Academic literature on the topic 'Children`s athletic preparation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Children`s athletic preparation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Children`s athletic preparation"
1
Thrasher, Ashley B., Stacy E. Walker, Dorice A. Hankemeier, and William A. Pitney. "Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 275–86. http://dx.doi.org/10.4085/1004275.
Full textAbstract:
Context Recent debate has ensued regarding the readiness of newly credentialed athletic trainers (ATs) to function as independent clinicians. Some ATs believe the professional preparation of athletic training students is not adequate. Objective To describe supervisors' perceptions regarding the preparation of college graduate assistants (GAs) to practice as independent practitioners. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Twenty-one collegiate ATs who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men, 5 women; years of supervision experience, 14.6 ± 6.6 years). Participants who met the inclusion criteria were recruited via e-mail from the Board of Certification database and through snowball sampling. Interviews were conducted until data saturation occurred. Main Outcome Measure(s) Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team, who independently coded the data and compared ideas until consensus was reached and a codebook was created. Trustworthiness was established through member checks and multi-analyst triangulation. Results Three themes emerged: (1) previous preparation, (2) shortcomings in GAs, and (3) suggestions for athletic training program improvement. Supervisors felt GAs were prepared academically, but there were some gaps in preparation, such as their ability to independently practice and their rehabilitation skills. Shortcomings were professional communication, role execution, and personality. Supervisors felt preparation could be improved by increasing time in clinical education, developing communication skills, and having increased experience with psychosocial intervention, rehabilitation, and nonorthopedic conditions. Conclusions Didactic preparation of GAs is the best it has ever been, yet new ATs still need more experience while being mentored by experienced ATs. Professional programs could implement standardized patient experiences to provide opportunities for new ATs to practice in communication or in other areas of weakness.
2
Gardiner-Shires, Alison, Scott C. Marley, John C. Barnes, and Mark E. Shires. "Professional Baseball Athletic Trainers' Perceptions of Preparation for Job-Specific Duties." Journal of Athletic Training 47, no. 6 (November 1, 2012): 704–13. http://dx.doi.org/10.4085/1062-6050-47.6.09.
Full textAbstract:
Context The extent to which individuals are prepared completely for work in a particular athletic training setting (eg, professional sports, college, high school) is unknown. This issue is critical today, and findings in this area have implications for athletic training education policy and employers. Objective To determine the perceptions of preparation for work-specific tasks by professional baseball athletic trainers (PBATs). We also wanted to determine whether various preparation experiences interact with perceived skills. Design Cross-sectional study. Setting Online survey administered via SurveyMonkey. Patients or Other Participants Two hundred seventy-five PBATs. Intervention(s) The PBATs reported their levels of preparation before employment in their positions and their current skills in each of the 8 work task domains: evaluation of elbow injuries; evaluation of shoulder injuries; evaluation of general injuries; acute care; injury prevention; treatment, rehabilitation, and reconditioning; organization and administration; and non–athletic-training tasks. Main Outcome Measure(s) Nine repeated-measures analyses of covariance were performed with each perception of preparation (retrospective, current) as a within-subject factor. Preparation experiences were included as between-subjects factors, and number of years working in baseball was the covariate. Results Subscale reliabilities were calculated and found to be between 0.79 and 0.97. A total of 180 PBATs (65%) completed the survey. The backgrounds and routes by which PBATs gained employment in the professional baseball setting varied. Individuals who completed professional baseball internships, had previous work experience, and immediately entered the professional baseball setting after graduation had noted differences in their perceptions of preparation for work tasks. The PBATs indicated they were substantially underprepared for tasks in the organization and administration and non–athletic-training task domains. Conclusions The organizational socialization process is complex, and no 1 experience appears to completely prepare an individual for work in the professional baseball setting.
3
Donahue, Martin. "Athletic Trainers' Perceptions of the Importance, Preparation and Time Spent in the Athletic Training Content Areas." Athletic Training Education Journal 4, no. 3 (July 1, 2009): 88–97. http://dx.doi.org/10.4085/1947-380x-4.3.88.
