Search results - CEJSH

1

Physical Education in Turkey

100%

Hasırcı S.

Journal of Physical Education & Health - Social Perspective

|

2012

|

vol. 1

|

issue 2

27-35

XX

By the establishment of a special unit established within the Ministry of Education, called the “Maarif-I Umumiye Nezareti” [1] in 1871 and the reforms emerged in 1924 when the tasks of this special unit were taken by the Ministry of Education itself have triggered numerous variations on physical education teacher’s education. In Turkey it has been possible to study physical education in order to give lessons at schools since 1915, yet only male students above 18 have been permitted to these studies [10]. Between 1908 and 1920 there was another reform of physical education and as a consequence of Selim Sırrı Tarcanin’s efforts physical education at schools became much more important than before. In 1933 an institute for the education of physical education teachers was established at the college of education in Ankara, where female students were admitted access for the first time. Then, some additional sports academies were founded during the 1970’s and 1980’s. Between 1975–1976 the very first implementation of physical education in universities has been realized by Ege University through its Sports Academy. In 1982, physical education studies into the curriculum of common universities were reintegrated so that now there are 65 institutes for physical education at all of the country’s universities [4]. The candidates who want to study PE teacher’s education at universities are tested for specific criteria as their physical appearance and their basic skills in athletic games and gymnastics. If these students are accepted to this programme, they will be garanted a four-year bachelor degree including a schedule above 140 credits with the aim of being a physical education teacher [5].

2

Everyday Physical Education: Functional and Dysfunctional Consequences in Hungarian Public Education

100%

Vamos Ả., Doczi T.

Physical Culture and Sport. Studies and Research

|

2015

|

vol. 67

|

issue 1

20-30

EN

In Participation in physical education is considered to be a fundamental right of pupils all over the world. In Hungary, where the rich elite sports traditions of the country are paralleled by the population’s moderate physical activity, the challenge posed by non-communicable diseases and growing obesity figures among youth was addressed by the introduction of daily P.E. in public education starting in the 2012/13 academic year. The objective of the present paper is to discuss, based on empirical research, the intended and unintended consequences of this measure in an educational and social context using the qualitative analysis of the views of key stakeholders and the quantitative analysis of statistical data on the infrastructural and personal conditions of P.E. The results indicate that neither before nor after the enforcement of the Act on Public Education were the infrastructural and personal conditions of daily P.E. created and, in addition to the intended consequences, a number of unintended consequences have also been encountered by various stakeholders. The study can also be regarded as an attempt to reveal these dysfunctions in order to contribute to positive changes in the area.

3

HIERARCHY OF PHYSICAL EDUCATION GOALS AS AN EXPRESSION OF EDUCATIONAL PRIORITIES AMONG POLISH TEACHERS

100%

Kuśnierz C., Pośpiech D., Rogowska A. M.

Journal of Physical Education & Health - Social Perspective

|

2016

|

vol. 5

|

issue 7

19-25

XX

The work of teachers has to be purposeful and well thought-out in order to achieve desired results. Both theory and practice show that achieving success must be combined with the adequate setting of educational goals and their organization within a specific hierarchy. The crucial research issue here consists of diagnosis of preferences concerning the hierarchy of physical education goals. A questionnaire developed by the European Physical Education Association has been used as the research tool. Teachers perceived the goal of "encouraging students to lead an active, healthy lifestyle" as the most important consideration. The lowest rank was applied to goals connected with shaping the social competences of pupils.

4

Good Practice Methods in Physical Education – Cooperative Learning

100%

Gröben B., Prohl R.

