Top PDF Physical education, physical activity and sport in schools

Physical education, physical activity and sport
in schools

Physical education, physical activity and sport in schools

Ambitions Noting the benefits of sport and physical activity in improving children’s physical and mental wellbeing, and helping them develop teamwork and leadership skills, the Plan sets out a joint commitment from the DfE, the Department for Digital, Culture, Media and Sport, and the Department for Health and Social Care to collaborate at a national level to ensure that sport and physical activity are an integral part of both the school day and after-school activities, so that all children have the opportunity to take part in at least 60 minutes of physical activity every day. 87 It adds that at least 30 minutes should take place in schools, and the remaining 30 minutes outside the school day, as set out in the Childhood Obesity Action Plan. The Plan acknowledges the ambition of this goal given that 32.9% of children and young people currently do less than an average of 30 minutes of activity per day. 88
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Evidence on physical education and sport in schools

Evidence on physical education and sport in schools

Changing boys’ attitudes to girls in PE and sport; and, Increasing girls’ confidence in PE and sport. Change4Life School Sport Clubs programmes aim to encourage inactive and at risk pupils to participate in sporting activities in school, either immediately after school and/or at lunchtime. Sport Physical Education and Activity Research (SPEAR, 2011) conducted an evaluation of the programme, and concluded that the average Change4Life School Sport Club ran for two or three terms, was supported by one or two new coaches, had 22 members of whom six were previously ‘non-sporty’ and three were young leaders, and they generated 1.3 new relationships with community clubs. However, half of the clubs were not targeted at any particular groups within schools, with less than a half targeted at
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Physical Education, Physical Activity and Sport for Children and Young People. A Guiding Framework

Physical Education, Physical Activity and Sport for Children and Young People. A Guiding Framework

developments involving a deeper level of cooperation across agencies, in the interest of children and young people. It is a framework which organisations and individuals involved in the promotion of physical education, physical activity or sport can use according to their needs. The guide is not prescriptive or exhaustive in detail as its purpose is more about encouraging dialogue and generating new ideas which act as a catalyst for action. I hope this guide will inform debate about the links between education and other sectors involved in the provision of sport and physical activity, in the belief that a collaborative approach is the most effective in cultivating an active healthy society, now and into the future.
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Investigation of Physical Activity Report Card Applications by Physical Education and Sport Teachers

Investigation of Physical Activity Report Card Applications by Physical Education and Sport Teachers

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 physical education 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 physical education 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.
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Implications of physical activity for academic achievement. California physical education requirements. Physical Education and California Schools

Implications of physical activity for academic achievement. California physical education requirements. Physical Education and California Schools

Physical Education and California Schools October, 2007 State and federal legislation has made prevention of childhood obesity a priority by creating strong nutrition guidelines and requiring that districts adopt a local school wellness policy. In addition to addressing student nutrition, district wellness policies must include goals for physical activity, with the objectives of promoting student health and reducing childhood obesity. This policy brief describes research showing the benefits of physical activity for student learning, explains the state requirements and standards for P.E., highlights board actions to support P.E.
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Examine of Mobbing via Humour Styles of Lecturers at Schools of Physical Education and Sport

Examine of Mobbing via Humour Styles of Lecturers at Schools of Physical Education and Sport

lecturers-students. This study is of great importance since it creates awareness about the topic in the lecturers at each level and shows negative effects of the lecturers’ mobbing actions via humour on teaching and training quality as well as their academic careers. In this context, it is necessary to determine the humorous behaviors that can contribute to the elimination or control of psychological violence, even if the expected result is not fully achieved. Moreover, when the acute and long-term effects of psychological violence are taken into consideration, the research that has been done in this sense is the foreground. Hereby, this research aimed to investigate whether the lecturers working at schools of physical education and sport were exposed to mobbing via humour.
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Extracurricular Sport and Physical Activity in Welsh Secondary Schools: Leisure Lifestyles and Young People

Extracurricular Sport and Physical Activity in Welsh Secondary Schools: Leisure Lifestyles and Young People

