Physical education and training

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Impact of Classroom Management Training on Physical Education Trainees’ Self Efficiency Feeling

Impact of Classroom Management Training on Physical Education Trainees’ Self Efficiency Feeling

Besides, in the Tunisian context, although many efforts were made a few years ago, in particular after the adoption of LMD course, the initial training of PES teachers is still limited mainly concerning classroom man- agement which is not explicitly mentioned in the official programmes. Consequently, many trainees do not master enough this skill, which fact is confirmed by the several end-of-year training reports which state that these latter are lacking the skills required for the creation of a favorable teaching and learning atmosphere. However, if these official programmes mention a probation duration of 112 hours spread on the last training year, attention should be drawn on the fact that the hourly amount remains relatively theoretical. Actually, the trainees are unable to compatibilise 112 training hours spread out on one year since we must most probably de- duce the periods where the educational institutions are in exam periods, therefore the students are unavailable, as well as the periods of bad weather since the majority of educational institutions do not have an indoor sports room. Another important thing to be taken into consideration, the trainees are supposed to teach four hours dur- ing the morning once a week, that is to say four 60-minute physical education sessions. However, due to lack of facilities, many trainees make only two hours of teaching followed by two hours of observation. At this level, the overall amount dedicated to probation is halved. In short, it is not rare to see some trainees compatiblise only half the time actually consecrated to the practical pedagogy probation.
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The Effects of the Rope Jump Training Program in Physical Education Lessons on Strength, Speed and VO2 max in Children

The Effects of the Rope Jump Training Program in Physical Education Lessons on Strength, Speed and VO2 max in Children

rope training program. It can be said that the rope-jump training program accelerated and increased the development of these parametres of the children at this age. For this reason, the inclusion of rope programs in physical education and sports curriculum is important to contribute the motor skills. Especially the fact that there is a rapid development of this age group reveals the importance of this program. In addition, placing a rope-jump exercise in all sports branches can accelerate the development of the players, as well as contribute to the variety of training.
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Initial Training Programs’ Development in Physical Education through Video Viewing Courses of Exemplary Teaching Exercises

Initial Training Programs’ Development in Physical Education through Video Viewing Courses of Exemplary Teaching Exercises

DOI: 10.4236/ce.2017.814150 2206 Creative Education when they reflected on video clips of their teaching. In addition, P-sT mentioned the practical application of the content of this sort of this new initial training programs’ form in teaching practice during the internship. Finally, P-sT declared the improvement of their teaching practice performances and by the ameliora- tion of their teaching practice climate, when they received an initial training program containing video viewing courses of exemplary teaching exercises dur- ing the start-up of the academic year of teaching practice. Likewise, results con- firm studies carried out in the benefits of video viewing on Pre-service Teachers’ classroom practice that demonstrated that online videos of teaching practices contribute positively to feelings of self-efficacy in Pre-service Teachers during their internship (Karsenti & Collin, 2011; Fadde & Sullivan, 2013). In this study, it means that the integration of video viewing courses of exemplary teaching ex- ercises during the start-up of the academic year of teaching practice is a valuable device to enhance the initial training programs’ effectiveness for Pre-service Teachers. Although the present study makes useful contribution in teacher edu- cation particularly in physical education domain, certain limitations should be kept in mind, when interpreting the results, as the choice of the content of ex- emplary teaching exercises’ videos. In this study, we have based only on exem- plary teaching exercises related to four types of physical and sports activities, while the P-sT are asked to teach six types of physical and sports activities dur- ing the preparatory internship for the professional life. Moreover, examination of findings of this study in more realistic circumstances is recommended. In sum, this study aimed at describing the benefit of using video viewing courses of exemplary teaching exercises in the initial training programs of physical educa- tion. The results recommend the integration of this sort of courses during the start-up of the academic year of teaching practice in order to make the initial training programs more efficient for the Pre-service Teachers.
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Impact of “Body Language and Public Speaking” Training on Physical Education Trainees’ Perceptions Self Efficacy  Pedagoguique

Impact of “Body Language and Public Speaking” Training on Physical Education Trainees’ Perceptions Self Efficacy Pedagoguique