Journal of Physical Education & Health - Social Perspective

|

2012

|

vol. 1

|

issue 1

43-52

XX

During the winter semester 2008/09, the Institute of Sports Science at the Goethe University in Frankfurt (Germany), conducted and evaluated a seminar for sports students called „Good Practice in Physical Education“. This novel teaching format was designed to link didactical skill-acquisition, in terms of situated learning, to the acquisition of theoretical knowledge, which should enhance the professional core competences of future PE teachers. In addition, this pilot seminar was designed to evaluate the usefulness of a blended learning teaching approach, i.e. online learning combined with face-to-face learning, compared to a conventional attendance format. In both the seminar formats students worked together in constant small groups (3-4 persons). The learning results and related variables were assessed using a variety of tests, questionnaires and interviews. The blended-learning-groups (a total of 70 students) had 4 attendance and 9 online sessions, whereas the attendance groups (60 students) had 14 attendance sessions only. In order to make the learning progress between the groups comparable, at the beginning of the seminar the students were allocated as to the results of a baseline test assessing their knowledge about PE. The same test was conducted afterwards to measure the gain in knowledge with regard to the content of the lectures. The ability to transfer the acquired content-knowledge into PE practice (learning transfer) was assessed by means of a poster presentation, which had to be prepared by each student group during the final phase of the seminar. In addition to the performance tests, data concerning the following variables were collected: learning environment, learning style, learning motivation, team competences. Furthermore, group interviews were carried out and videotaped, in order to analyze the effects of team work on learning performance. At present, the following results were obtained: - The students of the blended-learning-seminar gained significantly more content-knowledge than the students of the attendance seminar (p < .01). - This finding is consistent with a significantly higher appreciation of the learning environment by the blended-learning-groups (p < .01). - However, no significant difference in the learning transfer could be found.

5

Physical Education and School Sport in Liechtenstein

100%

Kühnis J., Wachter B.

Journal of Physical Education & Health - Social Perspective

|

2012

|

vol. 1

|

issue 1

23-29

XX

Sport carries great significance in Liechtenstein and is considered to be an important social and leisure time activity. From the 35’000 residents over a third is engaged in sports clubs. In the context of the lifestyle of the upcoming generation, physical education (PE) at school is of a particular biographical significance in addition to the sports clubs. In the environment of mandatory PE classes the children and youths accumulate not only multi-faceted physical, exercise and social experience; they are at the same time obliged to participate in a minimum amount of weekly physical activities. These aspects are taking on increasing significance in the light of the current development trends in the physical and health status of adolescents (e.g. increasingly poor posture, motoric deficiencies, overweight). School sports projects are consequently promoted generously by the country. With this background, the present contribution presents an insight into the current status of PE and school sports in Liechtenstein and some current projects are presented.

6

НАВЧАЛЬНО-МЕТОДИЧНА СКЛАДОВА ФОРМУВАННЯ ПРОФЕСІЙНИХ КОМПЕТЕНТНОСТЕЙ КЕРІВНИКІВ ХОРЕОГРАФІЧНИХ КОЛЕКТИВІВ НАПРЯМУ ПІДГОТОВКИ «ФІЗИЧНЕ ВИХОВАННЯ»

80%

Бондаренко В.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 10(44)

3-13

EN

An extremely important place in the training of competitive specialists in general, and future teachers in particular, takes the formation of professional competence, which involves awareness of their role in the educational process and ownership of professional and pedagogical qualities. Competence-based approach directs the process of specialist training in conditions of combined areas of training «Physical education» and «Choreography» by understanding the tasks of learning activities, creates the ability to get necessary knowledge and ensures the acquisition of practical experience. An important component of training of specialists in the combined areas of training (specialties) «Physical education» and «Choreography» is the formation of professional competence (general and specialized professional) that will be implemented in its teaching, administrative and research activities. The level of development of specific competencies will characterize the readiness for professional activity, because it is closely connected with the ability of the future specialist to solve professional problems. Professional competence of future teachers is the level of professional skills, ability to operate effectively with a high degree of self-regulation, self-reflection, self-assessment, quickly and flexibly respond to the dynamics of the educational environment. The basic level of professional competence of specialists of paired training areas attain through the process of forming: professional and pedagogical skills for the development of constructive, diagnostic, organizational, managerial abilities; professionally-communicative competence – to develop the ability to establish business and informal relationships, introspection (reflection), culture and technology of speech; motor competencies for the development of the ability to demonstrate a high technical standard of physical and dance exercises; social and personal competence for the development of intellectual, moral and strong-willed, aesthetic, perceptual and social qualities. The level of formation of professional competence, including teaching, becomes a ground for the assertion of the future specialist in the labor market and at the same time a step to the next self-education and self-development. Further study and generalization of the problem of determining the content of all the components of professional competence will form a holistic model of training of specialists of conjugate directions «Physical education» and «Choreography».

7

Olympic Education as an Intergenerational Relation of the Third Degree

80%

Hata T., Sekine M.

