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1
Barzun, Jacques. "Fair use or fair game." Academic Questions 11, no. 2 (1998): 5. http://dx.doi.org/10.1007/s12129-998-1001-3.
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Trachtenberg, Felicia Moss. "The Game of Dreidel Made Fair." College Mathematics Journal 27, no. 4 (1996): 278. http://dx.doi.org/10.2307/2687235.
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Trachtenberg, Felicia Moss. "The Game of Dreidel Made Fair." College Mathematics Journal 27, no. 4 (1996): 278–81. http://dx.doi.org/10.1080/07468342.1996.11973792.
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Gea, María Magdalena, Luis Armando Hernández-Solís, Carmen Batanero, and Rocío Álvarez-Arroyo. "Relating students’ proportional reasoning level and their understanding of fair games." Journal on Mathematics Education 14, no. 4 (2023): 663–82. http://dx.doi.org/10.22342/jme.v14i4.pp663-682.
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This paper analyzes the relationship between proportional reasoning and understanding fair games in Costa Rican students. We conducted a quantitative and qualitative analysis of the answers to six items on comparing ratios of increasing difficulty level and another item on prize estimation in a fair game. We describe the strategies employed and the semiotic conflicts detected in 292 Costa Rican students from Grades 6 to 10 (11-16-year-olds), comparing the findings with those established in previous research. The results show an increase in the level of proportional reasoning with the grade, although the age at which the higher levels are reached is lower than that assumed by Noelting. The percentage of students applying correct strategies in the fair game problem also increases with grade, and a relationship between the understanding of fair game and the level of proportional reasoning is observed.
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Vidoni, Carla, and Jerome D. Ulman. "The Fair Play Game: Promoting social skills in physical education." Strategies 25, no. 3 (2012): 26–30. http://dx.doi.org/10.1080/08924562.2012.10592149.
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Yuniyar, Wahyudi Ahmad, Nurlan Kusmaedi, and Tite Juliantine. "IMPELEMENTASI SPORT EDUCATION MODEL DAN FAIR PLAY GAME TERHADAP SOCIAL SKILL SISWA DAN KETERAMPILAN BERMAIN TENIS MEJA." JURNAL ILMU KEOLAHRAGAAN 19, no. 1 (2020): 63–68. https://doi.org/10.24114/jik.v19i1.18456.
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Pembelajaran pendidikan jasmani memiliki berbagai pelajaran yang dapat diaplikasikan dengan baik kepada siswanya, pengaplikasian sering kali terhambat karena rencana serta model yang digunakan tidak sesuai dalam pembelajaran, sehingga keterampilan sosial serta keterampilan bermain tenis meja tidak ada perubahan ke arah lebih baik. Tujuan penelitian ini untuk mengtahui adanya peningkatan atau tidak dengan menggunakan sport education model dan fair play game terhadap keterampilan sosial siswa dan keterampilan bermain tenis meja pada siswa kelas 8 sekolah menengah pertama. Metode yang digunakan dengan menggunakan eksperimen, desain the randomized pretest-posttest control group dsesign. Instrumen yang digunakan adalah instrument validitas sosial, tes keterampilan bermain tenis meja. Hasil menunjukkan bahwa adanya peningkatan dalam kelompok eksperimen dengan menggunakan Sport Education Model dan fair play game untuk keterampilan sosial siswa sebesar 60% dan keterampilan bermain tenis meja sebesar 43%, sebaliknya kelompok kontrol yang menggunakan Sport Education Model dengan pendekatan tradisional untuk ketrampilan sosial siswa adanya peningkatan sebesar 10% sedangkan untuk keterampilan tenis meja 58%. Dapat disimpulkan bahwa penggunaan Sport Education Model dan fair play game dan dengan pendekatan tradisional dapat meningkatkan keterampilan sosial siswa dan keterampilan bermain tenis meja.
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Kizi, Omarova Ayna Mamut. "The effectiveness of using game sports in physical education classes for students of higher educational institutions." European International Journal of Pedagogics 5, no. 3 (2025): 25–27. https://doi.org/10.55640/eijp-05-03-07.
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This article explores the effectiveness of integrating game sports into physical education classes for students in higher educational institutions. Game sports, such as basketball, football, and volleyball, offer more than mere physical exertion; they contribute significantly to motivation, teamwork, and cognitive development. By tapping into competitive and cooperative drives, these activities enhance engagement, encourage long-term exercise habits, and reduce stress. Moreover, the social dimension of team sports fosters effective communication, problem-solving, and leadership skills that extend beyond the sports field, preparing students for academic collaboration and future professional challenges. Practical strategies for implementation include adjusting rules, team composition, and duration of play to accommodate diverse skill levels, thereby ensuring inclusive participation. Emphasizing positive values—fair play, respect, and mutual support—creates a psychologically safe environment that strengthens interpersonal connections and nurtures emotional intelligence. With growing emphasis on well-rounded student development, universities increasingly recognize that game sports can cultivate critical competencies such as adaptability, time management, and resilience. The discussion highlights how thoughtful integration of game sports can elevate physical education curricula, enrich the academic experience, and support the overall personal and professional growth of students in higher education.
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Moles, Janet. "A fair game or no contest? Contested identities in teacher education." Gender and Education 26, no. 2 (2014): 168–79. http://dx.doi.org/10.1080/09540253.2014.888404.
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Pazmino, Arturo Gregorio, Luis Israel Pabón, Esther Desiree Gutiérrez M., Erick Lamilla Rubio, and Eduardo Montero. "Learning Electromagnetism through a Playful County Fair Game Project." Physics Teacher 61, no. 9 (2023): 766–69. http://dx.doi.org/10.1119/5.0097221.
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Vidoni, Carla, Chang-Hung Lee, and Liane Azevedo. "Does the Fair Play Game teaching strategy improve behaviors in physical education?" Journal of Physical Education, Recreation & Dance 85, no. 5 (2014): 52. http://dx.doi.org/10.1080/07303084.2014.897580.
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Kiili, Kristian, Kai Ojansuu, Antero Lindstedt, and Manuel Ninaus. "Exploring the Educational Potential of a Game-Based Math Competition." International Journal of Game-Based Learning 8, no. 2 (2018): 14–28. http://dx.doi.org/10.4018/ijgbl.2018040102.
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The main aim of this article was to investigate the educational potential of a game-based math game competition to engage students in training rational numbers. Finnish fourth (n = 59; Mage = 10.36) and sixth graders (n = 105; Mage = 12.34) participated in a math game competition relying on intra-classroom cooperation and inter-classroom competition. During a three-week period, the students were allowed to play a digital rational number game, which is founded on number line estimation task mechanics. The results indicated that students benefited significantly from participating in the competition and playing behaviour could be used to assess students rational number knowledge. Moreover, students were engaged in the competition and the results revealed that intrinsically motivating factors such as enjoyment and perceived learning gains predicted students' willingness to participate in math game competitions again. This article provides empirical support that educational game competition can be an effective, engaging, and a fair instructional approach.
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ISERSON, KENNETH V. "Bioethics and Graduate Medical Education: The Great Match." Cambridge Quarterly of Healthcare Ethics 12, no. 1 (2003): 61–65. http://dx.doi.org/10.1017/s096318010312107x.
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Given the money, prestige and power at stake in high-level sports, ethical lapses are hardly surprising. Nor are the rules, people, and organizations we entrust to punish infractions and ensure fair play. Similarly, the high stakes involved in medical education invite ethical slips. Yet, there are not only few referees in this all-important “game,” but also the subject itself has been almost entirely off-limits in the academic literature.