This study measures the impact of additional training in communication (Body Language and Pub- lic Speaking) on the sense of self-efficacy trainee teachers of physical education during the prepa- ration internship working life. An experimental group that received additional theoretical and practical training in the classroom communication was compared to a control group that followed the initial training course. Two measures of this sentiment were taken at different times using the questionnaire “Perceptions of self-efficacy of teachers (PAE)” cited by Crahay & Laduron (2009). This device allows to apprehend two dimensions: the perception of overall effectiveness and per- ceived self-efficacy. The analysis provides students who have received training in Body Language and Public Speaking to express a sense of greater efficiency than those who have received usual initial training.
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Theoretical and methodological bases of psychological and psychophysical training of students in the process of physical education

Theoretical and methodological bases of psychological and psychophysical training of students in the process of physical education

Purpose. To elicit theoretical and methodological bases for conducting the psychological and psychophysical training of students in the process of physical education. Methodology. A theoretical analysis is used as a research method. Findings. The crux of the author’s approach is in assertion that methodological base for statement of a question about psychological and psychophysical training of students in the process of physical education shows it- self at an analysis in psychology and philosophy such fundamental questions as psychological problem, interaction of person constitution and psyche, problem of a person in psyche. Originality. For the first time theoretical and methodological bases are grounded for conducting psychological and psychophysical training of students in the process of physical education. Practical value. Research results give necessary theoretical reason for distinct crite- ria formation and requirements for students in psychological and psychophysical training, exact evaluation methods making of its components, development of effective methods in forming of students’ psychological and psycho- physical training in the process of physical education.
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Management of Sports Multi Dimensional Perfectionism through Teachers' training Programme in Physical Education

Management of Sports Multi Dimensional Perfectionism through Teachers' training Programme in Physical Education

From the Table – 3: it is observed that the mean of the 1 st Factor, 2 nd Factor, 3 rd Factor and 4 th Factor of Sports Perfectionism scores of the B.P.Ed. students decreased significantly as the course advanced towards the completion. In case of Personal Standard the decrease from 2 nd to 3 rd phase was not statistically significant. It is a personality trait and the change in personality trait is very difficult. After a certain period of training the Personal Standard was set at a level and it did not decrease further from that level.

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Assistant professor, gymnastic and exercises training department, faculty of physical education for men, Alexandria university )*(

Assistant professor, gymnastic and exercises training department, faculty of physical education for men, Alexandria university )*(

Coordination is the individual's ability to coordinate movements different in shape and direction accurately and smoothly in one motor performance model (Abdulfatah, 1997, p14 . and Abdul Khaliq, 2005, p.169). Coordination is associated with other physical abilities such as speed, agility and accuracy; it associates with speed in motor performance requirements in terms of time, and with agility and accuracy through spatial performance and moving the body and its parts with required accuracy (Abbas, 2005, p 205 and Ibrahim, 2007, p. 16). .
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Analysis of General Conditions per Training to Toward Sports Facilities and Infrastructure for Physical Education and Sports

Analysis of General Conditions per Training to Toward Sports Facilities and Infrastructure for Physical Education and Sports

training/coaching provided at their Institutions while 62.5% are not satisfied. The sports performance of the player mainly depends on coaching and training facility. So it is required that more coaching camps should be organized by the Colleges.

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Meeting the challenge of online undergraduate teacher training in health and physical education

Meeting the challenge of online undergraduate teacher training in health and physical education

On behalf of the Steering Committee I would like to warmly welcome you all to the 7th Samos International Conference on Education (Samos ICE 2011). Despite their short history the Samos ICE International Conferences, co-organized this year by INEAG and the National and Kapodistrian University of Athens, have already gained a worldwide reputation and have been established as a forum in which academics, researchers and professional experts in various fields of Education from all over the world come together, interact, exchange ideas, and present their research. A direct reflection of this success story is the number of submitted papers, which increases substantially year by year, as well as their high quality. Indeed, scientifically, as well as in terms of participation, this year’s conference is expected to be very successful, as the Scientific Committee has received more than 140 research papers (by far the largest number thus far), most of which are indeed very interesting, while presenters come from over twenty countries. It should be noticed that the submissions have been reviewed using a double blind review process.
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Physical Education Teacher’s Training in Swimming under the Joint Didactic Action

