Academic literature on the topic 'Sports teacher'
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Journal articles on the topic "Sports teacher"
1
Ghayebzadeh, Shahrouz, Ferman Konukman, Janez Vodičar, et al. "The relationship between sports teacher – coach role conflict and self-efficacy with the mediating role of sports goal orientation." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 6, no. 1 (2023): 49–65. http://dx.doi.org/10.16926/sit.2023.01.03.
Full textAbstract:
Teaching and coaching are two different occupational roles and the responsibilities of teachers and sports coaches can be distinguished from each other. The aim of this study was to investigate the relationship between the role of teacher-coach in sports and self-efficacy with the mediating role of sports goal orientation. This study used descriptive-correlational research. The appropriateness of the measurement model was tested by confirmatory factor analysis. Research datawere obtained from 36 physical education teachers through a questionnaire. For data analysis, statistical methods of correlation test and bivariate regression using SPSS-22 and AMOS software were used. The conflict between the roles of sports teacher-coach with the presence of the mediating variable of sports goal orientation indicated a positive and significant effect on self-efficacy. Sports goal orientation also had a positive and direct effect on self-efficacy. The results of the present study displayed a comprehensive view. Accordingly, physical education teachers who have an intermediate role (teacher-centered and coach-centered) showed high self-efficacy and sports goal-orientation. The findings of this study offered valuable information to improve the quality of learning and teaching for sport coaches and physical education teachers.
2
Sugiharti, Tanti, Ruslaini Ruslaini, and Ekawahyu Kasih. "The Influence of Principal Leadership, PE Teacher Professional Competence and Teacher Workload toward Sports Achievement in Dieng." Jurnal Manajemen Bisnis 8, no. 2 (2021): 205–13. http://dx.doi.org/10.33096/jmb.v8i2.87.
Full textAbstract:
This research aims to know the influence of the Principal Leadership, PE Teacher Professional Competence, and Teacher Workload on sports achievement at elementary school. The study population is 31 PE (PJOK) teachers from 50 elementary schools in the Dieng plateau, which belong to the District of Kejajar, Wonosobo, and District of Batur, Banjarnegara, Central Java. The survey method is conducted to collect research data and used a quantitative approach to test the hypothesis. The results show that the principal leadership and PE teacher professional competence have no influence on sports achievement at elementary school. Meanwhile, the PE teacher workload, planning, guidance, and student assessment carried out by teachers significantly influence sports achievement at elementary school.
3
Muzakki, Abdurrohman, Immanuel Muammal, and Bayu Prakoso. "The role of physical education teacher creativity in mediating the influence of HRM practices and performance during the COVID-19 pandemic." Journal Sport Area 6, no. 3 (2021): 349–57. http://dx.doi.org/10.25299/sportarea.2021.vol6(3).6570.
Full textAbstract:
This research was conducted with the aim of analyzing the position of teacher creativity in an effort to mediate the influence of the practice of Human Resource Management (HRM) which can be carried out by schools to improve teacher performance. This type of research is an explanatory research and also uses a quantitative approach. The variables in this research include several aspects such as the practice of implementing HRM, Teacher Creativity, and the performance of Sports Physical Education Teachers. This research was conducted by reaching a number of 102 Sports Physical Education teachers consisting of several levels such as elementary, middle, and high schools in Malang City, Malang Regency and Batu City. Information can be obtained by distributing questionnaires either directly (offline) or online. The analysis of data information was carried out by researchers using SEM-PLS with the WARP PLS 7 application Meanwhile, the results of this research indicate the findings that the practice of HRM does not have a direct influence on the performance of Sports Physical Education Teachers with a significance value of 0.30 and the effect of HR Practice on The performance of sports teachers mediated by teacher creativity has a significance value of <0.001, which means that the teacher's creativity fully mediates the effect of HR practice on the performance of sports teachers.
4
Muthmainnah Choliq, Dzikriyah Lailatul Rohmah, and Fanisa Aulia Putri. "Peran Vital Guru dalam Konsep Pendidikan Islam (Peran Guru didalam Pendidikan Pondok Modern Darussalam Gontor)." DIAJAR: Jurnal Pendidikan dan Pembelajaran 3, no. 3 (2024): 343–48. http://dx.doi.org/10.54259/diajar.v3i3.2784.
Full textAbstract:
In a broad sense teacher is a professional whose job is to impart knowledge, which can include various titles such as Qur’an teacher, dance teacher, sports teacher, and etc. A teacher is someone who provides the spiritual soul or knowledge, moral education and etc. The teacher has a higher position because he is a spiritual father who provides knowledge, guides morals, and rectify behavior’s students. Teachers must have duties that are carried out according to the Islamic perspective as well as the Quran. A teacher must have an important role that makes them more grown-up. There are three vital roles of teachers: personal, professional, and social. Inside PMDG, the role of teachers is one of the important elements when it comes to teaching and learning activities. Because a teacher at PMDG in addition to being a teacher, they also become an educator. It can be seen from the personality of a teacher, the professionalism of a teacher in teaching, and also the social action perceived by the teachers while teaching there. Actually, the teacher who teaches his students is teaching themselves, and the teacher who educates his students is educating himself. For that matter, the importance of educating and teaching has a highest position in Islam.
5
N., Sivasubramanian, Ankita Chaudhari, Janu Patel, et al. "Awareness Regarding First Aid Management of Sports Injury among Primary School Teacher." International Journal of Current Science Research and Review 05, no. 10 (2022): 3978–83. https://doi.org/10.5281/zenodo.7218243.
