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Journal articles on the topic 'Dunfermline College of Physical Education'

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Published: 4 June 2021

Last updated: 8 February 2022

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1

Kumar, N. R. Ram. "Physical Education: College Physical Education Informatization Development Research." Indian Journal of Forensic Medicine & Toxicology 11, no. 2 (2017): 315. http://dx.doi.org/10.5958/0973-9130.2017.00129.3.

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2

Kim, Ji Hoon, Young Shin Won, and Ro Bin Kim. "The Perception of Students in Physical Education College on Practical Examination of Physical Education College." Journal of Korean Association of Physical Education and Sport for Girls and Women 32, no. 1 (March 31, 2018): 35–51. http://dx.doi.org/10.16915/jkapesgw.2018.03.32.1.35.

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3

Yi, Ding. "College Students’ Sports Consumption and College Physical Education in China." SHS Web of Conferences 4 (2014): 02003. http://dx.doi.org/10.1051/shsconf/20140402003.

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4

Velichko, O. V., and T. P. Bakurova. "SOCIAL ACTIVITY OF PHYSICAL EDUCATION COLLEGE STUDENTS." Science of the Person: Humanitarian Researches 3, no. 25 (October 2016): 128–31. http://dx.doi.org/10.17238/issn1998-5320.2016.25.128.

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5

HOSHITANI, Hayato. "Japan Women's College of Physical Education Library." Igaku Toshokan 52, no. 1 (2005): 4–5. http://dx.doi.org/10.7142/igakutoshokan.52.4.

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6

Lou, Hang Ying, and Guo Zheng Wang. "Study of Athletic Trauma in College Physical Education." Advanced Materials Research 143-144 (October 2010): 562–65. http://dx.doi.org/10.4028/www.scientific.net/amr.143-144.562.

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In order to make clear the basic law of college students’ athletic trauma, This paper made a survey through random sampling. As the result shows, the trauma chiefly occurs on limbs, with pulled articular ligament, skin abrasion and pulled muscle as its main types. It often happens during extracurricular athletics and physical education, when students take part in games such as track-and-field events, volleyball and basketball. The major reasons for those accidents are poor skills and insufficient warming-up exercises.

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7

김석희, JeongMyung Gim, 최선미, and Youngkyu Yu. "Analysis on Educational Background of Physical Education College." Korean Journal of Sport Science 19, no. 2 (June 2008): 82–90. http://dx.doi.org/10.24985/kjss.2008.19.2.82.

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8

Kimura, Kichiji. "Physical Education in the Imperial College of Engineering." Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences) 41, no. 4 (1996): 235–46. http://dx.doi.org/10.5432/jjpehss.kj00003391502.

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9

Alsharji, khaled, Sanabel Alkhalaf, Mohammad Alkattan, Abdullah Akbar, Amal Alshareefi, and Kholoud Alabduljader. "Dietary Habits among Kuwaiti Physical Education College Students." International Scientific Journal of Physical Education and Sport Sciences 6, issue 1 (September 13, 2018): 44–48. http://dx.doi.org/10.21608/isjpes.2018.58576.

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10

Liu, Junmin, and Mengjuan Liu. "Application of Information Technology in College Physical Education." Journal of Physics: Conference Series 1574 (June 2020): 012094. http://dx.doi.org/10.1088/1742-6596/1574/1/012094.

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11

Lackman, Jeremy, and Jepkorir "Rose" Chepyator-Thomson. "Student Reflections on Urban Physical Education and Involvement in College Physical Activity." International Research in Higher Education 4, no. 2 (March 31, 2019): 1. http://dx.doi.org/10.5430/irhe.v4n2p1.

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The purpose of this study was to understand freshman college students’ reflections on urban high school physical education (PE) programs and to discern the extent to which their experiences influenced college physical activity. Sixteen university freshman students enrolled in a college PE class who had taken at least one high school PE class in an urban school setting were interviewed. Data collection methods included open-ended semi-structured qualitative interviews. Using constant comparative analysis, the reflective findings of the study revealed that students who had positive experiences had increased college physical activity involvement.

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12

Lumpkin, Angela, and Marybell Avery. "Physical Education Activity Program Survey." Journal of Teaching in Physical Education 5, no. 3 (April 1986): 185–97. http://dx.doi.org/10.1123/jtpe.5.3.185.

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This survey assessed the perceptions of students in the spring semester, 1984, about characteristics of and courses in the University of North Carolina’s Physical Education Activities Program and obtained their suggestions for changes in the program. Frequency data and percentages were reported for each response on the 64-item questionnaire along with analysis of the data by year in college and gender. The majority of students were generally to extremely satisfied with the overall program, evaluated the quality of instruction as above average or excellent, preferred 1-hour classes twice a week for one semester in the same activity, liked having a letter or pass/fail grading option, and supported the university’s two-course and swim-test requirements. Individual sports and fitness courses were the preferred offerings. Responses were consistent across years in college and gender.

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13

Krawczyk, Michał. "Do gender and physical attractiveness affect college grades?" Assessment & Evaluation in Higher Education 43, no. 1 (March 22, 2017): 151–61. http://dx.doi.org/10.1080/02602938.2017.1307320.

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14

Keating, Xiaofen D., Jingwen Liu, Xiaolu Liu, Jeff Colburn, Jianmin Guan, and Ke Zhou. "An Analysis of Chinese Preservice Physical Education Teachers’ Beliefs About the Physical Education Profession." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 58–65. http://dx.doi.org/10.1123/jtpe.2019-0095.

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Purpose: This study investigated beliefs about the physical education (PE) profession of Chinese preservice physical education teachers (PPETs). Methods: Chinese PPETs (N = 660) from six universities participated in the study. Data were collected using a prevalidated survey—a scale of measuring Chinese PPETs’ beliefs about the PE profession, which consists of two domains: a sense of calling and the value of the PE profession. Analysis of variance and multivariate analysis of variance were used to examine the differences in overall beliefs and the two subdomains by gender and year in college, respectively. Results: The overall beliefs were positive. The sense of calling and value of the PE profession varied significantly by the year in college. Senior students had the lowest score in value of the PE profession, whereas sophomores showed the lowest score in sense of calling. Conclusions: PE teacher education programs had limited effects on changing Chinese PPET beliefs about the PE profession.

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15

Na, Yoon-Ho, Se-Mi Won, Kyu-Jin Jin, and Won-Mi Lee. "The Conceptualizing the Physical Education College Student’s Olympic Legacy." Sports Science 37, no. 1 (August 31, 2019): 85–96. http://dx.doi.org/10.46394/iss.37.1.9.

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16

Fu, Ling Rong. "Study on College Professional Training Mode for Physical Education." Applied Mechanics and Materials 71-78 (July 2011): 4345–48. http://dx.doi.org/10.4028/www.scientific.net/amm.71-78.4345.

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The paper shows the status of college physical education personnel training in the view of the training objectives, curriculum, faculty and staff, and points out the problems of personnel training. It puts forward market-oriented humanistic quality as a college physical education personnel training.

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17

Wang, Hao. "Higher Vocational College Physical Education Situation Analysis and Reform." Advanced Materials Research 1044-1045 (October 2014): 1611–14. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1611.

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In recent years, Chinese higher vocational education reform has made great achievements. However, physical education reform, as one part of the higher vocational education, lags far behind other curriculum reforms. Along with the rapid development of higher vocational education in our country, the number of higher vocational colleges has become larger than that of undergraduate colleges. But, quite a few higher vocational colleges are upgraded from secondary vocational schools. Although they still belong to the institutions of the higher learning, the educational ideas and positioning of them are totally different from those of undergraduate colleges. So the teaching reform of physical education must change based on the new situation of higher vocational physical education teaching environments. Through the analysis about the present situation of higher vocational colleges, the author puts forward the idea and thoughts of education reform as below.

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18

Segrave, Jeffrey O. "Scholarship in Physical Education in the Liberal Arts College." Quest 48, no. 2 (May 1996): 190–99. http://dx.doi.org/10.1080/00336297.1996.10484189.

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19

Fraleigh, Warren P. "Unresolved Tensions in College Physical Education—Constructive and Destructive." Quest 37, no. 2 (July 1985): 134–44. http://dx.doi.org/10.1080/00336297.1985.10483828.

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20

Yun, Dae-Hyun, and Joo-Wook Yi. "Reflection and Intention of General Physical Education in College." Journal of Digital Convergence 12, no. 2 (February 28, 2014): 503–11. http://dx.doi.org/10.14400/jdc.2014.12.2.503.

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21

Zhang, Li. "Application of Artificial Intelligence Technology in College Physical Education." Journal of Physics: Conference Series 1651 (November 2020): 012024. http://dx.doi.org/10.1088/1742-6596/1651/1/012024.

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22

Naylor, Jay H. "Is Physical Education in Trouble at the College Level?" Journal of Physical Education, Recreation & Dance 68, no. 6 (August 1997): 9. http://dx.doi.org/10.1080/07303084.1997.10604956.

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23

Guan, Shuo. "Network Education and New Ideas for the Reform of College Physical Education." Procedia Engineering 29 (2012): 3562–66. http://dx.doi.org/10.1016/j.proeng.2012.01.531.

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24

Yang, Youfeng, and Wei Liu. "THE INFLUENCE OF PUBLIC PHYSICAL EDUCATION CURRICULUM ON COLLEGE STUDENTS' PHYSICAL HEALTH." Revista Brasileira de Medicina do Esporte 27, spe (March 2021): 83–86. http://dx.doi.org/10.1590/1517-8692202127012020_0099.

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ABSTRACT It is particularly important to improve the quality of physical education curriculum and the overall health level of college students. It is difficult to achieve a comprehensive evaluation of the original evaluation method of students' physical health level. Therefore, this study combined the analytic hierarchy process (AHP) and physical fitness training mode to build a university physical health evaluation model. Taking X University as the experimental background, 20 students of different majors in grade 2019 were selected as experimental objects. One group (10 students) adopted the original physical education curriculum mode, and the other group (10 students) integrated physical fitness training into the physical education curriculum. Using the established health evaluation model, the evaluation scores of physical health level of two groups of college students before and after the experiment were comprehensively analyzed. The results showed that the overall score of group A students' physical health level increased; the rising rate was 2.87%. However, there was no significant change in the scores of physical health assessment of group B students. The results show that physical fitness training into the public physical education curriculum can effectively help improve the overall health level of students, and also shows that the introduction of AHP into the evaluation of College Students' physical health level can improve the comprehensiveness of health level analysis. It is hoped that this study can provide some reference for physical education teaching in Colleges and universities, so as to improve the overall teaching level of colleges and universities.

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25

Park, Sang-Il, and Jung-Taek Shin. "The Effects of Self-Efficacy on College Life Satisfaction in College General Physical Education." Research in Dance and Physical Education 4, no. 2 (October 31, 2020): 41–51. http://dx.doi.org/10.26584/rdpe.2020.12.4.2.41.

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26

SHU, Changping. "Analysis of the Promotive Effect of College Physical Education Teaching to College Stu- dents’Physique." JOURNAL OF INTERNATIONAL EDUCATION AND DEVELOPMENT 4, no. 3 (2020): 85–90. http://dx.doi.org/10.47297/wspiedwsp2516-250011.20200403.

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27

Li, Zeng. "Study of Impacts on Students’ Comprehensive Developments by College Physical Education." Advanced Materials Research 187 (February 2011): 809–14. http://dx.doi.org/10.4028/www.scientific.net/amr.187.809.

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As a multi-dimensional open culture and an organic composition of higher education, compared with other forms of education, college physical education has a unique advantage in the promotion of college students to form and develop good personalities. The factors of college physical education that impact college students’ personality developments are divided into two parts of promoting factors and impeding factors. Among them, promoting factors including teaching factors, management factors, and personnel support, etc., play an active role in promoting the process of college students’ personality developments; impeding factors including behind ideas and concepts, various course contents, monotonous teaching mode, rigid management mode and teachers to be improved, etc., seriously impede the progress of college students’ personality developments. College physical education has its impacts on the process of college students’ personality developments in its unique forms and methods, the roles of which are mainly represented in: promoting physical and mental healthy developments; coordinating interpersonal relationships to enhance adaptive capacities to the society; developing firm volitional qualities and magnificent moral sentiments; enhancing the struggling consciousness to participate in competitions and cooperation; and culturing innovative consciousnesses and innovative capacities, etc. aspects.

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28

KONOVALOV, Aleksey Yurevich, Yuriy Nikolaevich KONOVALOV, and Esedulla Mallaalievich OSMANOV. "ADAPTIVE PHYSICAL EDUCATION DEVELOPMENT IN THE SYSTEM OF INCLUSIVE PROFESSIONAL EDUCATION." Tambov University Review. Series: Humanities, no. 174 (2018): 71–76. http://dx.doi.org/10.20310/1810-0201-2018-23-174-71-76.

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The formation of a new ideology, legislation and practice in the field of inclusive professional education of disabled people is developed in Tambov Region under the Ministry of Education and Science of the Russian Federation, the Federal Educational and Methodical Center. The center of this model is the basic professional educational organization (Tambov Regional State Autonomous Professional Educational Institution “Training College of Field Technologies”), which provides support for the functioning of the system of inclusive professional education of people with disabilities. In the regional state professional organizations there are 169 students of the disabled people and 134 people with disabilities. The socio-demographic characteristics of persons with disabilities who study in the conditions of the Center of Inclusive Education (structural subdivision of the Training College of Field Technologies) are considered. The studied characteristics will allow to use them for events to develop adaptive physical education in secondary professional education.

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29

Ren, Li Ying, and Jin Liang Shi. "A Discussion on the Incorporation of National Defense Education Factors into College Physical Education." Applied Mechanics and Materials 66-68 (July 2011): 1976–81. http://dx.doi.org/10.4028/www.scientific.net/amm.66-68.1976.

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Based on the author’s research, this article suggests that incorporating national defense factors into the teaching of college P.E. courses is beneficial to raise college students’ awareness of the importance of national defense, can help lay a solid foundation for the building of national defense reserve force and refine and standardize college students’ social behavior as well. It also advances utilizing drills of parade and procession march in order to reinforce and reap the good results from military trainings, improve and enrich the trainings through physical exercises, sports games and extracurricular competitions in which the concept of national defense education should be included and emphasized. In the process of cultural development regarding P.E. systems, a few pieces of advice are offered here to introduce and integrate elements of national defense education.

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30

ZHANG, Na, and Ronghai SU. "Longitudinal Research on the Application of Sport Education Model to College Physical Education." Revista de Cercetare si Interventie Sociala 70 (September 14, 2020): 354–67. http://dx.doi.org/10.33788/rcis.70.21.

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31

Sungsook, Kang. "Writing Education for the college students major in the Art and Physical Education." ONJI COLLECTION OF WORKS 41 (October 31, 2014): 335–68. http://dx.doi.org/10.16900/onji.2014.41.13.335.

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32

Chen, Lung Hung, Mei-Yen Chen, Meng-Shyan Lin, Ying Hwa Kee, and Shang-Hsueh Shui. "Fear of Failure and Self-Handicapping in College Physical Education." Psychological Reports 105, no. 3 (December 2009): 707–13. http://dx.doi.org/10.2466/pr0.105.3.707-713.

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The purpose of this study was to examine the relationship between fear of failure and self-handicapping within the context of physical education. Participants were 103 college freshmen enrolled in aerobic dance physical education classes in Taiwan. They completed the Performance Failure Appraisal Inventory and Self-Handicapping Scale for Sport 3 mo. after entering the class. Hierarchical regression indicated that scores on fear of failure predicted self-handicapping scores.

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33

Chen, Shaoyan, and Yunjian Xia. "Research on Application of Multimedia Technology in College Physical Education." Procedia Engineering 29 (2012): 4213–17. http://dx.doi.org/10.1016/j.proeng.2012.01.645.

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34

Coelho, Jeffrey D. "Student Perceptions of Physical Education in a Mandatory College Program." Journal of Teaching in Physical Education 19, no. 2 (January 2000): 222–45. http://dx.doi.org/10.1123/jtpe.19.2.222.

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Written critical incidents were collected from students (n = 236) to investigate their perceptions of physical education at the United States Military Academy. Fourteen students were interviewed to provide perceptions beyond the confines of a specific incident. The data were classified into three themes: (a) teacher and teacher behaviors; (b) curriculum, program features, and subject matter; and (c) social interaction and behaviors of students. Within the first theme, encouragement, additional instruction, and demonstrations were the most frequently perceived positive influences. Inappropriate grading, public embarrassment, and adversarial relationships between teachers and students were the most frequently perceived negative influences. The positive influences within the curriculum theme were overcoming fear, relevance, and challenge. The negative influences were unfair grading standards, irrelevant content, and injury. Support and encouragement, acceptance, and effective leadership were the top ranked positive perceptions within the third theme. Poor leadership and lack of sportsmanship were associated with negative perceptions.

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35

Chen, Ang, and Xinlan Liu. "Task Values, Cost, and Choice Decisions in College Physical Education." Journal of Teaching in Physical Education 28, no. 2 (April 2009): 192–213. http://dx.doi.org/10.1123/jtpe.28.2.192.

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The expectancy-value motivation theory postulates that motivation can be achieved when perceived values in an activity override perceived cost of the activity derived from the effort of achieving. This study was designed to examine types of perceived cost in physical education and the extent to which the cost might affect motivation. Data about attainment, intrinsic, and utility values in physical education were collected using surveys from college students (n = 368) in China. Perceived cost was investigated through open-ended written responses and interviews. Disappointment about the curriculum emerged as a major cost to motivation and lack of student autonomy was identified as a direct demotivating factor. Despite the cost, most of the students (92%) indicated they would, if given a choice, elect to continue physical education for health benefits and broader motivational impact in life, suggesting that strong positive values of physical activity might override the impact of cost. The findings suggest the importance of emphasizing positive values of physical activity in physical education.

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36

Ray, M. K. J., and M. Kohandel. "Epidemiology of some sport injuries among physical education college students." Injury Prevention 16, Supplement 1 (September 1, 2010): A128—A129. http://dx.doi.org/10.1136/ip.2010.029215.461.

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37

Chiu, Yi-Chuan. "Development of Physical Education Class Affection Scale for College Students." Sports & Exercise Research 15, no. 2 (June 2013): 182–94. http://dx.doi.org/10.5297/ser.1502.006.

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38

Hongwei, Ma. "The Study on College Physical Education based on Quantity Model." Energy Procedia 17 (2012): 1345–50. http://dx.doi.org/10.1016/j.egypro.2012.02.250.

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39

Wen, Jiao. "Innovative Application of Artificial Intelligence Technology in College Physical Education." Journal of Physics: Conference Series 1881, no. 4 (April 1, 2021): 042028. http://dx.doi.org/10.1088/1742-6596/1881/4/042028.

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40

朱, 国生. "Research on Ideological and Political Teaching of College Physical Education." Advances in Physical Sciences 09, no. 03 (2021): 440–44. http://dx.doi.org/10.12677/aps.2021.93066.

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41

Thomas, Peter L., and Richard W. Schwenz. "College physical chemistry students' conceptions of equilibrium and fundamental thermodynamics." Journal of Research in Science Teaching 35, no. 10 (December 1998): 1151–60. http://dx.doi.org/10.1002/(sici)1098-2736(199812)35:10<1151::aid-tea6>3.0.co;2-k.

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42

Fugazzotto, Sam J. "Physical Space and the Resource-Based View of the College." Innovative Higher Education 35, no. 4 (March 30, 2010): 245–59. http://dx.doi.org/10.1007/s10755-010-9145-9.

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43

EVERHART, BRETT. "PHYSICAL ACTIVITY PATTERNS OF COLLEGE STUDENTS WITH AND WITHOUT HIGH SCHOOL PHYSICAL EDUCATION." Perceptual and Motor Skills 100, no. 4 (2005): 1114. http://dx.doi.org/10.2466/pms.100.4.1114-1120.

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44

EVERHART, BRETT. "PHYSICAL ACTIVITY PATTERNS OF COLLEGE STUDENTS WITH AND WITHOUT HIGH SCHOOL PHYSICAL EDUCATION." Perceptual and Motor Skills 100, no. 3 (2005): 1114. http://dx.doi.org/10.2466/pms.100.3.1114-1120.

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45

Everhart, Brett, Michael Kernodle, Kesley Ballard, Cathy McKey, Billy Eason, and Megan Weeks. "Physical Activity Patterns of College Students with and without High School Physical Education." Perceptual and Motor Skills 100, no. 3_suppl (June 2005): 1114–20. http://dx.doi.org/10.2466/pms.100.3c.1114-1120.

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The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as mucn as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

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46

Li, Wenhua. "The Status Quo and Improvement Methods of College Physical Education Evaluation." Lifelong Education 9, no. 7 (December 8, 2020): 125. http://dx.doi.org/10.18282/le.v9i7.1489.

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In the process of college physical education, teaching evaluation is one of the very important teaching tasks. Through a scientific and complete teaching evaluation system, the physical education process can be optimized to a certain extent, and the effective realization of physical education goals can be promoted to improve the college The quality and efficiency of physical education. This article first analyzes the status quo of college physical education evaluation, and then proposes some optimization and improvement measures for the problems found, hoping to improve the college physical education evaluation system and enhance the comprehensive ability of students.

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47

ROBERTS, WILLIAM O. "Medicine, Medical Education, and the College." Medicine & Science in Sports & Exercise 35, no. 7 (July 2003): 1075. http://dx.doi.org/10.1249/01.mss.0000074557.67494.62.

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48

Chen, Zuosong, Kaihong Sun, and Kun Wang. "Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education." Psychological Reports 121, no. 4 (October 5, 2017): 690–704. http://dx.doi.org/10.1177/0033294117735333.

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This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants’ self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual’s self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.

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49

De Luna Filho, Elias Benício, Fábio Thiago Maciel Da Silva, Amilton Da Cruz Santos, Leone Severino Do Nascimento, Aline Nóbrega Rabay, Filipe Fernandes Oliveira Dantas, Anna Myrna Jaguaribe De Lima, and Maria Do Socorro Brasileiro-Santos. "Level of physical activity in college students." Manual Therapy, Posturology & Rehabilitation Journal 13 (September 29, 2015): 256. http://dx.doi.org/10.17784/mtprehabjournal.2015.13.256.

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Introduction: Regular practice of physical activity is important to prevent and treat psychobiological dysfunctions and improve the quality of life. Insufficient levels of exercise have been considered a risk factor for diseases, mainly cardiovascular disorders. The evidences about the levels of physical activity in college students are inconsistent, especially in physical education undergraduate programs. Objective: The aim of this study was to assess the level of physical activity in Physical Education college students of the Universidade Federal da Paraíba, considering gender, undergraduate program (degree or bachelor) and term time. Method: The study design is transversal, and 159 subjects answered the International Physical Activity Questionnaire (IPAQ), short version. Results: Most of the college students were classified as active and very actives (77.4%) and, only 22.7% were insufficiently actives. It was observed a significant association between the level of physical activity and the term time (p=0.001), with a linear and progressive trend to towards an increase in the number of inactive/insufficiently active students. There was not significant association (p=0.088) between the level of physical activity and the first or second half of the undergraduate program. College’s Bachelor students of were more active than college’s Licentiate students, however, without significant association (p=0.181). In the difference between genders, women have higher levels of physical activity than men, but without significant association (p=0.797). Conclusion: The results show that students of physical education present appropriate levels of physical activity and students of the last term time are less active than first term time students.

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50

Li, Shu Fang, and Shuang Guo Niu. "Analysis on Lighting Source Configuration of Stadiums for College Physical Education." Advanced Materials Research 721 (July 2013): 677–80. http://dx.doi.org/10.4028/www.scientific.net/amr.721.677.

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Based on the analysis on architectural characteristics of the training facilities for college physical education and in the light of lighting design standard for sports buildings, we designed the lighting uniformity for college physical education facilities with high demand for ground light and relatively low requirements for vertical lighting. It has been demonstrated through experiment and verification on corresponding illumination, power, energy efficiency of commonly used high voltage sodium lamps in the range of 187V-234V in electro-optic experiments, that college physical education training facilities should adopt the high-voltage sodium lamp as the electric light source.

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