Full textAbstract:
Context: Graduates of professional programs accredited by the Commission on Accreditation of Athletic Training Education are expected to be competent and proficient in the athletic training content areas. Objective: The unique skills and knowledge that an athletic trainer (AT) must possess may have more importance in one clinical setting than in another. The purpose of this study was to determine how ATs in the six largest employment categories perceive the athletic training content areas. Design: Descriptive, exploratory. Setting: Survey instrument mailed to ATs practicing in the clinical settings identified by the National Athletic Trainers' Association (NATA) as employing the most ATs. Patients or other Participants: Participants were ATs assigned to groups based on their current clinical setting. Intervention(s): Participants were asked to rate the athletic training content areas regarding: importance for successful practice, time on task, importance for patient care, educational preparation, and educational emphasis. Main Outcome Measures: ANOVA was repeated for the seven groups, each of the 12 content areas and for each of the five research questions, producing 60 analyses. Post hoc analysis was used to determine group differences (p< 0.01). Results: ATs largely agree on the ratings of the content areas in relation to preparation, patient care, and educational emphasis. Significant differences were related to time, and importance for success. Conclusions: Findings indicate ATs do not feel well prepared in six (Pharmacology, General Medical Conditions and Disabilities, Nutritional Aspects of Injury and Illness, Psychological Intervention and Referral, Health Care Administration, and Professional Development and Responsibilities) of the twelve content areas.
4
Leone, James E., Michael R. Judd, and Robert M. Colandreo. "Descriptive Qualities Of Athletic Training Education Program Directors." Athletic Training Education Journal 3, no. 2 (April 1, 2008): 43–49. http://dx.doi.org/10.4085/1947-380x-3.2.43.
Full textAbstract:
Context: Limited literature explores professional preparation of program directors (PD) to lead an athletic training education program (ATEP). Objective: To explore challenges, effectiveness, leadership, and PD role selection. Design: Descriptive and qualitative exploratory email survey. Setting: Educational. Participants: Emails were sent to 345 PDs from a Commission on Accreditation of Athletic Training Education (CAATE) listing. Main Outcome Measure(s): Measures of central tendency were used to observe years of experience, role selection (applied versus appointed), education level, and gender. Program Director effectiveness, leadership, and challenges were grouped according to common themes. Results: Most PDs (82.5%; n = 99) reported having one to ten years of experience. Mean years of experience was 7.46 (±6.36) years. A majority, 61.7% (n = 74), reported having applied for their position. Educationally, 54.2% (n = 65) held doctoral degrees compared to 45.8% (n = 55) whose highest degree was a masters degree. Six themes emerged for PD effectiveness and challenges. Lastly, seven themes regarding leadership were described. Conclusions: Program Directors should approach their role with savvy, caring, and humanistic attitudes, developed by professional preparation. Firm in their convictions and vision, PDs also are viewed as empathetic advocates for students. Program Directors play a critical role in the advocacy of the profession within institutions of higher education through professional preparation of students. Several themes pertaining to professional preparation of PDs may positively impact the profession. Future PD's should seek educational programs that prepare them for these challenges of the position, such as professional preparation in education and higher administration or curriculum and instruction.
5
Thrasher, Ashley B., Stacy E. Walker, and Dorice A. Hankemeier. "Newly Credentialed Athletic Trainers' Perceptions of Professional Preparation for Their Role as Collegiate Graduate Assistants." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 227–38. http://dx.doi.org/10.4085/1303227.
Full textAbstract:
Context: The professional preparation of newly credentialed athletic trainers (ATs) has been passionately debated. Understanding how newly credentialed ATs feel they are prepared will help enhance professional preparation. Objective: Explore newly credentialed ATs' perceptions of their professional preparation for their role. Design: Phenomenological qualitative. Setting: Phone interviews with graduate assistant ATs in the collegiate setting. Patients or Other Participants: Nineteen collegiate graduate assistants (15 female, 4 male; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I: 13, II: 3, III: 2, National Association of Intercollegiate Athletics: 2; postprofessional athletic training program: 6). Main Outcome Measure(s): Participants were recruited via an e-mail from the National Athletic Trainers' Association database sent to all certified students. Data were collected via phone interviews, which were recorded and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Credibility was established via member checks and peer debriefing. Results: Two themes emerged: facilitators and barriers. Overall, participants felt academically prepared for their role, but preparedness was often dependent on the facilitators of academic rigor, hands-on opportunities in clinical education, and their preceptor. Barriers included a lack of rigor in the academic setting, lack of active opportunities in clinical education, the culture of clinical experiences, and incongruence. Incongruence existed when students were exposed to all the competencies during didactic education, but never gained experience with some skills (eg, rehabilitation, documentation, communication) if situations never arose or they were not actively involved clinically. Conclusions: Athletic training students are being exposed to a variety of learning experiences academically, but often do not gain clinical experience if situations do not arise or preceptors do not allow active participation. To ensure new ATs are prepared, academic programs need to ensure rigor and place students with preceptors who provide active learning opportunities.
