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Journal articles on the topic 'Physical education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Kayihan Erbas, Mustafa. "Determination of physical education teachers' educational beliefs." International Journal of Academic Research 5, no. 5 (2013): 386–92. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.60.

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2

Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher

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3

Kumar, Pradeep, and Vijendra Singh. "Comparative Self-Concept Study of Physical Education and Non-Physical Education Students." International Journal of Physical Education & Sports Sciences 7, no. 13 (2014): 0. http://dx.doi.org/10.29070/7/56005.

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4

Kumar, Pradeep. "Relative Study of Stress In Physical Education and Non-Physical Education Students." International Journal of Physical Education & Sports Sciences 7, no. 13 (2015): 0. http://dx.doi.org/10.29070/7/56010.

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5

Kumar, Pradeep. "Study of Social Adjustment In Physical Education and Non-Physical Education Students." International Journal of Physical Education & Sports Sciences 8, no. 15 (2015): 0. http://dx.doi.org/10.29070/8/56017.

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6

Bahadirovna, Khamraeva Zukhro. "PEDAGOGICAL CATEGORIES OF PHYSICAL EXERCISES IN PHYSICAL EDUCATION CLASSES TAUGHT IN HIGHER EDUCATIONAL INSTITUTIONS." International Journal of Pedagogics 03, no. 04 (2023): 71–75. http://dx.doi.org/10.37547/ijp/volume03issue04-13.

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The categorization of physical exercises into categories is their distribution into groups that are linked together according to their most important signs. The teacher will be able to determine the nature of physical exercises with the help of categories, consequently, relieve the choice of exercises, which will meet the requirements of the pedagogical task. As long as the discipline of physical education develops, it becomes rich continuously with new information, while categorization does not always remain the same.

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7

Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich, and Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.

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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.

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8

Mushtariy, Razzoqova. "PEDAGOGICAL POSSIBILITIES OF INCREASING EDUCATIONAL EFFICIENCY IN PHYSICAL EDUCATION LESSONS." American Journal Of Social Sciences And Humanity Research 4, no. 6 (2024): 198–203. http://dx.doi.org/10.37547/ajsshr/volume04issue06-27.

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In this work, the pedagogical possibilities of increasing the effectiveness of education in physical education classes, the means of all-round development of physical education and sports are directly dependent on economic conditions, the need for mentally mature, physically healthy and strong young men and women for our republic today. Because the progress and development of a country with a healthy population will be healthy.

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9

Eshkulovich, Shodmanov Barkamol. "PHYSICAL EDUCATION AND SPORTS TRAINING." American Journal of Social Science and Education Innovations 6, no. 3 (2024): 37–39. http://dx.doi.org/10.37547/tajssei/volume06issue03-07.

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The methodology encompasses a longitudinal study over a twelve-month period, involving a cohort of elite athletes who were subjected to individualized training programs. Performance indicators, including physical endurance, strength, agility, and sport-specific skills, were meticulously tracked and analyzed. The control group, following a standardized training regimen, served as a benchmark for evaluating the relative gains of the experimental group.

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10

Richardson, Karen Pagnano. "Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 82, no. 7 (2011): 45–56. http://dx.doi.org/10.1080/07303084.2011.10598658.

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11

Хайруллин, А. Г., Р. Ш. Имангулов, О. В. Сальникова, and А. Э. Шарифуллин. "Education during physical education." Bulletin of Pedagogical Sciences, no. 4 (May 13, 2024): 290–95. http://dx.doi.org/10.62257/2687-1661-2024-4-290-295.

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авторы статьи заостряют внимание на важности воспитания обучаемых во время проведения всех форм физической культуры. На примерах, которые были в процессе занятий, раскрывают основные методы воспитания, показывают, как тот или иной случай проблем с преподаванием был успешно решен, а также как его можно применить в обучении. Особенно в статье отмечается важность личного примера учителя в процессе воспитания, авторитет учителя должен быть непререкаем. Авторам важно было показать специалистам в области физической культуры, что воспитание важный компонент учебы, тренировки или занятия в повседневно

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12

Crainer, Stuart. "PHYSICAL EDUCATION." Business Strategy Review 23, no. 1 (2012): 36–37. http://dx.doi.org/10.1111/j.1467-8616.2012.00816.x.

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13

Sherwood, Steve. "Physical Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 86, no. 1 (2012): 27–31. http://dx.doi.org/10.1080/00098655.2013.729443.

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14

Thompson, Tommy. "Physical Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 2 (1998): 69–70. http://dx.doi.org/10.1080/00098659809599599.

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15

Aronson, Richard M. "Physical Education." Journal of Physical Education, Recreation & Dance 57, no. 6 (1986): 29–32. http://dx.doi.org/10.1080/07303084.1986.10606159.

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16

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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17

Suleimenov, O. A., and D. B. Zhylysbayev. "PHYSICAL EDUCATION FOR THE DEVELOPMENT OF PHYSICAL EDUCATION." Bulletin of Dulaty University 1, no. 13 (2024): 65–69. http://dx.doi.org/10.55956/kiyc6193.

