is to analyze physical activity programs in institutions of general secondary education in EU countries. Methodology. To achieve the goal, the following research methods were used: analysis and generalization of data from scientific and methodological literature, documentary materials, and Internet sources.The methodology of scientific research is determined by the need to analyze the generalization and systematization of data regarding the experience of European countries in reforming the organization and ensuring the potential of the system of physical education of schoolchildren, which can be used in the practice of the New Ukrainian School. The basis of the research methodology is the dialectical method (a method of studying, revealing patterns, trends of development and transformation of reality, which uses the basic laws of dialectics), the scientific method of cognition (a set of basic ways of obtaining new knowledge and methods of solving problems) and a systematic approach that considers the object (system) as a whole set of elements in a set of relations and connections between them. The methodological basis of the study was: the methodological foundations of the theory and methods of physical education and sports, which laid down the target guidelines of health-preserving technologies and their fundamental principles. The scientific novelty consists in the analysis of physical activity programs in general secondary education institutions of the EU countries. Conclusions. A description of physical activity programs in the educational sector of the EU member states and data on a number of indicators (physical education lessons, active movement to general secondary education institutions, physical education breaks, extracurricular sports events) are presented, which allow monitoring of physical education activities in primary and secondary grades. in EU countries.

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Didik Rilastiyo Budi and Topo Suhartoyo. "Improving Knowledge of Sports Games Training Programs for Junior High School Physical Education Teachers in the Purwokerto Region." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (March 1, 2021): 73–82. http://dx.doi.org/10.36526/gandrung.v2i1.1161.

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The preparation of training programs for sports achievement coaching activities in schools, mainly Junior High Schools (SMP) through the Sports Extracurricular program, is an essential factor that coaches and mentor teachers must pay attention to so that the coaching process can run well. The purpose of this Community Service (PKM) activity is to increase the knowledge and skills of coaches and sports extracurricular coaches in preparing training programs. The activity method used is through training, mentoring and activity evaluation. The training was attended by 20 sports extracurricular coaches and teachers in SMP throughout Purwokerto. The training and mentoring results showed that in the initial test, it was found that most of the participants did not understand the preparation of an exercise program so that they were not able to compile an exercise program properly. In contrast, the final test carried out at the end of the activity showed an increase in the participants' understanding of a sports training program's preparation. The participants training participants can compile a game sports training program that will be implemented in school extracurricular activities.

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Hernández-Sánchez, Brizeida Raquel, José Carlos Sánchez-García, and Alexander Ward Mayens. "Impact of Entrepreneurial Education Programs on Total Entrepreneurial Activity: The Case of Spain." Administrative Sciences 9, no. 1 (March 13, 2019): 25. http://dx.doi.org/10.3390/admsci9010025.

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There is a need to evaluate entrepreneurial education programs (EEPs) to see the impact they have on a country’s development. Previous work has focused mostly on entrepreneurial intentions, mainly in a university context. Additionally, literature reviews on the impact of entrepreneurial education have not yet been conclusive, mainly due to the use of subjective indicators and a low consideration of objective indicators. The purpose of this article is to respond to some of these challenges. Specifically, this study used an objective indicator, Total Early-Stage Entrepreneurial Activity (TEA), in a non-university context. A database was created that included programs categorized by autonomous communities. The analysis showed that EEPs significantly influenced the entrepreneurial activity of autonomous communities. This implies that entrepreneurial education should be a prioritized objective in the educational policy of these communities. The recommendations derived from these results are, among others, to promote role models, continue supporting the financing of entrepreneurial initiatives through education and training, continue implementing government policies to support entrepreneurship, and carry out evaluations on the impact that these programs have on skills acquired in the short and medium terms, as well as their maintenance over time.

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Soloviev, Victor P., and Tatiana A. Pereskokova. "Professional education in Russia: from standards to educational programs." Alma mater. Vestnik Vysshey Shkoly, no. 3 (March 2022): 46–54. http://dx.doi.org/10.20339/am.03-22.046.

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The problem of modernization of federal state educational standards, which no longer meet the requirements of the sphere of labor, is considered. It is proposed to use a common approach to the training of an engineer and a bachelor of engineering and technology, whose competencies are reduced in a broad sense to the ability to research, design and manage. The general professional and professional competencies of a graduate of this field (specialty) should be formulated in the main educational program of each university. It is recommended to develop educational standards for the levels of training for the relevant fields of activity (science, technology, pedagogy, medicine, etc.). The need to improve the management system of training for the modern economy is shown.

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Laiv, Kappey. "MANAGEMENT OF CHARACTER EDUCATION STRENGTHENING PROGRAMS IN ELEMENTARY SCHOOLS." Sensei International Journal of Education and Linguistic 2, no. 1 (February 5, 2022): 1–18. http://dx.doi.org/10.53768/sijel.v2i1.110.

