Relevant bibliographies by topics / Physical education for youth

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Physical education for youth'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Physical education for youth"

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Vypasniak, I., I. Ivanyshyn, V. Lutsky, and N. Protsyshyn. "Active tourism as a component of physical education system of student youth ." This bulletin of the Kamianets-Podilskyi National Ivan Ohiienko University. Physical education, Sport and Human Health, no. 17 (June 17, 2020): 10–16. http://dx.doi.org/10.32626/2309-8082.2020-17.10-16.

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Cheban, T. N. "Problems of physical education of student youth." This bulletin of the Kamianets-Podilskyi National Ivan Ohiienko University. Physical education, Sport and Human Health, no. 15 (December 26, 2019): 101–4. http://dx.doi.org/10.32626/2309-8082.2019-15.101-104.

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Shuba, L. V., and V. V. Shuba. "Modernization of physical education of student youth." Physical education of students 21, no. 6 (December 8, 2017): 310. http://dx.doi.org/10.15561/20755279.2017.0608.

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Hardman, Alun. "Values in youth sport and physical education." Sports Coaching Review 3, no. 2 (July 3, 2014): 184–86. http://dx.doi.org/10.1080/21640629.2015.1035162.

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Young, Janet A. "Values in youth sport and physical education." International Journal of Sport and Exercise Psychology 16, no. 5 (January 22, 2018): 575–76. http://dx.doi.org/10.1080/1612197x.2017.1252557.

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Vysotsky, V., I. Kalugin, A. Kovalenko, and A. Linnik. "The formation of purposefulness in students by means of physical education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 29–33. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).05.

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The theoretical aspects of formation of purposefulness in the students of youth by means of physical education are covered in the article. After all, the modern educational process requires the formation of a purposeful personality with the use of effective traditional and new pedagogical conditions, content, forms and methods of sports and mass work. It has been found that the problem of increasing the efficiency of physical education and health promotion of student youth is one of the most urgent ones. Also, through the analysis of the psychological and pedagogical literature, it is established that the study is necessary for modern youth, since students are less interested in physical education, sports sections, physical education circles and independent classes, etc. Emphasis is placed on the effectiveness of sports and play activities as an effective means of forming students' purposefulness through physical education. Physical education in institutions of higher education is one of the conditions of comprehensive personality development and an important means of forming the purposefulness and other moral and will qualities of student youth. The study of psychological and pedagogical literature shows that in recent years much attention of Ukrainian scientists has been attracted to the research of the problem of physical education of student youth. However, the problem of targeting in the youth of students with the means of physical education remains unsolved. Educating students' purposefulness is an extremely important scientific challenge because commitment as a willed quality allows the individual to realize their own desires, needs, interests and motives in pursuit of the goal. It should be emphasized that the effectiveness of students' goal-setting depends on the implementation of a four-stage process of personality ascension and so on.
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Dale, Darren, Charles B. Corbin, and Thomas F. Cuddihy. "Can Conceptual Physical Education Promote Physically Active Lifestyles?" Pediatric Exercise Science 10, no. 2 (May 1998): 97–109. http://dx.doi.org/10.1123/pes.10.2.97.

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This study examined the physical activity participation of students in a large southwestern high school 1–3 years after they had been exposed to a 9th-grade conceptual physical education program. Comparisons were made to students exposed to traditional physical education. Students were assessed using physical activity questions from the 1995 Youth Risk Behavior Survey. Students from the conceptual program met adolescent guidelines for physical activity, especially those who participated in the program in its first year of operation. Females were significantly less likely to report sedentary behaviors if they had been exposed to the conceptual, rather than traditional, high school physical education program.
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Banakh, V. "Personalized approach to physical education of student youth." This bulletin of the Kamianets-Podilskyi National Ivan Ohiienko University. Physical education, Sport and Human Health, no. 15 (December 26, 2019): 11–15. http://dx.doi.org/10.32626/2309-8082.2019-15.11-15.

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Gould, Daniel, and Dana K. Voelker. "Enhancing Youth Leadership Through Sport and Physical Education." Journal of Physical Education, Recreation & Dance 83, no. 8 (October 2012): 38–41. http://dx.doi.org/10.1080/07303084.2012.10598828.