Full textAbstract:
<strong>ABSTRACT: </strong>First aid management of sports injury means during the time of any sports activity injury occur in children that time what type of first aid management is given to resolve the wound or any injury and to prevent complication. So, that the basic knowledge of first aid is required in primary school teacher. <strong>Objective:</strong> 1.to assess the knowledge regarding first aid management of sports injury among primary school teachers 2. To the effectiveness of health education regarding first aid management of sports injury among primary school teachers 3. To associate the knowledge with selected demographic variable. <strong>Research approach:</strong> Quantitative research approach. <strong>Research design:</strong> Experimental design <strong>Participation:</strong> 40 primary school teacher. <strong>Tool:</strong> Questionnaire was used to assess the level of knowledge among primary school teacher. <strong>Results:</strong> The comparison of mean and standard deviation of pre - test and post - test level of knowledge regarding management of sports injury among primary school teacher. The mean score was increased from 10.55 to 16 which showed a marked deference of 5.45 respectively and the standard deviation was 0.300 to 0.42 after the administration of health education. 'T' test value is 11.94. This value is significant at p < 0.05 level. It indicate the effectiveness of health education on increasing the level of knowledge regarding first aid management of sports injury among primary school teacher. Hence the hypothesis was accepted. <strong>Conclusion:</strong> Teachers had increase level of knowledge.
6
Umut, GÜLPEK, and Koparan ŞAHİN Şenay. "Physical Education and Sports Teachers' Curriculum Literacy and Education Efficiancy Levels." INTERNATIONAL JOURNAL OF HUMANITIES AND ART RESEARCH 8, E.Ş. Special Issue (2023): 11–26. https://doi.org/10.5281/zenodo.8256806.
Full textAbstract:
It is up to educational institutions and teachers to train individuals who have the ability to use the information open to everyone through a filter and use it correctly and appropriately (Özpolat, 2010). For this reason, although education is individualized and differentiated (Şenyurt ve Önal, 2019), it is a planned action that should attach importance to raising individuals who can solve problems, learn to learn, have strong interpersonal communication, are prone to cooperation, and have national values and a global perspective (Parlar, 2012). Within the framework of these actions, education programs are also the basis of education systems designed to train people with the characteristics needed by the society in a planned manner. According to Alsubaie (2016), education programs should show continuity, not static, in order to be representative of change. This continuity is carried out by the teachers who are the main implementers of the program. For this reason, it is very important for teachers to develop their awareness of how they perceive the curriculum and how they can transform it into practice. This concept, also known as program literacy, has been defined differently in the literature. According to Akınoğlu and Doğan (2012), curriculum literacy, which is thought to make significant contributions to education. For Karagülle, Varki and Hekimoğlu (2019), it is an equipment that combines theory and practice, facilitates the realization of gains, and can increase the benefits of training plans to be made. Particularly in the literature, it is seen that limited research has been conducted on physical education and sports teachers and pre-service teachers' awareness of curriculum literacy and determining their teaching proficiency levels. In this study, first of all, physical education and sports teachers and teacher candidates' education program literacy levels and physical education teaching proficiency levels will be examined. Finally, it will be examined whether there is a relationship between physical education and sports teachers and teacher candidates' educational program literacy and physical education teaching proficiency levels. The sample of the study consists of a total of 234 participants, 128 of which are active physical education and sports teachers in Bursa and 106 teacher candidates continuing their education in Uludağ University Physical Education and Sports Department. In order to determine the literacy proficiency levels of Physical Education and Sports Teachers and teacher candidates, the "Educational Program Literacy Scale" (EPOYS) developed by Bolat (2017) and consisting of 29 items was used. In order to determine the physical education teaching proficiency levels of Physical Education and Sports Teachers and teacher candidates, the “Physical Education Teaching Competency Scale (PEÖYÖ)” developed by Humpries, Hebert, Daigle and Martin (2012) and adapted to the conditions of our country by Erbaş, Varol and Ünlü (2014) was used. The scales were delivered to the teachers online, and the pre-service teachers filled the scales in the university campus. There was no difference between teachers’ and teacher candidates’ mean scores of EPOYÖ total (𝑡<sub>23</sub><sub>2</sub>=-,459,<em> p</em>=.646), reading (𝑡<sub>23</sub><sub>2</sub>=-,661, <em>p </em>= .509) and writing (𝑡<sub>232</sub>=-,227, <em>p</em>=.821) sub-dimensions. Teachers’ and teacher candidates’ total scores of BEÖYÖ (𝑡<sub>23</sub><sub>2</sub>=-2,285; <em>p </em><.05), proficiency in applying scientific knowledge in physical education (𝑡<sub>23</sub><sub>2</sub>-2,037;.05), teaching proficiency about appropriate skill level (𝑡<sub>23</sub><sub>2</sub>=-4,257;<em> p</em><.05), differences proficiency in explanations (𝑡<sub>232</sub>=-3,338; <em>p</em><.05) and proficiency in assessment scores (𝑡<sub>23</sub><sub>2</sub>=-2,587; <em>p</em><.05) differed significantly. When these sub-dimension scores and BEÖYÖ scores of the teachers were compared with the teacher candidates, it was seen that they had statistically significantly more adequate teaching skills. When the scale scores were compared in terms of gender groups, the EPOYÖ (𝑡<sub>8</sub><sub>3</sub>= 0,249, <em>p </em>=.804) and BEÖYÖ (𝑡<sub>83</sub>=-1,144; <em>p </em>= .256) scores of female physical education and sports teachers and teacher candidates were found to be similar. In male teachers and teacher candidates, while EPOYÖ (𝑡<sub>14</sub><sub>7</sub>=-0,779, <em>p </em>=.477) scores were similar, there was a difference in the BEÖYÖ (𝑡<sub>14</sub><sub>7</sub>=-2,004;<em> p</em>=.047) scores. Accordingly, it is seen that male physical education and sports teachers' teaching competencies are higher than male teacher candidates.It was also examined whether the academic success of the teacher candidates and their participation in the professional experience application had an effect on the scale scores. It was found that the academic success of the teacher candidates caused a significant difference on the EPOYÖ (F<sub>3,101</sub>= 3.425; p <.01) scores. Finally, it was observed that there was a statistically significant positive correlation between physical education and sports teachers and teacher candidates' total EPOYÖ scores and total BEÖYÖ scores, and between all sub-dimensions of both scales. The educational program literacy levels of physical education and sports teachers and teacher candidates were found to be “quite good”. It can be said that male teachers consider themselves more competent than male teacher candidates.The most significant difference among the teacher candidates with four different academic achievements is between the teacher candidates with an average of 2.00-2.50 and 3.50-4.00. This finding supports the opinion of Kana, Elif, Kana ve Elkıran (2018) that as the academic achievement of teacher candidates increases, their program literacy levels increase. For this reason, it can be said that the candidates who are more successful in the physical education and sports teaching department will be better program literate. It has been determined that the program literacy levels and teaching proficiency levels of physical education and sports teachers do not differ significantly according to their professional seniority. As a matter of fact, according to the results of the research conducted by Aslan and Gürlen (2019), it was determined that the curriculum literacy levels of the teachers did not differ significantly according to the length of service years in the profession. A high level of positive correlation was found between program literacy and teaching proficiency levels and between all sub-dimensions . According to this result, it can be said that curriculum literacy and teaching proficiency skills of both teachers and teacher candidates are related to each other, and a potential proficiency problem in any of these dimensions can directly affect the other skill area.