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In the article, we consider the interaction between human resources and physical activity. The target of this study is the study of the application of systematic approaches to intellectual interests of students, as well as the possibility of a comprehensive application of physical skills to the nervous system and memory. The implementation of functions depends on neural connections, and on physical activity, which depends on it, it is possible to improve the human resources.

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18

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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19

Ross, James G., Charles O. Dotson, Glen G. Gilbert, and Susan J. Katz. "After Physical Education … Physical Activity outside of School Physical Education Programs." Journal of Physical Education, Recreation & Dance 56, no. 1 (1985): 77–81. http://dx.doi.org/10.1080/07303084.1985.10603691.

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20

Baek, Jun-Hyung, and Sung-Jun Yoon. "Exploring physical education teacher education strategies for technology-integrated physical education." Korean Society for Holistic Convergence Education 28, no. 4 (2024): 139–57. http://dx.doi.org/10.35184/kshce.2024.28.4.139.

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The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The bar

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21

Guedes, Claudia. "Physical Education and Physical Activity." Journal of Physical Education, Recreation & Dance 78, no. 8 (2007): 31–48. http://dx.doi.org/10.1080/07303084.2007.10598076.

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22

Grissom, Traci, Phillip Ward, Beth Martin, and Nicole Y. J. M. Leenders. "Physical Activity in Physical Education." Family & Community Health 28, no. 2 (2005): 125–29. http://dx.doi.org/10.1097/00003727-200504000-00004.

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23

Sağin, Ahmet Enes, Sinan Uğraş, and Mehmet Güllü. "Bullying in Physical Education: Awareness of Physical Education Teachers." Physical Culture and Sport. Studies and Research 95, no. 1 (2022): 40–53. http://dx.doi.org/10.2478/pcssr-2022-0010.

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Abstract This study investigates how physical education (PE) teachers make sense of peer bullying, which types of behaviors they associate with peer bullying, their opinions about these behaviors, and methods for preventing bullying. The study group consisted of 18 PE teachers. The interview technique was used as a qualitative research method in the study. The data obtained after one-on-one interviews were analyzed through content analysis. According to the data obtained, PE teachers are the most important variable in the decrease or increase of peer bullying in classes. However, PE classes pr

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24

Parry, Jim. "Physical Education as Olympic Education." European Physical Education Review 4, no. 2 (1998): 153–67. http://dx.doi.org/10.1177/1356336x9800400206.

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25

Mahammatov, Abdumannon, Azam Abdurakhimov, and Mingjigit Kholbekov. "Combination Of Music And Physical Education." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 6–15. http://dx.doi.org/10.37547/volume03issue03-02.

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26

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 b

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27

Correia, Walter Roberto, and Sergio Roberto Silveira. "School physical education." Quaestio - Revista de Estudos em Educação 22, no. 3 (2020): 699–719. http://dx.doi.org/10.22483/2177-5796.2020v22n3p699-719.

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This article has as its goal to justify and analyze the thematic propositions of the XV Seminar of School Physical Education: teachers’ autonomy and responsibilities. To do so, the theme is historically contextualized from two phases: 1) The search for legitimacy in the academia and; 2) The search for approximating teachers and their teachings. In the first one, it is possible to affirm that the seminars organized by EEFEUSP, from their very beginning and throughout the following twenty years, have presented an academic position towards the specificities and the different forms of school knowl

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28

Griggs, Gerald. "Primary physical education." European Physical Education Review 21, no. 2 (2015): 272. http://dx.doi.org/10.1177/1356336x15580633.

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29

Ward, Gavin, and Gerald Griggs. "Primary Physical Education." European Physical Education Review 24, no. 4 (2017): 400–417. http://dx.doi.org/10.1177/1356336x16676451.

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Physical Education is widespread across the world, yet despite its cultural variation it remains remarkably similar. The ability of the subject to replicate its practices makes it a potential site for exploration from a memetic perspective. The purpose of this paper is to examine documentary evidence such as research papers, policy documents and inspection reports, and offer for consideration potential memes that are at work within the memeplex of UK, primary school Physical Education. Four proposals are offered as potential memes: ‘sport as techniques’; ‘anyone can teach it’; ‘busy, happy and

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30

Carse, Nicola, Mike Jess, and Jeanne Keay. "Primary physical education." European Physical Education Review 24, no. 4 (2017): 487–502. http://dx.doi.org/10.1177/1356336x16688598.

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In recent years, primary physical education has received increased attention across a range of political, professional and academic contexts. Much of this attention has largely been due to a growing perception that formative physical education experiences have the potential to address many of the concerns regularly raised about children’s health and wellbeing, physical activity levels and sport participation. Consequently, there are now a number of stakeholders from a range of political, sporting, health, commercial and community groups with a vested interest in primary physical education, all

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31

Maude, Patricia M. "Physical Education Strand." Women in Sport and Physical Activity Journal 2, no. 2 (1993): 79–82. http://dx.doi.org/10.1123/wspaj.2.2.79.