6
Cavallario, Julie M., and Bonnie L. Van Lunen. "Preparation of the Professional Athletic Trainer: A Descriptive Study of Undergraduate and Graduate Degree Programs." Journal of Athletic Training 50, no. 7 (July 1, 2015): 760–66. http://dx.doi.org/10.4085/1062-6050-50.1.13.
Full textAbstract:
Context The examination of the appropriate professional degree for preparation as an athletic trainer is of interest to the profession. Descriptive information concerning universal outcomes is needed to understand the effect of a degree change. Objective To obtain and compare descriptive information related to professional athletic training programs and a potential degree change and to determine if any of these factors contribute to success on existing universal outcome measures. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants We contacted 364 program directors; 178 (48.9%; 163 undergraduate, 15 postbaccalaureate) responded. Intervention(s) The survey consisted of 46 questions: 45 questions that dealt with 5 themes (institutional demographics [n = 13], program admissions [n = 6], program outcomes [n = 10], program design [n = 9], faculty and staff [n = 7]) and 1 optional question. Main Outcome Measure(s) Descriptive statistics for all programs were calculated. We compared undergraduate and postbaccalaureate programs by examining universal outcome variables. Results Descriptive statistics demonstrated that 33 programs could not support postbaccalaureate degrees, and a substantial loss of faculty could occur if the degree requirement changed (553 graduate assistants, 642 potentially underqualified instructors). Postbaccalaureate professional programs had higher 2011–2012 first-time Board of Certification (BOC) passing rates (U = 464.5, P = .001), 3-year aggregate first-time BOC passing rates (U = 451.5, P = .001), and employment rates for 2011–2012 graduates employed within athletic training (U = 614.0, P = .01). Linear multiple-regression models demonstrated that program and institution type contributed to the variance of the first-time BOC passing rates and the 3-year aggregate first-time BOC passing rates (P < .05). Conclusions Students in postbaccalaureate athletic training programs performed better in universal outcome measures. Our data supported the concerns that this transition could result in the loss of some programs and an additional immediate strain on current staff due to potential staffing changes and the loss of graduate assistant positions.
7
Wetherington, Jefferson J., Forrest Q. Pecha, and Alejandro Homaechevarria. "Self-Funding a Postprofessional Athletic Training Residency." Athletic Training Education Journal 11, no. 2 (April 1, 2016): 119–22. http://dx.doi.org/10.4085/1102119.
Full textAbstract:
Context: Postprofessional athletic training residencies (PP-ATRs) are formal educational programs that provide advanced professional preparation for an athletic trainer. These programs are intended to provide clinical and didactic education in a focused area of clinical practice. Identifying and procuring funding to support athletic training residencies can be extremely difficult. Objective: To provide a basic understanding of the foundational requirements of a PP-ATR and to explain some of the basic principles behind funding a PP-ATR. Conclusion(s): Orthopaedic and physical therapy residencies have been able to demonstrate supporting the costs of those residencies through billable patient visits and/or improving clinic efficiency. As they progress through training, athletic training residents are able to increase patient volumes by 3-4 patients in a physician practice setting. In addition, the resident also indirectly generates revenue for the practice, thus offsetting the cost of the residency.
8
Rager, Jessica L., Julie Cavallario, Dorice A. Hankemeier, Cailee E. Welch Bacon, and Stacy E. Walker. "The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs." Athletic Training Education Journal 14, no. 3 (July 1, 2019): 156–66. http://dx.doi.org/10.4085/1403156.