7
Kwon, Jeonga. "Exploring the experiences and implications of the previous teachers who participated in the ‘New Sports Practical and Teaching Methods’ major class using LMS reflective writing." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 7 (2024): 115–27. http://dx.doi.org/10.22251/jlcci.2024.24.7.115.
Full textAbstract:
Objectives The purpose of this study was to explore the experiences of pre-service teachers who took the ‘new sports practical skills and teaching method’ using LMS reflection writing at universities.
 Methods For 15 weeks from March 2 to June 8, 2023, the reflective essays written by elementary school preparatory teachers who participated in the New Sports Practical Skills and Teaching Methods class using reflective writing for 2 hours a week and the data collected through one in-depth interview were inductively categorically analyzed.
 Results The experience of the primary pre-service teacher who participated in the new sports practical skills and teaching method class is as follows. First, elementary pre-service teachers with low motor skills were able to discover the charm of new sports as they participated in new sports with less pressure. Second, primary pre-service teachers have acquired the intrinsic and extrinsic value of new sports. Third, the pre-service teachers were able to expand their practical knowledge of new sports as well as their understanding of teaching methods in the course of class demonstration exercises, thereby increasing their perspective on lesson design and management. Fourth, it broke away from school physical education, which was limited to modern sports, and laid the foundation for the operation of various physical education classes. Fifth, through reflective writing, primary pre-service teachers were able to improve their expertise as a future teacher by repeatedly having active and subjective reflections on the process of class participation.
 Conclusions Because the new sports practice and teaching method using LMS reflective writing provides meaningful experience to prospective elementary school teachers, it is desirable for it to be operated in the physical education department curriculum of immediate teacher education institutions.
8
Zaitseva, Yuliia, and Serhii Novik. "THREE-PERSONAL INTERACTION IN THE SYSTEM «LECTURER — STUDENT — TEACHER OF PHYSICAL CULTURE»." Osvitolohiya, no. 8 (2019): 97–102. http://dx.doi.org/10.28925/2226-3012.2019.8.97102.
Full textAbstract:
The content and forms of educational process of the physical education faculties students were analyzed in this article to organize physical culture and sports work. Pedagogical condition of formation of readiness to organize physical culture and sports work at comprehensive schools by future teachers of Physical Education was justified on the basis of isolated problems. This is directing of the combined efforts of Lecturers of professional disciplines and physical education teachers to support the professional development of future physical education teachers. The pedagogical condition is based on the three-personal interaction within the framework of equal relations in the system «teacher — student — teacher of physical culture», which is directional on the formation of readiness to organize physical culture and sports work by future teachers of Physical Education and provides for the linking of the faculties of physical education with comprehensive schools and another physical culture and sports institutions, where the students join the organization and holding different forms of the physical culture and sports work. Specialists in the field of physical culture and sports role in gaining professional experience by future teachers of Physical Education was found out. Lecturer, this is a person, who has a leading place in the three-personal interaction, who controls this process and directs it. The student is an active participant in the educational process, who has opportunity to form his own professional readiness and gains experience in organization of physical culture and sports work. Physical education teacher and other specialists in this field help to students to see and understand the essence of professional activity «from inside». They coordinate student activities in the organization of various forms of physical culture and sports work in the conditions of comprehensive schools and another physical culture and sports institutions.
9
Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.
Full textAbstract:
Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.
10
Andhika Yudisthira, Damrah Damrah, Nurul Ihsan, Ronni Yenes, and Jannatul Khairoh. "Evaluation of Mastery of Pedagogic Competence of Physical Education, Sports and Health (PJOK)." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 7, no. 4 (2023): 940–51. http://dx.doi.org/10.33369/jk.v7i4.29766.
Full textAbstract:
This study aims to analyze and evaluate the mastery of PJOK teacher pedagogical competencies in the city of Padang. The research method used is qualitative research using the CIPP method. The sampling technique in this study was to use a total sampling technique involving 15 PJOK teachers at State Middle Schools in East Padang District. Data analysis techniques use qualitative research techniques with a data triangulation approach. The results of this study indicate that sports and health physical education teachers in terms of context have approached students so that it makes it easier for teachers to understand the characteristics of students. Evaluation of pedagogic competence in terms of the input that the teacher develops cognitive aspects as well as developing psychomotor aspects and affective aspects. a teacher must have a way to change the behavior of students in a better direction through an approach, providing motivation. Evaluation of teacher competence in terms of process, namely the teacher uses learning strategies depending on the situation and conditions then adapts to the media and demonstrates implementation, this is an obstacle due to the lack of teacher creativity in developing learning media so that the teacher only asks to model students who have talent in the field certain. The teacher also conducts midterm and final semester assessments and makes improvements in oral and written forms. In terms of product, many students have participated in championships at the city, provincial and even national levels. Students who take part in the championship even though they will be given extracurricular activities, they practice more outside, in other words, under the guidance of a club. Overall, the pedagodic competence of sports and health physical education teachers in Padang Timur District, Padang City, needs to be improved and improved in terms of context, input, process, and product.
Dissertations / Theses on the topic "Sports teacher"
1
Starostka, Chris W. "High School Athletic Participation Effects From Teacher Perspectives." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/108.