Hitherto there have been relatively few large scale qualitative studies using young people-centred methods to develop a nuanced understanding of their leisure lifestyles and participation in extracurricular sport and physical activity. The purpose of this paperis therefore to present the findings from a large-scale empirical programme of research based in secondary schools in Wales. Its aim was to explore young people’s participation and non- participation in extracurricular sport and physical activity, and their relationship to leisure lifestyles. Importantly, the research placed young people at the heart of analysis (MacPhail&Kinchin, 2004).The focus of the research was a pan-Wales initiative that targeted extracurricular sport and physical activity in all secondary schools known as the ‘5x60’ initiative its aim was to raise physical activity levels to meet the Welsh Government’s target of young people engaging in sport and physical activity for one hour (60 minutes), five times a week. Introduced as a pilot in 2004, (Bolton et al 2007), its main objective was to locate a sports development officer (SDO) to stimulate and provide additional extracurricular sport and physical activity opportunities, especially targeting those currently not involved in school sport, school team sport and / or Physical Education (Sports Council for Wales, 2006).
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Physical education and sport in schools

Physical education and sport in schools

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
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Evidence on physical education and sport in schools: key findings

Evidence on physical education and sport in schools: key findings

Between 2003/04 and 2007/08 TNS-BMRB (formerly TNS), conducted five annual surveys of schools to measure progress towards increasing participation in PE and sport by 5–16 year olds. In 2008/09 and 2009/10, TNS-BMRB was commissioned to conduct two further surveys of schools which measured take-up of PE and sport by young people in schools and colleges. At this point the survey was also extended to cover Years 12 and 13, and collected data by gender for the first time. The 2009/10 survey was the final PE and Sport survey, and it collected information from all partnership schools in the maintained sector in England (a total of 21,486 schools) and from all FE colleges (a total of 357).
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Policy Recommendations for. Physical Education and Physical Activity in California Public Schools

Policy Recommendations for. Physical Education and Physical Activity in California Public Schools

Integrate physical activity into the full school program: I n the classroom, Recess/ activity breaks, Facilities/playground design. III[r]

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Sport Education in a Higher Education physical activity course

Sport Education in a Higher Education physical activity course

Authors will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Physical Education and Sport Science shall not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflict of interests, copyright violations and inappropriate or inaccurate use of any kind content related or integrated on the research work. All the published works are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-
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Physical Activity and Health Education in European Schools

Physical Activity and Health Education in European Schools

4. Professionals and Policy makers in the field of Health Promotion and Health and Physical Activity. -Promotion of health education at schools. -Physical activity and Health. New approaches for practical health education in the PE class. -Physical education: how is it dealt with in European schools.

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Sport Exergames for Physical Education

Sport Exergames for Physical Education

Sport Exergames for Physical Education INTRODUCTION Insufficient physical activity is one the main pa- rameters for mortality, and obesity is a growing concern in post-industrial countries. A combina- tion of physical exercise and healthy nutrition is essential for decreasing obesity. Active video games (exergames) are becoming popular as ways of motivating people to exercise more. However, it is not clear whether these serious games could also be used in physical education (PE) and serve as more than mere entertainment. In this chapter, we will examine existing academic literature based on the characteristics of sport exergames that are important in the domain of PE. We also provide a practical example of psycho-biophysical evaluation of a sport exergame to see how close and encouraging these games are, compared to the real sports.
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College of Physical Activity and Sport Sciences

College of Physical Activity and Sport Sciences

Students in athletic coaching education, athletic training, physical education teacher education, sport and exercise psychology, and sport management examine the relationship of play, games, sport, athletics, fitness, and dance to our culture and cultures throughout the world. Their preparation includes the acquisition of knowledge and skills from a vast array of movement activities in addition to an understanding of associated physiological, biomechanical, sociological, psychological, historical, philosophical, and pedagogical principles. Preparation in athletic training is designed to enable students to prevent and treat injuries related to athletic competition.
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College of Physical Activity and Sport Sciences

College of Physical Activity and Sport Sciences

A mission of the College of Physical Activity and Sport Sciences is to prepare our students to become effective practitioners and leaders in their respective fields and to enhance the quality of life of the citizens of West Virginia and beyond. The college offers emphasis areas in Athletic Coaching Education, