Wyniki wyszukiwania - Biblioteka Nauki

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Teaching material based on biomechanical evidence: ‘high-jump hurdles’ for improving fundamental motor skills

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Otsuka M. , Otomo S. , Isaka T. , Kurihara T. , Akutsu C.

Biomedical Human Kinetics

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2015

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tom 7

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nr 1

EN

Study aim: the purpose of this study has been to develop teaching materials to help improve junior high school students’ fundamental ability to repeatedly run and jump with a high and far-reaching travelling motion and to confirm the effectiveness of a new unit using teaching materials that are experimental in comparison to a conventional unit. Materials and methods: one unit emphasized the conventional approach. This unit aims to improve the ability to step over hurdles. To help improve this ability, a ‘step-up hurdle’ was used as the conventional teaching material. This task focused on reducing the up-and-down motion using three hurdles whose height was set lower than those used in a competitive hurdle run. The other unit aims to improve the ability to jump high and far over hurdles. To help improve this ability, ‘high-jump hurdles’ were developed and used as the teaching material. The motor skill task was to clear three hurdles without knocking a hurdle down, with the hurdle height set as high as possible. Such conventional and new units were used for a group of 25 girls and a group of 18 girls in a junior high school (CON and EXP, respectively) and were conducted during six lessons. Results: EXP’s high-jump hurdle scores significantly increased throughout the advanced lessons. While CON did not significantly improve its hurdle running times in a post-test, there was a significant improvement in EXP. Although CON did not significantly lengthen the horizontal clearance distance from take-off to landing in the post-test, there was a significant lengthening in EXP. Conclusions: these findings suggest that new teaching material for teaching hurdling in physical education which aims to improve the ability to jump high and far over hurdles improves hurdle running time and improves the fundamental ability to repeat running and jumping travelling motor skills in contrast to traditional materials.

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Health and physical education: a new global statement of consensus (from a Polish perspective)

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Edginton C. , Chin M.-k. , Bronikowski M.

Biomedical Human Kinetics

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2011

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tom 3

44-48

EN

Physical education has found itself in a difficult position; increasingly more voices are questioning its legitimisation on school curricula. There is an obvious need for performance standards and ways to measure the impact of physical education. Linking the benefits and outcomes of physical education to 21st Century core learning areas such as critical thinking, problem solving, the ability to operate with agility and adaptability, the ability to analyse information, communicate effectively and the ability to act innovatively, will be essential. One of the ways of enhancing its social value (and recognition) might be including and relaying more on health education. This paper draws some lines of direction for the pedagogy of these both subjects in the 21st Century referring to the Global Forum on Physical Education Pedagogy 2010 (GoFPEP 2010) and presenting its Statement of Consensus.

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Teacher-coach role conflict in school-based physical education in USA: a literature review and suggestions for the future

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Konukman F. , Agbuĝa B. , Erdoĝan Ş. , Zorba E. , Demirhan G. , Yilmaz I.

Biomedical Human Kinetics

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2010

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tom 2

19-24

EN

Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different roles and role conflicts may create stress among PE teachers who also coach. The history of physical education shows that there are contextual factors that promote PE teacher-coach role conflict. The aim of this paper is to analyse these contextual factors via using a literature review analysis and to provide suggestions about teacher-coach role conflict for school-based physical education in USA.

4

100%

Bronikowski M. , Bronikowska M. , Kantanista A. , Ciekot M. , Laudańska-Krzemińska I. , Szwed S.

Biomedical Human Kinetics

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2009

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tom 1

86-91

EN

Study aim: To assess the intensities of three types of physical education (PE) classes corresponding to the phases of the teaching/learning process: Type 1 - acquiring and developing skills, Type 2 - selecting and applying skills, tactics and compositional principles and Type 3 - evaluating and improving performance skills.Material and methods: A cohort of 350 schoolchildren, aged 13 years, from 3 selected urban schools in Poznań participated in the study. A total of 202 PE lessons was involved using heart rate (HR) monitors, one randomly selected subject per every class. Four intensity zones were assumed (<140, 140 - 159, 160 - 179, ≥180) and exercising time spent within each zone was measured.Results: Type 2 classes induced the most pronounced cardio-respiratory responses irrespectively of the kind of sport activities thus enhancing the cardio-respiratory fitness.Conclusions: Type 2 activities ought to be taken into consideration when designing PE curricula in order to avoid long runs of inadequate physiological stimuli.

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EXPLORING CHALLENGES IN AUSTRALIAN PHYSICAL EDUCATION CURRICULA PAST AND PRESENT

88%

Pill S.

Journal of Physical Education & Health - Social Perspective

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2016

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tom 5

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nr 7

5-17

XX

Australian physical education (PE) is experiencing its second national curriculum reform attempt, with schools around the country at various stages of exploration and implementation of the Curriculum for Health and Physical Education (Australian Curriculum and Assessment Authority, 2014). This paper explores some of the challenges in physical education curriculum implementation past and present. The PE teacher is explained as the key architect of curricula at the school level and therefore the challenge of new curriculum implementation is not so much in the ‘rolling out’ of the artefact but in developing the subject expertise of PE teachers to be able to bring to life the curriculum expectation in the situated realities of the everyday pragmatics of the PE teacher. Principally, I argue the PE teacher must see their role as that of educational designer.

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Odlišnosti ve vnímání interakčního stylu učitelů tělesné výchovy

75%

Janíková M.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2010

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tom 20

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nr 1

60-79

EN

The paper deals with the interaction style of physical education lower secondary teachers. It is based on Leary’s Interpersonal Behavior Circle, which was used to develop the Questionnaire on Teacher Interaction (QTI). This questionnaire was distributed to lower-secondary teachers of physical education (19) and to their pupils (889) in the regions of South Moravia, Zlin and Olomouc. The findings reflect the differences between the teachers’ self-perception and the way the teachers are seen by the pupils, gender differences in the teachers’ interaction styles and differences caused by the length of practice and the nature of the school subject in which the study was carried out .