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Aldous, David. "Pedagogical Cases in Physical Education and Youth Sport." Sports Coaching Review 3, no. 2 (July 3, 2014): 181–84. http://dx.doi.org/10.1080/21640629.2015.1024507.

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Dissertations / Theses on the topic "Physical education for youth"

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Pressé, Cindy. "Exploring healthy experiences of youth with physical disabilities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103608.

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This phenomenological study explored the lived health experiences of seven children with physical disabilities and associated secondary conditions. The children, between 9-13 years, attended the same elementary school. Semi-structured interviews were conducted with the children. Child experiences were sought through a scrapbook interviewing technique where photographs were utilized as prompts to enhance participant recall and reflection (Harvey et al., in press). Rich discussions were generated to capture the essence of the health for each child. The children were actively engaged in this visual approach to qualitative research methodology which assisted in the co-construction of their own health reality through a collaborative research process with the primary researcher (Harvey et al., in press; Knowles & Sweetman, 2004; Phoenix, 2010). Thematic analyses were conducted on the verbatim transcriptions of the interviews. Four themes emerged from the data: (a) my scrapbook, (b) what I do during my free time, (c) people around me, and (d) what helps me and what doesn't. The results demonstrated the effectiveness of the unique scrapbook interviewing technique to gain a child-driven understanding of the conception of health. The results also reflected the importance of family members, the leisure activities of the children, and the affordances and constraints that enabled or constrained the children to incorporate healthy behaviors. Data triangulation, member checks, audit trail, peer-review, and researcher reflexivity were used to establish trustworthiness of the children's stories. The children with physical disabilities told positive stories about health that may help to create child-friendly physical activity and health interventions at home, school, and community.
Cette étude phénoménologique a permis d'explorer des expériences de santé vécues par sept enfants ayant des déficiences physiques et les effets secondaires qui s'y rattachent. Les enfants, âgés entre 9 et 13 ans, fréquentaient la même école primaire. Des entrevues semi-structurées ont été menées auprès de ces derniers. Leurs expériences ont été recueillies dans un portfolio, dans lequel des photographies ont été utilisées afin d'inciter les participants au rappel et à la réflexion (Harvey et al., in press). De riches discussions ont été générées afin de faire ressortir l'essentiel de la santé. Ceux-ci ont été activement engagés dans cette approche visuelle de la méthodologie de recherche qualitative, ce qui a aidé à la co-construction de leur propre réalité concernant leur santé et ceci grâce à un processus de recherche en collaboration avec le chercheur principal (Harvey et al., in press; Knowles & Sweetman, 2004; Phoenix, 2010). Des analyses thématiques ont été réalisées sur les transcriptions textuelles des entretiens. Quatre thèmes ont émergé à partir des données : (a) mon portfolio, (b) ce que je fais durant mon temps libre, (c) mon entourage et (d) ce qui m'aide, ce qui me nuit. Les résultats ont démontré l'efficacité de la technique unique d'entrevue à travers le portfolio afin d'acquérir une compréhension de la conception de la santé auprès des enfants. Les résultats reflètent également l'importance des membres de la famille, des loisirs des enfants, des capacités et des contraintes qui ont permis ou empêché ceux-ci à intégrer des comportements sains. Traitement triangulaire des données, suivi des membres, vérification des pistes suivies, évaluation par un collègue et réflexivité des chercheurs ont servi à établir la crédibilité des dires des enfants. Les enfants ont fait part d'histoires positives sur la santé lesquelles peuvent aider à créer des liens parmi les jeunes à travers l'activité physique et des interventions au sujet de la santé, autant à la maison, à l'école que dans la communauté.
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Ayvazoglu, Nalan R. "Physical activity determinants in youth with high functioning autism." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386663.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.
Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4621. Adviser: Francis Michael Kozub.
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Boyd, Deanne. "Perceptions of learning opportunities in youth women's ice hockey." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/10182.