Physical Culture and Sport. Studies and Research

|

2009

|

vol. 47

|

issue 1

103-110

EN

The 30th anniversary meeting of the Japanese Society for the Philosophy of Sport and Physical Education was held in September 2008. It has been over 30 years since this society was established. Nevertheless the tendency and recent trend in sport philosophy in Japan have not been conveyed abroad. The good reason behind this may be the language barrier between English and Japanese. This makes it difficult to spread the activities on sport philosophy in Japan throughout the world. The question arises as to whether sport philosophy in Japan has the same trend and tendency as sport philosophy in Western countries. We would like to report on sport philosophy in Japan, especially on its characteristics and future perspectives, in order to contribute toward the international development in this field. Sport was introduced into Japan from Western countries in the Meiji period when a national isolation policy in the Shogunate Government of the Edo period finished. The Japanese accepted and have been developing it as a means of school physical education. This fact shows why sport philosophy in Japan has its origins not in sport as culture but in sport in physical education at school. The Japanese philosophy of sport society was not founded by philosophers. It was founded and has been administered by experts in teaching sport and physical education. They recognized several reasons why sport philosophy widened its object from school physical education to sport as the cultural and public phenomenon in the 1960s. Competitive sport was recognized with Japan taking the opportunity of staging the Olympic Games in Tokyo in 1964. This happened because the nation was strongly interested in the competitive sport, and in particular in the Olympic Games. The object of sport philosophy came to be taken for the social meaning of this competitive sport. Also, the change of the Japanese mind structure from common consciousness to self-consciousness, which was affected by the understanding of the human being in the Western culture, made sport a certain action of personal meanings. We would like to suggest a future perspective of the sport philosophy in Japan.

8

ОСОБЛИВОСТІ ПРОФЕСІЙНО-ПРИКЛАДНОЇ ФІЗИЧНОЇ ПІДГОТОВКИ СТУДЕНТОК В АГРАРНИХ ВНЗ

80%

Харченко С., Матлаш В., Ліфінцев І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 3(57)

463-470

EN

The article deals with the theoretical, methodological and applied aspects of the process of construction the professional and applied physical preparation of the female students of higher educational institutions of agricultural profile. The directions of training in universities according to the requirements of the physiological characteristics of professional activity are systematized; the questions of intensification of the production with high requirements to improve the training of the specialists in universities to specific professional activity are raised. Accordingly, there is a need for profiling physical education with the requirements of the chosen profession. In the process of production activity the female students will develop and improve the qualities, skills, abilities, describing the level of professional skill. The authors have mentioned that at this stage the professional and applied physical preparation means a subsystem of physical education that best ensures the formation and improvement of the person’s qualities that are essential for a specific professional activity. General physical training provides the readiness to work at all. The professional and applied physical preparation is aimed at training for specific work. Until recently it was thought that the professional and applied physical preparation of the workers and professionals should focus mainly on the formation of professionally important physical qualities and applied motor skills which are necessa¬ry for a number of categories of the workers under special conditions of their professional activity. The practice of physical education, the results of special scientific researchers conducted in recent years have expanded the understanding of the meaning and content of the professional and applied physical preparation of future specialists. It has been found that in the process of the professional and applied physical preparation a large complex of mental and physical qualities necessary for an employee in his professional activity is successfully formed. With the help of the professional and applied physical preparation the mental and volitional qualities are educated and improved. It is stressed that the same approach is used in the preparation of the qualified athletes. Theory and practice of the Olympic sports emphasizes that the guarantee of success is the strict conformity of the high-class athletes training to the specific conditions chosen for specialization of sport.

9

Physical and Sport Education in Italy

80%

Eid L., Lovecchio N., Bussetti M.

Journal of Physical Education & Health - Social Perspective

|

2012

|

vol. 1

|

issue 2

37-41

XX

Physical Education in Italy, as a school subject, was introduced in 1859, formerly named “Gymnastics”, then “Physical Education” and now “Motor and Sport Sciences”. In the primary school no physical education teacher is required so PE is taught by the general teacher. In some schools a PE teacher works with the generalist teacher. Recently the Ministry of Education introduced a PE graduate specialist role in the primary school in order to improve action and give to physical education equal dignity compared to the other disciplines. The national curriculum specifies the essential level that must be granted by all school, the number of compulsory hours and the quota reserved to the autonomy of each school. On the secondary level PE is taught by Physical Education specialist teachers. Extracurricular sports activities are supported through the special funding from the Ministry of Education. The sports activities combine in the definition of the student’s curriculum and acquired competences as well as in the final mark attributed to the state exams. In the 1970s, the cooperation between the Ministry of Education and C.O.N.I. allowed the beginning of introducing into sports practice elementary and first-level secondary school children. To qualify as a Physical Education teacher a university master degree is needed, plus one year of teaching training (3+2+1). This is provided by faculties of physical education.