Full textAbstract:
Context As professional athletic training programs transition to the graduate level, administrators will need to prepare preceptors to teach advanced learners. Currently, preceptor development is variable among programs and ideal content has yet to be identified. Exploring the development of preceptors teaching graduate learners can lead to an understanding of effective preceptorships. Objective To explore graduate professional athletic training program administrators' (ie, program directors', clinical education coordinators') experiences preparing and implementing preceptor development. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Eighteen program administrators (11 women, 7 men; 5.92 ± 4.19 years of experience; 17 clinical education coordinators, 1 program director). Participants were recruited and interviewed until data saturation was achieved. Main Outcome Measure(s) Interviews were conducted using a semistructured interview guide, and were recorded and transcribed verbatim. Data were analyzed by a 4-person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks. Results Participants reported the delivery of preceptor development occurs formally (eg, in person, online) and informally (eg, phone calls, e-mail). The content typically included programmatic policies, expectations of preceptors, clinical teaching methods, and new clinical skills that had been added to the curriculum. Adaptations to content were made depending on several factors, including experience level of preceptors, years precepting with a specific program, and geographical location of the program. The process of determining content involved obtaining feedback from program stakeholders when planning future preceptor development. Conclusions Complex decision making occurs during planning of preceptor development. Preceptor development is modified based on programmatic needs, stakeholder feedback, and the evolution of professional education. Future research should explore the challenges associated with developing preceptors, and which aspects of preceptor development are effective at facilitating student learning and readiness for clinical practice.
9
Benes, Sarah S., and Stephanie M. Mazerolle. "Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice." Athletic Training Education Journal 9, no. 3 (July 1, 2014): 104–12. http://dx.doi.org/10.4085/0903104.
Full textAbstract:
Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.
10
Hosseinpour, Mehrdad, Bahareh Ahmadi, and Sanaz Etezazian. "Mechanical Bowel Preparation versus No Preparation in Duhamel Procedure in Children with Hirschsprung's Disease." European Journal of Pediatric Surgery 30, no. 02 (February 27, 2019): 201–4. http://dx.doi.org/10.1055/s-0039-1681024.
Full textAbstract:
Abstract Introduction Mechanical bowel prep (MBP) prior to surgical treatment of Hirschsprung's disease (HSCR) has been a great problem of pediatric surgeons for a long time. We conducted a single-institution randomized controlled trial to evaluate the efficacy of no MBP in children with HSCR undergoing the Duhamel procedure. Materials and Methods In this study, children with HSCR who were candidate for the Duhamel procedure were included (40 cases vs. 40 controls). In the case group, intraoperatively after transection of the bowel at the level of transitional zone, feces bulk was pulled up from the upper part of the rectum to the sigmoid colon above the peritoneal reflection and aganglionic bowel was resected. Inspissated stool in the distal of the rectum was removed by rectal washout intraoperatively. In the control group, routine MBP was performed. Cleanness of the rectum was evaluated intraoperatively. Results In this study, a total of 80 children were enrolled. In 32 patients (80%), the goal of MPB was achieved in 4 hours. Mean polyethylene glycol volume was 1372.3 ± 231.9 mL. Preoperative rectal washout fluid was 635 ± 233.3 mL. There was no statistically significant difference in individual complication rates between groups. Four patients (5%) had intra-abdominal infection and 16 (20%) had wound infection. We had no anastomotic leak in our groups. All children or parents in the control group described the preoperative MBP as the most unpleasant part of the hospital administration. Conclusion For young children with HSCR who were scheduled for Duhamel operation, we had found no clear benefit of MBP. However, a multicenter randomized controlled trial is needed to more definitely determine the best preoperative approach for children with HSCR.
Dissertations / Theses on the topic "Children`s athletic preparation"
1
Burdett, Kelly Rose. "The Effects of Kids? Cooking Camps on Native American Children?s Knowledge and Habits Related to Food Safety, Preparation, and Nutrition." Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27837.
Full textAbstract:
A pilot research study was conducted to determine if cooking camps could increase knowledge and improve habits of Native American children related to food safety, nutrition, and reported food and exercise habits. Forty Native American youth were recruited for participation in one of four kids? cooking camps. Each child took a pre-assessment upon their arrival at camp and a post-assessment on the last day of camp, as well as a pre- and post-test for each lesson. The children participated in lessons and food preparation activities during the six hours per day, four day camp. The thirty subjects taking both the pre- and post-assessment had significant increases in physical activity and food safety knowledge. Parents/guardians provided their input through focus groups and phone interviews. Parents reported their children increased consumption of fruits and vegetables after camp.
2
Cormack, Stuart J., and n/a. "The changes in strength, power and associated functional physiological measures in elite women soccer players during a 12 month preparation for a major event." University of Canberra. Health and Biomedical Science, 2003. http://erl.canberra.edu.au./public/adt-AUC20050411.134745.
Full textAbstract:
The assessment of strength and power and the relationship of these measures to
functional variables such as speed and vertical jump ability are understood poorly.