Full textAbstract:
Studies of the effects of students playing sports in high school vary but results are mostly positive. This qualitative case study examined the perceptions of 15 teachers at a small rural Iowa high school to assess how they viewed the effects of sports participation on student athletes in the classroom and why the setting experienced a decline in participation numbers. The framework that drove this study was based on Pajares's concept that teacher expectations may influence students and their academic performance and behaviors. The data included individual interviews from 15 teachers and teacher/coaches who had a minimum of 5 years teaching experience and had student athletes in their classrooms. The interviews were transcribed and analyzed for emergent themes. Findings revealed that increased academic performance, learned leadership traits, and teamwork were the perceived benefits to sports participation. Missed class time and stressful time requirements on student athletes were the perceived detriments. Findings also indicated that a need for more cohesiveness better and communication between teachers and teacher/coaches, and a need for higher eligibility standards for student athletes to participate in athletics. These findings were used to develop a policy recommendation project that will update and overhaul the district's current athletic eligibility policy. This project will enable more students to participate in athletics and remain eligible for sports participation and additional tutoring. Social change could result from increased participation in athletics, improved academic performance, and greater cohesion among teachers at the school.
2
Agdeppa, Kortney R. "Identifying the Physical Education Beliefs of Classroom Teachers." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/312.
Full textAbstract:
The purpose of this study was to identify the beliefs that classroom teachers have toward physical education. In recent years, the educational climate has prioritized academic achievement and standardized testing, thus diminishing the role of content areas such as physical education (Sallis, Mckenzie, Beets, Beighle, Erwin, & Lee, 2013). Classroom teachers are now more likely to assume the responsibility for providing physical education programming (Erwin, Beighle, Morgan, & Noland, 2011). Therefore, it is important to better understand the educational beliefs classroom teachers possess and investigate their personal experience within the physical education environment. To identify the beliefs of classroom teachers, this study used convenience, snowball, and purposive sampling techniques which were employed to secure voluntary participants. Semi-structured interviews were used to collect data. When all data was collected the researcher then transcribed, open-coded, analyzed, and synthesized the data. During the data analysis process the researcher looked to discover common themes between the participants’ teaching experiences and beliefs towards physical education by using an inductive analysis approach. The results emerged with themes related to mandating physical education, previous physical education knowledge, personal experience in physical education and acquiring appreciation for physical education. The resulting discussion provided support that physical education has many benefits, including the improvement of physical, mental, and emotional health, as well as improvement in academic achievement.
3
Strikwerda-Brown, J. G. "Student and teacher perceptions of a season of sport education in a regional primary school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1234.
Full textAbstract:
An interpretive case study approach was employed to examine student and teacher perceptions of the implementation of a sport education in physical education program (SEPEP) in a Western Australian regional primary school. Choi’s (1992) curriculum dimensions were used as a framework. Three year seven teachers implemented SEPEP using a team teaching approach. The focus teacher, Ms Jenson, a highly regarded classroom teacher, described herself as non-sporty and lacking confidence and expertise in PE teaching. Students in her SEPEP volleyball class were considered less popular and less athletic when compared with those in the other two SEPEP classes. A focus volleyball team comprising five girls and a boy of varying sporting interests and abilities were targeted to determine student perceptions of the program. Both the students and the teachers were positive in their overall thoughts and feelings about SEPEP. Greater enjoyment of PE classes, improved range and level of learning outcomes and liking of the student-centred structure of the program were reported.
4
Evans-Worthing, Lesley J. "Physical education for Soviet children and teacher and coach education. Physical education for children (to seventeen years). An historical overview and contemporary study of organisation and methods. An examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
Full textAbstract:
The starting point for this study was when as a
specialist physical education teacher working in a school,
I undertook a part-time inservice B. Ed degree and wrote a
dissertation comparing the systems of physical education in
the USSR and in England and Wales. I made one visit in 1979
to Moscow but, otherwise, had to rely heavily upon Western
sources of material owing to my lack of knowledge of Russian
and the difficulty in obtaining primary source material.
I discovered that virtually no profound study in English
had been made of children's physical education in one of the
world's largest and most important countries. Yet since
the early 1950s, the USSR has been one of the leading sporting
nations in international competitions.
For many years I have been interested in comparative
physical education and, helped by my background of foreign
languages' study at school, have visited schools in the USA,
Canada, Germany, Austria and Israel, as well as the USSR.
In 1981, I began work as a university lecturer with
responsibilities for teacher training and started to gather
information for this thesis for which I had to learn Russian,
helped by staff at the Centre for Modern Languages at the
University of Newcastle-upon-Tyne.
During several study visits to the USSR, I visited
1981 - Two weeks sports study tour to Moscowt Leningrad
and Minsk.
1983 - Four weeks in Leningrad.
1985 - Six weeks in Moscow, Leningrad and Brest on a
British Council Travel Scholarship.
USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports
institutions, interviewed officials, lecturers, teachers,
students and pupils and observed lectures, lessons and training
sessions. In addition, I gathered text books, syllabuses
and journals and, after several years of research and study
visits, set out to describe and examine all aspects of Soviet
children's physical education from preschool to school-leaving
age as well as the training of their teachers and coaches.
It has been necessary to describe the whole physical
education system since it is a more complex series of
activities in and out of school than what we in England and
Wales, understand as physical education, that is, lessons in
school. Descriptions are fairly extensive since readers are
unlikely to be able to read the sources in Russian for themselves
or to make their own visits.
Because the concept of physical education in the USSR
is so different compared to our own, and because its structure
is determined by the state of development and needs of
Soviet society, a background description of the country and
education system is given in Chapter I and an explanation of
the development of Soviet sport and physical education in
Chapter II.
The concepts of Soviet physical culture, sport and
physical education are different to our own and are explained.
Soviet terminology in direct translation is used, for example,
school physical education programmes, but physical culture
lessons and teachers to emphasise the different concepts
which are employed.
The aims, methods and reasons behind the system of
physical education for Soviet children are described and
analysed and the theory and practice of its implementation
have been investigated through primary sources - syllabuses,
visits, observations. and interviews.