Physical Education Teacher’s Training in Swimming under the Joint Didactic Action

This article is interesting in describing and analyzing the joint didactic activity of two teacher’s with their students in swimming in Tunisia. Its objective is to determine the influence of the teacher’s training and their experience in staging and in the regulation of the didactic situations. To clarify better the complexity of the observed reality, this study uses “ordinary didactics” (Schubauer-Leoni & Leuteneger, 2002) as a method of observation and it relies on the triplet of “the genesis of knowledge” (Sensevy, 2007) like an instrument of analysis. This qualitative re- search tries to analyze the didactic system with questioning the effect of proficiency degree in swimming. Results put in evidence in the conjugated effects of teacher’s training and their profes- sional experience on their practice improvement.
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Black and Minority Ethnic Trainees' Experiences of Physical Education Initial Teacher Training: Report to the Training and Development Agency

Black and Minority Ethnic Trainees' Experiences of Physical Education Initial Teacher Training: Report to the Training and Development Agency

The ease of ‘fitting in’ varied between different contexts and was experienced differently by different trainees. As explored in more detail below, this was often easier on school placements (which were often multi-ethnic environments) than in the university-based sessions, especially the practical PE sessions, or in informal environments, outside of formal scheduled sessions. For example, one trainee described one of his early experiences as being the most challenging of his training. This was a compulsory field trip to the countryside, organized at the beginning of the course with the intention of helping trainees get to know each other. However, travelling to what was, for him, a very unfamiliar (and white) space, he described feeling like he was ‘on Big Brother, forced to socialise’ with other trainees, eat different food and drink in the evenings …. ‘if you didn’t drink like, it was what do you do kind of thing?’. Whilst looking back on the experience, he was able to agree it had been ‘good for bonding’, but he had struggled with the interpersonal demands made on him so early on the course, as well as the financial costs of the trip. Another trainee suggested she had felt as if her university was like a ‘white, middle class, private school, where there were ‘loads of people with similar backgrounds’ and where ‘it was what school they go to and what education [they have] that mattered’. However, she recognised that she too was privileged in having had ‘strong parental support and a good education’ that had got her the A level grades needed to get into this particular university, and that, in this sense, she shared aspects of a similar class identity, if not ethnicity, with many of her classmates. 5.2 ‘You are only here because of the ‘race’ card!’
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Teaching Physical Education

Teaching Physical Education

Adults participate in Command style activities for two primary reasons: personal development and/or participation in a subculture’s activities or rit- uals. An example of such an experience is step or dance aerobic sessions. These illustrate all the components and objectives of the Command style— high time-on-task, repetition, high degree of uniformity, precision, and safety. It is reasonable to assume that the primary purpose for participating in step or dance aerobics is not these components, but the sense of devel- opment (fitness, being in shape, losing weight) conveyed to participants. Command style experiences will best accomplish this goal. An equally pow- erful reason for participating in an aerobics class is the sense of participation in a socially accepted environment and activity. Another example of a Com- mand style experience is karate, primarily the training aspect. Many of the participants in these activities accept not only the Command style behav- iors, but the manners and rituals that may not have been part of their cul- ture or personal conduct. A third type of experience includes high-risk sports. Acquiring some of the necessary skills requires Command style rela- tionships and discipline. When safety is paramount, Command style behav- ior relationship is mandatory during training and often during the experi- ence itself. In activities such as parachuting, mountaineering, and scuba diving, Command style episodes focus on the particular physical responses and the appropriate, precise use of equipment and accessories. In addition, controlled episodes are designed to teach deliberate management of stress and panic. Only when these aspects are learned and integrated (mostly by Command style experiences) can participants move on to the real experi- ence of participating in and enjoying the sport.
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Physical Education Matters

Physical Education Matters

The State Board of Education adopted PE content standards in 2005 that provide guidance in adopting or developing curricula that meet educational standards. However, there are currently no evaluations of which curricula are consistent with the standards. Unlike other subjects, there is no official staff training provided by the state to support implementation of the standards.

