Academic literature on the topic 'Physical Education Programme'
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Journal articles on the topic "Physical Education Programme"
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Goossens, Lennert, Roel De Ridder, Greet Cardon, Erik Witvrouw, Ruth Verrelst, and Dirk De Clercq. "Injury prevention in physical education teacher education students: Lessons from sports. A systematic review." European Physical Education Review 25, no. 1 (2017): 156–73. http://dx.doi.org/10.1177/1356336x17711675.
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Sports injuries are a considerable problem in physical education teacher education (PETE) students. They have important consequences and might affect the attitude that PETE students have towards sports and physical activity. Up to now, several efficacious injury prevention programmes have been developed for various sports disciplines. There is a high probability that several components of those prevention programmes are transferable to the PETE environment. A systematic review was conducted to identify intrinsic components that are potentially applicable in PETE programmes. The databases PubMed and Web of Science were searched for articles published between 1974 and 1 February 2015. The systematic study selection resulted in the inclusion of 59 studies. Seventeen studies were rated as having a low risk of bias. Efficacy of the applied programme was proven in 11 of these. Analysis led to guidelines for an injury prevention programme for PETE students. A multiple preventive intervention should include an awareness programme, functional strength training, stretching, warm-up, core stability and dynamic stability exercises of the lower limbs. This multiple preventive intervention preferably has a gradual build-up, makes use of no or only simple materials and is executed around three times per week.
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Pozo, Pablo, Alberto Grao-Cruces, and Raquel Pérez-Ordás. "Teaching personal and social responsibility model-based programmes in physical education." European Physical Education Review 24, no. 1 (2016): 56–75. http://dx.doi.org/10.1177/1356336x16664749.
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The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords ‘responsibility model’ and ‘physical education’ were used in different combinations. The relevant articles were checked for the following criteria: (a) the study has been published in a peer-reviewed international journal; (b) it included Teaching Personal and Social Responsibility model-based programme implementation; (c) programmes were implemented within physical education classes; and (d) the full text was available in English or Spanish. The quality of the selected studies was scored using a quality assessment list. Twenty-two papers that satisfied the selection criteria were identified. A practical analysis of these papers to present the results placed them into three categories: (a) impact of the Teaching Personal and Social Responsibility model-based programme on teachers; (b) programme implementation features; and (c) outcomes of the Teaching Personal and Social Responsibility-based programme on student participants. Longer studies with follow-up data, quantitative methodological designs, and larger samples would be particularly important for future investigations.
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K., Reeta. "RURAL SCHOOL HEALTH PROGRAMME & CREATING PHYSICAL EDUCATION PROGRAMMES IN REMOTE SCHOOLS." Shanlax International Journal of Arts, Science and Humanities 6, S2 (2019): 287–92. https://doi.org/10.5281/zenodo.2806875.
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School based health centers can provide access to healthcare for students who may not otherwise receive care. Rural students may face barriers to accessing health care services including long distances to proviedrs, lack of reliable transportation, work demands of student’s parents, poverty, lack of health insurance and the cost of health care. School based health centers often operate as a partnership between the school and a community health center, hospital, local health department to improve the health of students, as well as the community as a whole.
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Amosun, Seyi L. "Physiotherapy education in Africa- The experience in Nigeria." South African Journal of Physiotherapy 50, no. 3 (1994): 60–61. http://dx.doi.org/10.4102/sajp.v50i3.666.
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The African Rehabilitation Institute, an arm of the Organisation of African Unity, recently designed a physiotherapy education programme for implementation in African countries. The West African sub-region, having one of the oldest physiotherapy education programmes in the continent, was not directly involved in the formulation of the programme. A review of physiotherapy education in Nigeria, the first African nation after South-Africa to be admitted into the membership of the World Confederation for Physical Therapy, shows that the programme recommended by the African Rehabilitation Institute is highly commendable.
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Grao-Cruces, Alberto, Rafael Ruiz-López, José-Enrique Moral-García, Alberto Ruiz-Ariza, and Emilio J. Martínez-López. "Effects of a steps/day programme with evaluation in physical education on body mass index in schoolchildren 11-12 years of age." Kinesiology 48, no. 1 (2016): 132–41. http://dx.doi.org/10.26582/k.48.1.2.
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The aim of the study was to assess the effects that a steps/day programme may have on body mass index (BMI) among primary education students (11.37±0.48 years). A six-week controlled trial with a follow-up was completed with an experimental group (N=66, pedometer + steps/day programme + reinforcement programme in their physical education (PE) marks + weekly follow-up in PE), and a control group (N=76). Omron HJ-152-E2 pedometers were used. Normoweight students complied with programme requirements to a greater extent than their overweight counterparts (72.7 vs 59.1%). The programmed minimum number of 12,000 steps/day for boys and 10,000 for girls was exceeded by 83% of boys and 60% of girls. The differences in the number of steps/day between boys (14,274) and girls (10,626) were significant across all the measured periods (p<.05). The results show that the teenagers who complied with the programme requirements reduced their BMI significantly after the intervention (p<.001) and this reduction persisted for six weeks after the programme (p<.001). In conclusion, the six-week programme of 12,000 steps/day for boys and 10,000 for girls, jointly with a reinforcement programme in their PE marks and weekly follow-up by their PE teacher, reduces BMI significantly in 11-12-year-old schoolchildren. Monitored steps/day programmes in the PE curriculum increase out-of-school physical activity and reduce BMI in 11-12-year-old schoolchildren.
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Lleixà, Teresa, and Merche Ríos. "Service-Learning in Physical Education Teacher Training. Physical Education in the Modelo Prison, Barcelona." Qualitative Research in Education 4, no. 2 (2015): 106. http://dx.doi.org/10.17583/qre.2015.1138.
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<span style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">In </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">the Psychiatric Unit of the Modelo Prison, Barcelona, a physical education programme is carried out annually with the participation of University of Barcelona (UB) students. In this context, we carried out a study based on service-learning parameters. The aim of the study was twofold: to determine the impact on inmates of the physical education programme that was undertaken with university students; and to assess what university students’ learnt in the prison-based socio-educational intervention programme. This paper describes the context of the research and the methodological basis of service learning. The qualitative tools to gather the information were: two focus group;</span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;"> a semi-structured interview with a representative of the unit’s guards; and </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;">the students’ field dairy. We present results that demonstrate the impact of the physical, sports activity on the socialisation of inmates, in terms of aspects such as communication and personal skills. The results also show the effect of the programme on the university students’ learning processes, particularly with regard to the contextualisation of learning.</span>
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To, Quyen G., Lee Wharton, Danielle Gallegos, et al. "School-based physical education: Physical activity and implementation barriers in Vietnamese elementary schools." European Physical Education Review 26, no. 2 (2019): 587–606. http://dx.doi.org/10.1177/1356336x19878746.
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Information about the Vietnamese physical education (PE) programme is limited due to a lack of relevant studies. Using the Health Optimising Physical Education as a conceptual framework, this study examined students’ physical activity (PA) levels in the fifth-grade PE programme in Vietnam and barriers to programme implementation. Eight schools (28 PE classes) were randomly selected for assessing students’ PA levels, lesson context, and PA promotion during PE lessons using the System for Observing Fitness Instruction Time. In-depth interviews were also conducted with school administrators, PE instructors, and classroom teachers using semi-structured guides to examine barriers influencing the implementation of the current PE programme. Results showed students spent 33% of PE time in moderate–vigorous physical activity (MVPA), which is less than the international recommendation of 50%. The amount of MVPA varied by school type, instructor gender and qualification. Programme implementation was negatively affected by the current structure that limits autonomy, a proclivity for a “one size fits all” approach to teaching PE, and limited motivation for PE instructors to improve their teaching. The low perceived value of PE, lack of support and professional development for existing PE instructors, and an over-emphasis on sports training due to available financial incentives were also identified as important barriers that affected programme implementation. Addressing these barriers could help improve the quality of the Vietnamese PE programme.
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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb, and Shaohua Hu. "The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity." Public Health Nutrition 8, no. 2 (2005): 133–40. http://dx.doi.org/10.1079/phn2004678.
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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.
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Pavlyutina, L. Yu. "On designing the content of elective course "Applied physical education" in higher education institutions." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 124–29. http://dx.doi.org/10.36906/2311-4444/19-1/18.
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The purpose of the research is to find a theoretical basis for designing the programme of the Applied Physical Education course considering the theory of modern education contents. The subject of the research is the process of nurturing HEI students’ skills (competencies) for Applied Physical Education. To achieve the goal we used a system of scientific and pedagogical methods: theoretical analysis of scientific pedagogical literature, pedagogical observation, surveys, pedagogical planning. Thus, the analysis of scientific literature made it possible to identify the most appropriate approach to work out the programme of the elective course on Applied Physical Education that is based on universal culture principles and meets modern requirements of the society for the professional training of HEI students. The theory of modern education is a system of elements of social experience: knowledge systems, experience in performing well-known activities, emotion and value relationships, experience in creative activities, revealed in various fields and spheres, in academic subjects and programmes which can serve as the basis for nurturing students' competencies
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Zrnzević, Nevenka, and Jovana Zrnzević. "PROGRAMMED PHYSICAL EDUCATION TEACHING AND ITS EFFECTS ON STUDENTS’ MOTOR SKILLS." Facta Universitatis, Series: Physical Education and Sport 15, no. 3 (2018): 501. http://dx.doi.org/10.22190/fupes1703501z.
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Nowadays the research of motor skills points to the lack of efficiency of teaching physical education and its effects on the development of motor skills, especially among students of an early school age. The aim of this research was to determine the effects of the applied experimental and current programme of physical education on the motor skills of the first-grade primary school students. The experimental program was carried out on a sample of 185 primary school students (106 students in the experimental group and 79 students in the control group). To determine the effects of the experimental programme a multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANOVA) were applied. Both programmes have effects on the changes of motor skills of students, but the effects of the experimental programme were significantly higher (p = .000). The best effects were achieved in the development of repetitive and explosive strength and segmental velocity among the students of the experimental group. The purpose of the research is reflected in increasing the level of scientific information on the motor skills of students. It can help teachers to plan, program, implement and control the teaching process more rationally and optimally.
Dissertations / Theses on the topic "Physical Education Programme"
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Festeu, Dorin. "Social learning programme through physical education lessons in Romania." Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.
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Dewar, Alison MacKenzie. "The social construction of gender in a physical education programme." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27232.
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This dissertation examines the social reproduction of gender categories in one Canadian university physical education programme. The research was conducted over a ten month period and used three primary data collection techniques; participant observation, ethnographic interviewing, and documentary analysis. The data were analyzed as an ongoing process during the study and themes were modified and developed during the time in the field.
The study found that the curriculum in this programme is organized around a distinction between biological and behavioural courses on the one hand, and socio-cultural courses on the other. Each type of course provides students with alternative views of gender. When gender is taught in biological and behavioural courses it is examined as a personal attribute and the focus of attention is on how differences between males and females explain the gap in their performance levels. When gender is taught in socio-cultural courses it is viewed as a social issue, and the focus of attention is upon analyses of the ways in which play, games and sport have been socially constructed to produce and legitimize male hegemony.
Despite this diversity in the curriculum students' definitions of important knowledge lead them to view knowledge from biological and behavioural courses as "really useful" and knowledge from socio-cultural courses as peripheral. Students see biological and behavioural explanations of sex differences in performance capabilities as information they can use to improve performance. Information about the social construction of gender issues is seen as peripheral as it does not help them to function within the existing social frameworks.
Students negotiate the meanings of gender and develop their gender identities by accommodating to, resisting and accepting traditional definitions of gender. These acts of acceptance, accommodation and resistance are illustrated through the experiences of four different groups of students, labelled the "super jocks", "ordinary jocks", "women jocks" and "non jocks". Each of these groups developed different expressions of their gender identities but all tended to reproduce rather than transform patriarchial gender relations.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Chan, Yuen-kee Karen. "The enhancement of physical activity in primary school students through an individualized physical activity programme." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751979.
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Thorn, Sandra Anne. "Olympism Education:Teaching and learning Olympism in a New Zealand secondary physical education programme." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4537.
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As a physical education teacher educator and Olympic educator I have become conscious that many physical education teachers have heard of Olympism, but are confused about what it encompasses. Furthermore they are challenged to understand how to teach Olympism in their physical education programmes. The potential of the educative and social value of Olympism is, as yet, unfulfilled. My study is about the content knowledge teachers require for teaching Olympism, the successful pedagogies they use, and the meanings that students derive from putting Olympism into action within, and outside of, the gymnasium.
My qualitative case study uses teacher and student interviews, and observations to gather data as it follows the teaching and learning of Olympism in the Year 9 physical education programme of a New Zealand secondary school. In my attempt to understand what teachers need to know and do to make Olympism a reality in physical education programmes I have drawn on aspects of Shulman‟s (1987) seminal framework of teacher knowledge, to understand the content knowledge needed for teaching Olympism, the pedagogical content knowledge required, and the knowledge of students and their characteristics as they learn about Olympism.
My findings reveal that teachers require various forms of content knowledge to teach Olympism, such as knowledge of students and their needs, a clear definition of Olympism for the setting, Olympism as a personal life-stance, ethical situations in games, and a holistic physical education curriculum. Pedagogies that the teachers used were found to be the transformation of Olympism into manageable concepts for teaching, the use of experiential and social teaching models in games contexts, and the extensive use of questioning and discussion strategies to develop critical thinking. Evidence shows the range of the students‟ learning, and the development of deeper meanings of Olympism. The students regarded the teacher as a role model of Olympism, and varied in their ability to transfer Olympism understandings into their wider lives.
My detailed account of how teachers understand and teach Olympism, and the extent to which students apply their knowledge in class and beyond, offers a practical example of what Olympic education can look like when it has Olympism at its core. Such teaching I have named Olympism education.
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Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
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Al-Emadi, Ahmed. "The evaluation of the physical education initial teacher training programme at Qatar University." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3966/.
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This study aimed to provide an evaluation of the Physical Education initial Teacher Training Programme (PEITTP) in the Department of Physical Education at Qatar University in the State of Qatar. The purpose of the study, therefore, was to explore the effectiveness of the programme with a view to improving the way in which the Department prepares physical education teachers. Hence, the type of evaluation adopted in this study was of a formative nature because the objective was to examine a) any possible weaknesses, and see how they could be remedied, and b) possible strengths and focus on how they could be enhanced. To attain the objectives referred to above, the study used two main research instruments: questionnaires and interviews. The reason for this was so that the research data could be cross-checked and triangulated. Therefore, four questionnaire samples were distributed to the following male and female population: 14 lecturers, 14 inspectors, 134 teachers and 31 students in the final year. In addition, questionnaires were also administered to a sample of 2,457 male and female school pupils from elementary, preparatory and secondary levels. Interviews were also utilised with the four groups of lecturers, inspectors, teachers and students. The findings drawn from the study were as follows:1. The results revealed that there was, in general, satisfaction with the University, Faculty and Professional Requirements, which were viewed in the main as effective and important. Regarding University and Faculty Requirements, the lecturers and inspectors were more satisfied with these courses than were the teachers and students. In general, the participants were more satisfied with Professional Requirements which the majority felt should be increased, than with University and Faculty Requirements, which the students believed should be decreased.2. The Professional Courses perceived by the respondents as the most important were: Teaching Practice, Sports Training, Football, and Methods of Teaching PE. The courses viewed as the least important were: Boxing ; Wrestling, Fencing, Introduction to Sociology, and the Principles of Statistics. Also, the participants felt that the Professional Courses contributed appropriately to the preparation of students for the teaching profession. However, the majority of the teachers and inspectors indicated that these courses often dealt with topics that were not relevant to the teaching process. It was also found that there was little diversification in the use of teaching methods and that lecturing was the most widely used method. Moreover, the majority of the teachers and students maintained that they were not given a chance to evaluate any of the Professional Courses and that there were no systematic procedures to evaluate these courses.3. There was general satisfaction with Teaching Skills but respondents called for more emphasis on Teaching Skills by the Physical Education Department (FED).Respondents generally perceived Teaching Practice as effective. However, they requested that more time be devoted to it.4. Respondents generally perceived Teaching Practice as effective. However, they suggested that more time be devoted to it. The respondents, especially the teachers and the students, pointed out that there was a clash between the timing of the Teaching Practice and the university courses and student-teachers were not treated professionally by the school administration during Teaching Practice. Moreover, the respondents pointed out that there was no communication between the PED and schools where the student teachers practised their teaching.5. Overall, the respondents displayed general satisfaction with the available Resources, Staffing & Access, and Structure of the Course. The respondents, especially males, requested that an indoor hall be built in their premises, whereas females requested that a swimming pool be constricted in their section. Also, the lecturers pointed out that there is no induction for the new lecturers to familiarize them with the registration system at Qatar University. In addition, some teachers and students were dissatisfied with the office hours and regarded the time of day allocated to the Practical Professional Courses as unsuitable.6. With regard to the Goals and Objectives of the PE Department, the lecturers seemed very satisfied with the achievement of the objective pertaining to the 'Preparation of PE teachers to work in the various educational levels in Qatar’. However, they were dissatisfied with the achievement of other objectives, such as 'Educational qualification, continuous training and supervision of all those concerned in the education profession in relation to sport and physical education' and 'Preparation of PE specialists scientifically and practically to undertake duties of supervision, administration and training in the sports field in institutions of education and youth'. 7. In general, students and teachers were less satisfied than lecturers and inspectors in their responses to the programme evaluation.8. The teachers and students' interview responses were in the main more positive than the answers they provided in the questionnaires, which is attributed to their culture. 9. Male pupils had generally more favorable attitudes towards the teachers and the PE courses than their female counterparts. Female pupils at preparatory level were the least satisfied group with regard to the teachers and the PE courses.10. With respect to the activities provided for pupils, it was deemed that there was no balance in the number of sessions which each gender received in certain activities. The findings of the study lead to the following primary recommendations: a) more collaborative work between the PED and the Administration of PE in the Ministry of Education is highly recommended in order to facilitate more cohesion between the curricula enforced by government policy in schools and that provided in the university curricula to train teachers. b) the PED must revise and update its curriculum in conjunction with the Ministry of Education. More collaborative work between the PED at Qatar University and the Administration of PE in the Ministry of Education will help facilitate more cohesion between the curricula demands enforced by government policy in schools and that provided in the curricula to train teachers. c) the PED facilities and resources should be improved. d) Regarding Qatari culture, it is recommended that people in charge of PE at Qatar University and the Ministry of Education should make others fully aware of the importance of sports in general and PE in particular by trying to find out ways to breakdown the cultural barriers by which more participation of females in sport and PE would be possible.
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Herold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
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This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher Education (PETE) course. It investigates the knowledge bases for teaching which pre-service teachers recognised, developed and prioritised, as well as the key influences that impacted on their subject knowledge development. Adopting an interpretive methodology informed by constructivist grounded theory, the study employed interviews, lesson observations and post-lesson reflections as principal research methods. Pre-service teachers were seen to make wide-ranging progress in their subject knowledge, including the development of content knowledge, pedagogical content knowledge, general pedagogical knowledge, knowledge of curriculum and knowledge of pupils. Through this they advanced their view of the nature of PE and how they wanted to teach it. The research highlights, that the process of knowledge development in PETE is socially constructed and complex. Much of the pre-service teachers development was influenced by various communities of practice, particularly their school placements PE departments, but also their University-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to pre-service teachers development. University-based learning was credited by pre-service teachers with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. The impact of different subject knowledge profiles and the consequences of knowledge deficits are identified. This raises questions about the role and development of subject knowledge within PETE and calls for a re-vitalised debate on the nature of the knowledge in PE. Framed within an ever-changing policy landscape is the need for enhanced and stable partnerships that promote shared visions of PETE, an essential part of which is the need to collaboratively design and evaluate explicit knowledge development pathways which allow pre-service teachers to fulfil their potential and genuinely decide how they want to teach PE.