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The purpose of this study was to examine how young female ice hockey players, their coaches, and their parents perceived the learning opportunities provided in women's ice hockey. Learning opportunities constitute one part of the overall participation and withdrawal motives cited by young athletes, and include factors related to optimal practice and playing time, as well as instruction and feedback from the coach. Focus group interviews were conducted with three groups of female competitive ice hockey players aged 12 to 15 years (n = 33), two groups of coaches (n = 7), and three groups of parents (n = 30). The focus group forum allowed participants to discuss what they felt the players liked and disliked about women's ice hockey using their own descriptions and perceptions.Comparisons were made to determine how accurately the perceptions of the parents and coaches coincided with what players reported they liked and disliked about ice hockey. Results indicated that the coaches' and parents' perceptions were very similar to the players' perceptions. The players, coaches, and parents of the present study all reported that factors related to learning opportunities were important to players. Participants cited that players enjoy improving and learning new skills, well organized practice, and instructive, corrective, and positive feedback from coaches. The findings in this study provide support for existing literature regarding the importance of numerous participation motives of female athletes. The current study contextualized many motives into factors players like and and dislike specifically about practice and competition. The present study also revealed additional participation motives specific to women's ice hockey, such as young female ice hockey players enjoying playing against boys' teams. (Abstract shortened by UMI.)
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Woodfield, Lorayne Angela. "Young people's physical activity, attitudes towards physical education, and health related fitness." Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/967fa15e-56a2-40cf-892a-7de2ba417114/1.

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The aim of this study was to assess the physical activity, attitudes towards physical education, and health related fitness at two points, one year apart (Phase One and Phase Two). Three hundred and ninety four secondary school pupils of mixed ethnicities from National Curriculum school years 7, 8 and 9 (mean age ± S.D. = 12.9 ± 0.81 years) participated in phase one of the study. Two hundred and sixty seven pupils (from the original 394 participants) from National Curriculum school years 8, 9 and 10 (mean age ± S.D. = 13.7 ± 0.79 years) took part in phase two one year later. Physical activity was measured using the four by one-day physical activity recall questionnaire (Cale, 1993). Attitude was measured using the Pre-Adolescent Attitude towards Physical Education Questionnaire (PAAPEQ) (Shropshire, 1997). Five components of health related fitness were measured in a randomly selected sub-sample (35%) of the overall sample: body composition (measured using skinfold measures and body mass index); cardiovascular endurance (measured using the twenty metre multistage fitness test, Brewer et al., 1988); flexibility (measured using the sit and reach test); muscular strength (measured using hand grip dynamometry); and muscular endurance (measured using situps). Results of repeated measures ANOVA revealed a significant decrease in energy expenditure between phase one and phase two (p<0.01) and young people’s energy expenditure was higher during weekends (especially Saturdays) than during school days (p<0.01). Young Asians were found to expend less energy than white and black pupils (p<0.01) and boys expended more energy than girls (p<0.01). No main effect according to school year was found (p>0.05) although a significant ‘time’ by ‘days’ of the week interaction was revealed; pupils in Year 8 were more active on school days than those in Years 7 and 9 (p<0.05). Non-parametric analyses conducted on time spent in moderate physical activity (MPA) and vigorous physical activity (VPA) indicated that: MPA and VPA decreased between phases one and two; Asians consistently spent less time in MPA than white and black pupils (p<0.01); boys engaged in more MPA and VPA than girls (p<0.01). However, the difference in mean reported time for boys and girls decreased between phases one and two. Percentages of the whole sample meeting optimal activity guidelines and percentages classified as active or moderately active decreased between measurements for the whole sample. With regard to attitudes towards PE, results from MANOVA revealed a significant ‘school year’ x ‘ethnicity’ x ‘gender’ interaction (p<0.05). Attitudes of black males became more positive with age whereas the attitudes of other groups followed an age related decline. Significant main effects were found according to school year (p<0.01) and ethnicity (p<0.05). Attitude towards PE became less favourable with school year. Asian pupils had more positive overall attitudes than white and black pupils but univariate analysis revealed that Asian pupils had a less positive attitude towards their PE teacher (p<0.05). Furthermore, Pearson’s product moment correlations indicated weak yet significant positive relationships between total attitude towards PE and energy expenditure (p<0.01), time spent in moderate activity (p<0.05) and time spent in vigorous activity (p<0.01). Results of repeated measures ANOVA conducted on health related fitness data revealed that, for all groups, body fat (p<0.05) and muscular endurance (p<0.01) increased between phases one and two. In both phases, significant positive relationships were found between muscular endurance and energy expenditure (p<0.01) and vigorous activity (p<0.05 and p<0.01 for phases one and two respectively). Therefore, young people who were more active had greater levels of muscular endurance. No further consistent findings were made. Findings indicate that generally young people’s physical activity decreases with age and that girls are less active than boys although as young people age the physical activity gap between the genderes narrows. Findings also lend support to the idea that cultural differences may influence physical activity levels and attitudes towards PE. Furthermore, associations between physical activity and attitude towards PE exist and therefore, attitude may be used to predict physical activity behaviour. Ethnicity, age, and attitude towards PE should be considered in the development of future interventions to increase young people’s physical activity levels. However, as the current study did not reveal strong associations between physical activity and health related fitness, further research is required in the area.
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Lee, Jessica. "Physical activity and physical culture in the lives of rural young people /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19404.pdf.