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32

Spake, Ellen. "Physical Therapy Education." Pediatric Physical Therapy 5, no. 3 (1993): 139???140. http://dx.doi.org/10.1097/00001577-199300530-00008.

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33

Pate, Russell R., Meg Leavy Small, James G. Ross, Judith C. Young, Katherine H. Flint, and Charles W. Warren. "School Physical Education." Journal of School Health 65, no. 8 (1995): 312–18. http://dx.doi.org/10.1111/j.1746-1561.1995.tb03380.x.

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34

Buschner, Craig. "Online Physical Education." Journal of Physical Education, Recreation & Dance 77, no. 2 (2006): 3–8. http://dx.doi.org/10.1080/07303084.2006.10597818.

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35

Smith, Nicole J., and Monica Lounsbery. "Promoting Physical Education." Journal of Physical Education, Recreation & Dance 80, no. 1 (2009): 39–43. http://dx.doi.org/10.1080/07303084.2009.10598266.

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36

Mosier, Brian. "Virtual Physical Education." Journal of Physical Education, Recreation & Dance 83, no. 3 (2012): 6–10. http://dx.doi.org/10.1080/07303084.2012.10598734.

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37

Vaughn, Bev. "Beyond Physical Education." Journal of Physical Education, Recreation & Dance 83, no. 3 (2012): 32–33. http://dx.doi.org/10.1080/07303084.2012.10598744.

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38

&NA;, &NA;. "PHYSICAL EDUCATION CONFERENCE." Family & Community Health 17, no. 1 (1994): 87. http://dx.doi.org/10.1097/00003727-199404000-00025.

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39

Barker, Dean. "Physical education futures." Sport, Education and Society 15, no. 3 (2010): 383–85. http://dx.doi.org/10.1080/13573322.2010.494011.

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40

Smith, Timothy K. "Selling Physical Education." Journal of Physical Education, Recreation & Dance 56, no. 6 (1985): 66–67. http://dx.doi.org/10.1080/07303084.1985.10603803.

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41

Turkington, H. David, and F. Alex Carre. "Individualized Physical Education." Journal of Physical Education, Recreation & Dance 56, no. 2 (1985): 36–48. http://dx.doi.org/10.1080/07303084.1985.10604212.

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42

Henderson, Donald H. "Physical Education Teachers." Journal of Physical Education, Recreation & Dance 56, no. 2 (1985): 44–48. http://dx.doi.org/10.1080/07303084.1985.10604215.

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43

Bressan, Elizabeth S. "Children's Physical Education." Journal of Physical Education, Recreation & Dance 57, no. 2 (1986): 26–28. http://dx.doi.org/10.1080/07303084.1986.10606039.

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44

Moore, Gary K. "Elementary Physical Education." Journal of Physical Education, Recreation & Dance 57, no. 5 (1986): 61–63. http://dx.doi.org/10.1080/07303084.1986.10606136.

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45

Chandler, Gary L. "Invitational Physical Education." Journal of Physical Education, Recreation & Dance 59, no. 4 (1988): 68–74. http://dx.doi.org/10.1080/07303084.1988.10609733.

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46

Ignico, Arlene A. "Elementary Physical Education." Journal of Physical Education, Recreation & Dance 60, no. 2 (1989): 23–24. http://dx.doi.org/10.1080/07303084.1989.10603938.

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47

Werner, Peter. "Whole Physical Education." Journal of Physical Education, Recreation & Dance 65, no. 6 (1994): 40–44. http://dx.doi.org/10.1080/07303084.1994.10606940.

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48

Soenyoto, Tommy, Adi S, Agus Darmawan, Hilmy Aliriad, and Made Bang Redy Utama. "Smart physical education." Journal of Human Sport and Exercise 20, no. 4 (2025): 1122–32. https://doi.org/10.55860/ydz9ex90.

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This study aims to develop and test the effectiveness of Internet of Things (IoT) and Android-based applications in flipped classroom for physical education in elementary schools. This technology is expected to improve students' basic movement skills, physical abilities, interactive skills, behaviour, self-confidence, and preschool perspective. This study uses Borg and Gall research and development (R&D) methods with two main objectives, namely product development and effectiveness testing. The sample consisted of 197 students in Grades 4, 5, and 6 who had previously been tested for digita

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49

Han, Sang-Mo, and Seang-Leol Yoo. "Epistemological Review of Elementary Physical Education: Conditions of Physical Education." Korean Journal of the Elementary Physical Education 25, no. 3 (2019): 19–34. http://dx.doi.org/10.26844/ksepe.2019.25.3.19.

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50

Braksiek, Michael. "Pre-service physical education teachers’ attitudes toward inclusive physical education." German Journal of Exercise and Sport Research 52, no. 1 (2021): 1–10. http://dx.doi.org/10.1007/s12662-021-00755-1.

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AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is

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