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Jones, Michael A. "CONNECTING FAIR DIVISION AND GAME THEORY THROUGH THE OPTIMIZATION OF KNASTER'S PROCEDURE." PRIMUS 13, no. 4 (2003): 321–36. http://dx.doi.org/10.1080/10511970308984066.
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Azevedo, Liane B., Carla Vidoni, and Sarah Dinsdale. "Effects of “Fair Play Game” Strategy on Moderate to Vigorous Physical Activity in Physical Education." Physical Educator 73, no. 4 (2016): 757–76. http://dx.doi.org/10.18666/tpe-2016-v73-i4-7115.
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Vidoni, Carla, Chang-Hung Lee, and L. B. Azevedo. "Fair Play Game: a group contingency strategy to increase students' active behaviours in physical education." Early Child Development and Care 184, no. 8 (2013): 1127–41. http://dx.doi.org/10.1080/03004430.2013.847834.
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Yusuf, Roikhan Rais, Suhartini Bernadeta, Krisna Wiedarjati Dima, and Dwi Yulianto Wahyu. "Perceptions of Physical Education Teachers Regarding Softball Game Material in Physical Education Subjects Sports and Health in District Public High Schools Purworejo." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 12 (2023): 5763–67. https://doi.org/10.5281/zenodo.10394014.
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The purpose of study This is For know how much Good teacher education perceptions physical education in public high schools throughout the district Purworejo to material softball game in PJOK learning. This research is study descriptive quantitative. Method used in study This is method survey. Instrument previously has tried out For know level of, validity as well as instrument reliability. Of 35 items question tested test _ try it there are 4 items stated question _ invalid. Testing reliability stated reliable with Cronbach's alpha score 0.979. This data collection technique use modification Linkert scale with score 1-4 and choice alternative answers strongly agree, agree , less agree , and very less agree . Data analysis techniques using descriptive quantitative with percentage. The results of data analysis show that " Perceptions of Physical Education Teachers Regarding Softball Game Material in PJOK Lessons in State High Schools throughout the Regency Purworejo ” literally whole as following : in the "very good " category of 13.6%, the " good " category of 9.1%, the " fair " category good ” by 50%, category “ poor good ” by 22.7%, and in the “very poor ” category good ” by 4.6%.
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Rich, Darryl S. "• Checking Refrigerator Temperatures/• Storing Batteries in Refrigerators/• Use and Storage of Ketamine/• Class 100 Environment for IV Preparation/• Automatic Stop Orders/• Required Consent for Medications/• Patient Education on Medication Use/• Pharmacist Review of Orders against Medication Profiles." Hospital Pharmacy 36, no. 3 (2001): 337–41. http://dx.doi.org/10.1177/001857870103600314.
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This column addresses questions from readers about any issue, process, standard, or future direction of the Joint Commission, whether it relates to home care, the hospital, or other practice environment. The objective is to give you a better insight into the Joint Commission accreditation process in your own practice site. Any question is fair game.
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Khoiri, N., S. Ristanto, and A. F. Kurniawan. "Project-Based Learning Via Traditional Game in Physics Learning: Its Impact on Critical Thinking, Creative Thinking, and Collaborative Skills." Jurnal Pendidikan IPA Indonesia 12, no. 2 (2023): 286–92. http://dx.doi.org/10.15294/jpii.v12i2.43198.
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This study aims to investigate how PjBL via traditional games impact students’ critical thinking, creative thinking, and collaborative skills. The research sample is a local school in Semarang. The research design was a quantitative study using the pre-experimental design type one group pretest-posttest method. There is only one predetermined group in this design. The theme of the game that the project will create was revealed following the pre-test. The research results show students’ creative thinking skills in applying the PjBL model via game techniques are 61.53% in high criteria and 38.46% in medium criteria. The study results also show a fair increase in the N-Gain value for the four indicators of creative thinking skills: improvisation, elaboration, creativity, vision, effectiveness, and efficiency. The results show it is effective for six students (25%), fairly effective for 13 students (54.16%), and less effective for five students (20.83%). The study’s results also show that the Mann-Whitney U statistical test is 69. It means that the PjBL model impacts students’ collaborative skills. This research has a big impact on increasing students’ creative thinking skills and collaboration.
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Fahrizal, Yanuar, Fahmi Irfanudin, and Syahruramdhani Syahruramdhani. "Edukasi Penanganan Adiksi Remaja di Sekolah Melalui Pendekatan Kesehatan dan Agama." Jurnal Pengabdian Pada Masyarakat 4, no. 3 (2019): 285–92. http://dx.doi.org/10.30653/002.201943.184.
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EDUCATION OF ADOLESCENT ADDICTION TREATMENT WITH HEALTH AND RELIGIOUS EDUCATION APPROACHES AT SCHOOL. Smoking, drugs, pornography and video game addiction cases are iceberg mountain phenomenon which the cases are seen only as small part from fully part of the cases particularly in adolescent. This effects to health status of adolescent involve physics, mental, spiritual and social. Smoking, drugs, pornography and video game behaviour as abnormal behaviour on adolescent are an immature response from stress that happened in developing phase of adolescent. As the effort to prevent the incidence of adolescent abnormal behaviour and to increase mental health promotion especially on adolescent and teachers is needed preventive and pro-motive program with adolescent addiction education program. This program was conducted to teachers of MTs Muhammadiyah Kasihan because the teachers have much interaction with adolescent. This community service program was conducted with various method such as screening, preparation, teaching, empowering and evaluation. The result showed that the rate of teacher’s knowledge before conducting the education program is low or bad with score 48.1 and after conducting the education program increased to fair or enough with score 61.45. This community service program also developed module book about adolescent addiction treatment with health and religious education approaches.
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Erlandson, Peter, Ola Strandler, and Mikael R. Karlsson. "A fair game – the neoliberal (re)organisation of social and relational practices in local school settings." British Journal of Sociology of Education 41, no. 3 (2020): 410–25. http://dx.doi.org/10.1080/01425692.2019.1707067.
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GÜZEL, Cihad, and İlyas GÖRGÜT. "Fair play in class and sports environment from the perspective of physical education and sports teacher." Journal of ROL Sport Sciences 5, no. 2 (2024): 212–38. https://doi.org/10.5281/zenodo.12597763.
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In this study, by focusing on the role of physical education and sports teachers in the development of fair play, it is aimed to raise awareness by determining teachers’ practices, attitudes and knowledge levels about the concept. Phenomenological design was used in the study prepared with qualitative research method. A total of 21 physical education and sports teachers from 7 regions and 14 provincial participated in the sampling group of the study with the criterion sampling method, one of the purposeful sampling methods. Individual interviews were conducted with the teachers within the scope of semi-structured interview technique lasting an average of 30 minutes. Descriptive and content analysis methods were used to analyze the expressions. As a result of the analysis, Physical Education and Sports teachers express the concept of fair play in the lesson and sports environment as apologizing to the opponent by the athlete, extending a hand to the opponent as a result of any negative situation, consoling and congratulating him/her in case of success. Teachers use oral and visual expression methods in order to teach the concept to students and the reaction of the teachers to the rival team player who violated the rules during the competition varied according to various situations. In order to ensure a fair game understanding in sports environments, first of all, individuals competing on and off the field should have equal conditions in terms of facilities, materials, transportation and anthropometrics. In cases where professionalism is at the forefront, high level morale/motivation, result and target are the primary goals, while in cases where entertainment is at the forefront, fair play, healthy life and spending quality time are at the forefront.
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Butler, Joy, David P. Burns, and Claire Robson. "Dodgeball: Inadvertently teaching oppression in physical and health education." European Physical Education Review 27, no. 1 (2020): 27–40. http://dx.doi.org/10.1177/1356336x20915936.