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Ward, Jillian. "The Effects of Choice on Student Motivation and Physical Activity Behavior in Physical Education." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd740.pdf.

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Hooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.

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Schools, and in particular physical education (PE), have been increasingly recognised for the role that they play in promoting healthy, active lifestyles amongst children and young people in light of the public health agenda (Armour and Harris, 2013). However, whilst schools have been recognised for the role that they can play in promoting health to children and young people, concerns have been expressed with regard to the status of health in PE and the approaches and practices used to address health-related learning (Cale et al., 2016). A particular concern in this regard is what children and young people know and understand about health , and how they come to conceive this within PE, with a growing body of literature suggesting that pupils conceptions are relatively superficial and simplistic (see Harris et al. (2016) for an overview). Accordingly, the purpose of this research is to explore pupils conceptions of health within PE. The research was comprised of four phases which took place over an 18-month period within the East Midlands region of England. Phase one involved an online survey being distributed to all state secondary schools (n = 293) and with a total of 52 schools responding. Phase two involved semi-structured interviews being conducted with 13 PE teachers at two case study schools and focus groups with 117 pupils (aged 11-12) at the same schools. A participatory approach underpinned the study and relevant methods/techniques were employed within pupil focus groups to generate discussion and elicit pupils conceptions of health . Examples of the methods/techniques employed included: drawings, concept cartoons and statement sheets. Pupils worked interactively with one another to undertake and discuss tasks/activities in line with the youth voice agenda that underpinned the research. This agenda is often allied with participatory methods (Heath et al., 2009) and seeks to privilege the voices of younger participants, recognising that children and young people are competent social agents, capable of both understanding and articulating their own experiences (Christensen and James, 2008). Phase three involved follow-up focus groups with the same pupils who participated during the preceding phase, and a similar participatory approach was employed. Phase four involved semi-structured focus groups being conducted with the same PE teachers at each school. Data generated were analysed using a Foucauldian-inspired discourse analysis. The findings of the study highlight that the vast majority of pupils conceptions of health were reductive, limited and limiting. These conceptions of health were identified as being underpinned by: corporeal notions, aesthetic orientations and healthist influences. In addition, they aligned with normative conceptions of health , that were evidently influenced by public health discourses, which may well have been promulgated by and through PE. Whilst pupils did not necessarily consider that PE influenced their conceptions of health , there were evident links, which PE teachers themselves acknowledged and problematised. Positively, it was highlighted that there were some pupils who were able to disrupt normative conceptions of health and, in doing so, they demonstrated their capacity for criticality. As such, the challenge for PE is now to consider how it might support pupils to develop their capacities to receive, interpret and be critical of health-related information. If it can do so, it may well be that critically-inclined conceptions of health can be fostered within, through and by the subject.
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Palmer, Farah Rangikoepa, and n/a. "Maori girls, power, physical education, sport, and play : "being hungus, hori, and hoha"." University of Otago. School of Physical Education, 2000. http://adt.otago.ac.nz./public/adt-NZDU20070518.115626.