10

Poziom sprawności fizycznej mężczyzn rozpoczynających studia w Zachodniopomorskim Uniwersytecie Technologicznym jako efekt szkolnego wychowania fizycznego

80%

Grenda A.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

|

2013

|

issue 40

94-98

EN

Background. One of the main purposes of general education and physical education is to improve the student’s physical performance. This is done by increasing the number of motor skills and improving them, which determine the organism’s state of readiness for effective performance of various types of motor tasks. Physical fitness viewed as a combination of health-related components (testing strength, speed, aerobic capacity and muscle strength) and motor performance (testing coordination and power) provides students with a better motivation to care for their own body and health. The level of physical fitness of freshmen entering university sums up, in a way, the effectiveness of school physical education. Adolescents are developing motor skills reaching the level which determines a better or worse performance of a given physical task (e.g. Cooper test). Health and full fitness are not only essential factors of human happiness, but also a fundamental social value. These values are not given to people once and for all and their distribution is not fair, so one needs to take care of them and shape them so that they could maintain in good shape as long as possible. Material and methods. The aim of this study was to present the level of physical fitness of female and male students (total number 2098) who entered the West Pomeranian University of Szczecin in the years 2005–2011. The Cooper test was used. Results. Each year the average of the most numerous group was always below the average for the given year. Conclusions. A gradual decrease in the freshmen’ physical fitness was observed, which results from inadequate work done in secondary schools.

11

SOLDIERS’ LIFESTYLE AS AN ELEMENT OF HEALTHCARE AND HEALTH PROMOTION

80%

Sokołowski M.

Studia Periegetica

|

2013

|

vol. 9

105-113

EN

Introduction: According to medical statistical data, health condition of Polish young generation is worsening. Both, children and adults, tend to suffer from lingering diseases. The reason for it is to be found in ageing of the society, lowering standard of life of many families in Poland, overuse of chemical substances, air pollution, alcohol abuse and a variety of alcohol-related diseases. Further factors to be blamed are: drug abuse and addiction, neglecting one’s health condition or lack of physical activity. This is worsened by lack of sufficient financial means from the government for nationwide prophylaxis and treatment. One of essential elements of healthy life and good health is regular physical activity, taking care of wellness and fitness of one’s body. Lack of physical activity may lead to numerous lingering diseases and disorders, mainly heart and circulatory diseases, obesity, vertebral diseases and spine curvature disorders, pulmonary diseases, etc. Physical activity is not only perceived as a significant factor in a human being development, but also a positive measurement of human health. Aim: To establish role of health in one’s declared axiological system in the context of health education od candidates for professional soldiers. Material and method: The research was carried out among soldiers of the Land Forces Training Centre in Poznań. Results: Good health was rarely among selected symbols of personal happiness. Conclusions: New curricula for training of professional soldiers should be written in such a way that they provide support for candidates within the domain of healthy lifestyle with both, theoretical and practical knowledge.

12

Gender and Teacher-student Interactions in Botswanan Junior Secondary School PE Classes

80%

Shehu J., Motsumi L.

Journal of Physical Education & Health - Social Perspective

|

2021

|

vol. 10

|

issue 18

5-13

EN

The aim of this study was to investigate the association between students’ gender and teacher-student interactions in a sample of Botswanan junior secondary school Physical Education lessons. Ninety-six lessons taught by male and female physical education teachers were observed, coded, and analysed for gendered interaction patterns. Chi-square test of independence was used for data analysis. The level of statistical significance was set at p <. 05. Results reveal a statistically significant association between students’ gender and teacher-student interactions with respect to task allocation and misbehaviour management. No significant associations were found between students’ gender and teachers’ questions and feedback. The study concludes that systematic observations of pedagogical interactions in physical education settings are necessary to highlight deeply entrenched gender equity issues in co-educational classrooms. Physical education teacher preparation programmes must impress upon pre- and in-service candidates the importance of and different approaches to enacting gender-sensitive instructional practices. Providing physical education teachers with contextualized pedagogical directions and resources for analysing and addressing gender bias in their classroom will equip them to create inclusive, interactive, respectful, equitable, and productive lessons.