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Though students can learn a great deal about ethics as they play sport, the authors of this article ask what, exactly, they learn from playing dodgeball. As they look beyond the usual arguments offered for and against the teaching of the game, they view it through three ethical lenses: the ethic of care, the ethic of anti-oppressive education, and the ethics of virtue. They conclude that in terms of modelling, confirming, and practising caring behaviours, or offering opportunities to discuss and process what might be considered fair, dodgeball can be considered miseducative. They further argue that the hidden curriculum of dodgeball reinforces the five faces of oppression defined by the feminist theorist Iris Young as marginalization, powerlessness, and the helplessness of those perceived as weaker individuals through the exercise of violence and dominance by those who are considered more powerful. They conclude that the playing of dodgeball habituates the practice of aggression and fails to contribute positively to an ethical education.
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Zavalniuk, Оlena. "The moral and ethical dimension as an axiological priority of sports activity." 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): 223–27. http://dx.doi.org/10.31392/udu-nc.series15.2024.3k(176).49.
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The article emphasizes that sports ethics is an integral part of sports activities and determines its social role in the formation of modern society. It is argued that the existence of physical education and sports activities based on ethical principles contributes to the creation of a healthy, just and harmonious society, promotes personal development and education of generations. It is noted that the principles of fair play have a broad social impact, and their reflection in interpersonal relations, youth education and the formation of public values is determined by the axiological basis of sports ethics. The purpose of the study is tohighlight the role of the Fair Play principle as an axiological priority of socio-cultural transformations of sports activities. Methodology. The study of the functional potential of sports activities and the possibility of human improvement was based on historical and structural-functional methods, as well as the methodology of transcendental pragmatics, which allows us to consider life-creation in the communicative plane. Scientific novelty. The meaning of the principle of fair play as a fundamental ideological guideline for all participants in sports activities is determined, the main thing is the process of combining in practice the principles of respect for the opponent, respect for the rules of the game and the decisions of the judges, equality of chances for all participants in the competition, etc. Conclusions. The author emphasizes the significant role of sport in the education of moral and ethical qualities of a personality, which is manifested in the formation of character, courage, sense of responsibility and ideals of fair play, etc. At the same time, sport also has a downside, characterized by egocentrism, unscrupulousness, pragmatism, and a thirst for victory at any cost. Hence the need to create a system of purposeful sports education, which should realize the significant positive educational potential of sports activities and curb the negative impact of sports on the individual.
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Idigova, Aishat A., and Kheda L. Manzhieva. "Gamification in education: opportunities and risks of using game technologies to increase student motivation and engagement." ACCOUNTING AND CONTROL 7 (2025): 115–23. https://doi.org/10.36871/u.i.k.2025.07.01.013.
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The purpose of this study is to comprehensively analyze the opportunities and risks of gamification application as a tool for increasing students’ learning motivation and engagement in the educational process. The objectives included: defining the essence and key mechanics of gamification in an educational context; identifying its positive effects on cognitive, affective and behavioral aspects of student learning; identifying and systematizing potential risks and limitations associated with the implementation of gamification technologies, such as superficial learning, decreased intrinsic motivation and fair assessment problems. The findings indicate the significant potential of gamification to enhance learning activities and generate sustained interest in the subject, but emphasize the need for careful pedagogical design and consideration of possible negative consequences. The scientific novelty consists in a comprehensive consideration of the dialectics of advantages and disadvantages of gamification, and the practical significance lies in the formulation of recommendations for teachers and developers of educational programs to create balanced and effective gamified learning environments.
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Guo, Feng, Meiting Guo, Yuanyuan Li, and Jianglin Gu. "Countermeasures for the Transformation of Migrant Workers to Industrial Workers in the Construction Industry Based on Evolutionary Game Theory." Buildings 13, no. 12 (2023): 2985. http://dx.doi.org/10.3390/buildings13122985.
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With the rapid development of new construction methods, China’s construction industry is facing the transformation challenges of industrialization and informationization. However, migrant workers are characterized by high mobility, low education, and poor skills in China’s national conditions, which can no longer meet the requirements of operations. The transformation of the low-level manual migrant workers in the construction industry to high-level skilled industrial workers is inevitable. In order to explore how to better achieve the transformation of construction workers, evolutionary game research with construction unit and labor company as the subjects was carried out. Three types of assumptions were introduced into the constructed evolutionary game model: cooperation mechanism, spillover effect, and incentive mechanism (CSI). Simulation experiments and analysis of the model were finally conducted. The results of the game analysis finally show: (1) a higher initial proportion of selected transformed industrial workers; (2) a fair benefit concession from the construction unit to the labor company; (3) a lower revenue spillover effect; (4) that a higher level of regulation and incentives are conducive to the evolutionary game to converge to the desired state at a faster rate. The findings provide ideas for improving the labor system in China’s construction industry and lay the foundation for solving the labor specialization problem of new construction methods.
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Cassimiro, Luciana, Mario Amore Cecchini, Gabriela Cabett Cipolli, and Mônica Sanches Yassuda. "Age, but not education, affects social decision-making in the ultimatum game paradigm." Arquivos de Neuro-Psiquiatria 82, no. 07 (2024): 001–9. http://dx.doi.org/10.1055/s-0044-1787759.
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Abstract Background Social decision-making (SDM) is often studied through gaming paradigms, in which participants allocate resources among themselves and others based on predefined rules. In an adapted version of the ultimatum game (UG), SDM behavior was modulated in response to the degree of fairness of monetary offers and the social context of opponents, designed to generate either prosocial or punishing behaviors. Objective To investigate whether SDM evaluated by the UG is affected by age and schooling, as it is relevant to know whether sociodemographic variables may bias UG results. Methods A total of 131 healthy adults participated: 35 young university students and 96 participants in Universidade de São Paulo's USP 60+ program (formerly known as Universidade Aberta à Terceira Idade, a program for people aged ≥ 60 years to attend university). The sample was divided into 3 age groups (17–22, 60–69, and 70–79 years) and 3 schooling groups (4–8, 9–11, and ≥ 12 years of schooling). Results Age and schooling did not affect performance in fair monetary offers. Differences were observed in the unfair conditions. The oldest group (70–79 years) accepted less frequently the baseline unfair offers (without social context), when compared with the 17–22 and the 60–69 years groups (17–22 = 60–69 > 70–79). Regarding the prosocial unfair and punishing unfair conditions, older adults accepted such offers more frequently (17–22 < 60–69 = 70–79). Schooling effects were not observed. Conclusion In the context of SDM, older adults may show prosocial behaviors more frequently than younger adults. The findings suggest performance in the UG is affected by age, but not by schooling.
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Smoter, Katarzyna. "Fair play gdzie teraz jesteś …? = Fair play where now you are ...?" Journal of Health Sciences 4, no. 14 (2014): 182–89. https://doi.org/10.5281/zenodo.13351.
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<strong>Smoter Katarzyna. Fair play gdzie teraz jesteś …? </strong><strong>= Fair play where now you are ...? </strong><strong>Journal of Health Sciences. 2014;4(14):182-189. ISSN 1429-9623 / 2300-665X.</strong> <strong>http://journal.rsw.edu.pl/index.php/JHS/article/view/2014%3B4%2814%29%3A182-189</strong> <strong>https://pbn.nauka.gov.pl/works/512945</strong> <strong>DOI: </strong><strong>10.5281/zenodo.13351</strong> <strong>http://dx.doi.org/10.5281/zenodo.13351</strong> <strong>The journal has had 5 points in Ministry of Science and Higher Education of Poland parametric evaluation. Part B item 1107. (17.12.2013).</strong> <strong>© The Author (s) 2014;</strong> <strong>This article is published with open access at Licensee Open Journal Systems of Radom University in Radom, Poland</strong> <strong>Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, </strong> <strong>provided the original author(s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License </strong> <strong>(http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited.</strong> <strong>This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non commercial </strong> <strong>use, distribution and reproduction in any medium, provided the work is properly cited.</strong> <strong>Conflict of interest: None declared. Received</strong><strong>: 15.11.2014. </strong><strong>Revised</strong><strong> 05.12.2014. </strong><strong>Accepted</strong><strong>: 10.12.2014.</strong> <strong>Fair play gdzie teraz jesteś …?</strong> <strong>Fair play where now you are ...?</strong> <strong>Katarzyna Smoter</strong> <strong>Akademia Wychowania Fizycznego w Krakowie</strong> <strong>Streszczenie</strong> W dobie zmieniającej się rzeczywistości, postępu technologicznego, dynamicznego rozwoju sportu stajemy się równocześnie świadkami kryzysu wartości moralnych. Coraz częściej widoczne są przykłady zachowań „faul play” – stosowanie środków dopingujących, korupcja, brak tolerancji, nieczysta, brutalna gra. W sporcie liczy się sam wynik i zwycięstwo, a idea fair play zostaje pomijana. W celu pokrzepienia i przeciwstawienia się kryzysowi idei olimpijskiej warto promować postawy i zachowania ludzi zgodne z zasadami czystej gry. <strong>Summary</strong> In an era of changing reality, technological progress, rapid development of the sport at the same time we are witnessing a crisis of moral values. Increasingly visible are examples of conduct "foul play" – the use of doping, corruption, lack of tolerance, dirty, brutal game. In sport has the same result and the victory, and the idea of fair play is skipped. In order to strength and address the crisis of the Olympic idea you might want to promote people's attitudes and behaviour in accordance with the principles of fair gaming. <strong>Słowa kluczowe: zasada fair play, sport moralny, duch sportowy, widowisko sportowe.</strong> <strong>Keywords: the principle of fair play, sport, sports, spirit of moral spectacle sport.</strong>
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Hibbin, R. A., G. Samuel, and G. E. Derrick. "From “a Fair Game” to “a Form of Covert Research”: Research Ethics Committee Members’ Differing Notions of Consent and Potential Risk to Participants Within Social Media Research." Journal of Empirical Research on Human Research Ethics 13, no. 2 (2018): 149–59. http://dx.doi.org/10.1177/1556264617751510.
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Social media (SM) research presents new challenges for research ethics committees (RECs) who must balance familiar ethical principles with new notions of public availability. This article qualitatively examines how U.K. REC members view this balance in terms of risk and consent. While it found significant variance overall, there were discernible experience-based trends. REC members with less experience of reviewing SM held inflexible notions of consent and risk that could be categorized as either relying on traditional notions of requiring direct consent, or viewing publicly available data as “fair game.” More experienced REC members took a more nuanced approach to data use and consent. We conclude that the more nuanced approach should be best practice during ethical review of SM research.
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Monteiro, Fátima, and Armando Sousa. "An educational board game to promote the engagement of electric engineering students in ethical building of a sustainable and fair future." Journal of Environmental Education 55, no. 2 (2024): 138–52. http://dx.doi.org/10.1080/00958964.2023.2259832.
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Almorza-Gomar, David, Rafael Ravina-Ripoll, Cristina Raluca Gh Popescu, and Araceli Galiano-Coronil. "Evaluation of an Experience of Academic Happiness through Football at University." International Journal of Environmental Research and Public Health 19, no. 11 (2022): 6608. http://dx.doi.org/10.3390/ijerph19116608.
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The main objective of the university sport in Spain is the comprehensive training of the students. It sets out in the various state regulations in this respect. There is training in values within the comprehensive training that sporting activity should provide through Fair Play. This article aims to describe and evaluate an experience of training in values for the university students carried out by the Sports Department of the University of Cadiz, located in Cádiz, Andalusia, Spain. The methodology consisted of making selected changes to the game rules in football competitions. The experience has lasted ten years. The result of the experience has been very positive, obtaining, among other substantial achievements, a reduction of more than 75% in the percentage of cards (yellow and red) shown during matches and a reduction in referee cautions, a decrease in violent behavior, self-exclusion of players with violent behavior by the teams themselves, and an increase in fair play sporting behavior. Due to this experience, the Sports Department of the University of Cadiz has received numerous national and international awards. However, the leading award has been to take part positively, through sport, in the education and happiness of its students.
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Sanko, Jill, Susana Barroso-Suarez, Latoya Lewis-Pierre, et al. "Board #239 - Program Innovation Drive By’ Simulation and Game-based Educational Fair to Promote Patient Safety Awareness (Submission #8087)." Simulation in Healthcare: Journal of the Society for Simulation in Healthcare 9, no. 6 (2014): 465. http://dx.doi.org/10.1097/01.sih.0000459378.26722.96.
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Sopotnytska, Olena, and Olena Kotova. "Stimulation of professionally oriented motivation based on personality-oriented environment in future physical education teachers to coach activities in game sports." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 356–65. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-356-365.
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The article is devoted to the research of the problem of professionally oriented motivation based on personality – oriented environment of future physical education teachers to coaching activities in game sports. The aim of the article is to reveal the features of the training process of future physical education teachers to coaching, in particular to justify the professionally oriented motivation based on a person-centered environment creation. Based on theoretical research the concept of motivation is revealed, groups of external and internal motives are described. Practical tasks for the development of the ability to operational analysis have been developed and implemented. Practical materials have been developed to create a personality – oriented educational environment based on professionally oriented motivation for playing sports, namely the general aspects of the philosophy of «fair play», the algorithm of coach behavior with team players. Consequently, professional orientation motivates the choice of profession and provides self-affirmation and maximum professional realization in the profession. Personally oriented educational environment based on professional motivation for playing sports contributed to the development of students positive internal motivation for self-education, self-development, self-knowledge, in playing sports, which significantly expanded the motivational and holistic range of professional orientation.
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Terekli, Mustafa Serdar, and Halil Orbay Çobanoğlu. "Mental Education of Football Referees: Mental Suitcase of Modern Football Referees." International Education Studies 12, no. 3 (2019): 105. http://dx.doi.org/10.5539/ies.v12n3p105.
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The aim of this study is to determine the characteristics of the referees who have an important place in the football world where great developments are experienced day by day.
 Football has grown incredibly and globalized in recent years. Many sports clubs and leagues constitute a large sector that extends far beyond the national community to international audiences. This global growth has enabled the expansion of financial resources, especially in the professional market sector. This development of football and clubs also affected the referee process. Now audiences, athletes and club managers expect the referees to show management that they are making less mistakes, making the right decisions, being fair, and preventing sports injuries from occurring. The referees are persons who are assigned to competitions by national and international federations that have the authority to administer the competition on the basis of rules. In many parts of the world, fans, athletes, coaches are often complaints about the judges’ prejudice against the teams and their inadequacies. Referee decisions are very important in terms of a team winning the championship, falling league and competing in Europe. It is increasing day by day to criticize the judges ‘behavior and decisions in the competition, especially since the clubs’ ever-growing incomes and sales of TV broadcast rights are expressed in millions of dollars. In particular, the monitoring of the game field with many cameras and evolving video technology is closely examining the actions of the referees and the players in the closest distance and the number of repetitions too intensely. Referee also is an athlete. Hakem has to be nearest to the game, run as well as the players, have the mind open, and have to make the correct definition.
 The aim of this study is to explain the mental suitcase of the referees, which is a new definition in the referee literature and which includes the mental processes of the referees before, during, and after the competition.
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Amoroso, José Pedro, Luís Coelho, Henrietta Papp, et al. "Self-Refereeing System in Ultimate during the Joint Junior Ultimate Championship in Three Different Divisions—A Different Way to Promote Fair-Play?" Youth 3, no. 1 (2023): 414–27. http://dx.doi.org/10.3390/youth3010028.
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In ultimate games governed by the World Flying Disc Federation (WFDF), all competitors also take on the role of referee. The players discuss disputed calls with each other during the game, and then follow rules designed for these situations to determine how the play continues. The number one rule of the sport is to respect the spirit of the game (SOTG), which encourages competitive play while preserving mutual respect and minimizing the risk of injury. The use of SOTG in ultimate in the framework of self-arbitration as a moral practice aligns well with other tools of critical pedagogy. For this study, the SOTG scores of the WFDF Joint Junior Ultimate Championship (JJUC 2022) were analyzed. A total of 1009 players from 19 countries competed in 434 self-refereed games (29 national teams in the WJUC Under-20 (U20) tournament and 20 teams in the EYUC Under-17 (U17) tournament). All the scores from the individual criteria correlated well with the overall scores, but for the most part, they did not correlate with each other. Our experience with the scoring system has highlighted the importance of participants understanding the meaning of the results and how they may lead to a constructive reflection to improve exceptions, including scores representing fouls and rules knowledge. The findings provide important information for physical education teachers, coaches, and sport consultants and may be of use to design SOTG programs that could foster the experience of sportsmanship and to facilitate the ethical conduct of athletes in either recreative or in competitive contexts.
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Singh, Priyanka. "Exploring the Impact of Infrastructure on Indoor and Outdoor Game Participation and Skill Development in the Present Scenario of National Education Policy 2020." International Journal of Research and Review 11, no. 3 (2024): 320–25. http://dx.doi.org/10.52403/ijrr.20240341.
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Physical Education programs are anchored by their infrastructure, which has a significant impact on students' involvement, engagement, and skill development in both indoor and outdoor game activities. Well-designed spaces, furnishings, and equipment have a big impact on how effective Physical Education situations are. Understanding how infrastructure affects participation in both indoor and outdoor games and skill development is essential to optimizing physical education programs and promoting holistic student development. In order to better understand how infrastructure affects student experiences and outcomes in Physical Education, this review study highlights how it promotes active involvement, enhances skill development, and creates fair learning environments and provides educators, policymakers, and stakeholders with insights by synthesizing the existing literature. It looks at the importance of infrastructure, how it affects player engagement and skill development, inclusion issues, and areas for development. In order to encourage student involvement, skill development, and inclusivity in Physical Education, infrastructure is essential. An extensive variety of physical activities are made possible by well planned areas and equipment, which enhances children's motor abilities, coordination, and teamwork. There is need for development in terms of community involvement, technology integration, and infrastructure investment. In order to encourage student involvement, skill development, and inclusivity In Physical Education, infrastructure is essential. An extensive variety of physical activities are made possible by well planned areas and equipment, which enhances children' motor abilities, coordination. By resolving these issues and seizing opportunities, Physical Education programs can become more inclusive and effective. In addition to highlighting the significance of continued investment and support for infrastructure, this assessment highlights the critical role that infrastructure plays in fostering student involvement and holistic development. Keywords: Infrastructure, physical education, indoor games, outdoor games, participation, skill development.
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Hideg, Gabriella. "The Multidimensional Sportspersonship Orientation Scale (MSOS-25) Cultural Adaptation in Kenya." International Journal of Advanced Research 6, no. 1 (2023): 64–74. http://dx.doi.org/10.37284/ijar.6.1.1188.
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In the course of my work so far, I have repeatedly emphasised and drawn attention to the loss of morality and value in societies, which affects sports in all areas of life. Today we are far from the original values of the sport and the ideals of Baron Coubertin, from fair play as a pure game. Perhaps the best in the sports segment is fraud, fur, and doping scandals. There are some attitude tests in the international literature to measure sportsmanship, cheating, and fair play, which are internationally validated questionnaires and/or scales. My present work is intended to present the first quantitative results of comprehensive, larger-scale research. In my study, the results of the Multidimensional Sportspersonship Orientation Scale (MSOS-25) are presented. The research questions were that significant differences could be detected between men and women on each subscale; How do young people relate to sportspersonship; Do school type and sport participation significantly influence this; What is the relationship between each scale as a function of age? The research was completed by 1208 students. 59% of the respondents studied in higher education and 41% in public education in primary or secondary schools. In terms of gender ratio, 46% were boys, and 54% were girls. Only Kenyan state-funded institutions participated in the sample. Based on the results, it can be said that the adaptation of the questionnaire was successful for MSOS-25; Cronbach’s alpha had a value of 0.742. Age is not a differentiator factor for either questionnaire; however, gender and school type already show significant differences.
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Magalhães Júnior, Antonio, Maria Silva, Ícaro Sousa, et al. "Teaching probability for children: challenges and solutions." Concilium 23, no. 19 (2023): 525–32. http://dx.doi.org/10.53660/clm-2044-23p14.
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Teaching probability to children is a relevant and challenging topic in mathematics education. Probability is a concept that can be applied in various everyday situations, from weather forecasting to choosing a fair game, for example. In this sense, it is important for math teachers to develop teaching strategies and resources that can facilitate learning and make it more interesting for children. This way, it is possible to contribute to the development of important mathematical skills from an early age and prepare students to deal with uncertainty and chance. This article presents challenges and solutions in teaching probability to children. The importance of contextualizing concepts, using educational games, and digital tools to make teaching more playful and attractive is discussed. With these solutions, teachers can make the teaching of probability more inclusive and appealing to children, allowing them to understand the importance of mathematics in everyday life and develop fundamental skills for their academic and professional future.
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Srdanović, Paula, Tibor Skala, and Marko Maričević. "InHeritage—A Gamified Mobile Application with AR and VR for Cultural Heritage Preservation in the Metaverse." Applied Sciences 15, no. 1 (2024): 257. https://doi.org/10.3390/app15010257.
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This paper explores contemporary approaches to preserving and promoting cultural heritage by integrating game elements and advanced technologies, such as Virtual Reality (VR) and Augmented Reality (AR). In an era increasingly shaped by digital innovation, preserving cultural heritage demands new strategies to sustain engagement with historical narratives and artifacts. Emerging technologies like VR and AR offer immersive, interactive experiences that appeal to modern audiences, especially younger generations accustomed to digital environments (Bekele and Champion). Gamification—the use of game design principles in non-game contexts—has gained significant traction in education and cultural heritage, providing new methods for increasing user engagement and retention (Werbach and Hunter). By incorporating gamified features, heritage can be made more accessible, fostering emotional connections and deeper understanding (Huotari and Hamari; Zichermann and Cunningham). This aligns with the shift toward interactive digital storytelling as a tool to transform static heritage presentations into dynamic, participatory experiences (Champion and Rahaman). Central to this research is the conceptualization and development of a mobile application leveraging VR and AR to enhance user engagement and education around cultural heritage. Drawing on the principles of self-determination theory (Deci and Ryan) and empirical findings on gamified learning (Landers and Landers), the application combines educational content with interactive elements, creating an immersive learning environment. By addressing both content accessibility and interactive immersion, this application bridges the gap between traditional heritage preservation and the expectations of a digitally native audience. The recent literature underscores the potential of VR and AR in cultural preservation, emphasizing their ability to transcend physical boundaries, simulate historical environments, and promote active participation (Milgram and Kishino, Addison; Azuma). As virtual environments evolve, platforms like the metaverse expand possibilities for experiencing cultural heritage in spaces free of geographical limitations (Cipresso et al.; Radianti et al.). Such advancements have already demonstrated significant educational and experiential benefits (Wu et al.; Akçayır and Akçayır). This study employs both quantitative and qualitative methods to examine the target group’s attitudes toward gamified technologies for cultural heritage preservation. The initial results indicate substantial interest and willingness among users to engage with applications employing VR and AR. This aligns with findings in the literature that suggest immersive experiences can enhance learning outcomes and foster long-term engagement (Merchant et al.; Speicher et al.). The project has garnered significant recognition, receiving the Rector’s Award for the best scientific paper in the technical field at the University of Zagreb and earning bronze medals at the ARCA Innovation Fair and the INOVA Fair. These accolades underscore the project’s innovative approach and its potential for real-world application. By presenting a robust framework for integrating gamification and immersive technologies into cultural heritage preservation, this paper contributes to the growing discourse on utilizing advanced digital tools to ensure the sustainability and relevance of cultural heritage for future generations.