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Chan, Yuen-kee Karen, and 陳婉琪. "The enhancement of physical activity in primary school students through an individualized physical activity programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962816.
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Leung, Sheung-ping. "The attitudes of secondary school form five students in Hong Kong towards physical education : implications for programme design /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876249.
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Bowman, Winifred Edna. "The evaluation of an accreditation programme for quality improvement in private physiotherapy practice in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52525.
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Thesis (PhD)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: "Quality" has different meanings to different people. Even quality experts do
not agree on a single definition: Juran's definition of quality revolves around
his concept of "fitness for use", Crosby defines quality in terms of performance
that produces "zero defects" and Deming defines quality as a "never ending
cycle of continuous improvement". One element, however, that is common to
all three approaches is that management must accept and demonstrate
leadership if quality is to be achieved.
Quality is rarely thought of as others perceive it. What is apparent is that if
providers of care wish to maintain leadership in defining quality, they need to
- Actively participate in the public debate about quality.
Review the way in which they have been defining quality.
Question whether their definitions are aligned with what the purchasers of
health care define as being important.
Develop meaningful measures of quality and data collection systems that
will allow them to demonstrate quality and value.
- Willingly share data not only on outcomes, and also measures that are
specific to individual procedures and service providers.
The PhysioFocus practice accreditation programme attempted to achieve the
above factors. By realising the goal of the research this was determined.
The goal of the research was to evaluate the PhysioFocus practice
accreditation programme and to make recommendations on the educational
programme for accreditation in private physiotherapy practices. This goal was
realised by means of an exploratory and descriptive research design with a
qualitative orientation. The evaluation of the PhysioFocus practice
accreditation programme was performed by means of a validated evaluation
instrument. The group interview revealed components of the PhysioFocus
practice accreditation programme that require remediation. Recommendations
included professional-ethical issues, business management and legislative issues. The recommendations will be implemented by the PhysioFocus
practice accreditation committee.
The PhysioFocus practice accreditation learning programme was evaluated
by means of a semi-structured questionnaire, containing eleven questions and
a section for comments. The general consensus was that the PhysioFocus
practice accreditation programme is essential in private physiotherapy
practice in South Africa. The implementation of the PhysioFocus practice
accreditation programme resulted in the facilitation of quality physiotherapy;
professional and personal development; monitoring of quality improvement
processes; and the evaluation and remediation of these processes. This
supported the central theoretical assumption of the research. Concerns were
voiced about the lack of standards, lack of quality improvement skills, the
public image of the physiotherapy profession and the lack of basic business
management training.
The researcher concluded that the implementation of the PhysioFocus
practice accreditation programme is essential in private physiotherapy
practice in South Africa. At present the current PhysioFocus practice
accreditation programme does not address all the needs of private
physiotherapy practices.
Recommendations based on the research included remediation of the current
PhysioFocus practice accreditation programme, formal education included
business management, professional-ethical-Iegal issues, standards and
scientific methods to analyse process variation and the development of
improvement strategies in quality improvement. Other recommendations
include informal education, physiotherapy management and structured quality
improvement activities. The issue of the image of the professional
physiotherapist was also addressed. Topics for future research were
identified.
The uniqueness of the research lies in the fact that this is the only
physiotherapy practice accreditation programme implemented in South Africa. It is also the only physiotherapy practice accreditation programme in South
Africa that has been evaluated.<br>AFRIKAANSE OPSOMMING: "Gehalte" het verskillende betekenisse vir verskillende mense. Selfs kenners
op die gebied van gehalte stem nie saam met 'n enkele definisie nie. Juran se
omvattende definisie is "gebruikswaarde", terwyl Crosby gehalte in terme van
produksie, naamlik "zero defek", definieer. Deming definieer gehalte as "'n
nimmereindigende siklus van voortdurende verbetering". Die een aspek wat al
drie die kenners egter gemeen het, is dat bestuur leierskap moet aanvaar en
demonstreer indien gehalte bereik wil word.
Geen twee persone ervaar gehalte eenders nie. Indien diensverskaffers
leiding wil behou ten opsigte van gehalte-definiëring, sal hulle verplig wees
om:
aktief deel te neem aan openbare debat oor gehalte;
die aanvaarde definisie van gehalte te herevalueer;
die aanvaarde definisie van gehalte op te weeg teenoor dié van die
mediese hulpfonds-administrasie;
gehalte- en data insamelingsisteme te ontwikkel om gehalte en waarde
te bewys; en
gewillig alle data te deel - nie net uitkomsdata nie, maar ook data wat
spesifiek op individuele prosedures en diensverskaffers van toepassing
is.
Die PhysioFocus praktyk-akkreditasieprogram het gepoog om bogenoemde te
bereik. Die navorsing het gerealiseer deurdat die doelstelling bereik is.
Die doelstelling van die navorsing was om die PhysioFocus praktykakkreditasieprogram
te evalueer en aanbevelings te maak vir 'n leerprogram
vir die akkreditasieprogram. Die doelstelling het gerealiseer deur "n
verkennende en beskrywende navorsingsontwerp vanuit 'n kwalitatiewe
oriëntasie. Die evaluering van die PhysioFocus praktyk-akkreditasieprogram
het deur middel van 'n gevalideerde evalueringsinstrument geskied. Die
groepsonderhoud het areas van die PhysioFocus praktyk- akkreditasieprogram wat remediëring benodig, geïdentifiseer. Aanbevelings
het professionele-etiese aspekte, besigheidsbestuur en wetlike aspekte
ingesluit. Die aanbevelings sal deur die PhysioFocus praktykakkreditasiekommitee
geïmplementeer word.
Die evaluering van die PhysioFocus praktyk-akkreditasieleerprogram het deur
middel van 'n semi-gestruktureerde vraelys met 11 oop vrae, tesame met 'n
afdeling vir opmerkings, geskied. Die algemene aanname was dat die
PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat
fisioterapiepraktyk in Suid-Afrika. Die implementering van die PhysioFocus
praktyk-akkreditasieprogram het gehalte fisioterapie, professionele en
persoonlike ontwikkeling, die monitering van gehalteverbeteringsprosesse,
asook evaluering en remediëring van hierdie prosesse, tot gevolg gehad. Dit
het die sentraalteoretiese aanname van die navorsing ondersteun. Daar was
egter kommer oor die gebrek aan standaarde, die beeld van die
fisioterapieprofessie, asook die gebrek aan besigheidsbestuuropleiding.
