Relevant bibliographies by topics / Physical education - Research

Contents

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

Academic literature on the topic 'Physical education - Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Physical education - Research"

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Kumar, N. R. Ram. "Physical Education: College Physical Education Informatization Development Research." Indian Journal of Forensic Medicine & Toxicology 11, no. 2 (2017): 315. http://dx.doi.org/10.5958/0973-9130.2017.00129.3.

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Quennerstedt, Mikael, and Marie öhman. "Swedish physical education research." Physical Education & Sport Pedagogy 13, no. 4 (2008): 295–302. http://dx.doi.org/10.1080/17408980802353370.

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Felis-Anaya, Mercè, Daniel Martos-Garcia, and José Devís-Devís. "Socio-critical research on teaching physical education and physical education teacher education." European Physical Education Review 24, no. 3 (2017): 314–29. http://dx.doi.org/10.1177/1356336x17691215.

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The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.
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Kerr, Kate. "Research Methods in Physical Education." Physiotherapy 88, no. 6 (2002): 378–79. http://dx.doi.org/10.1016/s0031-9406(05)60753-5.

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O.S., Jumanov. "MODERN APPROACHES TO THE ORGANIZATION OF PHYSICAL EDUCATION IN EDUCATIONAL INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 113–17. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-22.

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The article provides information on modern approaches to the organization of physical education in educational institutions, the factors determining the impact of exercise in the process of pedagogical research, the state of physical culture in society, indicators and general physical fitness.
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Lawson, Hal A. "Future Research on Physical Education Teacher Education Professors." Journal of Teaching in Physical Education 10, no. 3 (1991): 229–48. http://dx.doi.org/10.1123/jtpe.10.3.229.

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Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.
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Silverman, Stephen. "Research on Teaching in Physical Education." Research Quarterly for Exercise and Sport 62, no. 4 (1991): 352–64. http://dx.doi.org/10.1080/02701367.1991.10607533.

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Silva, Sheila Aparecida Pereira dos Santos. "The qualitative research in physical education." Revista Paulista de Educação Física 10, no. 1 (1996): 87. http://dx.doi.org/10.11606/issn.2594-5904.rpef.1996.138481.

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O artigo, tendo como pano de fundo a pesquisa científica realizada na área da Educação Física, apresenta as origens, características básicas, modalidades e instrumentos da pesquisa qualitativa, com o objetivo de defender a sua adequação à investigação da motricidade humana
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Lee, Hyun-Jung, and Ae-Young Kwak. "Recent Research Trends and Physical Education Roles of Physical Education for Elderly Women." Korean Journal of Sports Science 29, no. 4 (2020): 1–13. http://dx.doi.org/10.35159/kjss.2020.08.29.4.1.

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Metzler, Michael W. "Research on Teaching in Physical Education: Responses." Research Quarterly for Exercise and Sport 63, no. 2 (1992): 205–6. http://dx.doi.org/10.1080/02701367.1992.10607583.

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Dissertations / Theses on the topic "Physical education - Research"

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Goodyear, Victoria A. "Participatory action research : challenging the dominant practice architectures of physical education." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/297585.