This is particularly the case when dealing with a long-term preparation for a major
event in a sport such as women's soccer.
The results of this research suggest that a number of isoinertial speed strength
measures may be sensitive to aspects of a training program and therefore be useful
tools for determining the level of development of various underlying neuromuscular
capacities.
Further results provide a question mark about the role of maximum strength in the
development of high velocity functional movements, as increases in maximum
strength did not correlate to changes in measures of functional performance.
An important finding from this research is the potential role of specific isoinertial
speed strength parameters in the detection of neuromuscular fatigue. Time course
analysis of the results in this study suggests that the use of these measures to detect
fatigue warrants further investigation.
3
Lima, Axel Gregoris de. "A produção de saberes profissionais no preparo dos adotantes para a adoção tardia." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/17809.
Full textAbstract:
Made available in DSpace on 2016-04-29T14:16:54Z (GMT). No. of bitstreams: 1
SSO - Axel Gregoris.pdf: 393924 bytes, checksum: ea349c0022762242271d866d6e7176aa (MD5)
Previous issue date: 2006-10-11This present study was developed with the aim of studying how Professional knowledge is acquired and built in the preparation of adoptors for late adoptions. Empirical data collection was carried out between 2000 and 2004, drawn from Barueri/SP Child and Juvenile Court Case records. The study subjects comprised six children over the age of six years. The two couples and two single women adoptors of these children were also investigated. The occurrence of the bonding process was verified during the stage of living together namely, whether adoptors and adoptees were adopting mutually. The study was based on the initial hypothesis that a lack of adoptor preparation to adopt older children is a key factor in their going back into care. However, professionals working in this setting build rich knowledge and experience. This knowledge is not built in isolation, but through the relationship between the Professional and adoptors, who in turn build knowledge through their relationship with the adoptees. The present work also investigated the institutionalizing of children, and the effects such care had on the development of the subjects in this study
Com o desenvolvimento desta pesquisa, objetivou-se estudar como a produção de saberes profissionais é construída na preparação dos adotantes para a adoção tardia. A coleta de dados empíricos ocorreu entre os anos de 2000 e 2004, pesquisados nos Processos da Vara da Infância e Juventude do Fórum de Barueri/SP. Os sujeitos da pesquisa foram seis crianças com idades superiores a seis anos. Também foram pesquisados dois casais e duas mulheres solteiras que adotaram essas crianças. Observou-se durante o estágio de convivência se estava ocorrendo ou não o processo de filiação se adotantes e adotados estavam se adotando mutuamente. Partimos de uma hipótese inicial que a falta de preparação dos adotantes para adotarem crianças mais velhas é peça fundamental para que essas crianças não retornem ao abrigo. Por outro lado, o profissional que trabalha neste cotidiano constrói saberes e experiências ricas em significados. Os saberes não são construídos isoladamente. Eles o são construídos na relação entre o profissional com os adotantes, que por sua vez constroem saberes na relação com os adotados. Abordamos ainda, neste estudo, a institucionalização de crianças e os efeitos deste abrigamento no desenvolvimento nestas crianças que foram os sujeitos desta pesquisa
4
Klapetková, Kristýna. "Využití pohybových her v tréninku dětí v atletických přípravkách." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-412040.
Full textAbstract:
Title: The use of movement games in athletics training of children U6 - U8 Aim: The aim of this thesis was the creation of the inventory of movement games for children in athletic training. It is based on a questionnaire survey, which find out clarity of rules and how classify everyone to individual training. Methodology: Based on a literature research and established criteria were selected 15 movement games, which were included in the training of children in athletic training. The research group consisted of 20 children aged 6 to 8 years (11 girls, 9 boys). The research group also included 2 coaches. The popularity and clarity of the rules for children was determined in the form of a questionnaire survey, immediately after the games were completed. The results were converted into tables and then compared. Based on the coach's questionnaire survey, selected games were supplemented with certain rules, modifications and implementation procedures. Results: In this thesis was created the inventor of 15 movement games, which can be involved in the training of children in athletic preparations. Games are divided according to the skills (run, jump, throw), that can be acquire while playing and that's why are suitable for children of category U6 - U8. The results show that movement games are very popular...