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Prameswari, Adiva Ayodia, and Rahmatina Rahmatina. "Peningkatan Hasil Belajar Peserta Didik pada Pembelajaran Pendidikan Pancasila Menggunakan Model Game Based Learning di Kelas IV SD Negeri 02 Jambak Kabupaten Pasaman." ALSYS 4, no. 4 (2024): 418–26. http://dx.doi.org/10.58578/alsys.v4i4.3438.
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This research is motivated by the low learning outcomes of students and this condition is caused by the preparation of learning plans, teachers have not developed innovative and varied learning models according to the characteristics of students so that in the learning process students are less active and less enthusiastic. The aim of this research is to describe the improvement in student learning outcomes during Pancasila education learning using the game based learning model in class IV of SDN 02 Jambak, Pasaman Regency. This research is classroom action research that uses qualitative and quantitative approaches. Implemented in two cycles, namely cycle I consisting of 2 meetings and cycle II consisting of 1 meeting. Each cycle includes four stages, namely planning, implementation, observation and reflection. The subjects of this research were teachers and students of class IV SDN 02 Jambak with a total of 22 students and data collection techniques in the form of observation, tests and non-tests. The research results showed an increase in: a) Teaching modules in cycle I with an average of 82.5 (Good), and cycle II 96% (Very Good), b) Implementation in the teacher aspect of cycle I with an average of 83.5% (Good), and cycle II 95% (Very Good), while in the student aspect of cycle I with an average of 79% (Fair), and cycle II 92% (Very Good), c) The learning outcomes of students in cycle I obtained an average of 82 (Good) and cycle II with an average of 92 (Very Good). Based on these results, it can be concluded that using the game based learning model can improve student learning outcomes in Pancasila education learning.
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Erlawana, Erlawana. "INTEGRASI NILAI-NILAI ANTI KORUPSI PADA MATA PELAJARAN KIMIA MELALUI MEDIA GAME ULAR TANGGA." Lantanida Journal 5, no. 1 (2017): 1. http://dx.doi.org/10.22373/lj.v5i1.2055.
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This research moved from the unfolding phenomenon of corruption cases in Indonesia which is on evidence of unsuccesfull education world. One of the efforts is to arouse creativity, confidence, and passion to always be productive, responsibility so as not provoke by committing cheating and instant acts. Here we need innovative learning models that can give rise to awareness of goodness. The purpose of this research is to find out the integration of anti corruption values of chemical subject in SMAN 13 Banda Aceh and implementing anti corruption value to the student since early stage through snake and ladders game. The subject of this research is students grade X-MIA first semester academic year 2014/2015, the total amount is 25 students wich consist of 14 male and 11 female. This research was conducted in two meetings. The first meeting is divided into two stages: first, 1 JP to implement anti values trough video and the next, 2 JP with chemical bonding material. Whereas in the second meeting, the first 2 JP for snakes and ladders and the following 1 JP is for evaluation. Based and the result of attitude assessment of there is only one student whose grades rated C, for psychomotor assessment, all students succeed while in cognitive assessment there are four students who have not reached the KKM 2.66 (B-) with students total presentage abaout chemical bonding material reached 84%. Through snake and ladders game it can implement anti corruption values to students since early stage. It can be seen that the learning process each student have shown core (honesty, discipline, responsibility), work ethic (hard work, shumble, and indipendent) and attitudes (fair, brave and caring).
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Xu, Yi. ""The Hunger Games" on and off Campus: An Educational Sociological Analysis of the Documentary Please Vote for Me." Journal of Higher Education Research 3, no. 4 (2022): 392. http://dx.doi.org/10.32629/jher.v3i4.1020.
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This paper takes the three students who participated in the monitor election in the documentary Please Vote for Me and their families as the analysis object, starting from the family of origin, parent-child relationship, school education and so on to explore the causes of vicious competition behind the campus election and the ways to deal with the problem jointly. When the power comes to the underage children for the first time, how the children fight for it in a virtuous and fair manner has become a thorny educational issue which has been neglected for a long time. When parents who have been reformed by society teach their children "campaign experience" in person, the children's campaign in school has become a "hunger game" for adults behind the scenes. Ignoring the educational significance of the campus election process and focusing only on the election results will lead to children's wrong understanding of the original meaning of competition, which will sow the butterfly effect of malignant influence for them to enter the society later. The utilitarianism caused by the highly competitive social environment has created parents anxious about education, and the small class campaign documented in this documentary is an externalized presentation of social and educational issues. The optimization of the social environment, the change of parents' values and the follow-up of school education is a trilogy to improve the character of the next generation.
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Amoroso, José Pedro, João Valente-dos-Santos, Guilherme Eustáquio Furtado, Ricardo Rebelo-Gonçalves, Raul Antunes, and Luís Calmeiro. "Ultimate Frisbee Players: Characteristics according to Their Competitive Level and Spirit of the Game." Sports 10, no. 12 (2022): 197. http://dx.doi.org/10.3390/sports10120197.
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In Ultimate Frisbee, players are responsible for administering and reinforcing adherence to the rules of the game. As a self-refereed sport, UF relies upon the Spirit of the Game (SOTG). This study aimed to profile the experience, to ascertain the training history of the sport, the participation and goal orientations of international Ultimate Frisbee players in the European Beach Ultimate Championship, and to evaluate the contribution of these variables in a discriminant function to classify players according to SOTG level and competitive level. The sample consisted of 160 players [females 33.8% (29.3 ± 7.2 years); males 66.2% (37.6 ± 9.7 years)] who competed in the European Beach Ultimate Championship, 2019. Factorial ANOVA was used to test the effect of sex, competitive level and SOTG level (measured by the sum of the scores obtained in five questions addressing the following domains: (1) Knowledge and use of the rules; (2) Fouls and body contact; (3) Fair-mindedness; (4) Positive attitude and self-control; (5) Communication. The results revealed that sex was not a consistent source of SOTG level variation among players. In each competitive level, those with high SOTG levels obtained lower European Beach Ultimate Championship classification (t = 5.73 to 6.55, p < 0.001, d = 1.28 to 2.06), higher SOTG classification (t = −13.21 to −7.04, p < 0.001, d = 1.28 to 2.85), and better evaluation for fouls and body contact (t = 2.76 to 9.23, p < 0.05, d = 0.86 to 1.99) and for positive attitude (t = 5.88 to 7.43, p < 0.001, d = 2.06 to 2.57), than regular SOTG level players. Players of different competitive levels demonstrated similar SOTG results. These findings provide important information to coaches, physical education teachers and sport consultants.
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Kazim, Emre, Adriano Soares Koshiyama, Airlie Hilliard, and Roseline Polle. "Systematizing Audit in Algorithmic Recruitment." Journal of Intelligence 9, no. 3 (2021): 46. http://dx.doi.org/10.3390/jintelligence9030046.