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Research shows that the dominant pedagogical practices of physical education are irrelevant to young people in the 21st century, and that physical education currently exists in a time of innovation without change. Subsequently, physical education as a curriculum subject is at risk of becoming extinct unless the 'talked' about pedagogical innovations that provide authentic, relevant and transferable learning experiences can become sustainable 'actioned' futures. Therefore, the purpose of this thesis was to explore how a pedagogical innovation, the Cooperative Learning model, could be used over an enduring period of time. Participatory action research (PAR) was used as the methodology to scaffold the inquiry and to support eight secondary school physical education teachers' learning and use of Cooperative Learning during an academic year. This thesis considers how PAR enabled teachers to break the dominant practice architectures of physical education and how PAR supported teachers‘ use of an emergent pedagogical approach within and beyond the honeymoon period of implementation. In other words, how PAR facilitated teachers' ability to work beyond the dominant pedagogical practices of physical education and the practices endorsed by the school as an institution. Furthermore, how PAR sustained teachers' engagement with, and use of, the Cooperative Learning model. Indeed, Cooperative Learning was firstly immersed within the milieu of the practice architectures. Yet through the use of PAR the teachers were motivated to move beyond the honeymoon period and began to use the model within, with and then against the mess of the practice architectures. Subsequently, Cooperative Learning was emerging as the dominant pedagogical approach. However, this only occurred for some teachers where social connectivity and an emerging community of practice were significant variables in sustaining and adapting the use of Cooperative Learning. The contribution to knowledge is therefore the methodological processes of how to move beyond dominant pedagogical practices and facilitate innovation with change. In order for a pedagogical innovation to become a sustainable 'actioned' future its use is context dependent and PAR facilitates its sustainability. Furthermore, teacher learning should be advanced and teachers should be encouraged to create communicative spaces with colleagues and researcher facilitators.
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Zyskind, Ari. "The Politics of Physical Education Reform." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/402.

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The purpose of the paper is to determine why today's youth are so physically inactive by examining the role and efforts of physical education, and the state and federal governments responsibility in supporting these programs, in fighting today's obesity epidemic by creating generations of healthy and physically active children. Research led to the determination that states have failed to maintain and improve physical education resulting in a physically inactive youth. Therefore, the nation should look to federal legislation to support state-led physical education, which this paper found to be constitutional if the enactments followed the provisions established in South Dakota v. Dole. Examples of recent physical education bills, most specifically the FIT Kids Act, are briefly analyzed for effectiveness and likeliness of enactment. Lastly, the determination is made that federal legislation has failed because of the view that physical education is not a "core" subject, preventing programs from receiving Title I and Title II funding. The findings are useful in light of the numerous attempts to get children physically active.
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Li, Daniel Yuk-Keung. "An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.

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

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Schools, and in particular physical education (PE), have been increasingly recognised for the role that they play in promoting healthy, active lifestyles amongst children and young people in light of the public health agenda (Armour and Harris, 2013). However, whilst schools have been recognised for the role that they can play in promoting health to children and young people, concerns have been expressed with regard to the status of health in PE and the approaches and practices used to address health-related learning (Cale et al., 2016). A particular concern in this regard is what children and young people know and understand about health , and how they come to conceive this within PE, with a growing body of literature suggesting that pupils conceptions are relatively superficial and simplistic (see Harris et al. (2016) for an overview). Accordingly, the purpose of this research is to explore pupils conceptions of health within PE. The research was comprised of four phases which took place over an 18-month period within the East Midlands region of England. Phase one involved an online survey being distributed to all state secondary schools (n = 293) and with a total of 52 schools responding. Phase two involved semi-structured interviews being conducted with 13 PE teachers at two case study schools and focus groups with 117 pupils (aged 11-12) at the same schools. A participatory approach underpinned the study and relevant methods/techniques were employed within pupil focus groups to generate discussion and elicit pupils conceptions of health . Examples of the methods/techniques employed included: drawings, concept cartoons and statement sheets. Pupils worked interactively with one another to undertake and discuss tasks/activities in line with the youth voice agenda that underpinned the research. This agenda is often allied with participatory methods (Heath et al., 2009) and seeks to privilege the voices of younger participants, recognising that children and young people are competent social agents, capable of both understanding and articulating their own experiences (Christensen and James, 2008). Phase three involved follow-up focus groups with the same pupils who participated during the preceding phase, and a similar participatory approach was employed. Phase four involved semi-structured focus groups being conducted with the same PE teachers at each school. Data generated were analysed using a Foucauldian-inspired discourse analysis. The findings of the study highlight that the vast majority of pupils conceptions of health were reductive, limited and limiting. These conceptions of health were identified as being underpinned by: corporeal notions, aesthetic orientations and healthist influences. In addition, they aligned with normative conceptions of health , that were evidently influenced by public health discourses, which may well have been promulgated by and through PE. Whilst pupils did not necessarily consider that PE influenced their conceptions of health , there were evident links, which PE teachers themselves acknowledged and problematised. Positively, it was highlighted that there were some pupils who were able to disrupt normative conceptions of health and, in doing so, they demonstrated their capacity for criticality. As such, the challenge for PE is now to consider how it might support pupils to develop their capacities to receive, interpret and be critical of health-related information. If it can do so, it may well be that critically-inclined conceptions of health can be fostered within, through and by the subject.
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Dunn, Steven James. "Generating process in adolescent sport participation: a knowledge translation plan bridging research and practice." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119359.

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Knowledge translation (KT) has been referred to as "the methods for closing the gaps from knowledge to practice" (Straus, Tetroe & Graham, 2009). During the 2010-2011 academic year, a research project was conducted in the three high schools of the Eastern Townships School Board (ETSB). The project investigated dimensions of interpersonal and activity-based influence on adolescent motivation and sport participation. A KT plan was devised based on feedback from the stakeholders and practitioners of the athletic programs of the school board. Feedback took the form of pre and post KT plan data. Questionnaires were designed based on a blend of open-ended and specific questioning, as suggested in Maxwell (2006), exploring stakeholder input and experiences. Three themes guided the study and helped to organize the emerging data. The themes included 1) the importance of stakeholder input, 2) sustainability and 3) feasibility of implementation. The aim of the plan was to ensure the results and practical applications of the study reached the intended users. A secondary aim was to contribute to create the necessary trust for a sustainable relationship between the researchers and the high schools of the ETSB. This study outlines the process, chronology and formulation of the knowledge translation plan as well as some of the challenges and opportunities that arose as we endeavored to design and implement the KT plan for the ETSB.<br>L'application des connaissances, aussi connue sous l'acronyme «AC» (KT ou Knowledge translation dans la version originale anglaise), a été décrite comme «les méthodes pour combler les lacunes entre la connaissance et la pratique» (Straus, Tetroe & Graham, 2009). Au cours de l'année scolaire 2010-2011, une étude a été menée dans les trois écoles secondaires de la Commission Scolaire Eastern Townships (CSET). L'étude a porté sur les dimensions de l'influence interpersonnelle et de celle basée sur l'activité en ce qui a trait à la motivation des adolescent(e)s et à leur participation aux sports. Un plan d'AC a été conçu selon les commentaires des parties prenantes et des intervenants des programmes sportifs de la commission scolaire. Ces commentaires ont été recueillis à l'aide d'un plan de collecte de données administré avant et après l'AC. Des questionnaires ont été conçus en intégrant des questions à réponses fermée et ouverte, afin d'explorer les commentaires des intervenants et leurs expériences, comme indiqué dans Maxwell (2006). Trois thèmes ont guidé l'étude et aidé à organiser les données recueillies: l'importance de la participation des parties prenantes, le processus pour la durabilité et la faisabilité de la mise en œuvre. L'objectif était de s'assurer que les résultats et les applications pratiques de l'étude aient atteint les utilisateurs visés. Un objectif secondaire était de contribuer à créer le climat de confiance nécessaire à une relation durable entre les chercheurs et les écoles secondaires de la CSET. Cette thèse décrit le processus, la chronologie et la formulation du plan d'application des connaissances, ainsi que certains défis et opportunités qui se sont posés lors de notre démarche visant à concevoir et mettre en œuvre le plan d 'AC pour la CSET.
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Cowan, Jackie. "Experiences that have contributed to forming attitudes towards physical education : research project report." Thesis, University of Canterbury. School of Sciences and Physical Education, 2004. http://hdl.handle.net/10092/3097.

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As a result of discussion about attitudes towards physical education with first year primary pre-service teachers it can be acknowledged that there are diverse degrees of competence and attitude towards this subject. This study looked specifically at the prior experiences that have contributed to developing less than positive attitudes towards physical education, and discussed how these experiences have influenced the attitudes ofpre-service teachers and contributed to part of their socialization into physical education. Experiences discussed by participants were categorised into six major themes. This study provided evidence that prior experiences gained from both, schooling experiences, and other sporting experience outside school, were significant for some students and not only impacted on attitudes to participate but embedded a lasting effect on what students thought about physical education and sport as a learning opportunity. This study concludes by acknowledging that the impact of less than positive previous experience remains a contributing factor to current attitudes for some pre-service teachers and outlines the implication and possible challenges for physical education/teacher education (PETE) in the future.
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Donald, Ellen Kroog. "Examinees' Perceptions of the Physical Aspects of the Testing Environment During the National Physical Therapy Examination." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6226.

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Despite the increasing number of individuals taking computer-based tests, little is known about how examinees perceive computer-based testing environments and the extent to which these testing environments are perceived to affect test performance. The purpose of the present study was to assess the testing environment as perceived by individuals taking the National Physical Therapy Examination (NPTE), a high-stakes licensure examination. Perceptions of the testing environments were assessed using an examinee self-report questionnaire. The questionnaire included items that measured individuals’ preference and perception of specific characteristics of the environment, along with demographic information and one open-ended item. Questionnaires were distributed by email to the 210 accredited physical therapy programs at the time, encouraging programs to forward the instrument by email to the most recent class of physical therapy graduates. Two hundred and sixteen respondents completed the study, representing 101 testing centers in 31 states. Data from these 216 examinees were used to answer four research questions. The first research question focused on the examinees’ environmental preferences for the NPTE testing environment and the relation between these preferences and examinees’ background characteristics (e.g., sex, program GPA, age, online experience, online testing experience, comfort level with online testing, and preferred testing time). A clear preference toward one end of the scale was observed for preferring a quiet room and a desktop area that had a great deal of adjustability. Examinees’ preferences and their demographic characteristics were not strongly related with the seven demographic variables accounting for < 7% of the variability in examinees’ environmental preferences. The second research question used the data from multiple examinees nested within the same testing center to examine the within- and between-center variability in examinees’ perceptions of the testing environment and their satisfaction with the environment. Results indicated that the majority of the variance in these variables was within testing centers with average between-center variability equal to .032 for the perception ratings and .078 for the satisfaction ratings. Research questions (RQ) three and four explored whether examinees’ background characteristics (RQ 3) and center characteristics (RQ 4) were significantly related to the 12 environmental perception ratings, 12 satisfaction ratings, and two items representing examinees’ perceptions of the effect of the testing environment on their performance and the likelihood they would choose the same center again. In terms of examinee characteristics, age, online testing experience, and comfort with online testing were the most consistent predictors of the various examinee ratings. The most consistent predictors for the satisfaction ratings were examinees’ online test comfort, online test experience, and age. For center characteristics, the newness of the center and the room density of the center were the most consistent predictors of examinee ratings. For satisfaction ratings, the most consistent predictor was the newness of the center. Center newness was significantly related to the outcome variables related to the size, lighting and sound of the center which may reflect changes in building standards and materials. The results of the study suggest the need for further exploration of the environmental and human factors that may impact individuals taking high stakes examinations in testing centers. Although there may not be an effect on all examinees, there may be subsets of individuals who are more sensitive to the effects of the testing environment on performance. Further exploration of the uniformity of testing environments is also needed to minimize error and maximize potential threats to test security.
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Smith, Joanna. "Can a physical education intervention with Year 2 children influence their perceptions, knowledge, and choices about physical activity? : a research project report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2866.

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The purposes of this study were to examine (a) what views Year 2 hold about physical activity, (b) how they perceive their own ability, and how much effort they give, with regard to physical activity, and (c) how they explain the importance of being physically active. In addition, a physical education (PE) intervention was put in place to see if it would change the children's perceptions, choices and knowledge in regard to physical activity. Two groups of four Year 2 children from a private city school took part in individual and group interviews before and after the teaching intervention. Results indicated that the children viewed physical activity, PE and physical fitness, positively. The children in this study held high self-perceptions of their ability to do physical activity and sport and attributed their abilities to previous physical experiences and effort. Before the teaching intervention the children's knowledge of concepts of health related physical activity were vague and incomplete. Following the eight-week intervention the children in this group were able to answer the knowledge questions accurately and in detail.
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Simons, Ashley C. "A Relational Investigation: Board-Certified Physical Therapists and Their Knowledge of Anatomy." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555519751879414.

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Sullivan, Shannon Clabo. "Perceptions of seventh- and eighth-grade girls toward coeducational physical education classes in five middle schools in East Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0226103-111100/unrestricted/SullivanS030603f.pdf.

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Books on the topic "Physical education - Research"

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1966-, Penney Dawn, ed. Sport education in physical education: Research based practice. Routledge, 2005.

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Methods of research in physical education. C.C. Thomas, 1986.

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Research and practice in physical education. Routledge, 2013.

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Thorpe, Jo Anne. Methods of research in physical education. C.C. Thomas, 1986.

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Rothstein, Anne L. Research design and statistics for physical education. Prentice-Hall, 1985.

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Williams, Trevor. Initial research on mainstreaming in physical education. Sunderland Polytechnic], 1988.

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Piéron, Maurice. Highlights on research in teaching and research on teacher education in physical education. Association Internationale des Ecoles Supérieures d'Education Physique, 1994.

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L, Silk Michael, ed. Qualitative research for physical culture. Palgrave Macmillan, 2011.

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Research methods in physical education and youth sport. Routledge, 2012.

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Murdoch, Elizabeth. Criterion-referenced assessment for physical education: Research report. Dunferline College of Physical Education, 1985.

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Book chapters on the topic "Physical education - Research"

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Chen, Ang. "Supporting Research Evidence." In Reconceptualizing Physical Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003163602-13.

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Schaefer, Lee, lisahunter, and Shaun Murphy. "Research for Physical Education Teacher Education." In The SAGE Handbook of Research on Teacher Education. SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n39.

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Forgasz, Rachel. "Bringing the Physical into Self-Study Research." In Self-Study in Physical Education Teacher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05663-0_2.

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Maher, Anthony J., and Justin A. Haegele. "Research-Informed Practice in Physical Education." In Teaching Disabled Children in Physical Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-2.

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Lynch, Timothy. "Methodology: Research Design and Analysis of Data." In Physical Education and Wellbeing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22266-6_10.

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Todorovich, John R. "Research on Teaching Health and Physical Education." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_70.

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Hadzigeorgiou, Yannis. "Young Children’s Ideas About Physical Science Concepts." In Research in Early Childhood Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9505-0_4.

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Lu, Pengtao, Linsen Song, and Shibin Wang. "Research on Physical Education Reform from the Perspective of Physical Fitness." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24823-8_75.

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Jia, Zengpeng. "Research on Physical Education Management System of University." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35398-7_54.

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Kong, Weifeng. "Research of Network on Physical Education Teaching Reform." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35440-3_37.

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Conference papers on the topic "Physical education - Research"

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Gupta, Ayush, Edward F. Redish, David Hammer, Leon Hsu, Charles Henderson, and Laura McCullough. "Coordination of Mathematics and Physical Resources by Physics Graduate Students." In 2007 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2820906.

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Kuznetsov, Vladimir Alekseevich, Elizaveta Mikhailovna Sazanova, and Mariia Iurevna Morozova. "Organization of patriotic education in physical education classes in higher education." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-97175.

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Ryutina, Larisa Nikolaevna. "Professional direction formation during physical education." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-81081.

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Wenge, Zhao, and Wang Linan. "College Physical Education Informatization Development Research." In 2013 Third International Conference on Instrumentation, Measurement, Computer, Communication and Control (IMCCC). IEEE, 2013. http://dx.doi.org/10.1109/imccc.2013.288.

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Li, Nian. "Research on Physical Education Curriculum New Model Based on Physical Education Cloud Computing." In Proceedings of the 2019 3rd International Conference on Education, Management Science and Economics (ICEMSE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icemse-19.2019.40.

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Bondarenko, Vitaliy Viktorovich. "Child injuries prevention at physical education lessons." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111517.

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Lung, Florin, Geoff Potvin, Gerhard Sonnert, et al. "The effect of immigration status on physics identity and physical science career intentions." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680044.

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Zhang, Jie. "Research of College Students' Physical Training and Lifelong Physical Education." In 2016 5th International Conference on Social Science, Education and Humanities Research. Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.350.

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Xu Hailong, Liu Yingqi, and Ma Na. "Research on networked development of physical education." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543386.

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Xu, Hailong, Yingqi Liu, and Na Ma. "Research on Networked Development of Physical Education." In 2013 Conference on Education Technology and Management Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.23.

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Reports on the topic "Physical education - Research"

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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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Reyes, Lucía, Luis Miguel García López, María José Camacho-Miñano, and Kimberly Linda Oliver. Participatory approaches to empower girls and young women in physical education and sports contexts: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.10.0026.

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Review question / Objective: The purpose of this work is to systematically review the existing scientific literature on the use of participatory research approaches for the empowerment of girls and young women in physical education and sport contexts. Condition being studied: The empowerment of girls and young women in sports-physical activity contexts by means of participatory approaches. Information sources: To carry out this systematic review, a bibliographic search was carried out in eight electronic databases (Academic Search Ultimate, ERIC, MedLine, PsycInfo, Scopus, Sociology Source Ultimate, Sport-Discus and Web of Science) between the months of April and May 2021.
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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina, and Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4634.

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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Pessino, Carola, Nadir Altinok, and Cristian Chagalj. Allocative Efficiency of Government Spending for Growth in Latin American Countries. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004310.

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There is scant empirical economic research regarding the way that Latin American governments efficiently allocate their spending across different functions to achieve higher growth. While most papers restrict their analysis to the size of government, much less is known about the composition of spending and its implications for long-term growth. This paper sheds light on how allocating expenditures to investment in quality human and physical capital, and avoiding waste on inefficient expenditures, enhance growth in Latin America. This paper uses a novel dataset on physical and human capital and detailed public spending that includes -for the first time- Latin American countries, which is categorized by a cross-classification that provides the breakdown of government expenditure, both, by economic and by functional heads. The database covers 42 countries of the OECD and LAC between 1985 and 2017. There are five main results. First, the estimated growth equations show significant positive effects of the factors of production on growth and plausible convergence rates (about 2 percent). The estimated effect of the physical investment rate is positive and significant with a long-run elasticity of 1.2. Second, while the addition of years of education as a proxy for human capital tends to have no effect on growth, the addition of a new variable that measures quality-adjusted years of schooling as a proxy for human capital turns out to have a positive and significant effect across all specifications with a long-run elasticity of 1.1. However, if public spending on education (excluding infrastructure spending) is added to the factor specification, growth is not affected. This is mainly because, once quality is considered, spending more on teacher salaries has no effect on student outcomes. Therefore, the key is to increase quality, not just school performance or education spending. Third, both physical and human capital are equally important for growth: the effect of increasing one standard deviation of physical capital or human capital statistically has the same impact on economic growth. Fourth, increasing public investment spending (holding public spending constant) is positive and significant for growth (a 1% increase in public investment would increase the long-term GDP per capita by about 0.3 percent), in addition to the effect of the private investment rate. However, the effect of public spending on payroll, pensions and subsidies does not contribute to economic growth. Fifth, the overall effect of the size of public spending on economic growth is negative in most specifications. An increase in the size of government by about 1 percentage point would decrease 4.1 percent the long-run GDP per capita, but the more effective the government is, the less harmful the size of government is for long-term growth.
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Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, et al. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3751.

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The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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