To see the other types of publications on this topic, follow the link: Physical Education Programme.
Journal articles on the topic 'Physical Education Programme'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Physical Education Programme.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
<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>
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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
10
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.
Full textAbstract:
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.
11
Sorokolit, Nataliia, Nataliia Moskalenko, Olha Rymar, et al. "PHYSICAL EDUCATION OF UKRAINIAN SCHOOLCHILDREN DURING DISTANCE LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 22, 2024): 528–37. http://dx.doi.org/10.17770/sie2024vol1.7875.
Full textAbstract:
The article addresses the challenges associated with fostering the physical development of Ukrainian schoolchildren connected with distance learning in physical education. The primary conditions for adopting distance learning stemmed from the Covid-19 pandemic and now confronts military aggression from Russia. The goal: to track the progress of 7th-grade students' physical development through remote physical education learning programme. Research methods: theoretical analysis, literature review, pupil questionnaire, pedagogical experiments, and statistical analysis. Surveying 126 7th-grade pupils (60 boys and 66 girls) revealed a prevailing preference for traditional face-to-face physical education classes. Only 11.11% of pupils considered distance learning to replicate a well-structured physical education session. Results showed that 84.12% believed remote lessons influenced their motor activity, physical fitness, and interest in exercises, 57.15% reported decreased personal motor activity, 42.85% felt their physical fitness remained unchanged. The methods employed by teachers during distance learning included fitness programmes (58.73%), general developmental exercises (42.86%), and strength exercises (36.51%). Approximately 22.22% of pupils indicated a tendency to disengage from distance lessons. The authors’ remote physical education learning programme proved effective fitness indicators among the experimental group (EG) pupils compared to the control group (CG). Statistically significant differences were established across multiple physical fitness indicators for 7th-grade EG schoolchildren.
12
Bansilal, Sarah, and Angela James. "PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION." Problems of Education in the 21st Century 70, no. 1 (2016): 21–33. http://dx.doi.org/10.33225/pec/16.70.21.
Full textAbstract:
Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers. Key words: content knowledge, professional development, physical science teachers, pedagogic content knowledge, teacher beliefs, teacher confidence.
13
Dar, Iqbal, and Sangeeta Gupta. "EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.
Full textAbstract:
The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.
14
Kozhurina, Iryna. "HEALTH-IMPROVING PHYSICAL EDUCATION PROGRAMME FOR UNIVERSITY STUDENTS." Science and Education 32, no. 8 (2016): 85–92. http://dx.doi.org/10.24195/2414-4665-2016-8-17.
Full text
15
Leont’eva, Maria, Tatiana Levchenkova, and Tamara Mikhailova. "Social and educational setting to prepare pre-school children for study through physical education." BIO Web of Conferences 26 (2020): 00077. http://dx.doi.org/10.1051/bioconf/20202600077.
Full textAbstract:
The challenge of preparing children for study in school has acquired particular significance in the present moment. The pre-school training programmes need to be comprehensive, involving tools and methods aimed at the development of motor, intellectual, psychological and emotional abilities. A physical education programme based primarily on play method and teaching kids to play badminton, is an effective means to get children ready for school studies. An 8-month trial of this programme, implemented as part of physical education for pre-school age children attending kindergarten or a fitness club, demonstrated an improvement in the kids’ psychological and emotional qualities (assessed via Lüscher colour test), as well as physical fitness (assessed via physical fitness tests), and confirmed the kids’ readiness for school studies (through Kern-Irasek test).
16
Chróinín, Déirdre Ní, and Maura Coulter. "The impact of initial teacher education on understandings of physical education." European Physical Education Review 18, no. 2 (2012): 220–38. http://dx.doi.org/10.1177/1356336x12440016.
Full textAbstract:
Evaluation of professional socialisation can provide insight on the impact of Physical Education Teacher Education. A large-scale ( n=326) single question ‘What is PE?’ qualitative methodology was used to access pre-service primary teachers’ understandings of the nature and purpose of physical education . Data analysis involved word frequency queries and coding using a qualitative coding framework based on the dominant discourses of physical education. Trustworthiness of the analysis was addressed using memos, coding checks and peer de-briefing. While responses at the beginning of the programme were dominated by sport and health discourses, an educational discourse grounded in the key messages of the primary physical education curriculum with emphasis on equality of opportunity emerged at the end of the programme. The complexity of addressing understandings in teacher education contexts is highlighted.
17
Deenihan, J. T., Ann McPhail, and Ann-Marie Young. "‘Living the curriculum’: Integrating sport education into a Physical Education Teacher Education programme." European Physical Education Review 17, no. 1 (2011): 51–68. http://dx.doi.org/10.1177/1356336x11402262.
Full text
18
Mendoza-Muñoz, Maria, Jorge Carlos-Vivas, Santos Villafaina, et al. "Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol." Biology 11, no. 6 (2022): 910. http://dx.doi.org/10.3390/biology11060910.
Full textAbstract:
(1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children’s PL and body composition. (3) Methods: A parallel-group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Development) and body composition (height, bodyweight, fat mass and fat-free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.
19
Chakraborty, Bhaskar. "A Study on Physical Education Teachers’ Training Programme on Development of Attitude towards Physical Education." IOSR Journal of Humanities and Social Science 2, no. 4 (2012): 1–3. http://dx.doi.org/10.9790/0837-0240103.
Full text
20
Verstraete, Stefanie JM, Greet M. Cardon, Dirk LR De Clercq, and Ilse MM De Bourdeaudhuij. "A comprehensive physical activity promotion programme at elementary school: the effects on physical activity, physical fitness and psychosocial correlates of physical activity." Public Health Nutrition 10, no. 5 (2007): 477–84. http://dx.doi.org/10.1017/s1368980007223900.
Full textAbstract:
AbstractObjectiveTo evaluate the effects of a comprehensive physical activity (PA) promotion programme in elementary schools on children's total PA levels, leisure-time PA, physical fitness and psychosocial correlates of PA.DesignA pre-test–post-test design over two school years.Setting and subjectsSixteen elementary schools (764 children, mean age: 11.2 ± 0.7 years) were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). The intervention included a health-related physical education programme, an extracurricular PA promotion programme and classroom-based PA education lessons. In the total sample, leisure-time PA, psychosocial correlates of PA and physical fitness were measured using a PA questionnaire and the Eurofit test battery. In a sub-sample, total PA levels were measured using an accelerometer.ResultsAccording to accelerometer data, children's moderate PA and moderate-to-vigorous PA (MVPA) levels decreased less in the intervention schools than in the control schools (P < 0.01). The average time spent on MVPA decreased by 9 min per day in the intervention schools compared with 33 min per day in the control schools. Children in the intervention schools reported significantly more moderate PA in leisure time than the controls (P < 0.05). No overall improvement of physical fitness and no effects on the psychosocial correlates of PA were found.ConclusionsThe comprehensive PA promotion programme was successful in preventing a decline in children's total activity levels. Furthermore, the intervention increased children's PA engagement in leisure time. Therefore, implementation needs to be encouraged.
21
Christoffersen, Lea AN, Anne K. Hansen, Regitze AS Pals, Ingrid Willaing, Volkert Siersma, and Kasper Olesen. "Effect of a participatory patient education programme (NExt EDucation) in group-based patient education among Danes with type 2 diabetes." Chronic Illness 16, no. 3 (2018): 226–36. http://dx.doi.org/10.1177/1742395318799843.
Full textAbstract:
Objective To assess the effect of a participatory group-based education programme for individuals with type 2 diabetes, Next Education. Method In a quasi-experimental study, individuals with type 2 diabetes were recruited from 14 Danish municipalities with a patient education programme. Eight municipalities using Next Education were intervention sites; six control sites used usual group-based education programmes. Data were collected through questionnaires at baseline and at 3 and 12 months after programmes ended. Changes in quality of life (EQ-5D-5L), diabetes-related emotional distress (PAID-5), physical activity, diet, foot care and sense of coherence (SOC-13) were assessed in generalised linear mixed models. Results At baseline, 310 participants (52.6% females, mean age 62.5 years [SD = 10.7] and a mean duration of type 2 diabetes of 6.9 years [SD = 8.4]) participated in Next Education ( n = 234) or group-based education ( n = 76) at control sites. Compared with participants at control sites, participants at intervention sites had significantly larger sense of coherence scores at 3 (9.4%, p = 0.03) and 12 (9.8%, p = 0.02) months of follow-up. Other measures did not differ significantly between groups. Discussion It is likely that person-centeredness and high degrees of user participation at the intervention sites improved sense of coherence among Danes with type 2 diabetes.
22
Larsson, Lena, Susanne Linnér, and Katarina Schenker. "The doxa of physical education teacher education – set in stone?" European Physical Education Review 24, no. 1 (2016): 114–30. http://dx.doi.org/10.1177/1356336x16668545.
Full textAbstract:
In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE.
23
Simanjuntak, Marudut Bernadtua, Marihot Simanjuntak, Vidya Selasdini, et al. "Enriching maritime vocational education with physical-sports activities." Retos 64 (February 7, 2025): 338–47. https://doi.org/10.47197/retos.v64.109713.
Full textAbstract:
Introduction and Objective: The maritime sector increasingly acknowledges the vital role of physical-sports activities in enhancing the health and well-being of its workforce. This study investigates how physical-sports activities can be effectively integrated into maritime vocational education to improve health outcomes and professional readiness among maritime professionals in Indonesia. Methodology: A qualitative approach was employed, incorporating semi-structured interviews with maritime industry experts, educators, and senior cadets, alongside internship evaluation surveys. Thematic analysis was used to extract key themes and insights, focusing on the integration of sports education into curricula and its impact on physical and mental health. Results: The findings highlight significant benefits of physical-sports activities, including improved cardiovascular health, enhanced stress management skills, and stronger teamwork capabilities. Educators identified innovative curriculum strategies such as interdisciplinary integration and simulation-based learning. Cadets reported increased physical fitness, mental resilience, and readiness for maritime challenges, supported by tailored sports education programmes. Conclusions: The study underscores the transformative potential of integrating physical-sports activities into maritime education. By fostering physical fitness and mental well-being, these programmes contribute to career sustainability and operational safety in the maritime sector. Recommendations include aligning curricula with industry needs, promoting educator training, and investing in resources to enhance programme effectiveness. Future research should explore the long-term impacts of sports education on career progression and health outcomes across diverse maritime contexts.
24
Wee, Eng Hoe, Wei Fong Cheng, and Ngien Siong Chin. "Teachers’ Perceived Barriers to Implementation of Physical Education." Collegium antropologicum 45, no. 3 (2021): 191–200. http://dx.doi.org/10.5671/ca.45.3.2.
Full textAbstract:
This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.
25
Пирязева, Е. Н. "ANALYSING THE CONTENT OF THE “PHYSICAL DEVELOPMENT” EDUCATIONAL AREA OF THE FEDERAL EDUCATIONAL PROGRAMME FOR PRESCHOOL EDUCATION." Человеческий капитал 1, no. 11(179) (2023): 179–87. http://dx.doi.org/10.25629/hc.2023.11.18.
Full textAbstract:
С 1 сентября 2023 года вступает в силу Федеральная образовательная программа дошкольного образования, которая, наряду с Федеральным образовательным стандартом дошкольного образования, становится основой, определяющей объем обязательной части образовательных программ дошкольных образовательных организаций. С этого момента дошкольные образовательные организации прекращают работать по примерным, комплексным, инновационным образовательным программам, существовавшим ранее. В настоящей статье изучается содержание образовательной деятельности образовательной области «Физическое развитие» Федеральной образовательной программы дошкольного образования. Особенности Федеральной образовательной программы дошкольного образования определяются при ее сравнении с Примерной основной образовательной программой дошкольного образования, что позволяет выявить сходства и отличия задач и содержания выбранной образовательной области в младенческом, раннем и дошкольном возрасте. В результате проведенного анализа удается установить, что содержание образовательной области «Физическое развитие» в Федеральной основной образовательной программе получило подробное освещение, большое внимание уделяется патриотическому воспитанию граждан своей страны, детская деятельность наделяется практической значимостью, пригодной для применения в жизненных обстоятельствах, акцентирована направленность на формирование у детей младенческого, раннего и дошкольного возраста знаний, умений и навыков в процессе образовательной деятельности в дошкольной образовательной организации, что, несмотря на доминирующую ведущую деятельность детей этих возрастов, все больше сближает дошкольное и школьное образование. From 1 September 2023, the Federal Educational Programme for Pre-School Education comes into force, which, along with the Federal Educational Standard for Pre-School Education, becomes the basis for determining the scope of the compulsory part of the educational programmes of preschool educational organisations. From this point on, preschool educational organisations cease to work according to the exemplary, comprehensive and innovative educational programmes that existed earlier. This article examines the content of educational activities of the educational area “Physical Development” of the Federal Educational Programme of Preschool Education. The peculiarities of the Federal Educational Programme of Preschool Education are determined by comparing it with the Model Basic Educational Programme of Preschool Education, which makes it possible to identify similarities and differences in the tasks and content of the chosen educational area in infancy, early childhood and preschool age. As a result of the analysis, it is possible to establish that the content of the educational area “Physical Development” in the Federal Basic Educational Programme has received detailed coverage, great attention is paid to the patriotic education of citizens of their country, children's activities are endowed with practical significance, suitable for application in life circumstances, the focus is on the formation of knowledge, skills and abilities in infants, toddlers and preschool children in the process of educational activities.
26
Beissenova, Aigul, Gulzhan Alimbekova, and Gulnara Shlymova. "State programmes to support higher education in the Republic of Kazakhstan: Efficiency, prospects for development." Scientific Herald of Uzhhorod University Series Physics, no. 56 (January 24, 2024): 1657–65. http://dx.doi.org/10.54919/physics/56.2024.165bo7.
Full textAbstract:
Relevance. The research is relevant in light of the significant role that higher education plays in the implementation of social and economic policy of the Republic of Kazakhstan, especially through the application of educational programmes. In addition, the analysis of changes in the educational policy of Kazakhstan will enable evaluating of its effectiveness. Purpose. The purpose of the research is to investigate students' perceptions and experiences of the state programme �Serpin-2050,� focusing on their adaptation to its procedural structure. This examination serves as an indicator of the programme's effectiveness and a predictor of its potential for further development. Methodology. Analysis, synthesis and abstraction were used to develop the theoretical methodology. For the empirical part of the research, the sociological method of survey was used. Results. The research revealed that students primarily received information about the �Serpin-2050� programme through physical and social environments, with digital channels being less effective. Students' motivations for joining the programme were predominantly personal, focusing on individual needs and interests, rather than patriotic or public benefit motives. The overall adaptation to the new educational environment was positive, with students expressing high satisfaction with university infrastructure, the quality of educational services, and the level of support and communication from the university administration. Conclusions. The study concluded that the �Serpin-2050� programme is highly valued by its participants, who are generally willing to recommend it to others. The findings suggest areas for improvement, such as enhancing leisure facilities in dormitories, increasing digitalisation of the library, and encouraging more active student participation in research and discussions. The practical value of the work is related to the prospect of adjusting the programme with some comments on the areas of improvement of educational services: leisure areas for the dormitory, digitalisation of the library, and active participation of students in research and discussions. Keywords: academic mobility; intellectual migration; quality of services; academic adaptation; internationalisation
27
Murillo Pardo, Berta, José A. Julián Clemente, Luis García González, Enrique García Bengoechea, and Eduardo Generelo Lanaspa. "Development of the ‘Sigue la Huella’ physical activity intervention for adolescents in Huesca, Spain." Health Promotion International 34, no. 3 (2018): 519–31. http://dx.doi.org/10.1093/heapro/day005.
Full textAbstract:
Summary Engaging in physical activity (PA) on a regular and adequate basis generates considerable benefits for health. In developed countries, the time spent doing PA is decreasing, whilst sedentary time (ST) is increasing. A multicomponent school-based intervention programme, called ‘Sigue la Huella’ (Follow the Footprint), was developed to reduce sedentary lifestyles and increase PA levels. This programme has proven to be effective in increasing the daily levels of moderate to vigorous PA, in decreasing ST and in improving motivational outcomes in secondary education students, in the city of Huesca (Spain). The study design was quasi-experimental, longitudinal and by cohorts, and it was carried out in four schools, two as an experimental group (n = 368) and two as a control group (n = 314). During the 25 months’ intervention, this programme adopted a holistic approach aiming to create favourable environments to engage in PA, and the empowerment of students to get actively involved in the design and execution of the activities, assuming responsibility for managing and optimizing their own PA. The programme is theoretically based on the social-ecological model and self-determination theory, and it provided evidence for four actions or components that can be used in school-based PA promotion: tutorial action, Physical Education at school, dissemination of information and participation in institutional programmes and events. The aim of this article is to describe the main characteristics of the intervention programme that have proved to be effective with respect to the objectives proposed.
28
Sharma, Kalpana. "Curriculum Assessment of Teacher Education Programme in Physical Education: A Meta-Analysis." INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 22, no. 1-3 (2018): 11–18. http://dx.doi.org/10.31901/24566322.2018/22.1-3.1021.
Full text
29
Chen, Shushu, and Ian Henry. "Schools’ engagement with the Get Set London 2012 Olympic education programme: Empirical insights from schools in a non-hosting region." European Physical Education Review 25, no. 1 (2017): 254–72. http://dx.doi.org/10.1177/1356336x17721437.
Full textAbstract:
During the Olympiad, an Olympic host country is required to organise and deliver an education programme to schools nationwide. Schools’ experiences of engagement with such programmes are often reported on by the government rather than being rigorously examined by academics. Moreover, there is little scientific understanding of how individual schools facilitate the programmes and why different schools engage with the same programme in different ways and to varying degrees, and generate different levels of impact. Looking at the London 2012 Olympic education programme called Get Set, this original qualitative research was undertaken to explore local schools’ experiences of involvement with the programme in a non-hosting region, Leicestershire. The paper advocates the use of programme-theory-driven evaluations (in particular a realist evaluation approach) to assess programme implementation. The results provide explanations of how and why case study schools engage more effectively or less effectively with the programme. The results identify the missing links in the programme theory, highlighting the significance of contextual factors at individual school levels, and arguing for the adoption of tailored strategies for effective programme implementation.
30
Panhelova, Nataliia, Tetiana Kravchenko, and Vladyslav Ruban. "Optimising the physical condition of senior school-age girls using new types of motor activity (on the example of “Rugby-7”)." Theory and Practice of Physical Culture and Sports 3, no. 2 (2024): 27–35. https://doi.org/10.69587/tppcs/2.2024.27.
Full textAbstract:
The process of physical education of high school students includes model training programmes that include both traditional and innovative types of motor activity. In particular, the variable programme “Rugby-7” is presented, but the content and direction of sectional classes differs from physical education lessons, which necessitated the purpose of the work: to justify and develop the organisational and methodological principles of classes with the priority use of “Rugby-7” in the process of extracurricular (sectional) work and to determine their impact on the morphofunctional state and physical fitness of girls of high school (16-17) age. The anthropometric method was used to assess the physical development. The harmony of the physique was determined using the index method. The functional state of the cardiorespiratory system was determined by pulsometry, tonometry, spirometry. The aerobic capacity was studied using the Robinson index. Assessment of physical fitness took place in the pedagogical testing process. The programme “Rugby-7” for sectional classes with girls of high school age has been developed. Organisational and methodological features of sectional classes with priority use of “Rugby-7” were highlighted in the developed programme, which include: purpose, tasks, principles and implementation (complexity, continuity, variability), content, control standards. The effectiveness of the proposed programme was tested in the process of a formative experiment. At the end of its implementation, a re-examination was carried out to determine the indicators of girls morphofunctional state and physical fitness. A comparative analysis of physical development indicators and functional state of girls before and after the experiment showed their positive dynamics. A comparison of the results of physical fitness allowed to claim a general improvement in indicators. The greatest rates of growth were recorded in the manifestation of speed and strength, coordination abilities, and speed. The obtained data proved the effectiveness of the developed programme of extracurricular activities and can be applied by physical education teachers in extracurricular work
31
Luna, Pablo, Jerónimo Guerrero, and Javier Cejudo. "Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model." International Journal of Environmental Research and Public Health 16, no. 10 (2019): 1821. http://dx.doi.org/10.3390/ijerph16101821.
Full textAbstract:
This study aimed to evaluate the impact of a physical-sport education pilot programme on adolescents’ subjective well-being (health-related quality of life, positive affect and negative affect), trait emotional intelligence and social anxiety. The programme was based on the pedagogical sport education model within a quality physical education framework, and approached from the perspective of social and emotional learning. Participants were 113 compulsory secondary education students aged 12–15 years that were assigned to a control group (n = 44) and an experimental group (n = 69). A quasi-experimental design with repeated pre-test and post-test measures was used. Bonferroni correction was applied for multiple comparisons. The preliminary results obtained in this investigation revealed that the physical-sport education pilot programme promoted significant improvements in a specific indicator of subjective well-being and trait emotional intelligence in the experimental group. These encouraging findings support the pedagogical efficiency of the programme with regard to the programme aim. The findings also highlight the feasibility and appropriateness of the programme in terms of an innovative teaching proposal.
32
WORSLEY, ANTHONY, WAYNE COONAN, and ANDREA WORSLEY. "The First Body Owner's Programme: An integrated school-based physical and nutrition education programme." Health Promotion International 2, no. 1 (1987): 39–50. http://dx.doi.org/10.1093/heapro/2.1.39.
Full text
33
Smith, Matthew, Andrew Scott, Serena Mellish, and James Faulkner. "Understanding the Experiences of People Living with Stroke Engaging in a Community-Based Physical-Activity Programme." Healthcare 11, no. 2 (2023): 154. http://dx.doi.org/10.3390/healthcare11020154.
Full textAbstract:
Research has evidenced that regular exercise can provide physical and physiological benefits for people living with stroke. Our study aims to explore the experiences of people living with stroke when participating in a community physical activity programme. This programme was created to offer targeted physical activity and education interventions following the discharge of patients from the healthcare pathway. This qualitative study involved semi-structured interviews with 16 participants living with stroke who were recruited from individuals who had engaged with the activity programme. A reflexive thematic analysis was conducted on the data, and four overarching themes were developed: (i) Feelings of appreciation, (ii) Interactions with other patients, (iii) Positive contributions of trained instructors, and iv) Personal progress. Generally, participants reported very positive perceptions of the exercise programme, and were very grateful for the opportunity that the exercise classes provided. We hope that these findings will offer practical suggestions for healthcare providers who might develop similar activity programmes for clinical populations.
34
Geertzen, Jan HB, GM Rommers, and Rienk Dekker. "An ICF-based education programme in amputation rehabilitation for medical residents in the Netherlands." Prosthetics and Orthotics International 35, no. 3 (2011): 318–22. http://dx.doi.org/10.1177/0309364611412822.
Full textAbstract:
Background and Aim: Education programmes of the International Society for Prosthetics and Orthotics (ISPO) are directed primarily at prosthetists and orthotists. In a multidisciplinary setting, greater attention should be given to other professionals working in the field of amputation, prosthetics and orthotics. This includes, among others, physiotherapists, occupational therapists and residents and physicians from orthopaedics, vascular surgery and physical medicine and rehabilitation (PM&R). The aim of this paper is to describe the education programme in amputation and prosthetics for residents in PM&R in the Netherlands. The programme is based on concepts of the International Classification on Functioning, Disability and Health (ICF). Technique: This narrative paper presents the amputation and prosthetics education programme for residents in PM&R in the Netherlands. The programme is based on two models: the ICF and the Canadian Medical Education Directives for Specialists (CanMEDS). Discussion: ICF core sets for amputation and prosthetics need further development. Subsequently, the application of these core sets can help stimulate the education of residents in PM&R, and other multidisciplinary team members who work in amputation rehabilitation Clinical relevance Through this education programme, residents work closely with other team members using the common language of the ICF, enhancing treatment and technical advice in amputee care.
35
Peter, Christina R., Timothy B. Tasker, and Stacey S. Horn. "Parents’ attitudes toward comprehensive and inclusive sexuality education." Health Education 115, no. 1 (2015): 71–92. http://dx.doi.org/10.1108/he-01-2014-0003.
Full textAbstract:
Purpose – Parents are sometimes perceived as barriers to providing comprehensive and inclusive sexuality education to young people. However, little is known about parents’ actual attitudes towards providing such broad information to young people. The purpose of this paper is to examine two different approaches to measuring parents’ attitudes towards sexuality information, a programme title approach and a topic-centred approach. Design/methodology/approach – Illinois parents of adolescents (n=301) indicated their knowledge about and attitudes towards sexuality education programmes and 18 sexual health topics via online survey. Confirmatory factor analysis was used to examine whether parents’ attitudes were more consistent with a programme-centred (i.e. abstinence-only, comprehensive) or a topic-centred (i.e. physical health, sexual and gender identity, pleasure, and relationships) approach. Findings – Parents were uncertain about what form of sexuality education was offered but most were equally comfortable with both abstinence-only and comprehensive programmes. Parents’ ratings of topics grouped significantly better by the topic-centred than the programme-centred approach. Parents rated all four subjects as important, with the highest mean ratings given to physical health topics. Further, parents’ ratings of importance by subject matter were largely independent of their reported programming preference. Together these findings provide evidence that parents believe it is important for their children to have access to a broad range of sexual health education information. Originality/value – This study is one of the first to document parents’ support for information for young people that goes beyond being comprehensive to include topics such as identities and pleasure. In addition, parents’ lack of knowledge about sexuality education programming may obscure their support for sexual health information. Measuring support by specific topics, however, can help to overcome issues due to parents’ lack of knowledge about programming.
36
Hardiansyah, Sefri. "Teachers’ Implementation of Higher Order Thinking Skills in Physical Education in an Online-Based Professional Teacher Education Programme." Journal of Learning for Development 11, no. 3 (2024): 502–13. http://dx.doi.org/10.56059/jl4d.v11i3.1190.
Full textAbstract:
Teacher Professional Education (known as PPG) is an Indonesian government programme to produce professional teachers who can implement Higher-Order Thinking Skills (HOTS) in learning so that students in Indonesia can be expected to have high HOTS. However, in reality, students' HOTS in Indonesia are still low, raising questions about the effectiveness of PPG in producing teachers who can implement HOTS. This study aimed at investigating the implementation of HOTS in physical education learning by teachers who participated in the online PPG programme based on gender and tenure, so that it can be a benchmark by the Indonesian government for the effectiveness of the PPG programme. This was a comparative study and the population was comprised of 35 physical education teachers who participated in the PPG programme online at Padang State University in 2022 Batch I. The research sample of 30 people was determined by the purposive sampling technique. HOTS implementation data was taken from video documentation of participants' teaching practice and then assessed using 19 items of the Teaching Performance Guidelines. Data were analysed with an independent sample t-test and ANOVA test. The results showed that physical education teachers who participated in the online-based PPG programme were able to implement HOTS into the learning process well, and the implementation of HOTS, based on gender and tenure, was not significantly different.
37
McNamee, Jeff, Gay L. Timken, Sarah C. Coste, Tanya L. Tompkins, and Janet Peterson. "Adolescent girls’ physical activity, fitness and psychological well-being during a health club physical education approach." European Physical Education Review 23, no. 4 (2016): 517–33. http://dx.doi.org/10.1177/1356336x16658882.
Full textAbstract:
This pilot project aimed to demonstrate the efficacy and feasibility of an innovative physical education programme, referred to as a health club (HC) approach, in a high school setting. We measured adolescent girls’ moderate to vigorous physical activity (MVPA), components of health-related physical fitness, and perceptions about themselves and physical activity (PA) during a 14-week programme. The HC approach produced high levels of MVPA. Pre/post physical fitness testing variables included height, weight, body mass index, waist measurement, sit and reach, grip strength, push-ups, sit-ups and a 10-minute walk test. Significant differences were found in participants’ flexibility and cardiovascular fitness at the conclusion of the 14-week programme. Participants reported greater perceived control over their PA, improvements in their physical self-concept across several domains, more positive feelings about appearance and strength and more positive global statements about their physical selves at post-test. The results of this study suggest that the HC approach is a promising approach that deserves further study.
38
Richards, Elizabeth A., and Stephanie Woodcox. "A county extension-delivered, email-mediated walking intervention: A programme evaluation." Health Education Journal 77, no. 5 (2018): 615–24. http://dx.doi.org/10.1177/0017896918763864.
Full textAbstract:
Objective: The promotion of walking could be a feasible population-level physical activity strategy because it requires little planning, is low cost and can be done year-round across settings. Community, nonprofit organisations offer one means by which to help increase walking through community programmes. The US Cooperative State Research, Education, and Extension Service has a history that spans more than a century and is known for quality in the delivery of educational programmes to help improve the lives of people in communities across the USA. The purpose of this study was to evaluate the effectiveness, feasibility and acceptability of the Get WalkIN’ intervention – an initiative supported by this programme – from the perspectives of both programme participants and county extension educators. Methods: Participants were recruited from 15 county extension sites in the Midwest region of the USA. Intervention emails targeted self-efficacy, social support, goal-setting and benefits/barriers to walking. To assess the perceptions of feasibility and acceptability of the intervention, participants and extension educators were asked to respond to a series of Likert-type scale and open-ended questions. Self-reported physical activity was assessed using the Godin Leisure-Time Physical Activity Questionnaire. Results: On average, participants and extension educators agreed that the programme was easy to use and would consider either recommending the programme to a friend or implementing the programme again within the community. Post-intervention, 69.1% of respondents were classified as sufficiently active compared to 60.5% pre-intervention. Conclusion: The use of the county-based US Cooperative State Research, Education, and Extension Service is an effective option for health promotion programming. Furthermore, a theory-based, email-mediated intervention is a valuable strategy as an independent and convenient way to facilitate increase in physical activity.
39
Erdvik, Irina Burchard, Tommy Haugen, Andreas Ivarsson, and Reidar Säfvenbom. "Development of basic psychological need satisfaction in physical education." Journal for Research in Arts and Sports Education 3, no. 2 (2019): 4–21. http://dx.doi.org/10.23865/jased.v3.1375.
Full textAbstract:
Research shows that sports-active students experience more basic need satisfaction (autonomy, competence, relatedness) in physical education (PE) than their non-sports-active peers, and thus, reap most of the benefits of PE. This study aimed to investigate the role of a two-year PE programme, referred to as Interest-based PE, in contributing to students’ basic need satisfaction in PE, and in particular, to assess potential basic needs-benefits among students who were not involved in leisure-time sport. Among 693 students, 348 were offered a choice of two different PE approaches (“explorative” vs. “sports” approach) for the next two years, while the remaining students continued to receive traditional PE. Girls, non-sports-active students, and students who experienced less need satisfaction in PE at baseline were more likely to choose the explorative approach, thereby signifying a wish for a less sports-centred PE. However, no significant differences in autonomy, competence, and relatedness need satisfaction were identified between Interest-based PE groups and their respective control groups over the course of the programme. Sports active students experienced more gains in relatedness need satisfaction than non-sports active students over the course of the programme, suggesting that challenges in promoting equal opportunities for learning in PE may require more than “Interest-based PE”.
40
Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination." British Journal of Midwifery 28, no. 2 (2020): 115–19. http://dx.doi.org/10.12968/bjom.2020.28.2.115.
Full textAbstract:
Background The newborn and infant physical examination (NIPE) is a screening programme now undertaken by specially trained midwives. It is increasingly a feature within pre-registration midwifery educational programmes. Objectives To explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Method This study was conducted using interpretative phenomenological analysis (IPA). Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the benefits of student midwife exposure to practical aspects of NIPE. Conclusions Findings indicate that standardisation is required with NIPE education and clinical practice. Preceptorship programmes must effectively prepare newly qualified midwives to undertake the NIPE role. Higher educational institutes must provide greater support to the midwives providing mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role following qualification as a midwife.
41
Higgs, Joy. "Managing Clinical Education: The Programme." Physiotherapy 79, no. 4 (1993): 239–46. http://dx.doi.org/10.1016/s0031-9406(10)60705-5.
Full text
42
Jones, Cherese Farrah, and CJ Rouw. "Values-Based Physical Education and Teacher Education in South Africa." African Journal of Teacher Education 11, no. 1 (2022): 218–45. http://dx.doi.org/10.21083/ajote.v11i1.6716.
Full textAbstract:
This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theory and the cooperative learning theory were applied to teaching PE during the in-service physical education TTW. Ten PE teachers from five schools in the Tshwane District of South Africa participated as they best informed the research question and enhanced their understanding of the phenomenon under study. The TTW assisted in building and supporting PE pedagogical knowledge as teachers critically reflected on the diversity and inclusivity of their PE class context. An examination of the wide variety of teaching strategies, specifically used during teachable moments, that were employed throughout this study could be linked to the clarification of the values of Olympism and Ubuntuism. This research developed material for PE, which underpins the set of values of Olympism and Ubuntuism as core values that were modeled by teachers and guided their work. The TTW in a values-based PE programme builds and supports the teachers’ pedagogical knowledge to plan, deliver and access quality PE. Participatory action research and its reflective practice positively influenced the teachers' PE practice as it assisted the researchers and the participating teachers in a collective, self-reflective, inquiry.
43
Cronström, Anna, Leif E. Dahlberg, Håkan Nero, Jennifer Ericson, and Catharina Sjödahl Hammarlund. "‘I would never have done it if it hadn’t been digital’: a qualitative study on patients’ experiences of a digital management programme for hip and knee osteoarthritis in Sweden." BMJ Open 9, no. 5 (2019): e028388. http://dx.doi.org/10.1136/bmjopen-2018-028388.
Full textAbstract:
ObjectivesTo investigate the experiences of a digital management programme for hip and knee osteoarthritis (OA), including education and exercises as well as an option to chat with an assigned physical therapist for feedback, questions and support.SettingThis study was conducted at a regional hospital in the southern part of Sweden.MethodsNineteen patients (10 women), median age of 66 (q1–q3, 57–71) years, with confirmed hip or knee OA were interviewed after completing their first 6 weeks in the programme, using a semistructured interview guide. The interviews were transcribed verbatim and were qualitatively analysed using systematic text condensation.ResultsThree categories emerged during the interviews:(1) Management options for mitigating the consequences of OA; (2) Experiences of the digital programme and (3) Perceived effects of the digital programme over time. The participants had mostly positive experiences of the programme. Particularly important for these experiences were no waiting list, the flexibility of taking part in the programme with regards to location and time and the possibility to have daily contact with a physical therapist. These aspects were also emphasised as advantages compared with traditional care.ConclusionsDigital management of OA, including education and exercise, was experienced as a valid alternative to traditional treatment in enabling the implementation of OA guidelines in a wider community. Easy access, exercising at one’s own convenience, flexible options, daily follow-up and support by a physical therapist were mentioned as the most important features. In addition, the results will contribute to further development and improvement of digital OA management programmes.
44
Szczesniak, Anna, and Elvira Barrios. "What do students expect from the English Medium Instruction in Physical Activity and Sport Sciences?" Revista de Lenguas para Fines Específicos, no. 31 (June 30, 2025): 85–113. https://doi.org/10.20420/rlfe/2025.783.
Full textAbstract:
The rising popularity of English Medium Instruction (EMI) in higher education has become a notable global trend. However, there is limited information on what students expect from these programmes. Therefore, this study aims to explore students’ expectations of EMI within a Physical Activity and Sport Sciences degree at a Spanish public university, the first such programme in Spain. It also examines the relationship between EMI expectations and students’ profile variables such as gender, accredited and perceived English proficiency, and prior experience in bilingual education. Data was collected from a sample of 109 students using the English Medium Instruction Expectations Scale, which has been validated for reliability and validity. Results showed high expectations for improved job opportunities and linguistic competence, particularly in technical vocabulary and comprehension skills, with lower expectations for written expression. However, students anticipated their academic achievement to be less effective compared to instruction in Spanish. Additionally, female students and those with higher accredited English levels had significantly higher expectations regarding job prospects. In conclusion, this study underscores the importance of understanding students’ expectations of EMI programmes to identify gaps between anticipated and actual experiences, as these mismatches can impact satisfaction and perceptions of the programme effectiveness.
45
Belton, Sarahjane, Catherine Woods, Carol Dunning, and Sarah Meegan. "The evaluation of a cooperating physical education teachers programme (COPET)." European Physical Education Review 16, no. 2 (2010): 141–54. http://dx.doi.org/10.1177/1356336x10381302.
Full text
46
Coulter, Maura, and Catherine B. Woods. "Primary teachers’ experience of a physical education professional development programme." Irish Educational Studies 31, no. 3 (2012): 329–43. http://dx.doi.org/10.1080/03323315.2012.710062.
Full text
47
Seetharam, Mukkavilli. "Evaluation of integrated education programme." International Journal of Rehabilitation Research 9, no. 4 (1986): 389. http://dx.doi.org/10.1097/00004356-198605000-00013.
Full text
48
Seetharam, Mukkavilli. "Evaluation of integrated education programme." International Journal of Rehabilitation Research 9, no. 4 (1986): 389. http://dx.doi.org/10.1097/00004356-198612000-00013.
Full text
49
Racic, Maja, Srebrenka Kusmuk, and Vesna Krstovic-Spremo. "Effectiveness of the Home-based Habilitation Programme for Children with Cerebral Palsy." Indian Journal of Physical Medicine and Rehabilitation 25, no. 1 (2014): 6–12. http://dx.doi.org/10.5005/ijopmr-25-1-6.
Full textAbstract:
Abstract Objective This study was undertaken with the aim to compare the effects of home-based habilitation programmes with the effects of hospital-based habilitation programme for children with cerebral palsy (CP) on motor performance and daily functioning. Patients and methods The study was conducted on a sample of 60 children with cerebral palsy. First group included 30 children, 5 to 12 years old, who had a continued physical home treatment and education in public/special school. The second group consisted of 30 children, from Banja Luka region, who continued inpatient habilitation programme and training. Habilitation outcomes were analysed by measuring muscle tone (using original Tardieu Scale), muscle strength, range of motion (ROM), gross motor functions (gross motor function measure-88) and the Barthel Index of activities of daily living (ADL). Results The proportion of clinically significant change in gross motor functions, ADLs, ROM and muscle strength didn't show major differences between the two groups. Conclusion There were no significant differences in effectiveness between home-based and hospital-based habilitation programmes according to the treatment outcomes. The effectiveness of home-based programme increases when supplemented by frequent consultations with the rehabilitation team members and occasional out-patient physical therapy treatment, education as well as counselling and support for parents.
50
O’Brien, A., L. Brennan, L. O’Neill, et al. "Patient Experiences of a Telehealth Multidisciplinary Cancer Rehabilitation Programme: Qualitative Findings from the ReStOre@Home Feasibility Study." European Journal of Cancer Care 2023 (July 11, 2023): 1–12. http://dx.doi.org/10.1155/2023/7998022.
Full textAbstract:
Purpose. Multidisciplinary rehabilitation programmes providing exercise, nutrition support, education, and peer support can effectively meet the rehabilitation needs of upper gastrointestinal (UGI) cancer survivors. This study aimed to explore the experiences of participants who engaged in a telehealth, multidisciplinary rehabilitation programme for UGI cancer survivors. Methods. This single-arm feasibility study recruited participants who completed curative treatment for UGI cancer. Participants (n = 10, male = 9) aged 58–76 years were 5–17 months postsurgery. A 12-week telehealth rehabilitation programme was delivered via video call, consisting of group resistance training, remotely monitored aerobic training, 1 : 1 dietary counselling, 1 : 1 physiotherapy support, and group education sessions. Independent researchers conducted semistructured interviews at postintervention assessments. Transcripts were analysed using reflexive thematic analysis (RTA). Results. RTA of participant transcripts generated three overarching themes: (1) ReStOre@Home impacted psychosocial and physical needs by addressing a broad and meaningful gap in services, (2) paving a pathway towards prosperity, and (3) contrasting experiences with using technology. Participants’ preferences and recommendations for future telehealth programmes were discussed. Conclusions. A telehealth multidisciplinary rehabilitation programme supported participants in physical and psychosocial recovery. Qualitative analysis identified an important ongoing need for some in-person care and provided detailed insights into participant experiences during telehealth-delivered rehabilitation.