Die navorser het tot die gevolgtrekking gekom dat die implementering van die
PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat
fisioterapiepraktyk in Suid-Afrika. Die huidige PhysioFocus praktykakkreditasieprogram
voldoen nie aan al die vereistes van privaat
fisioterapiepraktyk in Suid Afrika nie.
Aanbevelings vanuit die navorsing sluit die volgende in: remediëring van die
huidige PhysioFocus praktyk-akkreditasieprogram; formele opleiding,
insluitende profesionele-etiese-wetlike aspekte; standaarde; wetenskaplike
metodes om die praktykprosesveranderinge te analiseer; en die ontwikkeling
van 'n gestruktureerde gehalteverbeteringstrategie. Die beeld van die
fisioterapieprofessie is ook aangespreek. Onderwerpe vir toekomstige
navorsing is geïdentifiseer.
Die navorsing is uniek omdat die PhysioFocus praktyk-akkreditasieprogram
die enigste akkreditasieprogram vir fisioterapie in Suid Afrika is. Dit is ook die
enigste fisioterapie-akkreditasieprogram wat in Suid Afrika geëvalueer is.
Books on the topic "Physical Education Programme"
1
Robinson, Sharon. Assessment in physical education: A development programme. BAALPE, 1992.
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2
Woodhouse, Jes. Activity and health within the physical education programme. Dudley Metropolitan Borough Education Services, 1991.
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3
Robinson, Sharon. Managing a physical education department: A development programme. Studies in Education Ltd on behalf of BAALPE, 1993.
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4
North-Eastern Education and Library Board. Physical Education Advisory Service. and North Eastern Education and Library Board. Area Resource Centre., eds. Building a games programme: Physical education in primary schools. North-Eastern Education and Library Board, Area Resource Centre, 1994.
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Stuart, Biddle, and Lancashire (England). Education Committee., eds. Health-related fitness in the school physical education programme: Teaching material. Lancashire Education Resources Unit, 1988.
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Robinson, Sharon. Managing the physical education curriculum: Development programme for Key Stages 3 & 4. Sharon Robinson, 1994.
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7
Birmingham (England). Education Department. Curriculum Support Service., ed. Developing a physical education policy and programme at key stages 1/2. Curriculum SupportService, 1992.
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8
Harris, Jo. Action for heart health: A practical health related exercise programme for physical education. Loughborough University, 1990.
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9
J, Silverman Stephen, and Ennis Catherine D, eds. Student learning in physical education: Applying research to enhance instruction. 2nd ed. Human Kinetics, 2003.
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10
Batteson, R. De Quervain's disease: Evaluation of the impact of a patient education programme on functional, psychological and physical status. University of Derby], 2004.
Find full textBook chapters on the topic "Physical Education Programme"
1
Brown, A. "Matching the Activity to Ability — Criteria for Selecting the Physical Education Programme." In Adapted Physical Activity. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_6.
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Sandford, Rachel, Angharad Beckett, and Richard Giulianotti. "Sport, disability and (inclusive) education: critical insights and understandings from the Playdagogy programme." In Disabled Children and Young People in Sport, Physical Activity and Physical Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003566434-3.
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Marttinen, Risto. "Data collection challenges in an after-school programme." In Research with Children and Young People in Physical Education and Youth Sport. Routledge, 2023. http://dx.doi.org/10.4324/9781003007234-8.
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Pike, Elizabeth, Anita White, Jordan Matthews, Samuel Southon, and Lucy Piggott. "Women and Sport Leadership: A Case Study of a Development Programme." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_51.
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Luguetti, Carla Nascimento. "An Activist Approach in Sport for Development Programmes." In An Activist Approach to Physical Education and Physical Activity. Routledge, 2024. http://dx.doi.org/10.4324/b23165-9.
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Ressler, James D., and Zachary Wahl-Alexander. "Student voice in physical education and before- and after-school physical activity settings." In Before- and After-School Physical Activity Programs. Routledge, 2020. http://dx.doi.org/10.4324/9781003051909-19.
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Goldberger, Michael. "Evaluating Preparation Programs for Physical Education and Health Education Teachers." In Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2199-3_7.
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Papadopoulou, Foteini, and Symeon Dagkas. "Sport, Physical Education (PE) and Sport-for-All (SfA) programmes." In Routledge Handbook of Sport, Leisure, and Social Justice. Routledge, 2024. http://dx.doi.org/10.4324/9781003389682-31.
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Nelson, Emily, and Leigh Johnson. "Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_23.
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AbstractA shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as work collaboratively with associate teachers and, increasingly, other colleagues. With our current programme underpinned by a more conventional image of teaching and learning, and schools transitioning between conventional and arguably more innovative, bespoke environments, we wondered how our students navigated the novel pedagogical and physical configurations they encountered in ILEs on practicum. We conducted focus group interviews with our candidate teachers and recent graduates who had completed one or more practicum in an innovative learning environment (as defined by the practicum school). We explored participants’ perceptions of the particular demands ILEs created for them. Utilising Lefebvre’s (The production of space. Trans. Blackwell, Cambridge, MA, 1991) socio-spatial trialectic and Monahan’s (Built pedagogies & technology practices: designing for participatory learning. Palo Alto, CA, 2000) notion of “built pedagogy” in this chapter we identify key socio-spatial entanglements, or harmonics, that emerge from our analysis and explore how these inform how we might better prepare our candidate teachers in these transitional times.
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Sperka, Leigh. "It's time to predict the implications of outsourcing health and physical education and extra-curricular physical activity programming." In Before- and After-School Physical Activity Programs. Routledge, 2020. http://dx.doi.org/10.4324/9781003051909-18.
Full textConference papers on the topic "Physical Education Programme"
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Tlhabane, Khazamola James, and Mmushetji Petrus Rankhumise. "THE IMPACT OF THE PROGRAMME NURTURING PHYSICAL SCIENCES EDUCATORS ON IMPROVING LEARNER PERFORMANCE." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1644.
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Nthejane, Lebogang. "REFLECTIVE OBSERVATIONS ON THE DESIGN AND STUDIO ART PROGRAMME AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end047.
