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1

Overview of University Sport in Iran

100%
Mirsafian H., Mohamadinejad A.
Physical Culture and Sport. Studies and Research
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2011
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vol. 52
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issue 1
61-68
EN
This article focuses on the structure and management systems of sport at Iranian universities. The method of this research was through an analysis of documents. Sport in the system of Iranian universities is divided into three different categories. The physical education department of the Ministry of Science, Research and Technology of Iran is responsible for sport at universities in the country, and managing sport affairs. Authority was granted to secretariats in the various regions so that decision making would be decentralized due to the large size of the country and the large number of universities in the various geographical regions. Due to this great geographical diversity, universities should continue their activities under the supervision of sport secretariats in their given regions. The participation of students in sport activities at Iranian universities was calculated in three categories; students with different interests and skills can participate in various numbers of sports, championships, and sport festivals. At this time, with regards to the scientific attitudes towards sport and physical activities and the expanding culture of sport at Iranian universities, the number of participants in sport activities is increasing. In the conclusion it is stated that improving the knowledge and attention of students regarding the importance of sport in different aspects of education and life, as well as the recognition of present barriers and support of campus volunteers, could help to increase the participation of students in sport activities. Moreover, the allocation of more power and authority to each region, as well as holding different local and traditional sport festivals, could help to improve the development of sport at Iranian universities.
2
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EFFECTS OF HIGH INTENSITY INTERVAL TRAINING (HIIT) INTERVENTION AMONGST SCHOOL ADOLESCENTS

88%
Muntaner-Mas A., Palou P.
Journal of Physical Education & Health - Social Perspective
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2017
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vol. 6
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issue 10
19-25
XX
Physical Education classes fail to reach the minimum levels of moderate-vigorous activity recommended by international policies (50% of the class duration). Although several methodological strategies have been suggested in scientific literature to combat this limitation, few proposals exist in educational practice in this context. In this sense, the objective of this work was to integrate the emerging high intensity interval training method into a traditional learning unit of Physical Education with the intention of increasing intensity. The results showed that the students analysed improve their body composition and some components of the physical condition, in a non-significant manner. In conclusion, it seems to be a priority to include methodological strategies during physical education classes in order to achieve adequate intensity. The method presented in this practical proposal shows a positive trend in improving health in schoolchildren, although future research is necessary to confirm or refute the results found.
3
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Cesty ke zkoumání výuky tělesné výchovy: význam Analýzy didaktické interakce (ADi) a její modifikace (madi)

63%
Mužík V., Šafaříková J., Süss V., Marvanová Z.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 2
195-223
EN
Instruction in Physical Education has been analysed from various perspectives since 1950‘s. Research attention has been paid to the amount of physical activities during instruction, making use of teaching time for pupils’ active exercise and didactic teacher-pupil(s) interaction. A considerable proportion of the research focuses on interaction and on quantitative as well as qualitative characteristics of teaching. Numerous analytical procedures and techniques were developed that mostly build on observation. One of these techniques is ADI – Analysis of didactic interaction; that helps to explain the relationship between the teacher-pupil(s) interactions and the learning outcomes of pupils. A simplified version of ADI is called MADI – Modified analysis of didactic interactions, which is most often used for the purposes of pre-service teacher education of Physical Education teachers. This method provides teacher students with objective feedback information about how they performed during their teaching practice. ADI and MADI are therefore tools that can be used not only to analyse Physical Education instruction but also to influence it and improve upon it.
4
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Preparation and training of Physical Education teachers and managers from Manicaragua (Cuba): Analysis and practical proposal