The effectiveness of physical education for all Soviet
children is discussed and some cross-cultural comparisons
are made. Finally, suggestions are put to physical educators
in England and Wales on how this study might be useful to
them when considering changes in their own physical education
system.
5
Smith, Connie. "A Preschool Outdoor Curriculum and Playground Design, Teacher Education." TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1417.
Full textAbstract:
The writer proposes the utilization of a developmentally based outdoor curriculum and playground designed for young children. The curriculum consists of an overview, objectives, curriculum methodology, playground designs and evaluation. Cognitive, affective and psychomotor domains are each included in the objectives. A curriculum methodology focusing upon approaches for individualization and development of the total child is presented. The playground designs are based upon current research. Play value, development appropriateness and safety were considered in developing playground designs and curriculum. Evaluation of the curriculum and playground will be measured through assessments of the individual child, the class, and the staff. Numerous approaches to evaluation are described.
This project is intended to assist preschool teachers in establishing and maintaining a program based on current research and literature. Ideas to assist other preschools in adaptation are presented. Included in the ideas are steps in developing a curriculum and playground design as well as a suggested approach to training parents and staff in the rationale and appropriate use of the curriculum.
6
Evans-Worthing, Lesley Jean. "Physical education for Soviet children and teacher and coach education : physical education for children (to seventeen years) : an historical overview and contemporary study of organisation and methods : an examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
Full textAbstract:
The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.
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Lundqvist, Selma. "Hinder och möjligheter till dans i ämnet Idrott och Hälsa : En kvalitativ studie av idrottslärares syn på och arbete med dansmomentet i ämnet Idrott och Hälsa på gymnasieskolan." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66139.
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Al-Ruwaih, Meshari Eisa. "Raising standards in initial teacher training in physical education for primary schools : a comparative analysis between Kuwait and England." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5797/.
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Stange, Hanna. "Dans - ”Så mycket mer än bara nåt fjantigt” : Dans utifrån ett lärarperspektiv i ämnet Idrott och hälsa." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85962.
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Tidigare studier har visat att dansen har en positiv inverkan på individens hälsa. Trots detta ges dansen ett begränsat utrymme i skolämnet idrott och hälsa. Syftet med denna studie är att undersöka ämnet idrott och hälsa i årskurs 7–9 utifrån ett lärarperspektiv med fokus på lärmomentet dans. Studien utgår från en kvalitativ ansats och består av digitala semistrukturerade intervjuer. Urvalet bestod av 6 idrottslärare med giltig legitimation som arbetar på högstadiet med årskurs 7–9. Urvalet bestod av 50/50 könsfördelning. Under intervjuerna fick respondenterna reflektera och diskutera kring dansmomentet i ämnet idrott och hälsa. Respondenterna delade med sig av egna erfarenheter och egna tankar som var relevanta till studien. Resultaten visade att dansmomentet fungerar bra enligt respondenterna även om det i vissa fall förekommer en mer negativ attityd till dansen. Två större utmaningar som uppmärksammades av majoriteten av respondenterna innefattar attityden/inställningen till dans och Coronapandemins påverkan på dansundervisningen. I dagsläget står dansmomentet som ett kunskapskrav i undervisningen och kan ha stor inverkan på elevernas betyg både positivt och negativt. Dansen ses som en rolig aktivitet som är ”så mycket mer än bara nåt fjantigt” vilket även går att använda sig av utanför skolan. Genusreflektionerna kring dansen påvisar att respondenterna upplever att flickor oftare höjer sig i betyg samtidigt som pojkarnas betyg kan sänkas en hel del. Detta kan delvis bero på att pojkarna har en mer negativ attityd till dansen. Resultatets olika teman går att koppla ihop med varandra vilket visar på att många olika delar kan påverka dansmomentet i idrott och hälsa.<br>Previous studies have shown that dance has a positive impact on the individual's health. Despite this, dance is given a limited space in the school subject sports and health. The purpose of this study is to investigate the subject sports and health in grades 7–9 from a teacher perspective with a focus on the lesson element dance. The study is based on a qualitative approach and consists of digital semi-structured interviews. The sample consisted of 6 sports teachers with valid identification who work in high school with grades 7-9. The sample consisted of a 50/50 gender distribution. During the interviews, the participants got to reflect and discuss the dance part in the subject of sports and health. They shared their own experiences and thoughts that were relevant to the study. The result was able to state that the dance part works well according to the participants, even though in some cases there is a more negative attitude to the dance. Two major challenges that were highlighted by most participants include the attitude / attitude towards dance and the impact of the Corona pandemic on dance instruction. At present, the dance element is a knowledge requirement in teaching and can have a great impact on students' grades both positively and negatively. In 2022, this will change, which has aroused the thoughts of some participants. The dance is seen as a fun activity that is "so much more than just something silly" which can also be used outside of school. The gender reflections on dance show that the participants experience girls more often rise in grades while the boys' grades can be lowered a lot. This may be partly because the boys have a more negative attitude to the dance. The different themes of the result can be linked to each other, which shows that many different parts can affect the dance part in sports and health.
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Bastos, Ana Paula Pagliosa. "Legados do ensino do esporte na escola : um estudo sobre o que professores de educação física pensam em deixar para seus alunos ao final do ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/36109.