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The Central University of Technology (CUT) in South Africa compels that all programmes without a Mathematics module to offer Numeracy to first-year students. Initially, the Department of Mathematical and Physical Sciences at CUT was requested to facilitate this module from 2014 within the first semester. However, Numeracy was offered in a general manner without considering the applicability to the Design and Studio Art programme. The aim of this study was to revise the current curriculum and modify it to be applicable to the Design and Studio Art programme. Thus, the objectives of this study were firstly, to identify the gap in the current curriculum, which related to mathematical concepts within the Numeracy module which seemed to be not applicable to this programme. Secondly, to identify the mathematical concepts within the Numeracy module that could possibly be applicable to this Programme and modify them, accordingly. These concepts were identified as geometry, ratios and proportions, scale drawings, grid system, units and conversions. The final objective of this study related to the teaching of these concepts into the programme. The purpose of this paper report on the reflective observations on the revision and modification of the curriculum, more specifically on the application of these concepts in the Drawing module of the Design and Studio Art programme. A qualitative research approach was employed through reflective observations by the lecturer in the drawing lesson of 38 students who were enrolled on this programme. An analysis was further done on students’ abilities to apply mathematical concepts in their drawing project and what they have learnt in the Numeracy module. Findings revealed students’ abilities to apply mathematical concepts with ease- this after the lecturer explained the relations amongst these concepts to drawing. It appeared as though this intervention benefited mostly the students who were struggling with drawing. A key recommendation is that the application of the stated mathematical concepts be practiced in other modules within the Design and Studio Art programme at CUT.
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Alić, Jelena, Smiljana Zrilić, and Vesnica Mlinarević. "POUZDANOST PRILAGOĐENE INAČICE SKALE SAMOPROCJENE PREDMETNO SPECIFIČNIH KOMPETENCIJA ZA RAD S UČENICIMA S TEŠKOĆAMA U NASTAVI TJELESNE I ZDRAVSTVENE KULTURE." In Persons with disabilities in arts, science and education. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2024. http://dx.doi.org/10.59014/alip1466.
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Teachers in primary education have both generic-specific competencies and subject-specific competencies. Generic competencies refer to general competencies and cover theoretical and practical knowledge, while subject-specific competencies refer to the application of knowledge of the substrate science of the subject area in order to realize the set tasks. The goal of the research is to examine the reliability of the Self-Assessment Scale of competencies subject-specific to the physical and health education area needed to work with students with disabilities. The research was conducted on a suitable sample of final year students of the teacher and preschool teacher education study programmes, and the total sample of respondents (N = 84) included 29 female students of the teacher education study programme and 55 female students of the preschool teacher education study programme. The adapted version of the Self-Assessment Scale of teacher competencies working in inclusive teaching (Skočić Mihić et al., 2014) was used for the self-assessment of competencies. The scale consists of ten items, and the agreement with the mentioned statements was assessed on a Likert-type scale. (1-5degrees). Six scale items refer to the cognitive dimension of competencies, while the remaining four refer to the emotional dimension of feeling competency. The results of the research indicate that students perceive both their cognitive and emotional competence to work in inclusive teaching in a physical education class as moderate. In addition, the results of Cronbach’s alpha (α = 0.76-0.88) determine both scales as reliable, and the obtained statistically significant correlation coefficients between the same variable of the first and second measurements (r = 0.57-0.88) define the good stability of the measuring instrument. From all above-mentioned factors, it was determined that the scale has satisfactory metric characteristics and is reliable for use in future research on the population of primary school teachers. The application of the scale for research purposes will provide insight into the current state of the level of competencies of future teachers for inclusive practice in physical education and provide guidelines for the best possible development of teacher education and kinesiology education programmes that will target all students, including students with disabilities
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Simonsen, Henrik Køhler, and Dennis Grauslund. "Seasonal Capacity Scaling and Learning Centres." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9146.
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Danish politicians’ interest in using higher education institutions (HEIs) as policy instruments in regional development initiatives has increased significantly in recent years. Recent initiatives include the establishment of regional learning centres and study stations. This article has two overall research objectives. The first objective is to discuss the use of regional learning centres and study stations and to discuss an overall conceptual framework for the establishment and running of physical and virtual learning centres or study stations. The second objective is to discuss the use of seasonal capacity scaling in the educational sector. The discussion is based on a concrete case from a regional area of Denmark supplemented with interviews of both students, teachers and programme managers. Our framework shows that seasonal capacity scaling of educational offerings based on a combined physical and virtual framework may be beneficial when establishing and running learning centres or study stations.
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Armstrong, M., D. Megaritis, M. Ball, et al. "P26 Feasibility of a community-based education and physical therapy programme to improve symptoms of long COVID-19." In British Thoracic Society Winter Meeting 2023, QEII Centre, Broad Sanctuary, Westminster, London SW1P 3EE, 22 to 24 November 2023, Programme and Abstracts. BMJ Publishing Group Ltd and British Thoracic Society, 2023. http://dx.doi.org/10.1136/thorax-2023-btsabstracts.178.
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Marádová, Eva, and Pavla Šlechtová. "Challenges and opportunities for health promotion in the school environment in the context of the COVID-19 pandemic." In Život ve zdraví 2021. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-12.
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The text responds to current problems associated with the impact of the COVID-19 pandemic on education in the Czech Republic and abroad and discusses the current situation based on the latest available information. Specifically, it focuses on the influence of this severe health threat on the societal perception of the importance of health promotion and safety in school education. The COVID-19 pandemic constitutes a new milestone in formal and informal health and safety education development. Based on the results of research in the Czech Republic and abroad, the text demonstrates the need to expand activities to promote health and safety in schools in the future (in terms of ensuring physical, mental and social wellbeing), and thus the need to increase the number of lessons per week for health and safety education in the primary and lower secondary education curriculum. We propose that the Framework Education Programme for Primary and Lower Secondary Educationin corporates (as part of the forthcoming revision) the necessary adequate changes aimed at broader health promotion both in the overall concept of school life and especially in the educational field, including health and safety topics.
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Urzeala, Constanta, and Mihaela Vlaiculescu. "UTILIZATION OF CONTINUOUS GLYCEMIC MONITORING SYSTEMS AND PHYSICAL EXERCISE IN THE DIABETIC CHILD." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-235.