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This research investigated how meanings associated with race, gender, and class relations in New Zealand mainstream schools are produced, reproduced, and challenged within the arenas of school sport, physical education, and physical activity. The study focused specifically on Maori girls� and young Maori women�s experiences in these arenas in order to determine how race, gender, and class identities interact, and also provided Maori girls and young women with an opportunity to be heard in research. The effects of historical and contemporary discourses, polices, and practices in New Zealand sport and school were reviewed. Theoretical perspectives and methodologies such as critical theory, kaupapa Maori research, feminism, postmodernism, and cultural studies informed the research. Qualitative methods of study such as critical ethnography, document analysis, participant observation, semi-structured interviews, and self-reflective diaries were used in order to observe, investigate, and empower the Maori girls and women, teachers, and the school involved. By utilising social reproduction concepts such as hegemony (Gramsci), discourse (Foucault), and cultural capital (Bourdieu), initiatives in schools that related to Maori girls and young women were investigated at three different levels; the fantasy discourse level, the implementation level, and the reality discourse level. The many identities and ideologies of those involved in the transformation from fantasy to reality had an effect on what was ultimately produced, reproduced, and challenged. These were also implicit and explicit ideologies operating in school sport, physical education, and physical activity arenas that worked to reproduce gendered dualisms, racial stereotypes, and class differentiation. By focusing on power relations at the structural and personal level, instances where Maori girls and young women practised �power over� others, or the �power to act� were discussed. Maori concepts such as whakaiti, whakamaa, whakahiihii, tautoko, aawhina, and manaaki, as well as more colloquial terms such as being hungus, hori, and hoha highlighted the attitudes, values, beliefs and behaviours of participants involved in the study and were used to inform the different levels of analysis. Difficulties in closing the gap between what was hoped for and what actually happened were discussed, and political and practical implications were suggested.
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Hazuga, Rachel J. "Effects of a sports performance training program on adolescent athletes." Connect to online version, 2009. http://www.oregonpdf.org/search-results.cfm?crit=catid&searchString=PE+4877.

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Lowry, Robin. "A Survey of Youth Yoga Curriculums." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/154784.

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Kinesiology
Ph.D.
Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills. Yoga games were noncompetitive and similar to PE games. Teaching strategies included guided inquiry and dialoguing. Assessments were underutilized and misunderstood. Lessons were created to engage students across multiple dimensions of wellness; cultivate self awareness, attention, and concentration; and teach relaxation skills. Spiritual wellness was addressed using relaxation, self-awareness, partner work, and examining emotional states. Developers adapted curriculums to meet HPE standards when needed. Yoga was considered appropriate across all developmental stages and could be adapted to meet specific needs. Developers tended not to manage fidelity; strict control was perceived as contrary to Yoga philosophy. Curriculum manuals were resources, not scripts. Continuing education included workshops, videos, and online forums. Emerging themes included attention, awareness, meta-cognition, and self-regulation as learning objectives; dialoguing as a teaching strategy; and the influence of mindfulness and positive psychology on curriculum design. These suggest additional areas of research. Curriculums need codification, defining, and mapping of elements including the alignment of teaching strategies with assessments. The benefits of Yoga, beyond the physical postures, need further study.
Temple University--Theses
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Books on the topic "Physical education for youth"

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Martinek, Tom, and Don Hellison. Youth Leadership in Sport and Physical Education. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326.

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1938-, Hellison Donald R., ed. Youth leadership in sport and physical education. New York: Palgrave Macmillan, 2009.

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Brzycki, Matt. Youth strength and conditioning. Indianapolis, IN: Masters Press, 1995.

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Brzycki, Matt. Youth strength and conditioning. Indianapolis, IN: Masters Press, 1995.

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Research methods in physical education and youth sport. Milton Park, Abingdon, Oxon: Routledge, 2012.

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O'Sullivan, Mary. Young people's voices in physical education and youth sport. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Helping at-risk youth through physical fitness programming. Champaign, IL: Human Kinetics, 1997.

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Cawley, John H. The impact of state physical education requirements on youth physical activity and overweight. Cambridge, MA: National Bureau of Economic Research, 2005.

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Cawley, John. The impact of state physical education requirements on youth physical activity and overweight. Cambridge, MA: National Bureau of Economic Research, 2005.

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Pillarella, Debbie Ban. City KidZ Step: A step training & education program for today's youth. [Chicago, Ill.?]: D. Soeka, 1993.