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Business psychologists study and assess relevant individual differences, such as intelligence and personality, in the context of work. Such studies have informed the development of artificial intelligence systems (AI) designed to measure individual differences. This has been capitalized on by companies who have developed AI-driven recruitment solutions that include aggregation of appropriate candidates (Hiretual), interviewing through a chatbot (Paradox), video interview assessment (MyInterview), and CV-analysis (Textio), as well as estimation of psychometric characteristics through image-(Traitify) and game-based assessments (HireVue) and video interviews (Cammio). However, driven by concern that such high-impact technology must be used responsibly due to the potential for unfair hiring to result from the algorithms used by these tools, there is an active effort towards proving mechanisms of governance for such automation. In this article, we apply a systematic algorithm audit framework in the context of the ethically critical industry of algorithmic recruitment systems, exploring how audit assessments on AI-driven systems can be used to assure that such systems are being responsibly deployed in a fair and well-governed manner. We outline sources of risk for the use of algorithmic hiring tools, suggest the most appropriate opportunities for audits to take place, recommend ways to measure bias in algorithms, and discuss the transparency of algorithms.
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Hayati, Auliya Aenul, and Dede Trie Kurniawan. "Dolanan bocah caruban nagari sebagai upaya pembinaan nilai antikorupsi siswa sekolah dasar." Jurnal Civics: Media Kajian Kewarganegaraan 17, no. 1 (2020): 81–93. http://dx.doi.org/10.21831/jc.v17i1.28034.
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Tingginya ketergantungan manusia akan tekhnologi turut menggeser popularitas permainan tradisonal. Sementara pemahaman terhadap kekayaan nilai budaya lokal pada setiap permainan berperan penting dalam upaya pembinaan nilai antikorupsi sejak usia dini. Peneliti meneliti bagaimana dolanan bocah Caruban Nagari mampu berperan sebagai upaya pembinaan antikorupsi pada siswa Sekolah Dasar. Yaitu bertujuan untuk menganalisis karakteristik permainan, mengkaji jenis-jenis permainan sebagai pendidikan antikorupsi, dan mengembangkan kecerdasan nilai-nilai kebajikan. Penelitian ini menggunakan pendekatan kualitatif dengan serangkaian metode deskriptif analisis. Pengumpulan data dengan cara observasi, wawancara, dan kuesioner. Teknik pengolahan dan analisis data menggunakan statistik deskriptif. Hasil penelitian menunjukkan: (1). Karakteristik pendidikan antikorupsi melalui permainan tradisional beracuan pada materi pelajaran, guru, proses pembelajaran, dan nilai-nilai, yang berkesinambungan menanamkan perilaku antikorupsi. (2). Nilai antikorupsi Dolanan Bocah Caruban Nagari yaitu nilai jujur, disiplin, tanggung jawab, kerja keras, mandiri, sederhana, adil, berani, dan peduli dengan tingkat perubahan sikap siswa tertinggi pada nilai kejujuran dan terendah pada nilai kemandirian.-----The high human dependence on technology has helped to shift the popularity of traditional games. While understanding the richness of local cultural values in each game plays a vital role in efforts to foster anti-corruption values from an early age. Researchers examine how the child caruban Nagari can play a role as an effort to foster anti-corruption in elementary school students. It aims to analyze the characteristics of the game, examine the types of games as anti-corruption education, and develop the intelligence of virtue values. This research uses a qualitative approach with a descriptive analysis methods Data collection by observation, interview, and questionnaire. Data processing and analysis techniques use descriptive statistics. The results showed: (1). The characteristics of anti-corruption education through traditional games refer to the subject matter, the teacher, the learning process, and values, which continuously instill anti-corruption behavior. (2). The anti-corruption value of kid caruban nagari is honest, discipline, responsibility, hard work, independent, simple, fair, brave, and caring with the highest level of change in student attitudes on honesty values and the lowest on self-sustained values.
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Widiana, Yulia Nur, Oksiana Jatiningsih, and Hermayeni Hermayeni. "PENGGUNAAN SWITCH GAME TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS PADA PEMBELAJARAN PENDIDIKAN PANCASILA KELAS VII D SMP NEGERI 2 PONOROGO." EDUPEDIA 7, no. 2 (2023): 161–72. http://dx.doi.org/10.24269/ed.v7i2.2366.
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This research aims to improve students' critical thinking skills in Pancasila Education subjects through a game-based learning model using switch games. This research was carried out in class VII D of SMP Negeri 2 Ponorogo in the 2022/2023 academic year. The subjects in this research were 33 class VII D students, consisting of 16 girls and 17 boys. The data collection method used is descriptive quantitative by conducting observations, interviews and filling out questionnaires. The use of questionnaires in this research was used to determine students' critical thinking abilities with indicators: (1) have an open mind, (2) have fair thinking, (3) tend to look for reasons, (4) have curiosity, (5) Desire to obtain accurate and correct information (6) have flexibility (7) have concern. This research was carried out in 3 stages, namely, initial conditions, cycle 1 and cycle 2 which consisted of observation, action and reflection. The use of this learning model shows the results of a very significant increase in critical thinking skills seen from the average percentage value of 46.46% then in cycle 2 it increased to 65.30%. Then in cycle 2 students experienced a significant increase of 95.05%. Students have also made changes such as (1) explaining the problem; (2) selecting possible criteria as a solution to the problem; (3) designing alternative solutions; (4) deciding what things will be carried out; (5) reviewing, and (6) monitoring usage.
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Al. Dimitrova, Zlatka. "PHYSICAL EDUCATION AND SPORT USED AS FORMING OF “SOFT SKILLS” IN PRIMARY SCHOOL AGE." Knowledge International Journal 28, no. 3 (2018): 1099–103. http://dx.doi.org/10.35120/kij28031099z.
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Physical education and sport is taking a lead place in the educational process in primary school. It has certain biological, physiological, psychological and social-pedagogical meaning for the whole development of young students. Movement activity increases vital functions of the children organism, exchange reactions, the state of coordination and condition abilities, mood and self-esteem.Lead by the desire of educating physically healthy and happy children, a goal is set for exploring and observing the forming of ”soft skills” in physical education and sport.Growing of physically healthy and cheerful children is an important task for every country. For its implementation a decisive role is taken by the mobile activity of the children.So-called “soft skills“ or contextual competences are part of the key competences for the success of every human being and his development. They are a key meaning for the successful future career of the growing ups. It is about a wide number of qualities, which are not connected with the certain sphere of activity.Physical activity and sport in primary school not only helps for good health condition, but is forming skill, which can transfer in other spheres. For example team work, cooperation and fair play build up respect, partnership, equal communication, discipline, responsibility. They offer one general understanding for “the rules of the game” with which students can serve in different situations in life. Physical education and sport gives an opportunity to the children to improve their achievements, to participate and win competitions, to learn how to win and how to lose, to learn from their mistakes, to not give up, to be persistent and steady, to pursue their goals. Games and competitions are encouraging children to express and share their emotions and feelings with the others. Sport is developing valuable qualities like motivation, organization, leadership, responsibility and emotional intelligence - qualities, which are particularly necessary in society.
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Kosiewicz, Jerzy. "Foul Play in Sport as a Phenomenon Inconsistent with the Rules, yet Acceptable and Desirable." Physical Culture and Sport. Studies and Research 52, no. 1 (2011): 33–43. http://dx.doi.org/10.2478/v10141-011-0012-x.