63%
Montalván Pérez Y., Pacheco Pérez Y., Ruano Anoceto A. O.
Atena Journal of Sports Sciences
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2021
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vol. 3
5-5
ES
Objetivos: La preparación y capacitación permanente de profesores y directivos de Educación Física se ha convertido en un área de interés y preocupación porque constituye un espacio estratégico que posibilita la mejora y la transformación de la práctica del docente al emplear métodos más motivantes con sus alumnos. Los objetivos de este trabajo fueron analizar la preparación y capacitación de profesores y directivos de Educación Física de Manicaragua (Cuba) y diseñar una propuesta práctica, mediante un sistema de talleres, para la mejora de la preparación y capacitación de los profesores y directivos de Educación Física. Métodos: La muestra de este estudio estuvo compuesta por 11 profesores de Educación Física, 4 metodólogos de Educación Física y 5 jefes de cátedras de los 5 Combinados Deportivos del municipio Manicaragua (Cuba). Los métodos utilizados fueron análisis de documentos, encuestas, observación, entrevistas y criterio de especialistas. Resultados: En la actualidad existen profesores sin la suficiente formación pedagógica y con carencias metodológicas, así como directivos sin la experiencia necesaria para ayudarlos a eliminar esas dificultades. Esta situación apunta a la necesidad de una preparación y capacitación metodológica diferenciada de estos profesores para asumir los retos de las clases contemporáneas de Educación Física. Conclusiones: Teniendo en cuenta los resultados de este estudio, se presenta un sistema de talleres para la preparación y capacitación de los profesores y directivos de Educación Física de Manicaragua. Esta propuesta de talleres fue valorada muy positivamente por los especialistas encuestados, dado el papel que juega en la preparación y capacitación para el desempeño profesional de los docentes y directivos de Educación Física.
EN
Objectives: The preparation and permanent training of teachers and managers of Physical Education has become an area of interest and concern because it constitutes a strategic space that enables the improvement and transformation of the teachers’ practice by using more motivating methods with their students. The objectives of this paper were to analyze the preparation and training of Physical Education teachers and managers from Manicaragua (Cuba) and to design a practical proposal, through a system of workshops, for the improvement of the preparation and training of Physical Education teachers and managers. Methods: The sample of this study was composed of 11 teachers of Physical Education, 4 Physical Education methodologists and 5 Physical Education managers of the Municipality Manicaragua (Cuba). The methods used were analysis of documents, surveys, observation, interviews and criteria of specialists. Findings: Currently there are teachers without enough pedagogical training and with methodological deficiencies, and managers without the necessary experience to help them to eliminate these difficulties. This situation points to the need for a differentiated methodological preparation and training of these teachers to take on the challenges of contemporary Physical Education classes. Conclusions: Taking into account the results of this study, a system of workshops is presented for the preparation and training of Physical Education teachers and managers in Manicaragua. This workshop proposal was valued very positively by the specialists surveyed, given the role played in the preparation and training for the professional performance of Physical Education teachers and managers.
5
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Pedagogical competences of Physical Education teachers from Santa Clara (Cuba) for the inclusion of schoolchildren with disabilities

63%
Ruano Anoceto A. O., Toledo Ríos R., Palacio González D. M., Rojas Vidal Y., Sánchez Rodríguez J. F.
Atena Journal of Sports Sciences
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2021
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vol. 3
4-4
ES
Objetivos: Analizar las competencias pedagógicas de profesores de Educación Física de Santa Clara (Cuba) para la inclusión de escolares con discapacidad.Métodos: La muestra estuvo compuesta por 90 profesores de Educación Física (53 hombres y 37 mujeres) del municipio Santa Clara (Cuba). El instrumento utilizado fue la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Se desarrolló un estudio experimental, comparando la percepción de competencia pedagógica de los profesores participantes, antes y después de aplicar un conjunto de talleres de formación en Educación Física inclusiva.Resultados: Inicialmente, los profesores de Educación Física estudiados reconocieron no ser competentes para llevar a cabo el proceso de inclusión de escolares con discapacidad en las clases de Educación Física. Aquellos profesores que participaron en los talleres de formación sobre Educación Física inclusiva mejoraron significativamente (p<0,05 en todos los indicadores) su competencia pedagógica para la inclusión de escolares con discapacidad en la clase.Conclusiones: Este estudio mostró un bajo nivel inicial de competencia pedagógica en profesores de Educación Física de Santa Clara (Cuba) para la inclusión de escolares con discapacidad, pero también confirmó la eficacia de aplicar talleres de formación sobre Educación Física inclusiva para mejorar la competencia pedagógica de los profesores de Educación Física.
EN
Objectives: To analyze the pedagogical competences of Physical Education teachers of Santa Clara (Cuba) for the inclusion of schoolchildren with disabilities.Methods: The sample consisted of 90 Physical Education teachers (53 men and 37 women) from Santa Clara (Cuba). The instrument used was the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D). An experimental study was developed, comparing the perception of pedagogical competence of the participating teachers, before and after applying a set of training workshops about inclusive Physical Education.Findings: Initially, the Physical Education teachers studied recognized that they were not competent to carry out the process of including schoolchildren with disabilities in Physical Education classes. Those teachers who participated in the training workshops about inclusive Physical Education significantly improved (p<0.05 in all indicators) their pedagogical competence for the inclusion of schoolchildren with disabilities in the class.Conclusions: This study showed a low initial level of pedagogical competence in Physical Education teachers of Santa Clara (Cuba) for the inclusion of schoolchildren with disabilities, but also confirmed the effectiveness of applying training workshops about inclusive Physical Education to improve the pedagogical competence of Physical Education teachers.
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