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This study is achieved and published under the aegis of the National University of Physical Education and Sports of Bucharest, as a partner in the program co-financed by the European Social Fund through the Sectoral Operational Programme for Human Resources Development 2007-2013, developed through the project Pluri- and interdisciplinary in doctoral and post-doctoral programmes, Project Code: POSDRU/159/1.5/S/141086, its main beneficiary being the Research Institute for Quality of Life, Romanian Academy. Our contribution to the project development is based on a research topic oriented towards the possibilities of interdisciplinary intervention on the diabetic child, in the context of the permanent concerns of the diabetes care team to keep under control the evolution of this diagnosis. The objective of the present paper is to highlight the opportunity for the child with type 1 mellitus diabetes of using the continuous glycemic monitoring system (CGMS) also during the development of physical education programmes, not only in domestic and school activities, as a support tool for adjusting the effort parameters and reducing the risk of hypoglycemia. The research took place within the Bucharest National University of Physical Education and Sports, in cooperation with the Bucharest DiabNutriMed Clinic of Diabetes, in the period between October and December 2014. As research methods, we used: bibliographic study, observation, computerized devices for continuous glycemic monitoring- DEXCOM G4 Platinum and also the case study. In this paper, we present the case of a diabetic child aged 6 years, who was diagnosed with this metabolic disease at 2 years and 6 months and who has been benefiting of a CGMS for about 2 years. His involvement in physical exercise programmes is put under the sign of the major risk of hypoglycemia, given the pronounced tendency of his body to have low glycemic values. The advantage of the electronic device he permanently carries, regardless of the type of activity performed, must also be emphasized in the case of his participation in motor activities, the more so as physical effort is a blood glucose-consumer. CGMS allows the teacher to find the initial, intermediate and final glycemic values without using the glucometer under conditions of precarious hygiene. Then, depending on the glycemic value displayed on the device screen during practice, the teacher chooses the physical exercises and establishes the effort dosing. In this way, the glycemic value that threatens the child's functional state is identified and the administration of carbohydrates in due time is facilitated, by reducing the risk of hypoglycemia and preventing the hypoglycemic coma. In conclusion, we appreciate as efficient the utilization of continuous glycemic monitoring systems in the case of physical exercise performed by the child with type 1 mellitus diabetes and we encourage the specialists in physical education and sports to get involved without reticence into the development of motor activities with this category of population.
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Sadler, Karen, Fahra Rajabali, Alex Zheng, and Ian Pike. "170 Impact of a universal infant abuse education programme in reducing physical abuse hospitalization rates among children in British Columbia, Canada." In 15th World Conference on Injury Prevention and Safety Promotion (Safety 2024) abstracts. BMJ Publishing Group Ltd, 2024. http://dx.doi.org/10.1136/injuryprev-2024-safety.73.
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Tsun Derek, Wong Sing. "PERCEPTIONS OF STUDENTS ON ONLINE ENGLISH LANGUAGE READING ASSESSMENTS – A PRELIMINARY INVESTIGATION." In 2024 EdTec –International Conference on Education & Learning Technology, 06-07 May, Singapore. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.138139.
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Past paper drilling has been a core component in the English Language subject of the Hong Kong Diploma of Secondary Education (HKDSE), the university entrance examination in Hong Kong, China. Such drilling is normally done with pen and paper as this resembles the actual examination scenario. Nonetheless, this poses huge administrative costs when it comes to analysis of student work and performance. With such, various online platforms have been developed to allow students to complete past papers online. To investigate students’ perceptions towards using online platforms to complete examination papers, 25 Secondary 6 (Grade 12) students in a Hong Kong secondary school participated in a pilot programme in which they completed a HKDSE reading comprehension paper through an online platform accessed using school-provided Chromebooks in-class. Apart from using an online platform as the means of assessment, all other variables were kept controlled when compared to an actual in-school assessment. After the test, students were given tentative scores and immediate feedback generated through the platform’s auto-marking feature. They were also engaged in a short feedback session explaining their scores, strengths and weaknesses, before further follow-up sessions over the next few days centralizing on extra materials developed based on their weaknesses as identified in through their work. When comparing results from their pre-programme and post-programme surveys and when drawing on the teacher-researcher’s observation notes, findings showed that while initial perceptions of making use of an online platform to complete past papers saw an overall change from negative to positive, feedback was generally mixed in terms of technological requirements, efficiency, educational outcomes and physical demands. Given the increasing importance of digital devices in the modern-day classroom, this paper sheds light on students’ perceptions towards using e-assessment tools and applications in language learning, and holds particular importance in the future development of such platforms.
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Vlček, Petr, Jitka Slaná, Jana Vašíčková, and Richard Bailey. "Contributions of the School Settings to the Promotion of Health-enhancing Physical Activity – dissemination of the HEPAS project results in the context of the Czech curriculum changes." In Život ve zdraví 2021. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-6.
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This text presents one of the steps in the dissemination process of the ‘HEPAS’ project in the Czech Republic. HEPAS (Healthy and Physically Active Schools in Europe) was funded under the Erasmus+ Programme, Key Action 2: Strategic Partnerships led by the University of Luxembourg. HEPAS Associated Partners (according to the service agreement) was to perform the activities specified in the agreement to successfully promote and implement the project results in their respective country. In the Czech Republic, the Czech Society of PE Teachers (CSPET) was the HEPAS associated partner. The objective of this paper is to point out an unpublished report elaborated by the HEPAS project team and use the data to consider the specifics of the Czech curriculum currently being revised. The report brought evidence from the last ten years of the contributions of schoolbased physical activity, physical education, and school sport on the promotion of healthenhancing physical activity. The study used a 'rapid reviewing' method, in which sources were identified and analysed using systematic reviewing techniques, but subsequent stages were adapted to facilitate flexible and practical interpretation. The authors used the results to discuss the plausibility of introducing an 'Active Schools' concept in the Czech curricula, in which physical education lessons designed to equip students with the prerequisite knowledge, skills, attitudes, and values supportive of a physically active lifestyle are augmented by other school-based contexts which provide the opportunity to meet the recommended guidelines for physical activity participation.
Reports on the topic "Physical Education Programme"
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Siercke, Maj, Sanne Pagh Moller, Lau Caspar Thygesen, Henrik Sillesen, and Dorthe Overgaard. Improving Rehabilitation for Patients with Intermittent Claudication: A Randomized Controlled Trial with a Mixed-Methods Evaluation (The CIPIC Rehab Study). Science Repository, 2021. http://dx.doi.org/10.31487/j.jicoa.2021.04.01.sup.
Full textAbstract:
Aim: This study aimed to explore how qualitative data about rehabilitation for patients with intermittent claudication do provide an enhanced understanding of the quantitative experimental results. Background: The study was a randomized clinical trial comparing a rehabilitation intervention with usual care. A statistically significant difference between rehabilitation and usual care was found in walking distance, physical activity, quality of life and diet. The findings from the quantitative and qualitative analyses were analysed separately on their own tradition. In this study, mixed methods address whether the qualitative results could help explain the quantitative results and bring forward additional information. Design: Complex mixed-method intervention design with a convergent questionnaire variant. Methods: From April 2017- May 2019, patients diagnosed with intermittent claudication were included in a randomized clinical trial (N=118). In addition, qualitative interview informants from the intervention group were sampled from the quantitative study population for a survey (N=43) and focus group interviews (N=10). Interviews were conducted from April 2018-August 2019. Results: Integrated analyses identified how improvement in walking distance, physical activity, diet and quality of life was affected by team spirit, pedometer, education and fun exercise in a local setting. Quantitative and qualitative findings primarily confirmed and expanded each other; however, two discordant results were also evident. Conclusion: Our study adds empirical evidence regarding how a mixed-methods study can be used to obtain a more nuanced understanding of complex healthcare problems. The study provides new knowledge concerning how to set up a rehabilitation programme for patients with intermittent claudication.
