The premium has enabled schools to enhance both the quality and range of PE teaching and sports provision. As a result of this investment, schools reported a range of positive impacts on pupils including increased pupil engagement and participation in PE and sports as well as impacts on social and inter-personal skills, behaviour, and PE skills and fitness. Schools also perceived positive impacts on the skills and confidence of teachers to deliver PE. The findings of this study have also highlighted challenges for the future of PE and sport in primary schools. To sustain the impact of the premium, schools have used it to invest in training for existing staff. However, a question remains over how to maintain this investment in CPD for new teachers entering the profession, once premium funding ends. Schools also raised issues related to sourcing good quality provision in their local area, and may need further support to robustly assess the quality of the provision available. The survey also found that monitoring and evaluation of the premium was not consistent and schools may require further advice and guidance to support them to first assess impacts and then put in place strategies for continuing quality improvement. 28
The 2015 Sport Strategy, Sporting Future, stated that a working group would be established in early 2016 to advise on how to ensure that no child leaves school unable to meet a minimum capability in swimming. The report of the Curriculum Swimming and Water Safety Review Group was published in July 2017. It stated that almost a third (31 per cent) of Year 6 pupils finish primary schools without being able to swim and without basic water safety skills. The report made 16 recommendations for Government, the education sector and the leisure industry aimed at ensuring that “all children leave primary school with an appropriate level of swimming and water safety ability.” 4 In the second annual
BERA is a member-led organization supporting research in education. It facilitates a range of activities throughout the year including an annual conference, specialist seminars, peer-reviewed journals and web-based resources. BERA also brings individual researchers together with shared interests through thirty SIGs. The PESP SIG was formed in 1999 and since then has grown to be one of the largest groups in BERA. The SIG embraces educational research in the areas of physicaleducation and sport in schools; physicaleducation teacher education, and continuing professional development for teachers and other professionals working in physicaleducation and school sport settings. The group aims to provide a supportive environment for new and experienced researchers, and SIG activities seek to promote networking and encourage professional learning, including globally. Indeed we regularly attract scholars from Europe, Australia, New Zealand, the USA and Canada to our SIG, and likewise, UK based scholars often participate in annual conferences and activities hosted by partner educational associations and SIGs around the world.
requirements for teacher preparation programs; the Mississippi Institutions of Higher Learning (IHL), a separate state agency which oversees the degree-credit programs and the funding for state institutions of higher learning; as well as standards of professional organizations, specifically the National Association for Sport and PhysicalEducation. Further, the program undergoes an annual process and performance review as an outgrowth of the Mississippi Educational Reform Act of 1982, which called for the setting of standards and criteria for all teacher preparation programs in Mississippi colleges and universities. The state standards used in the peer review process are rooted in the broader National Council for Accreditation of Teacher Education frame of reference, focusing on the systemic and continual improvement of teacher preparation programs based on relevant and accurate data. This data driven process enables program completers to form their own practice so they have a positive impact on physical
This paper presents research into an initiative that promotes extracurricular sport and physical activity opportunities for young peoplein Welsh secondary schools. The purpose of the research was to develop a nuanced understanding of young people’s participation, and non-participation in the initiative and its connection to their leisure lifestyles. An accumulated twelve month period of ethnographic case study research was undertaken. An exploratory 18-week study period was spent in six Welsh secondary schools that led to phase two, a further eight week period at two of the original six schools visited. The research adopted a young person-centred approach and used observations, focus groups, interviews and classroom activities for data collection. The findings highlighted the importance of locating extracurricular sport and physical activity as part of young people’s leisure lifestyles. The success of the initiativeappearedclosely linked to three principal factors: its perceived image; the type and range of activities offered; and the ability of the sport development officer to connect to young people.An explanatory framework is proposed as a means of making sense of the research findings andidentifying the implications for policy makers interested in introducing and managingsimilar initiatives.
DOI: 10.4236/ape.2019.93013 192 Advances in PhysicalEducation in PE lessons as well as in extra-curricular sport activities. In practice, the last-mentioned perspective gets applied less often than others, maybe because health is commonly not the main motivation for children and adolescents to be physically active. Nevertheless, the health perspective offers excellent start- ing points for a salutogenic approach. Students shall develop individual health-related competencies and learn how to be physically active in a health-promoting manner (MSW NRW, 2014). Health promotion in this sense may be understood as “the process of enabling people to increase control over, and to improve, their health” and health be seen as “a positive concept empha- sizing social and personal resources, as well as physical capacities”, like stated in the Ottawa Charter for Health Promotion (WHO, 1986). This implies to see health as a dynamic process without reducing it to not being diseased or over- weight (Quennerstedt, 2008). Therefore, the focus should be on potentially posi- tive effects of PE regarding the sense of coherence.