13

НАУКОВІ ДОСЛІДЖЕННЯ ЗА СПЕЦІАЛЬНІСТЮ «ФІЗИЧНА КУЛЬТУРА І СПОРТ»: СУЧАСНІСТЬ ТА ПЕРСПЕКТИВИ

80%

Михайличенко О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 10(54)

283-290

EN

The improvement of the organization and content of research on “Physical culture and sports” as an important precondition for reform of this speciality is proved. The aim of the article is to uncover the state of problems of organization and content of researches in physical culture and sports for the description of the ways of its further development. Research methods: a study of scientific literature, theoretical methods. Results.The article reveals the ways of improving the organization and content of scientific research as essential preconditions for the further reform of physical culture and sport. Attention of the research is paid to the problems of physical culture and sport in the structure of scientific specialties in Ukraine. There are several options, for example, revision of passports of the majors (specialisations): 24.00.01, 24.00.02, 24.00.03, or taking into consideration the fact that specialty 017 “Physical culture and sport” has the aim to prepare specialists for this sphere, starting from 2015 withering the branch of knowledge education, it is possible the return of these (or following the example of other countries, one of these specialties) to the area of pedagogical sciences. If the specialty of the codes 24.00.01, 24.00.02 and 24.00.03 will be further stored, you need to turn the direction of researches on the improvement of training and retraining of specialists. If the decision will restore “Theory and methodology of physical education, sports training, improving and adaptive physical education” in the usual framework of pedagogical science, you need to specify significantly smaller directions of researches in their specialties, bringing them to your own theory and methodology of physical culture and sports. It is concluded that in the modern Ukraine there should be more efficiently than it was until recently, used the opportunities for conducting research to intensify the development of the field of physical culture and sports, a prerequisite of which is a sufficient number of highly qualified professionals with scientific degrees, and also creation of the Ministry of youth and sports of Ukraine, which should determine the priorities of directing relevant for our country developments; find opportunities to support their implementation in practice of physical culture and sports.

14

ОСОБЛИВОСТІ ФОРМУВАННЯ АКМЕОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ ФІЗИЧНОГО ВИХОВАННЯ В ПРОЦЕСІ НАУКОВО-ДОСЛІДНОЇ РОБОТИ

80%

Дерека Т.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 10(54)

41-49

EN

The paper presents characteristics of research areas in the field of physical culture and sports. The stages of students’ research activities and the peculiarities of physical education specialists’ acmeological competence formation in the process of researches while getting higher education are reviewed in the article. The structure, forms, types of students’ research activities are given. The components of acmeological competence that are being formed during the students’ research activity in the process of continuous professional training in physical education are specified. The research activity of students, as noted in the article, is the activities related to the search for the answer to creative research problem with an unknown solution in advance. It is concluded that independent and research work of students of the physical education specialty in the process of continuous training contributes to the formation of acmeological components of competence: motivation, which is characterized by the awareness of the importance of knowledge about research activities, positive motive to engaging in research activities, personal sense, satisfaction with their own research activities; cognitive, which includes knowledge about the logic of scientific knowledge, the structure of scientific research, stages of research activities, the experimental foundations of the study of the investigated phenomena, methods of obtaining and processing the results; activity, which is determined by the skills to plan and implement their own research activities, work with literature, to analyze, to identify the main thought, to see the research problem, to identify inconsistencies, to formulate hypotheses, to select the appropriate means of conducting the study, to make conclusions; personal, which involves education and development of such personality traits as scientific intuition, creative abilities, creativity, capacity for self-awareness, objective self-assessment, self-criticism, readiness to overcome difficulties, to identify and eliminate their causes. Prospects for further research in this area are to define the criteria and levels of formation of components of acmeological competence of specialists of physical education in the process of continuous vocational training on the basis of acmeology

15

Poziom wybranych koordynacyjnych zdolności motorycznych a wyniki międzynarodowego testu sprawności fizycznej dzieci w wieku 10 lat

80%

Popowczak M., Rokita A., Cichy I., Chmura P.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

|

2013

|

issue 40

86-93

EN

Introduction. During P.E. classes primary school students (grade 4) ought to improve their level of physical fitness, including coordinative motor abilities, as well as to acquire motor skills which enable them to take part in various forms of physical activity in an active and safe way. Unfortunately, in physical education of children and young people the main emphasis is still placed on the improvement of fitness abilities. We have to bear in mind, however, that the level of coordinative abilities limits significantly the improvement of necessary fitness abilities and vice versa. Our research was aimed at determining what dependencies exist between the results of selected coordinative motor abilities and ten-year-old children’ results of the tests designed by the International Committee for the Standardization of Physical Fitness Tests. Material and methods. The research group consisted of 93 students of primary schools in the town of Wołów. In order to determine the level of the particular components of physical fitness we employed the trials of the International Committee for the Standardization of Physical Fitness Tests (ICSPFT). For assessing the particular coordinative abilities we used the following tests: ‘run for the balls’, ‘stopping the rolling ball’, ‘long standing jump with 50% of maximum possibilities’, ‘long standing jump forward and backward’. Results. According to research findings there is a relationship between the improvement of the selected coordinative motor abilities and some of the components of physical fitness. Conclusions. Therefore, a physical education teacher are advised caution in choosing physical exercises and games, taking into consideration comprehensive motor development of students, including their coordinative motor abilities.

16

The Status of Physical Education in Cypriot Schools

80%

Christodoulou D.

Physical Culture and Sport. Studies and Research

|

2010

|

vol. 50

|

issue 1

110-117

EN

A few years ago, comparative research was conducted in thirty-five countries in order to discover the innovative and stimulating aspects of physical education (PE) found all over the world. Cyprus was not included in that special study. The present and future position of PE is a crucial and critical issue in Cyprus. Therefore the author of this paper has carried out an investigation with the aim of revealing the status of PE in the Cypriot educational system and comparing it with other countries. This paper was written on the basis of that research. The Cypriot investigation found in this paper uses the same concept and methods as were utilised in the aforementioned cross-cultural study; the results are presented according to similar dimensions. The data was collected by documentary analysis and in-depth interviews. The results indicate that the status of PE in Cyprus is low and there are urgent problems that need to be seriously considered by the authorities of the Ministry of Education and Culture. Efforts have already been made by decision-makers to promote the development of a new curriculum, be introduced in future school years.

17

HOW TO PAVE THE ROAD TO A BETTER FUTURE FOR PHYSICAL EDUCATION

80%

Crum B.

Journal of Physical Education & Health - Social Perspective

|

2013

|

vol. 2

|

issue 3

53-64

XX

Polemics

18

Physical Education in New Zealand: a Socio-Critical and Bi-Cultural Positioning

80%

Culpan I., Galvan H.

Journal of Physical Education & Health - Social Perspective

|

2012

|

vol. 1

|

issue 1

31-42

XX

This paper briefly highlights the socio-historical context in which New Zealand has developed as a nation. In particular it examines how physical education’s initial development was dominated by European thought and more latterly within a bi-cultural context where the needs of an inclusive society are considered. Implicit in this development are the State’s imperatives for education, which over the last two decades have used a totally revised school curriculum as a key strategy in achieving its political and social agendas. To some degree physical education has been complicit in this. However with the relatively newly developed socio-critical physical education curriculum and the new senior school qualifications alternative ways in viewing the movement culture have become apparent. This, these authors argue, guarantees physical education immediate future.

19

Unikanie ćwiczeń ruchowych podczas lekcji wychowania fizycznego. Problem czy zjawisko marginalne w szkołach podstawowych

80%

Tomik R., Bursy B.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

|

2013

|

issue 40

57-62

EN

Background. Physical activity of children and adults is considered an essential health determinant. Nowadays a considerable number of children and adolescents live sedentary lifestyles, and, as a result, more frequently suffer from the metabolic syndrome, cardiovascular diseases, overweight and obesity. It is generally believed that a significant number of children abstain from exercising at school. However, representative research results are still unavailable. The aim of the present study was to estimate the extent of exercise avoidance at physical education lessons in primary schools, and to identify the factors increasing the proportion of nonexercisers. Material and methods. The investigations were carried out in 42 primary schools of the Province of Silesia; 1333 physical education lessons were surveyed (classes 4-6). Results. The mean percentage of nonexercisers was 9.2%. The proportion of girls abstaining from exercise was significantly higher and amounted to 13.7%. A lower percentage of non exercising pupils, i.e., 8.5%, was noted in mixed schools. The most common excuses from active participation in physical education lessons were leaving exercise clothes at home (45%) and excuse notes from parents (33.5%).