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Esta dissertação tem com tema central o legado do ensino do esporte na escola. O objetivo é compreender como os professores de Educação Física analisam sua própria trajetória com o esporte, e que relações podem ser estabelecidas entre as experiências adquiridas no decorrer dessa trajetória e a noção de esporte que desejam transmitir a seus alunos na escola. O trabalho está sustentado nos pressupostos da metodologia qualitativa, e para dar conta da questão central, utilizo como método a narrativa e como instrumento de pesquisa a entrevista episódica. Estas entrevistas foram realizadas com doze professores formados entre os anos de 1999 e 2009 e que trabalham com o ensino médio em escolas estaduais de Porto Alegre. Já o referencial teórico foi organizado em três capítulos – O Esporte na/da Escola: Por uma “virada” de perspectiva na Educação Física brasileira; Saberes Acadêmico-profissionais dos professores de Educação Física sobre o esporte; Saberes Experienciais: um marcador dos saberes docentes – cujas discussões empreendidas serviram para compreender o modo como o esporte se incorporou à trajetória de vida dos professores formando suas concepções sobre este conteúdo da Educação Física na escola e quais efeitos vem sendo produzidos por essa herança no seu fazer docente. Para a construção dos pontos analíticos, organizei inicialmente quatro grandes eixos, sendo o último deles transversal aos demais: experiências com o esporte anteriores à graduação; experiências com o esporte durante a formação acadêmica; experiências com o esporte durante a prática docente na escola; noções de esporte que os professores desejam deixar para os seus alunos ao concluírem o ensino médio. A partir desses eixos, foram estruturados os seguintes pontos de análise: esporte na escola: entre o rendimento e o “banho de sol na prisão”; b) “terceirização” como consequência do vácuo conceitual das aulas de Educação Física na escola; c) o conceito de teoria em esporte e a hipertrofia de um saber fazer na graduação; d) Uni-duni-tê: organização do conteúdo esporte nas aulas de Educação Física; e) Noções de esporte na escola que se leva para a vida. A forma como organizei a pesquisa e a partir das análises que empreendi me permitiram constatar que as noções de saúde, valores, conhecimento crítico e “saber se virar” representam o legado sobre esporte que os professores desejam deixar para seus alunos. Entretanto, verifiquei que este legado não é algo palpável, ou que está inscrito e visível nos relatos de vida dos professores. Esse legado “paira” no imaginário dos professores.<br>This master dissertation has as central theme the legacy of teaching sports at school. The main goal is to understand how Physical Education teachers analyze their own sports trajectory and what links can be settled among these experiences and the sports ideas they want to transmit to their students at school. The study is supported by qualitative methodological assumptions. To answer the central question, it was used the narrative as a method and the episodical interview as a research instrument. It was interviewed twelve Physical Education teachers who concluded the undergraduate course from 1999 to 2009. They work in high school level at public state schools in Porto Alegre. The theoretical references were organized in three chapters: Sport in/of school: for a turn of perspective in Brazilian Physical Education; Academic-professional knowledge about sportS of Physical Education teachers; Experience-based knowledge: a marker of teaching knowledge. The discussions served to understand how sports became part of their lives and shaped their ideas about this matter of Physical Education at school and which effects has been produced by this legacy in their own teaching practice. Four big axes have defined the initial configuration for building analytical points: sport experiences before the undergraduate course; sport experiences during the undergraduate course; sport experiences during teaching practice at school; sport ideas the teachers want to give to the students at the end of high school. From these axis, the following analytical points were constructed: a) Sport at school: between the performance and “the sunbathing at prison”; b) “Outsourcing” as an answer for the conceptual vacuum in Physical Education classes at school; c) The concept of theory about sport and the hypertrophy of know-how in graduation course; d) Uniduni- tê: organization of sport as a matter in Physical Education classes; d) Sport ideas at school which were took to the life. The form as I organized the investigation and from the analysis I checked that conceptions of health, values, critical knowledge and “knowing practice” represent the legacy of sport that teachers want their students take for life. However, I found that this legacy isn‟t palpable or visible in the reports of teachers‟ lives. That legacy is “on the minds” of teachers.
Books on the topic "Sports teacher"
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United States Holocaust Memorial Museum, ed. The Nazi Olympics: Berlin, 1936 : teacher guide. U.S. Holocaust Memorial Museum, 1998.
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Marinho, Inezil Pena. Introdução ao estudo da filosofia da educação física e dos desportos. Horizonte, 1985.
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Thaler, Mike. The teacher from the Black Lagoon and other stories. Scholastic, 2006.
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ill, Lee Jared D., ed. The teacher from the Black Lagoon and other stories. Scholastic, 2006.
Find full textBook chapters on the topic "Sports teacher"
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Paakki, Jukka. "Champion of Sauna, Master of Music and Sports." In Arto Salomaa: Mathematician, Computer Scientist, and Teacher. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16049-4_14.
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Ting, Pei-Yi, Garry Kuan, Ngien Siong Chin, and Yee Cheng Kueh. "Effects of Brain Breaks on Attitudes and Motivation in the Institute of Teacher Campuses." In Advancing Sports and Exercise via Innovation. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8159-3_28.
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Faragó, Beatrix, Beáta Dobay, and István Szőköl. "Intercultural Perspectives in Sports Tourism: Analysis of Sports Tourism Habits of Slovakian and Hungarian Kindergarten Teacher Students." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83520-9_43.
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Kurniawan, Rama, Dwi Putri Noviardah, Febrita Paulina Heynoek, and Cahyo Nugroho Sigit. "Development of Teacher Modules for Learning Manipulative Movement for Autistic Students." In Proceedings of the International Conference on Sports Science and Health (ICSSH 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-072-5_36.
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Laksono, Kisyani, Muhammad Turhan Yani, Oce Wiriawan, et al. "The Reflection on Physical Conditioning Vocabulary in Teacher Handbook of Physical Education, Sports, and Health." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-317-7_93.
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Curtner-Smith, Matthew D., and Gary D. Kinchin. "Occupational Socialization in Sport Pedagogy." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_337-1.
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Curtner-Smith, Matthew D., and Gary D. Kinchin. "Occupational Socialization in Sport Pedagogy." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_337.
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Hamblin, Declan. "Inclusive Practice in Physical Education: Sport and Activity." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_419.
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Hamblin, Declan. "Inclusive Practice in Physical Education, Sport and Activity." In Encyclopedia of Teacher Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_419-1.
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Flintoff, Anne. "Gender Relations in Physical Education Initial Teacher Education." In Researching Women and Sport. Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25317-3_11.
Full textConference papers on the topic "Sports teacher"
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Masurska, Stefana, and Ina Vladova. "TEACHERS’ BEHAVIOR AND STUDENTS’ DISCIPLINE." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/106.