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Book chapters on the topic "Physical education for youth"

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Martinek, Tom, and Don Hellison. "In-school Physical Education." In Youth Leadership in Sport and Physical Education, 125–33. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_11.

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Martinek, Tom, and Don Hellison. "Youth Development, Sport, and Youth Leadership." In Youth Leadership in Sport and Physical Education, 15–26. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_2.

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Martinek, Tom, and Don Hellison. "Problem-solving in Youth Leadership." In Youth Leadership in Sport and Physical Education, 113–23. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_10.

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Martinek, Tom, and Don Hellison. "Research on Youth Leadership Programs." In Youth Leadership in Sport and Physical Education, 153–64. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_13.

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Martinek, Tom, and Don Hellison. "Stages of Youth Leadership Development." In Youth Leadership in Sport and Physical Education, 41–50. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_4.

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Martinek, Tom, and Don Hellison. "Youth Leadership, Social Justice, and Citizenship." In Youth Leadership in Sport and Physical Education, 27–37. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_3.

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Martinek, Tom, and Don Hellison. "Developing Youth into Leaders through Sport and Physical Education." In Youth Leadership in Sport and Physical Education, 3–13. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_1.

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Martinek, Tom, and Don Hellison. "Assessment." In Youth Leadership in Sport and Physical Education, 137–51. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_12.

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Martinek, Tom, and Don Hellison. "Making It Happen." In Youth Leadership in Sport and Physical Education, 165–72. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_14.

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Martinek, Tom, and Don Hellison. "Epilogue." In Youth Leadership in Sport and Physical Education, 173–77. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_15.

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Conference papers on the topic "Physical education for youth"

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D'Elia, Francesca, Patrizia Tortella, Italo Sannicandro, and Tiziana D'Isanto. "Design and teaching of physical education for children and youth." In Journal of Human Sport and Exercise - 2020 - Summer Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc4.48.

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Lukina, Liudmila Borisovna. "The Path to Youth Health in Self-Education in the Field of Physical Education." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-541254.

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Aralbayev, N., F. Dikhanbayeva, A. Serikbayeva, Y. Yusof, and L. Chang. "DETERMINATION OF SOME PHYSICAL PROPERTIES OF DRY SHUBAT." In VII International Youth Conference "Perspectives of Science and Education". Prague: Premier Publishing s.r.o., 2020. http://dx.doi.org/10.29013/vii-conf-usa-7-39-46.

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Abramova, Veronika Yurievna, and Olga Viktorovna Savelyeva. "THE PROBLEM OF FORMATION OF MOTIVATION AT STUDENTS FOR PERFORMANCE IN PHYSICAL EDUCATION." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-455/459.

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In this article the concept of physical culture and its impact on the health of students are considered, the state of health of modern youth are analyzed, identifies various types of motives for students in physical education are engaged, describes the influence of a teacher on the formation of students' motivation for physical education, describes various methods for the formation of motivation and the influence of the formation of motivation in students to engage in physical education and sports
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Gheorghe, Grigore. "Social Integration of the Youth Through the Football Game." In ICPESK 2017 - 7th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.03.11.

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Penn, Azizi Jones, and Anna Baynes. "Exploring How Affinity toward Engineering Increases in Underserved Youth After Summer Physical Computing Workshop." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028706.

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Barylnik, S. N. "THE INFLUENCE OF THE MODERN STANDARD OF PHYSICAL ATTRACTIVENESS ON THE MENTAL HEALTH OF ADOLESCENTS CONSIDERING THE GENDER CHARACTERISTICS." In I International youth conference "Perspectives of science and education". Prague: Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/i-conf-usa-1-43-51.

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Pavlova, Iuliia. "Anthropometric and Cardiorespiratory Indicators for the Evaluation of the Ukrainian Youth Health." In ICPESK 2017 - 7th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.03.56.

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Tursunbaeva, S. A., A. I. Iztayev, M. G. Magomedov, and M. A. Yakiyayeva. "THE PHENOMENON OF BAKING DIGNITY BASED ON THE ASSESSMENT OF PHYSICAL AND BIOCHEMICAL INDICATORS OF VARIOUS CLASSES OF SOFT WHEAT." In VII International Youth Conference "Perspectives of Science and Education". Prague: Premier Publishing s.r.o., 2020. http://dx.doi.org/10.29013/vii-conf-usa-7-27-33.

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Possoly da Silva Alves, Daianne, Franciele Therezinha Magno Calidoni, Mariana Sales de Oliveira, Thaís Araújo de Azevedo, Thalissa Bastos Batista, Rafaela Pinheiro de Almeida Neves, and Edson Ribeiro de Andrade. "The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212452.

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The Covid-19 pandemic has moved scientists from different areas of knowledge worldwide to bring reflections on the impacts caused by it, whose scope goes beyond human health in its physical and psychological aspects and affects the economy, politics, social relations at work, the educational system, etc. Therefore, this project, promoted by the Laboratory for the Study of Stigmatization Processes (LEPE) in partnership with the Racism Studies Line (LER) of the Psychology Course of the Higher Education Institutes at CENSA -ISECENSA, aims to promote the debate on the psychosocial effects of remote education on black youth, through an intersectional analysis between Covid-19 pandemic, gender, race and class. The objective of this research is to understand the ways in which black youth was affected in the psychosocial dimension with the establishment of remote education in the public state network with the Covid-19 pandemic. This is an exploratory research, in which a bibliographic review will be carried out to support the researchers' views on the proposed theme, using books and scientific articles on social psychology, remote education in the Covid-19 pandemic, racism and intersectionality. Besides field research, using the semi-structured interview technique. We intend to conduct group interviews, through Google Meet, with black students graduating from Liceu de Humanidades de Campos high school and from other public schools.. We hope to foster the discussion on structural racism that affects the Brazilian society focusing on the psychosocial vulnerability of black youth in the face of remote education established by the Covid-19 pandemic, and, finally, to publish two scientific articles in “Revista Perspectivas Online” with the obtained results
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Reports on the topic "Physical education for youth"

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Cawley, John, Chad Meyerhoefer, and David Newhouse. The Impact of State Physical Education Requirements on Youth Physical Activity and Overweight. Cambridge, MA: National Bureau of Economic Research, June 2005. http://dx.doi.org/10.3386/w11411.

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Frisancho, Verónica. The Impact of Financial Education for Youth. Inter-American Development Bank, July 2019. http://dx.doi.org/10.18235/0001791.

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Allison Randel, Allison Randel. Physical Activity Interventions for Youth with Autism. Experiment, February 2015. http://dx.doi.org/10.18258/4656.

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Smed Olsen, Lise, Linnea Löfving, Juho-Matti Paavola, and Jens Bjørn Grelck. Sámi Youth Perspectives, Education and the Labour Market. Nordregio, June 2020. http://dx.doi.org/10.6027/r2020:5.1403-2503.

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Berry, James, Dean Karlan, and Menno Pradhan. The Impact of Financial Education for Youth in Ghana. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21068.

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Azevedo, Eugénia, Rui Araújo, and Isabel Mesquita. The Development of Reflective Skills in Physical Education Teacher Education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2021. http://dx.doi.org/10.37766/inplasy2021.3.0079.

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Salomon, R., H. Løvdal, and E. M. Osmundsen. “Workers’ Education Programme on Social Dialogue - Social Dialoge and Youth Employment”. Oslo: Arbeidsforskningsinstituttet, 2007. http://dx.doi.org/10.7577/afi/fou/2007/4.

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Ndirangu, Caroline Ndirangu, Elisabeth King King, Emily Dunlop Dunlop, and Jo Kelcey Kelcey. Secondary Education for Youth Affected by Humanitarian Emergencies and Protracted Crises. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.36830.

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Karlsdóttir, Anna, Alex Cuadrado, Firouz Gaini, and Leneisja Jungsberg. Enabling vulnerable youth in rural areas not in education, employment or training. Nordregio, June 2019. http://dx.doi.org/10.6027/r2019:8.1403-2503.

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Karsldottir, Anna, Alex Cuadrado, Firouz Gaini, Leneisja Jungsberg, and Louise Ormstrup Vestergård. Enabling vulnerable youth in rural areas not in education, employment or training. Nordregio, June 2019. http://dx.doi.org/10.30689/r2019:8.1403-2503.

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