20

Ways of Improving Physical Activity of Primary School Children

80%

Moskalenko N., Vlasiuk O.

Prace Naukowe Akademii im. Jana Długosza w Częstochowie Kultura Fizyczna

|

2017

|

vol. 16

|

issue 4

97-105

PL

W artykule omówiono problemy dotyczące poprawy motywacji aktywności dzieci uczęszczających do szkół podstawowych. Dzięki odpowiedniej ilości aktywności fizycznej, dzieci ze wszystkich grup wiekowych mogą osiągnąć optymalny poziom zdrowia i rozwoju fizycznego, nabędą też odpowiednie umiejętności ruchowe. Ważnym problemem naszych czasów jest poprawa stanu zdrowia dzieci. Wyniki przedstawionych w artykule badań świadczą o stosunkowo niskim poziomie zdrowia dzieci w wieku szkolnym, co wiąże się z obniżonym poziomem ich aktywności fizycznej. Badania dowodzą, że u dzieci w wieku 6 i 7 lat liczba godzin, w trakcie których dzieci podejmują aktywność fizyczną na średnim i wysokim poziomie, wykazuje tendencję spadkową. Grupa wiekowa sześciolatków spędza średnio 2 godziny 10 minut (9,1%) na poziomie średnim, 40 minut (2,6%) na poziomie wysokim, a w przypadku siedmiolatków – 1 godzinę 7 minut (7,35%) na poziomie średnim i 20 min. (1,05%) na poziomie wysokim. Największą ilość czasu spędza się na poziomie podstawowym (44,5% w wieku lat 6,i 39,4% w wieku lat 7). W przypadku sześciolatków 88,3% czasu przypada na poziomy podstawowy i niski, natomiast w przypadku siedmiolatków – 91,6%; 11,7% i 8,4% czasu przypisuje się odpowiednio poziomom średnim i wysokim, co wskazuje na siedzący styl życia. Rozwiązanie problemu zachowania zdrowia i zapewnienia harmonijnego rozwoju osobowości w placówkach szkolnych ma ogromne znaczenie. W tym względzie kultura fizyczna, jako podstawa zapewnienia i wzmocnienia zdrowia dzieci, stoi w obliczu wyzwań, które wymagają rozwoju i utworzenia takiego systemu wychowania fizycznego w szkolnictwie podstawowym, który za-pewni poprawę wszystkich elementów składowych zdrowia – umysłowego, społecznego i fizycznego. Jednym z warunków skuteczności w systemie organizacji ćwiczeń sportowych i rekreacyjnych jest wprowadzenie urozmaiconych form pracy, uwzględniających zainteresowania i motywacje dzieci.

EN

The article is about problems in increasing motive activity for children of primary school age, the aim of which is improving their health. Thanks to a sufficient amount of physical activity children of all age groups have an optimum level of health, physical development and will acquire motor skills. One of the important problems of our time is to improve the health of children. The study indicates a relatively low level of health in children of primary school age, which is associated with decreased levels of physical activity. Studies show that for children of 6 to 7 years of age the number of hours on average and high levels of motor activity tend to decrease. At the age of six 2 hours. 10 min (9,1%) are spent at the average level, 40 minutes (2.6 per cent) – at the high level, and at the age of seven – 1 hour. 7 min(7,35%) are spent at the average level, 20 min (1,05%) – at the high level. The greatest number of hours is spent at the basic level (44,5% at the age of 6, 39.4% – at the age of 7). At the age of six 88.3% of the time are given to the base and low level, at the age of seven – 91.6 %, 11.7 % and 8.4 % are given to the average and high levels accordingly, which indicates a sedentary lifestyle. The solution to the problem of preservation of health and ensuring harmonious development of personality in educational institutions is of great practical importance. In this regard physical culture, as the basis of ensuring the strengthening of children's health, has new challenges that require the development and creation of physical education system in secondary schools which provides improvement of all components in health - mental, social, physical. One of the conditions of effectiveness in the system of organization of sports and recreation activities is the introduction of various forms of work, taking into account the interests and motives of the children.

Refine search results