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Books on the topic 'Online physical education'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Consult the top 17 books for your research on the topic 'Online physical education.'

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1

Thani, Vivek. Buy Online Health And Physical Education Book: Administration & Supervision in Physical Education. Khel Sahitya Kendra, 2015.

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2

Methods of Group Exercise Instruction-3rd Edition with Online Video. Human Kinetics, 2014.

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3

Motor Learning and Control for Practitioners: With Online Labs. Taylor & Francis Group, 2013.

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4

Education, Pearson Teacher, and Pearson Evaluation Systems. Access Code Card for the Online Tutorial for the National Evaluation Series Physical Education Test. Pearson, 2011.

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5

Sproule, John. IB Sports, Exercise and Health Science Print and Online Course Book Pack. Oxford University Press, 2015.

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6

Jarvis, Carolyn. Health Assessment Online for Physical Examination and Health Assessment Version 2 (User Guide, Access Code and Textbook Package). 5th ed. Saunders, 2007.

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7

Health, Physical Education and Sport: Perspectives and Best Practices : Book of Abstracts of the 3rd International scientific and practical online conference, 12-13 May, 2021, Kyiv. Borys Grinchenko Kyiv University, 2021. http://dx.doi.org/10.28925/2021.51213168conf.

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Modern health care technologies, innovative practices in sports and physical education are covered in the Book of Abstacts. Philosophical, organizational and socio-economic aspects of the development of physical culture and sports, medical-biological, physiological and psychological principles of the athletes’ training, issues of physical education of different groups, present-day fitness technologies, physical therapy and ergotherapy are considered here

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8

Magill, Richard A. Motor Learning and Control: Concepts and Applications with Online Learning Center Bind-in Card. 8th ed. McGraw-Hill Humanities/Social Sciences/Languages, 2006.

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9

Douglass, Susan L. Developments in Islamic Education in the United States. Edited by Jane I. Smith and Yvonne Yazbeck Haddad. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199862634.013.003.

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This chapter describes efforts by the Muslim community in the United States to educate Muslims and the public about Islam. Historical background on the earliest forms of teaching in mosques, homes, and Islamic schools is introduced. The chapter surveys the most numerous Muslim educational institutions in the United States, namely, weekend schools and K‒12 full-time Islamic schools, analyzing issues such as the number of schools in operation, their curriculum, accreditation, physical plant, teacher certification, and funding. Other institutional developments surveyed include homeschooling, design and publication of educational media, higher education, and online education. Finally, teaching about Islam in US public schools is discussed in terms of the First Amendment guidelines, a voluntary framework for all religious curricula and standards as well as the textbooks that provide the content to which students are exposed.

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10

Barron's AP Physics 1 with Online Tests. Barrons Educational Series, 2018.

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11

Young, Greg, and Robert Jansen. SAT Subject Test Physics: With Online Tests. Kaplan Publishing, 2020.

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12

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.

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13

McGrath, Patrick J., Bonnie J. Stevens, Suellen M. Walker, and William T. Zempsky, eds. Oxford Textbook of Paediatric Pain. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642656.001.0001.

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The Oxford Textbook of Paediatric Pain brings together an international team of experts to provide an authoritative and comprehensive textbook on all aspects of pain in infants, children and youth. Divided into nine sections, this resource analyses pain as a multifactorial problem and gives the reader a comprehensive understanding of this challenging subject. Topics covered include the biological, social, and psychological basis of pain, pain in specific populations, pain measurement, pharmacology, psychosocial and physical interventions, complementary therapies, education, and ethics of pain control in youths, children, and infants. Evidence-based chapters look in depth at areas ranging from the long-term effects of the pain in children, to sociodemographic differences in paediatric pain management. Case examples and online materials including scales, worksheets, and videos are provided to aid learning and illustrate the application of knowledge.

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14

Mann, Barry David. Surgery A Competency-Based Companion: With STUDENT CONSULT Online Access. Saunders, 2008.

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15

Robertson, Beth M. The Archival Imperative: Can Oral History Survive the Funding Crisis in Archival Institutions? Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0027.

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This article strives to answer the question of whether oral history can survive the funding crisis that rages archival institutions. The cost and complexity of managing archival collections in libraries and archives are increasing at unprecedented rates. Collecting institutions are expected to do more with less, a common experience for most publicly funded repositories since the 1980s. Institutions struggling with backlogs of physical collections are now responsible for electronic collections that grow exponentially and require new formats with astonishing frequency. Archives must provide online as well as on-site services to satisfy researchers, and those who allocate funding. In some ways, oral history is well adapted to survive in this tumultuous environment. Many archival institutions have been educating local practitioners since the 1970s about the standards required by their repositories. The pragmatism required for preservation strategies will be anathema to some curators, just as the underlying principles have been to some archivists in recent years.

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16

Bohdanowicz, Zbigniew. Klimatyczne ABC. Interdyscyplinarne podstawy współczesnej wiedzy o zmianie klimatu. Edited by Magdalena Budziszewska and Aleksandra Kardaś. University of Warsaw Press, 2021. http://dx.doi.org/10.31338/uw.9788323547303.

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In the face of the climate crisis, education based on the current scientific knowledge is an exceptionally urgent need. This textbook was created on the initiative of the scientists associated with the “UW for Climate” team, by 16 experts from the University of Warsaw and other academic centers, representing various fields of knowledge, such as physics, chemistry, biology, ecology, economics, psychology and engineering. Thus, it is an interdisciplinary textbook, just like the issue of climate change itself. The textbook is addressed to the university students interested in the basics of knowledge about climate change, regardless of the field of their study, as well as to the high school students and teachers. The individual topics of the “Climate ABC” are related to such areas of school knowledge as: physics, chemistry, biology and ecology, geography and social studies. The textbook also accompanies the online course under the same name offered by the University of Warsaw. The book is divided into four parts, presenting the mechanisms of global warming (part 1), its causes (part 2), consequences (part 3) and actions that can prevent the most negative effects of climate change (part 4).

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17

Vachharajani, Tushar J., Richard K. S. Phoon, and David C. H. Harris. A global curriculum for training the next generation of nephrologists. Edited by Neil Turner. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199592548.003.0365_update_001.

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A nephrologist should have the generic skills of a consultant general physician, plus theoretical knowledge, and skills in nephrology. Moving on from a purely apprenticeship model, in the last 40 years several countries have listed the desirable knowledge and skills content for a specialist nephrologist in their jurisdiction. Some of these lists are exhaustive. Assessments of competence often include a written test of knowledge, and workplace based assessment or reports on specific skills or overall performance. We list some of the common generic headings used to define these areas of competence, and point to some curricula for specialist nephrologists. We also summarize methods of learning and point to resources which are available internationally, particularly online. The majority of the numerical need for additional nephrologists globally is in regions with fewer physicians, and fewer resources for their education. The ISN has proposed a global curriculum and identified how this might be tailored to regional needs. We might all help with producing support learning internationally, and we point to some good sources below.How to best support the development of nephrologists in these regions without unintentionally attracting them away from places of greatest need is an important question.

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