In 1907, the post of “Advisor to the Bengal Govt. for PhysicalEducation” was sanctioned and accordingly Dr. J.H. Gray (USA) was appointed to look after the formal implementation of physicaleducation in the state. Further, Dr. Segard was appointed for this post in 1914 and he worked up to 1919 and proposed to facilitate physicaleducation in the schools in Bengal. However, Calcutta being the then Capital of India (under British rule), Sri Nagendranath Ghosh was the first fulltime “Physicaleducation advisor to Bengal province” in 1922. In February 1926, the first female Physical Directress was Miss M.G. Carswell of YWCA, Calcutta. Amazingly, during 22 February 1926 the Bengal Legislative Council recommends compulsory physical culture for the students between 12 to 18 years.
In June 2018 the Government published chapter two of its childhood obesity action plan. Among other things, the plan announced that the Government would “review how the least active children are being engaged in physical activity in and around the school day.” The review, it added, will also “consider how the Primary and PE and Sport Premium is being used.” The action plan also set out a “national ambition” for every primary school to adopt an active mile initiative, such as the Daily Mile. Such initiatives can, the plan stated, be a simple means of contributing to the recommendation that schools should deliver at least 30 minutes of the total recommended 60 daily minutes of physical activity for children. The Government would, it said, review how the PE and Sport Premium could be used to support the ambition. 84
greater proportion (Crawford 2001). For most people, and for most of the time, ‘sport’ is what they see on television, read about in newspapers and magazines and talk about with friends. More than ever, women and young girls can be seen in streets all over Britain wearing the shirts of the football and rugby clubs that they follow. Moreover, as cited earlier, Coddington (1997) suggests that many women are extremely dedicated in their patterns of support. However, too frequently in schools girls are denied participation in the very sports (such as football and rugby) that they follow in their everyday lives. It is these fan interests (be they in masculine sports or not) which may prove useful, if drawn on by PE teaching, in encouraging girls to participate in sport.
Interdisciplinary research requires ‘touchstones’ (Walker, 1985), spaces of common ground or interest, where groups from different disciplines identify the interests they share rather than what makes them different. For instance, other practice-referenced fields such as law and medicine can be consulted for examples because they also build on the study of cases to generate new ideas about practice (see Stenhouse, 1980). A recent initiative by AIESEP in March 2012 (http://www.aiesep.ulg.ac.be/pages/sport_pedagogy.php) focused on the research-practice nexus in physicaleducation and sport pedagogy. An outcome of this seminar has been a programme of work centred on the use of interdisciplinary case studies to underpin and inform teacher and coach professional development (Armour, in press). There are also clear connections with the research domains of public health, motor learning and motivational psychology in which many researchers are interested in the promotion of lifelong engagement in physical activity. A future task for interdisciplinary research in sport pedagogy is then to search for and discover the touchstones within related fields, generated by relational, practice-referenced and programmatic research.
According to literature, it is possible to identify a dual attitude towards technology: on the one hand, technology is considered an indispensable educational tool for individual; on the other hand, it could lead to the development of different forms of addictions, and it overlaps with the other already-known forms of behavioural addictions (Young, 1999). Therefore, the need arises to construct a complex epistemology of digital culture, which responds to the modern dynamics emerging from the virtual, that sometimes degenerates towards an unprecedented phenomenology of intolerance. For this reason it is necessary also to be able to master the mechanisms to preserve one's health considering the peculiarities of the growth phase that affects the adolescent. Physicaleducation in schools has a practical approach, in which the most important goal is the improvement of students' physical properties only. Teaching focused on the direct impact on students with respect to their ability to interact with the environment without any damage to health. Today, instead, physicaleducation should help to further optimize the physical activity of students, including through the activation of mental processes that require substantial training to build a conscious attitude towards the need for a healthy lifestyle (Natalia, 2016). The aim of the present study is to demonstrate how the practice of sport and physicaleducation are precursors against technological addictions by assuming a prevention function
The purpose of this policy is to outline how the Glucksman Library supports the teaching and research needs of faculty and students within the Department of PhysicalEducation & Sport Sciences (PESS) at the University of Limerick. Consideration has been given to the extensive teaching portfolio of faculty including the supervision of research PhD Students, taught postgraduates and extensive undergraduate programmes, some of which are interdisciplinary.
The findings of the study reveal that government educational policy must treat physicaleducation the same as it does with the other educational subjects in high secondary schools which means physicaleducation should have its own teaching credit hours and specific plan to implement its curriculum. That is, positive attitudes from the part of the Educational Planners in the ministry of Education towards physicaleducation is needed. Further it is better not to treat physicaleducation as an optional subject in high secondary schools. It should be regarded as one of the requirements of university education. Finally, there should be mentors to follow the teaching of physicaleducation in the Sudanese high secondary schools. So Ministry of education should pay great attention to physicaleducation curricula and think of the practical ways to develop and promote it. The current textbook needs to be reexamined so that it can meet the needs of the pupils in Sudanese high secondary schools and the community as a whole. It should include various physicaleducation activities. Furthermore, there should be serious and effective methods for assessing pupils' performance in the physicaleducation subject.