5
Liao, Hsueh-Ming, and 廖學明. "A Study of Nonprofit Sports Organization Use of Cause-Related Marketing - As Samples of Taipei County Athletic Association Children''s Physical Education Committee and Co-operative enterprises." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/09922707515977384817.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
91
Abstract The objectives of this study was to determine how the children’s physical education committee could co-operate with business to finance provision of it’s services. In this study based on this survey’s results, the method of survey employed, was the semi-structured interview. The primary purpose of this study was to understand the motivations, the decision making process, and the reaction of the business community to the use of cause-related marketing by the children’s physical education committee. The samples were chosen according to perceived suitability for potential partnerships. And there were four samples chosen from the children’s physical education committee, five samples chosen from the co-operative enterprises, nine samples in a total. The main thrust of this study was based on the motivations, the decision making process and co-operative ways to assist the children’s physical education committee’s use of cause-related marketing. There were twenty six points of relevance covered under “Cause-Related Marketing”. The motivations of nonprofit sports organization： 1.Popularize exercise and health gain. 2.Raising financial resources. The motivations of enterprises： 3.Commercial value to business in their community. 4.Increase competitive advantage. 5.Creation of business opportunities. The decision making process of nonprofit sports organization： 6.Initiate search for corporate sponsors. 7.Corporate sponsors public image. 8.Co-operation of corporate members on Cause-Related Marketing. 9.Evidence that Cause-Related Marketing is beneficial to business. The decision making process of enterprises： 10.Flexible options for corporate partners. 11.Decision making level only by managing and finance directors in enterprises. 12.Consideration of advantages for marketing development for corporate partners. 13. Opinions of corporate members, on Cause-Related Marketing, are influenced by corporate culture. The co-operative ways of nonprofit sports organization： 14.Presently the best ways of marketing are family sports games and festival sale. 15.To sign contracts protecting rights on Cause-Related Marketing. 16.Use of interviews to evaluate if Cause-Related Marketing is successful. 17.The main marketing direction seems to be family sports games and festival sales in the future. 18.There are different co-operative solutions based on styles and the objectives of marketing. The co-operative ways of enterprises： 19.Participants in family activities, can be introduced to business products. 20.Contracts to be signed by co-operative partners must reflect marketing plan for signing partners. 21.Use of accounting system and commercial value to evaluate if Cause-Related Marketing is successful. 22.Cause-Related Marketing is helpful to business image. 23.Win-Win-Win situation must be flexible. 24.Family sports games and festival sales seems to be the best choices by enterprises. 25.The primary donations are products of enterprises for gifts for participants. 26.Donations include mementos which have commercial value. This study based on the twenty six points covered, offer suggestions to both the children’s physical education committee and the co-operative enterprises, on the use of Cause-Related Marketing. The results of this study also offer useful insight to similar research on this subject matter for the future.
6
Jirovec, Jan. "Změny pohybové výkonnosti dětí v atletické přípravce." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-323491.
Full textAbstract:
Title: Changes in physical performance of Children at Athletic Preparatory Objectives: Aim of this paper is the diagnosis of physical and technical readiness of young children that are regularly preparing in an athletic course as a preparation for joining ASK Slavia Praha and their readiness for the next step of basic training. Methods: observation, videoanalysis, motor tests Results: During diagnostics of physical readiness via repeated use of a battery of motor tests (60m run, long jump, ball throw, 600m run) it was proven that majority of subjects showed a steady increase in performance. Only with technical activities (long jump, ball throw) there was sometimes a decrease in the results of some children. Also, in these activities the differences among results of subjects started to increase. More talented children increased their results by much more than the less handy. On the contrary, the differences among children in 600m run decreased over time. Key words: Athletic preparation, physical preparation, technical preparation, training, skills, children, athletics, coach, physical development, image sequence from video
Books on the topic "Children`s athletic preparation"
1
Gaffney-Rhys, Ruth. 8. The Law Relating to Children:. Oxford University Press, 2016. http://dx.doi.org/10.1093/he/9780198715757.003.0008.
Full textAbstract:
The Concentrate Questions and Answers series offers the best preparation for tackling exam and assignment questions. Each book includes key debates, typical questions, diagram answer plans, suggested answers, author commentary and tips to gain extra marks. This chapter considers children’s rights and private law relating to children. The first essay question focuses on the rights of the child to make his or her own decisions and to participate in private law proceedings, whilst the second examines how the law ensures that children have a relationship with both parents after separation. The third question is a problem scenario that requires discussion of orders under s.8 of the Children Act 1989, the welfare principle and the Welfare Checklist. The final problem question concerns inherent jurisdiction and the right of a child to refuse medical treatment.