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ABSTRACT This study aimed to investigate students’ opinions (Grades VII, VIII, IX, X, and XI) regarding discipline in PE and sports lessons and whether it is influenced by the personality, professional qualities, and behavior of their PE teachers. We expected the results to provide information regarding students’ discipline from their point of view. The study subjects were 209 students from 4 schools in the cities of Sofia (n=70) and Smolyan (n=139), Bulgaria. Of these, 58. 4% (n=122) were girls and 41. 6% (n=87) were boys, with 28.7% having a female teacher and the remaining students (n=149) conducted their PE lessons with a male teacher. Survey forms and questionnaires were prepared for the students to realize the objective and collect empirical information on the problem. The first subscale contained ten items the surveyed students used to rate their PE teacher (α= .738). The subjects’ responses are reflected in a 5-point scale, The Likert Scale type, and indicate the frequency with which the students observe certain behaviors from the teachers. For each listed antecedent, there are two groups of dichotomous closed-ended questions based on alternative choices, YES and NO. The results were processed with mathematical and statistical methods of quantitative processing and analysis: frequency and variance and comparative analysis (Mann-Whitney) - for independent variables, according to a validated statistical procedure - using the statistical program “SPSS 21 for Windows”. Ensuring good discipline in lessons depends on the professional skills of sports educators. Statistically, significant differences were observed in some of the indicators. Good discipline is helped by the teacher’s rigor and good attitude towards the students. The teacher’s friendly attitude, understanding, and support towards the students help to maintain better discipline in the lessons.
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Alishev, Timirkhan B., Johannes Dammerer, and Oksana V. Polyakova. "How school influences future sports teachers’ conceptions on teacher profession: An invisible message." In Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc3.29.
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Cascone, Chiara, Genoveffa Rosa De Cesare, and Francesca D'Elia. "Physical education teacher training for disability." In Journal of Human Sport and Exercise - 2020 - Spring Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc3.16.
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D'Elia, Francesca. "The training of physical education teacher in primary school." In Journal of Human Sport and Exercise - 2019 - Autumn Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc1.12.
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Pirsl, Danica, Nadezda Stojkovic, and Tea Pirsl. "SPORTS SCIENCE QUALITY FRAMEWORKS IN BLENDED LEARNING IN SERBIA." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-201.
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Blended learning in higher education requires the quality framework created by any given faculty dedicated to one and only aim: integration of online education into the mainstream of higher education, in our case sports second cycle master education. At the Faculty of sport in Nis, Serbia, it was established to assess online and blended learning (Lorenzo & Moore, 2002; Laumakis, Graham, & Dziuban, 2009). This framework comprises five parameters: learning effectiveness, student satisfaction, faculty satisfaction, cost effectiveness, and access (Lorenzo & Moore, 2002). Measuring sports students' progress and learning effectiveness showed 82% satisfaction with their learning and teaching experience. Conventional mode encompassed 120 sports students at the master level last year (2016). This year, 2016, the Faculty enrolled 90 students opting for a distance learning mode, making it 75% of the total students' body. As for the cost effectiveness, the tuition is the same for both modes of learning, but specifics of students body says they rather choose e-learning due to their sporting engagements abroad (most of them being highly successful renowned coaches). Finally, access included administrative and technical infrastructure and learner support services which allowed access to all learners. Namely, the purpose of the study is the description of the learning environment which includes assessment of learning outcomes as a way to demonstrate learning effectiveness. The sports sciences courses are designed to teach students at the Faculty of sport in Nis how to apply their generic and sports specific skills so as to be able to run all sports related jobs. There are six parameters in the framework: 1) mode, 2) model of integration, 3) distribution of learning content and objectives, 4) sports sciences teaching methods, 5) involvement of learning subjects (students, tutors, and teachers), and 6) location. The mode which guides learners and where they spend most of the time is called the lead mode. Sequencing and negotiation of content is also done in the lead mode. The modes are further divided into components or sub-modes (for example, different teaching methodologies in the face-to-face mode or synchronous and asynchronous communication). Neumeier finds the second parameter, model of integration, very important. Overall, integration is related to the obligatory or optional nature of activities, (at the Faculty of sport in Nis, we follow the Bologna model requiring pre and exam related activities). Moreover, level of integration is connected to sequencing of modes which can be alternating, parallel, or overlapping, to name just a few. For example, the face-to-face mode can alternate with a sub-mode (such as message board) or the message board can be available throughout the course parallel to the other sub-modes. A decision on how to sequence activities could be based on the degree of transactional distance defined as the "physical distance that leads to a communication gap" (Moore & Kearsley, 1996, p.203). Neumeier gives an example of a blended model where an activity with a low degree of transactional difference, a group face to-face discussion, was scheduled after individual work on a CD-ROM, covering for example ski techniques, with a little collaborative character. Parameter three, distribution of learning content and objectives, can be implemented in two ways: parallel or isolated. Parallel distribution allows a certain skill to be incorporated and practiced in both modes. Sports teaching methods, parameter four, are influenced by online materials, the online tutor, and the face-to-face teacher. Involvement of learning subjects, parameter five, refers to types of interaction that can take place in the blended environment. Maybe, at this point we should add a note that, according to the Serbian law on higher education, in a distance learning mode, exams are to be taken at the Faculty's premises, requiring thus students' physical presence. In addition to two major interaction patterns, human-to human and human-to-computer, there are a number of variations (for example, student-to student through computer, solving a joint task). Another descriptor of this parameter is teacher and learner roles. In the blended environment both teachers and students assume new roles so teachers can become online tutors and students more autonomous learners. The final parameter, location, refers to the physical space were learning takes place. In addition to traditional locations such as classroom and home, new technologies can allow for learning to take place elsewhere, for example, in a virtual space measuring ideal athletes' performances and thus setting standards, or using virtual force platforms in teaching biomechanics of human movement patterns.
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Muca, Florian, and Eleonora Mileva. "ANALYSIS OF PHYSICAL EDUCATION TEACHER EDUCATION IN ALBANIA AND BULGARIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/81.
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Kostova, Nadezhda. "SOME ASPECTS OF IN-PERSON AND ONLINE PHYSICAL EDUCATION AND SPORT." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/110.
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ABSTRACT It is an indisputable fact that the Covid 19 pandemic at the beginning of 2020 negatively impacted the life and health of people and changed the social, public, and economic situation around the world. The education system was also strongly affected and suffered a great number of changes. The measures taken for social isolation lead to a general reorganization of the education process. The lessons in physical education and sport - a compulsory subject of students’ general education also had to be transformed in the emergency situation. The direct form of interaction between the teacher and the students during in-person lessons (the traditional style) had to be reorganized in an online form. Because of the specificity of the subject, namely the motor-cognitive activities of the students during the physical education and sports lessons, learning new knowledge and developing motor skills and habits in an online environment proved to be a great challenge both for students and teachers. Aim of the study: The aim of the present study is to reveal some basic aspects of in-person and online learning in the school subject of physical education and sport. Methods of the scientific study: The following methods for gathering empirical information were applied in the realization of the aim of the study – system approach, content approach, and SWOT analysis. Results of the study: A theoretical model was developed for the achievement of the aim of the study, specifying some aspects of face-to-face and online education. An attempt to compare and analyze the peculiarities of face-to-face and online education is made; the advantages and disadvantages of traditional and online classes in physical education and sports at secondary school are presented. Conclusions: The results from the present study can be used as a basis for future experimental work concerning traditional (in-person) and online education with a focus on the effectiveness of the learning process in physical education and sport and its strategic optimization.
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D'Elia, Francesca, and Gaetano Raiola. "The core curriculum in the university training of the teacher of physical education in Italy." In Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science. Universidad de Alicante, 2018. http://dx.doi.org/10.14198/jhse.2018.13.proc2.25.
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Yuqun, Chen, and Peng Yanming. "Causes and Countermeasures of Hubei Local College Sports Teacher Burnout Phenomenon." In 2015 International Conference on Social Science and Technology Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.148.
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FAISAL, MOHD, MUHAMAD AZHAR, MUHAMMAD AKBAR, SYED KAMARUZAMAN, and WAIL ISMAIL. "Implementation Of Teaching Physical Education At Institute Of Sports Teacher Education." In Second International Conference on Advances in Management, Economics and Social Science - MES 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-046-0-93.
Full textReports on the topic "Sports teacher"
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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.
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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualified teachers. Therefore, it is reasonable for these individuals to learn a lot during their teacher education experiences, and to be effective at some beginning level. However, it is not reasonable to expect them to completely master these skills independently from experience alone, without any sustained and purposeful continuing professional development (CPD) and school-based support during the beginning years of their profession. For many education systems and government, the difficulties faced by beginning teachers is of grave concern, and points to the need of specialised forms of assistance or support mechanisms, using a variety of CPD strategies, structured induction and mentoring programmes. Scholars have also argued that besides helping beginning teachers, well-designed and high-quality CPD and school-based mentoring are critical to improving the quality of teachers, schools, and to some extent, student achievement. For the Ministry of Education (MOE), teacher continual learning and professional development, coupled with building a strong core of mentors for the younger generation of teachers, have always been a key thrust in the MOE’s strategic direction to developing a high quality teacher workforce (Heng, 2012). To support this vision, the Academy of Singapore Teachers (AST), and other specialist academies, like Physical Education Sports Teacher Academy (PESTA), have been established to spearhead professional learning and development for the subject-specific fraternity.
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Cassity, Elizabeth, Jennie Chainey, and Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.
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The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6 with a focus on improving literacy and numeracy, as well as reducing student drop out. As presented in this Final Report, there are a number of findings that provide insight into the extent to which teaching practices and student learning outcomes are changing with ALMA’s support of school leaders and teachers and the implementation of the new curriculum. Results from the three years of data collection suggest that the ALMA program has been effective in strengthening elements of teaching quality, curriculum implementation and student learning outcomes.
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TABUNOV, I. A., A. P. LAPINA, M. M. KOSTYCHEV, P. S. BEREZINA, and A. V. NIKIFOROVA. METHODOLOGICAL RECOMMENDATIONS FOR COACHES WORKING WITH CHILD ATHLETES ENGAGED IN ROCK CLIMBING. SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0621.06122022.
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The methodological guide will present aspects that will be useful for coaches in working with their students, in particular psychological work with athletes during the training process and during the competition, and specifically in the pre-start period. It is important for the coach to teach the athlete the techniques of psychological protection, including restoring the stability control system, reducing feelings of anxiety and countering it. It is important to carry out special psychological training. Including effective preparation for competition, based on: social values; formation of mental "internal support"; overcoming psychological barriers. Every day the degree of development and influence of sports reaches a new level. Also, the requirements for athletes in technical, physical and tactical readiness are increasing, respectively, the result of competitive activity will already be determined by readiness and psychological attitude. Psychological preparation is a process aimed at creating a state of mental readiness for competition in athletes. This should be considered the subject of psychological preparation for competitions in sports.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4404.
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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.
Full textAbstract:
Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Mexico: Strengthen education on adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1007.
Full textAbstract:
Unprotected sex among Mexico’s young people often leads to unplanned pregnancy and unwanted births as well as risk of sexually transmitted infections (STIs) including HIV. From 1999 to 2002, FRONTIERS worked with the nongovernmental organization MEXFAM to test the feasibility, effectiveness, and cost of community-, clinic-, and school-based interventions to improve the reproductive health (RH) of youth aged 10–19. Eight cities were selected as intervention sites, and four as control sites. In the intervention sites, researchers worked with coordinators and “multipliers”—local community members such as teachers, community leaders, health-care providers, and peer educators—who taught courses on adolescent RH. In the community intervention, multipliers conducted outreach through events such as plays, sports events, parades, and concerts. In the clinic-based component, providers offered youth-friendly services at their health facilities. Four of the intervention cities also received a school-based intervention. As concluded in this brief, young people in Mexico have a general knowledge of RH, but their weak understanding of reproductive physiology and STIs makes them vulnerable to the consequences of risky behavior. Program managers should strengthen education on adolescent RH for both young people and service providers.