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The purpose of this study is to describe the management of character education strengthening programs in elementary schools. The type of research used is case study research using a qualitative approach. Data collection techniques used in the form of observation, interviews, and documentation. The stages of data analysis use three steps, namely: data condensation, presenting data, and drawing conclusions. The conclusions of this research show: (1) the planning of the character education strengthening program has several stages, namely observation, coordination meetings, compiling work programs, program implementation, monitoring, and evaluation, (2) the school principal is assisted by the school development team and school coordinator, ( 3) implementation of the program through four stages of activity, namely integration, acculturation, exemplary, and collaboration with parents.

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Brady, Teresa J., Judy Kruger, Charles G. Helmick, Leigh F. Callahan, and Michele L. Boutaugh. "Intervention Programs for Arthritis and Other Rheumatic Diseases." Health Education & Behavior 30, no. 1 (February 2003): 44–63. http://dx.doi.org/10.1177/1090198102239258.

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Disability reduction or prevention programs for people with arthritis and other rheumatic conditions reduce long-term pain and disability but reach only a fraction of their target audience. Few public health professionals are aware of these programs or their benefits. The objective of this study is to review and describe packaged (ready-to-use) arthritis self-management education and exercise/physical activity programs that have had at least preliminary evaluation. Nine intervention programs (five self-management education programs, and four exercise/physical activity programs met study criteria). Several of the packaged arthritis interventions reviewed help people with arthritis and other rheumatic conditions maximize their abilities and reduce pain, functional limitations, and other arthritis-related problems. Other packaged interventions show promise in reducing pain, disability, and depression and in increasing self-care behaviors, but they need to be evaluated more extensively.

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Jung, Dajin. "2015 Revised Curriculum Development of Elementary Social Studies Veterans Education Status and Learning-Related Activity Program." Korea Association of Yeolin Education 31, no. 2 (March 30, 2023): 23–42. http://dx.doi.org/10.18230/tjye.2023.31.2.23.

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The purpose of this study is to analyze the current status of social studies and veterans education in the 2015 revised curriculum and to develop learning activity programs linked to the curriculum. Specifically, it presents the direction of veterans education that can cultivate both knowledge, skills, values, and attitudes from a social and historical perspective. In consideration of social and historical perspectives, the learning topics related to veterans are linked to the social studies curriculum. In addition, by analyzing and organizing the current status of veterans education, a learning-linked activity program that considers the characteristics of the grade is developed. Accordingly, a regional-centered learning-linked activity program was developed for 3rd and 4th graders, as well as an experience-oriented learning-linked activity program for the 5th and 6th graders. Specific teaching and learning materials of the developed learning-linked activity programs are presented to provide materials that can be used as a reference when teachers select or plan veterans' classes. By deriving the positive effects of the learning-linked activity program developed in this study, the importance of the learning-linked activity program that utilizes the approach to veterans education from a social and historical perspective is raised. The development of learning programs for efficient veterans education remains a consistent research task.

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Urazhok, T. V. "Postgraduates’ attitude towards postgraduate education and scientific and lecturing activity." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2021): 57–64. http://dx.doi.org/10.20339/am.01-21.057.

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Analyzed is the problem, connected with the fact, that scientific community has long been concerned about effectiveness of the system of postgraduate education. It has changed a lot in recent years. Today’s PhD graduates do not have enough classical training; they need to acquire a broader set of skills required for their future research activity beyond the academy. In this regard, PhD graduates have not considered their employment in the scientific field as a whole since the 2000s. Thus some areas of training programs have been massed, which has led to the depreciation of the academic degree. Since 2014, the Russian postgraduate training system has been functioning as the third level of higher education being the integration of educational and research components. Changes have led to the fact that doctoral programs have become more pedagogically oriented, preparing the future candidate of Sciences to work in higher and secondary education. At the moment, the graduation level is approximately 12% of the total number of graduate doctorate students. The percentage of doctoral graduates’ completion has continued to decline steadily since 2014. The article deals with the postgraduates` attitudes towards postgraduate education and scientific and teaching activity.

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Feith, Helga Judit, Ágnes Lukács J., Edina Gradvohl, Rita Füzi, Sarolta Mészárosné Darvay, Ilona Bihariné Krekó, and András Falus. "Health Education – Responsibility – Changing Attitude. A New Pedagogical and Methodological Concept of Peer Education." Acta Universitatis Sapientiae, Social Analysis 8, no. 1 (October 1, 2018): 55–74. http://dx.doi.org/10.2478/aussoc-2018-0004.

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Abstract Health-related attitudes can be modified and supported most effectively at young ages. Young generations require more interpersonal and interactive pedagogical methods in programs engaged in health promotion, as well. The aim of the authors was to get an insight into a relatively novel pedagogical method, called peer education. This multilateral activity is focusing the procedure on attitudes, experience, and motivation of youngsters in connection with health promotion programs and community service work. In this article, the authors describe 1) the theory, origin, and principal influences of peer education compared to traditional teaching methods and 2) the new, efficiency-oriented and science-based methodology of health education program.