Book chapters on the topic "Children`s athletic preparation"
1
Kolko, David J., and Eric M. Vernberg. "Parent Preparation for Treatment: Goals, Targets, and Initial Plans." In Assessment and Intervention with Children and Adolescents Who Misuse Fire, 53–60. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190261191.003.0005.
Full textAbstract:
Chapter 5 specifically addresses working with the parent(s) concerning their child and fire, by: describing the purpose of the treatment (to reduce the risk of firesetting), discussing the parent’s treatment goals, and providing information about the treatment program. It explores ways to: Identify child and family strengths, Understand child and family stressors; and Learn about the parent’s use of monitoring, supervision, and discipline. The chapter includes discussion of how the parent reacts to stress, and includes encouraging the parent to relax. It discusses some common behaviors associated with firesetting and possible strategies for managing them, and explores the area of consequences to target these behaviors. The chapter makes use of forms (available in appendix c), which help educate the parent and elucidate information for the practioner.
2
Gaffney-Rhys, Ruth. "9. The Law Relating to Children: Children’s Rights and Private Law." In Concentrate Questions and Answers Family Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198817482.003.0009.
Full textAbstract:
The Concentrate Questions and Answers series offers the best preparation for tackling exam and assignment questions. Each book includes key debates, typical questions, diagram answer plans, suggested answers, author commentary, and tips to gain extra marks. This chapter considers children’s rights and private law relating to children. The first essay question focuses on the rights of the child to make his or her own decisions and to participate in private law proceedings, whilst the second examines how the law ensures that children have a relationship with both parents after separation. The third question is a problem scenario that requires discussion of orders under s. 8 of the Children Act 1989, the welfare principle, and the welfare checklist. The final problem question concerns inherent jurisdiction and the right of a child to refuse medical treatment.
3
Denysenko, Natalia, and Serhiy Marchuk. "A THEORY OF CHILD’S GAME OF F. FROEBEL AND K. USHYNSKYI AND CAPABILITIES OF ITS USE IN PROFESSIONAL TRAINING OF THE MOBILE-ORIENTED PHYSICAL EDUCATION TEACHER." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-3.
Full textAbstract:
In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study of the theory of children's play in the pedagogical concept of F. Froebel showed that it is based on the principles of child centrism, creativity, amateurism, children's self-development, fun, constructive activity through the expression of children's feelings, thoughts, gestures, songs, stories. 2. K. Ushinsky defines the importance of game in the physical and mental development of the personality, argues and critically evaluates the "children's gifts" of F. Froebel. Theoretical and practical study of children's games in modern conditions is an important professional competence of future PE teachers, methodical provisions on their expediency were substantiated by K. Ushinskyi. The conducted historical and pedagogical analysis of the works of F. Froebel and K. Ushinskyi testifies to the important scientific achievements of teachers in the field of children's play theory. 3. Froebel's didactic material was aimed at mastering by students the method of developing children's physical abilities, their ability to constructive activity, logical thinking, which today acquires special significance not only in physical education but also in professional sports. Froebel's pedagogy is designed to educate the future teacher not only of physical culture, but also "culture" in the broadest sense of the word, forms his professional and mobile competencies of the combinatorial type. 4. Necessary pedagogical conditions for the implementation of the main tasks of physical education in the scientific heritage of K. Ushinskyi are compliance with the principles of humanism, nationality, conformity to nature, rational use of effective ways, means and forms of strengthening and preserving mental and physical health of students on the requirements of high moral and professional qualities of teacher's personality.
Conference papers on the topic "Children`s athletic preparation"
1
Bergo, Maíra Frizzi da Cunha, and Helena Bazanelli Prebianchi. "PARENTS AND THE PREPARATION FOR THE SURGERY OF CHILDREN PATIENTS." In IV International Symposium Adolescence(s) and II Education Forum. Universidade Federal de São Paulo, 2018. http://dx.doi.org/10.22388/2525-5894.2018.0069.
Full text
2
Shavrov, A., E. Mukhametova, D. Morozov, A. Shavrov, V. Azarova, and O. Savvateeva. "COMPARISON OF TWO BOWEL PREPARATION METHODS FOR COLONOSCOPY IN CHILDREN." In ESGE Days. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1705038.
Full text