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Foul Play in Sport as a Phenomenon Inconsistent with the Rules, yet Acceptable and DesirableAuthor considers assumptions related to foul play in sport as a phenomenon, that affect the body, psyche, or relationships - various social involvements, conditionings, and determinants of those involved with that particular form of athletic activity. This includes fouls committed on and off the field, as well as those not even related to a particular game. Our considerations include fouls of a verbal or acoustic nature; fouls in the form of printed materials; those in the form of visual commentary in films, TV shows, Internet appearances, whether in feature films, dramatized documentaries, documentaries or reports presented in a different publications, festivals, exhibitions, during which co-participants, adversaries or competitors make comments on past or future events during or beyond the competition.Fouls in sport, particularly those committed by athletes during competition, will always be inconsistent with the accepted rules of the game, that is, with the official regulations. Fouls will also always influence - in more or less annoying, depressing, painful or even tragic ways - the fate and the health of athletes.No logical - conditional, cause and effect - connection exists between a foul and the rules. Neither the need for nor praise of foul play can stem from the regulations. Yet people directly associated with the sport tolerate it because there is a widespread, quiet acquiescence of such play. Foul play is strongly opposed by supporters of the fair play principle, by those who do not regard sports competition as a phenomenon that can be considered independently beyond moral good and evil.Foul play is seen also as a desirable phenomenon, when inter alia, regardless of the various penalties imposed on players and team, it helps - in the final balance of losses and benefits - to achieve the planned success. Moreover, it is worth adding that, for instance, the so-called "good foul" in basketball enables one to stop the game clock, the so-called pure-play time of the referee. This creates the possibility of obtaining at least one more point (for a possible 3-point shot from a distance) than the team that executes its two one-point penalty shots granted for the offense (that is, "good foul").Foul play may also enhance the course of the sports spectacle, and encourage spectators to cheer more frequently. This is particularly important when professional athletic contests are treated as a form of business. The dramatization of foul play as a creation of "game" within a game can also be an additional attraction of the competition; foul play might be used as sophisticated and spectacular trickery, that dismays and hurts in its pragmatic-aesthetic construction, both the referee and the opponent.Foul play in sports has so many forms and will probably never lose its popular and sometimes spectacular character. Knowing that, everything should be done to protect players from bothersome health, interpersonal, and cultural disablements resulting from foul play.
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Arias, Ana R., Diego Soto, and Camino Ferreira. "A Systematic Review of Co-Educational Models in School Handball." International Journal of Environmental Research and Public Health 18, no. 21 (2021): 11438. http://dx.doi.org/10.3390/ijerph182111438.
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This study aims to address the characteristics presented by the co-educational models that have been put into practice in school handball, showing a general overview, after providing a systematic review of the literature on the topic published over the last ten years on co-educational paradigms in the practice of handball as a school sport. For the description and recording of the process of selection and filtering of documentary sources to be analyzed, use was made of the PRISMA flowchart. After the elimination of duplicates and entries not compliant with the criteria for time limits and type of document, the final sample surveyed was composed of thirty academic articles. The results considered (n = 26) showed a presentational pattern divisible into three segments or groups. These were: technical and sporting aspects of handball, highlighting the benefits of this sport in schools relative to other options (n = 7), co-education (n = 8), and results based on differences between the sexes (n = 11). Co-education stresses significant improvements in skills, together with perceived effort, enjoyment, and participation. These lead to improvements in the social climate and group cohesion, thanks to the practice of sports. Handball within schools, seen from a co-educational angle, should be approached with an eye to its predisposition for the development of social and civic skills. These include respect for the rules of a game, teamwork and solidarity, fair play, commitment, and responsibility. This paper lays out precisely and exhaustively the lines of investigation undertaken in the area of co-education, and, more specifically, how this is handled within the practicing of a confrontational team sport like handball.
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Nikolaichyk, Olha, та Oleksandra Tsybanyuk. "Використання анімаційних прийомів у розвʼязанні педагогічної проблеми перемоги в організації фізкультурно-оздоровчих та спортивних заходів". Physical education, sport and health culture in modern society, № 4(68) (31 грудня 2024): 63–67. https://doi.org/10.29038/2220-7481-2024-04-63-67.
Full textAbstract:
Topicality. In sports activities, particularly at elite levels, the primary goal of an athlete is victory. This desire sometimes leads to a willingness to win at any cost, even at the expense of health, moral norms, instances of aggression, intrigue, and more. Concurrently, research has concluded on the role of systematic sports engagement, including participation in competitive activities, in broadening the range of life skills acquired and fostering global citizenship. Relevant “life skills” have been identified that athletes should acquire through their experiences. The Aim and Methods of the research involved a complex set of methodologies: general scientific (analysis, synthesis, abstraction and specification, systematization, classification, generalization, etc.) and specific scientific methods such as terminological analysis and logical-systematic analysis. These methods ensured the logical flow of the research, from gathering and preparing factual material to setting research tasks, searching for their solutions, and obtaining results. The Research Results. The results of the study determined that victory is a real or perceived gain, achievement, or advantage. It was elucidated that the content of physical education and sports events involves the implementation of game-based and competitive methods, where the main focus is on fair play, honorable competition, and a chivalrous attitude towards opponents. It was demonstrated that modern coaches, sports animators, and teachers utilize game-based and competitive activities to address the challenge of achieving victory. The concept of the “winner's state” was identified, where the ability to embody this state oneself and transmit it to teammates, for instance through teamwork, represents an optimal approach to achieving goals. In Conclusion, among the animation techniques for fostering the ability to experience victory are prize selection and motivational reminders, developing the ability to celebrate others' victories through collective chanting, rituals like “Shaking”, “Stream” and “Round Dance” tactile greetings (hugs, shoulder taps, encouraging eye contact, etc.).
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Moskalets, Viktor, and Yulia Karpiuk. "Intellectual function of a productive social character." Psihologìâ ì suspìlʹstvo 2, no. 2023 (2023): 182–93. http://dx.doi.org/10.35774/pis2023.02.182.
Full textAbstract:
The humanistic-psychological aspect of the problem of the totalitarianism psychological basis, in particular racism, is the formation of resistance to totalitarian ideas among the citizens of those states that have chosen the path of social progress. It is shown that this basis is formed by conscious and unconscious conformists and individuals who are unable to understand socio-political and socio-economic realities on their own due to a low IQ level. Thus, it has been proven that the formation of psychological resistance to totalitarian ideas should be based not on the development of the intellect, but on character education. If intelligence is not only the IQ level, but also a derivative of a person’s independence and courage, and stupidity and dullness – from fear and subordination, then what is needed is not an increase in “intelligence”, but the education of a productive social character of citizens, which is characterized by independence, persistence, love of life in all its healthy and beautiful manifestations. Therefore, the intellectual function of a productive social character is its constant focus on solving socio-political tasks, solving social problems from the standpoint of humanistic spiritual values. The primary condition of formation of such a character is the development of the ability to love, which is born in the process of communication with a child, saturated with generous manifestations of sincere love, from its birth. Then there is a full-fledged gaming activity (“fair game”). Satisfaction the benevolent self-regulation in such a game corresponds to the emotion-motivational center of decency as an essential component of a virtuous social character, therefore, which accelerates its development. he age-related transition of the leading developmental function from communication to play does not reduce the power of sincere love for a child in terms of enriching his biophilia. A sufficient condition for a child’s full-fledged development is his cognitive activity, which requires significant mental and volitional efforts, which are most effectively motivated by the curiosity of the learning process. Students should be primarily got interested by the content of the subjects of the artistic-aesthetic cycle, because a full-fledged artistic-aesthetic activity is interesting, exciting, creative, and because their main task is precisely the education of a spiritual orientation of a personality. Self-actualization is a person’s work on himself, which powerfully develops biophilia. Personalities who are self-actualized love their work, enjoy their professional competence and self-realization, which is a significant component of biophilia. A set of self traits is developed in them, that perfectly correspond to a productive social character.