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Angood, Peter. “Profiles in Success”: Certified Physician Executives Share the Value and ROI of their CPE Education. American Association for Physician Leadership, 2024. http://dx.doi.org/10.55834/wp.8139640919.
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The value of physician leadership is self-evident. Physician-led hospitals and health systems outperform their non-physician-led peers in objective measures of quality of care, patient experience, and cost of care. Health system and hospital leaders recognize that more physician leaders are needed and are investing in physician leadership development programs to address that need. The impact, value, and benefits of these programs are understudied topics, and research is needed to identify the return-on-investment that organizations can expect. AAPL is well-positioned to take a lead in this important research. To that end, AAPL began documenting the value of its own Certified Physician Executive (CPE) credential in 2023 when it surveyed program alumni to identify the organizational impacts of their leadership since completing the program.
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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.
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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Hodder, Rebecca, Luke Wolfenden, Kate O’Brien, Courtney Barnes, Alison Brown, and Fiona Stacey. The effectiveness of obesity prevention approaches targeting children aged 5–12 years delivered in primary schools. The Sax Institute, 2019. http://dx.doi.org/10.57022/lowm3578.
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This Evidence Check was used to inform the program review and refresh of the ‘Live Life Well @ School’ program as part of the NSW Healthy Children Initiative. It aimed to discover the effectiveness of obesity prevention programs for children delivered in primary school settings. It also examined how best to implement them, to maximise the number of children participating and the overall impact of the programs. Eighteen studies were found to address the question of effectiveness, finding evidence for programs focused on nutrition, physical activity or a combination of them (sometimes with additional components); school food service and environments; and active travel strategies. The studies addressing this question were judged to be of moderate to critically low quality. Thirty-two studies were found to address the question of implementation, finding evidence for strategies involving audit and feedback; continuous quality improvement; external funding; education materials; education meetings or outreach visits; local consensus processes; local opinion leaders; and tailored interventions to improve implementation of healthy canteen policies.
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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.
Full textAbstract:
The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualified teachers. Therefore, it is reasonable for these individuals to learn a lot during their teacher education experiences, and to be effective at some beginning level. However, it is not reasonable to expect them to completely master these skills independently from experience alone, without any sustained and purposeful continuing professional development (CPD) and school-based support during the beginning years of their profession. For many education systems and government, the difficulties faced by beginning teachers is of grave concern, and points to the need of specialised forms of assistance or support mechanisms, using a variety of CPD strategies, structured induction and mentoring programmes. Scholars have also argued that besides helping beginning teachers, well-designed and high-quality CPD and school-based mentoring are critical to improving the quality of teachers, schools, and to some extent, student achievement. For the Ministry of Education (MOE), teacher continual learning and professional development, coupled with building a strong core of mentors for the younger generation of teachers, have always been a key thrust in the MOE’s strategic direction to developing a high quality teacher workforce (Heng, 2012). To support this vision, the Academy of Singapore Teachers (AST), and other specialist academies, like Physical Education Sports Teacher Academy (PESTA), have been established to spearhead professional learning and development for the subject-specific fraternity.
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Brown, Ryan, Kimberley Preston, Julie Risien, Miguel Goni, and Laurie Juranek. ARC-Learn Practitioner Guidebook : practical considerations for implementing an alternative model of undergraduate research experience. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1177.
Full textAbstract:
This guidebook is designed to be used by anyone in higher education who is interested in learning more and potentially utilizing some alternative design features to make undergraduate research experiences (UREs) more inclusive. This includes undergraduate advisors, project Principal Investigators, education specialists, instructors, program coordinators and leadership. While this program centered on the geosciences and focused on student development as researchers in the natural/physical sciences, many of the “lessons-learned” have relevance across disciplines.
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Turanova, Larisa, and Andrey Styugin. Electronic course "Introduction to engineering class". Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/introduction_to_engineering_class.
Full textAbstract:
The electronic course "Introduction to the engineering class" is an electronic educational course for the implementation of the module of the vocational guidance program of additional education for schoolchildren of a technical orientation. Powered by LMS Moodle platform, contains multimedia and interactive resources. Available through a browser with built-in FleshPlayer, no additional software required. The electronic course includes materials on mathematics, physics, astronomy. Classes based on the e-course involve the use of electronic course resources in teleconference mode and independent work mode.
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Molotylnikova, Vira. MODERN TYPES OF BODY RELAXATION METHODS AFTER INTENSE PHYSICAL EXERTION. Intellectual Archive, 2022. http://dx.doi.org/10.32370/iaj.2748.
Full textAbstract:
The article presents varieties and variants of relaxation techniques advisable to use after intense physical exertion. The concept of "relaxation" and understanding of its role in physical education to maintain health and harmonious development of youth are considered. Considering the fact that one of the main trends in sports remains the increase in the intensity of training and the need to improve the results of competitions, the problem of restoring the athlete's performance capacity after physical exertion is extremely relevant today. Understanding the causes of fatigue and the physiological mechanisms of recovery, control over the relevant processes, the rational use of modern methods of body relaxation and means of recovery are important for assessing the impact of physical stress on the body, the effectiveness of training programs, identifying overtraining, determining the optimal rest time after physical exercises, and therefore, are necessary to improve the athlete's training and achieving high results.
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McLean, Karen, Elodie O’Connor, Rachel Ong, Corey Joseph, and Sharon Goldfeld. Health, development and learning screening and assessment tools for children and young people aged 5–18 years. The Sax Institute, 2022. http://dx.doi.org/10.57022/julf8952.
Full textAbstract:
This Evidence Check was commissioned by the Ministry of Health to identify validated health assessment tools for physical health, mental health, development, and family violence for the Wellbeing and Health In-reach Nurse (WHIN) Coordinator program. This program is a partnership between NSW Health and the NSW Department of Education which places nurses in NSW schools to identify the health and social needs of students and coordinate early intervention and referral to services and programs. Validated assessment tools will help the nurses to identify children at risk of academic, behavioural, emotional or health-related difficulties. This Evidence Check also aims to describe how they are used in clinical practice and barriers and enablers to their effective use. Seventy-two assessment tools were found, but coverage of the areas affecting children’s wellbeing was uneven. Mental health had several promising tools, as did development for younger children. However, physical health and family violence did not have well-validated tools. There was little information on how they were used in clinical practice. Enablers for use included minimal training requirements, ease of administration and ready availability. Use of parental as well as teacher reports was seen as valuable. There is a need for further work on tools for physical health and family violence. There is also a need for information on the practicalities of the chosen tools (user acceptability, licensing, costs, and training requirements) and for clear practice guidelines.