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Tarkhanova, Irina, Oksana Pavlova, and Voldemārs Arnis. "QUESTIONS HEALTH SAVING IN ADULT EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 573. http://dx.doi.org/10.17770/sie2016vol3.1466.

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The article actualizes the problem of decreasing of the physical activity of a modern man, describes the results of the research of the adult population with application of the International questionnaire for assessing physical activity (IPAQ). Based on the analysis of the obtained results a model of the education of adults to healthcare issues. Possible ways of socialization and recreation of the adult population through the implementation of educational programs are discussed.

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Fernandes, Meenakshi Maria, and Roland Sturm. "The Role of School Physical Activity Programs in Child Body Mass Trajectory." Journal of Physical Activity and Health 8, no. 2 (February 2011): 174–81. http://dx.doi.org/10.1123/jpah.8.2.174.

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Background:Physical activity at school can support obesity prevention among youth. This paper assesses the role of existing school physical activity programs for a national cohort from first grade to fifth grade.Methods:We analyzed a cohort from the Early Childhood Longitudinal Survey—Kindergarten Cohort which included 8246 children in 970 schools across the country. Growth curve models estimate the effect of physical education (PE) and recess on individual child body mass trajectories controlling for child and school characteristics. Hierarchical models allow for unobserved school and child effects.Results:Among first graders, 7.0% met the National Association of Sport and Physical Education (NASPE) recommended time for PE and 70.7% met the recommended time for recess in the previous week. Boys experienced a greater increase in body mass than girls. Meeting the NASPE recommended time for recess was associated with a 0.74 unit decrease in BMI (body mass index) percentile for children overall. Meeting the NASPE recommendation for physical education was associated with 1.56 unit decrease in BMI percentile among boys but not girls.Conclusions:We find evidence that meeting the national recommendations for PE and recess is effective in mitigating body mass increase among children.

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Kwon, Ja Youn, Pamela Hodges Kulinna, Hans van der Mars, Mirka Koro-Ljungberg, Audrey Amrein-Beardsley, and Jason Norris. "Physical Education Preservice Teachers’ Perceptions About Preparation for Comprehensive School Physical Activity Programs." Research Quarterly for Exercise and Sport 89, no. 2 (April 3, 2018): 221–34. http://dx.doi.org/10.1080/02701367.2018.1443196.

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Lounsbery, Monica, Tim Bungum, and Nicole Smith. "Physical Activity Opportunity in K-12 Public School Settings: Nevada." Journal of Physical Activity and Health 4, no. 1 (January 2007): 30–38. http://dx.doi.org/10.1123/jpah.4.1.30.

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Objectives:We examined the status of physical activity opportunity in Nevada K-12 public schools. The focus was on determining both prevalence and nature of existing programs as well as school administrators’ perceived barriers to offering physical activity programs.Methods:A 15 item questionnaire was used to assess prevalence and nature of programs as well as perceived barriers.Results:Nevada school-age children do not have regular access to physical education. Excluding physical education, more than 30% of schools do not provide physical activity programming. Most existing programs are competitive sport related. In addition, as students matriculate through school, fewer program options and opportunities to participate throughout the school day are available. Lack of funds was the most frequently reported perceived barrier to offering physical activity programs.Conclusions:Opportunities to be physically active over the course of the school day are limited and as a result, hinder important national objectives for health-related outcomes.

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Ganiyeva, Charos. "MUSEUM PEDAGOGY INTEGRATION IN EDUCATION AND SCIENCES." JOURNAL OF LOOK TO THE PAST 21, no. 2 (November 15, 2019): 19–25. http://dx.doi.org/10.26739/2181-9599-2019-21-02.

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The article is devoted to different views and interpretations of museum pedagogy as science, models of museum and pedagogical programs, forms of cognitive activity of children in the museum, partnership between the museum and school

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Centeio, Erin E., Heather Erwin, and Darla M. Castelli. "Chapter 4 Comprehensive School Physical Activity Programs: Characteristics of Trained Teachers." Journal of Teaching in Physical Education 33, no. 4 (October 2014): 492–510. http://dx.doi.org/10.1123/jtpe.2014-0066.

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As public health concerns about physical inactivity and childhood obesity continue to rise, researchers are calling for interventions that comprehensively lead to more opportunities to participate in physical activity (PA). The purpose of this study was to examine the characteristics and attitudes of trained physical education teachers during the implementation of a Comprehensive School Physical Activity Program at the elementary level. Using a collective case study design, interviews, observations, field notes, open-ended survey questions, and an online forum monitoring guided the interpretation of teacher perceptions and development of emergent themes. Qualitative data analysis was conducted for each individual teacher and then across the ten teachers which produced four major themes: (a) Leading the Charge: Ready, Set, Go!, (b) Adoption versus Adaptation: Implementation Varies, (c) Social Media’s Place in the Professional Development (PD) Community, and (d) Keys to Successful Implementation. It can be concluded that, based on these findings, elementary physical education teachers are ready and willing to implement CSPAP. Key factors that may influence this implementation are discussed.

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Journal articles on the topic 'Activity programs in education'

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