The Department offers majors in PhysicalEducation leading to Tennessee Teacher Licensure, Athletic Training and Exercise Science/Wellness under Sports Medicine; and Sport Marketing and Sport Communication under Sport Management. The PhysicalEducation Major requires the completion of the Professional Education Minor as noted below. Athletic Training, Sports Medicine and Sport Management are exempt from the requirement for a minor. The Department of PEWS, with the Department of Christian Studies, also offers a major in Christian Ministries/Recreation.
characterized by schools to help them settled in their physical activity habits, to develop a healthy lifestyle, and contribute to the development of basic knowledge of children's skills and attitudes about physical activity in this context. For this purpose, a physical activity project for health has been initiated in the Ministry of National Education and Ministry of Health. Under this project physical activity report card application from the year 2016, in general (public-private) secondary and high schools of Turkey in the academic year are held two times a year, in the first and second periods. In the application, physical parameters are assessed by measuring push-in, sit-up flexibility, body weight and height tests of the students (9). The Ministry of National Education has provided "tutorial training" to the heads of physicaleducation teachers at the schools with training videos describing the movement for health and the prejudice of physical activity. These activities, which began in Turkey has brought with it the need for scientific research. Due to these reasons, studies investigating the state of physical activity are important in terms of emphasizing the importance of physical activity in the Ministry of National Education or Ministry of Health institutions, determining the current situation for a healthy, productive and quality future, presenting problems and proposing solution proposals. From this point of view, the aim of this study is to examine the opinions of physicaleducation and sports teachers regarding the practices of physical activity report card applications, which are trained in physical activity report card application, according to some variables.
The PhysicalEducation Model Content Standards for California Public Schools were adopted by the California State Board of Education in January 2005. “The model content standards provide guidance for developing physicaleducation programs by identifying what California students should know and be able to do at each grade level. Students in every school should be able to achieve these standards with adequate instruction and sustained effort. Some students with special needs may require appropriate accommodations, adaptations, and modifications to meet these standards. Local flexibility is maintained with these standards. Decisions about how best to teach the standards are left to teachers, schools, and local education agencies.” (PhysicalEducation Model Content Standards for California Public Schools, 2005). The intent of this position paper is to provide suggestions related to implementing standards-based physicaleducation instruction for students with a disability. As specified in federal law, individuals with a disability shall be educated to the maximum extent appropriate with non-disabled peers and shall have equal access to education, facilities, and services. (IDEIA, Section 612 (a) (5) (A) and Section 504 of the Rehabilitation Act, 1973) Most students with a disability will require accommodations or modifications to enhance their learning. Needed accommodations and/or modifications should be specified in the student’s Individual Education Program (IEP) or Section 504 Plan. An accommodation will address the needs of the student but will not alter the standards. A modification is also based upon the needs of the student but it fundamentally alters or lowers the standard or expectation. Educators should use caution when selecting to modify physicaleducation standards as the course content will be changed. This is especially critical for those students who are diploma-bound. There are instances when the nature of the disability is such that modifications, as specified in the student’s IEP or Section 504 Plan, are needed. In these instances, the “local flexibility” afforded school districts when implementing a standards- based physicaleducation program can be used to designate that the high school physicaleducation requirements can be met with a modified curriculum that is provided in general physicaleducation, specially-designed physicaleducation, and/or adapted physicaleducation. (Please refer to the Adapted PhysicalEducation Guidelines for California Schools, 2003, for a description of service delivery models.) All educators are strongly encouraged to refer to the student’s IEP or Section 504 Plan when determining a standards-based physicaleducation curriculum for a student with a disability.
This study discusses the communication skills of the students studying in physicaleducation and sports schools in various universities in Turkey in 2014. Atotal of, 1854 students studying in PhysicalEducation and Sports Schools in Anadolu University, Çanakkale 18 Mart University, Fırat University, İnönü University and Kafkas University, participated in the study. The questionnaire form used by the researcher in order to determine the participants' personal information, opinions and attitudes was composed of two sections. The first one of these sections included the demographic items such as age, gender, university, department and grade, and the second one included the items related to communication skills. The form used was composed of 30 items in total. Communication Skills
Human exercise should be done timely and properly and at the same time with a purpose and scheduled, therefore get acknowledge of himself physiological changes in training is of great help to improve training effects. College students’ learning and living habits have very remarkable features, research on which can get many useful results to help college students arrive best training effect in minimum time during busy learning life. Sport physiological parameters play important role in sport training. Through relative parameters testing, it can get acknowledge and seize athletes’ state , combine with circuit collecting way can real-time master athletes’ physiological parameters, meanwhile it can make data handling and analysis, play an important decisive role in sport training plan designing and provide important guarantee for effective physicaleducation teaching.
The research goaled to know life physical capacities which contains the program of physicaleducation and sport in the middle school? To answer this question, the searcher has supposed that the program of physicaleducation and sport contains some life physical capacities in the middle school has a medium percent because of that it has been done a research on the program of physicaleducation and sport on the four years of middle school education thus it has been used a program of analyzing the content after the statistics and collection of information it has showed the results that the program of the physicaleducation and sport contains some life physical capacities in the four years of the middle school but in a very low percent. That’s why we’ve stated some facts most of them: Make the program of physicaleducation and sport more developed in the light of some life physical capacities. Make the program of physicaleducation and sport a list of life physical capacities without forgetting the needs of pupils in the middle school and reality of society and also age’s demands.