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Disciplinary Incidents of Students in Physical and Sports Education from Training Students at the Institute of Physical and Sporting Education in Colleges of Brazzaville

Disciplinary Incidents of Students in Physical and Sports Education from Training Students at the Institute of Physical and Sporting Education in Colleges of Brazzaville

However, it should be remembered that, prior to the beginning of the study, the unruly behavior "Do not respect the instructions" was moved to the observation form, going from second level misconduct to third level misconduct. This change was intended to better account for the impact of this unruly behavior on the course of the Physical Education and Sports lesson based on the results obtained in the other studies previously conducted with the help of SOID. This undisciplined behavior is frequently adopted by students (25.7%), which accounts for some of the increase in third- level misconduct. Other factors analyzed by Gélinas-Lamy (1996), but not evaluated in the present study, such as the type of activity proposed, the degree of motivation of students in learning tasks and the performance characteristics of these tasks. Tasks may also have influenced the appearance of unruly behaviors at levels 2 and 3 such as "Abondan" (4.9%) and "Anti-gambling" (10%). Finally, it should be noted that, despite the clear predominance of undisciplined level 3 behavior, the results show that, in general, there are few interruptions in the course of classes.
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Physical education as Olympic education

Physical education as Olympic education

The Olympic Games were revived by the Baron de Coubertin, Brundage says, to: i. bring to the attention of the world the fact that a national program of physical training and competitive sport will not only develop stronger and healthier boys and girls but also, and perhaps more important, will make better citizens through the character building that follows participation in properly administered amateur sport; ii. demonstrate the principles of fair play and good sportsmanship, which could be adopted with great advantage in many other spheres of activity;

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SPECIALTY TRAINING FOR PHYSICAL THERAPISTS

SPECIALTY TRAINING FOR PHYSICAL THERAPISTS

The 9-month course is an additional 3 months of training following the successful completion of the 6-month course. Residents perform 4-5 hours of supervised patient care, 5 days per week, plus occasional working Saturdays. They are integral members of a rehabilitation team, and receive individualized mentoring by staff PT’s and instructors. The course includes 1 hour per day of individualized didactic/lab instruction in advanced PNF applications for neurological and orthopedic evaluation, movement analysis, treatment planning, treatment, and problem-solving. Additionally, residents have a supervised teaching assignment, and perform a patient
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MINISTRY OF EDUCATION AND TRAINING

MINISTRY OF EDUCATION AND TRAINING

Teacher Postings and Recruitment Policy, and School Leadership Selection Policy devolved to Provinces via training and implementation Training in Provinces and Schools re Policy of Teacher Discipline, Complaints and Appeals Training in HR management in schools and Provinces

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MARITIME EDUCATION AND TRAINING,

MARITIME EDUCATION AND TRAINING,

The success of our Executive MBA in Shipping and Logistics (The Blue MBA) has already demonstrated our ability to enhance high-level education, knowledge-sharing and strategic thinking among younger and mid- career management. We envisage a supplementary offering that would allow those who do not have the opportunity to join our Blue MBA to gain new insights into specific areas, and, together with the CBS Executive, have been gauging the best topics for the courses.

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The Education and Training Inspectorate

The Education and Training Inspectorate

1.5 Both surveys reported that a majority of MLD units provide good quality education for their pupils. The strengths of the units lie in the good quality of the teaching; the effective planning for the pupils’ learning; the effective integration arrangements; the sound quality of links with further education colleges and the schools’ commitment to accreditation at key stage (KS) 4; the commitment of principals and members of senior management to the work of the units; and the sound progress the pupils make in their learning. However, the surveys also identified a number of areas which needed to be addressed to improve the provision further.
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Education and training requirements

Education and training requirements

requirement using online facilities approved by the Sponsor from time to time. Members can receive any or all of their structured training requirement from another Member of the Institute provided that the training is approved by the Sponsor beforehand.

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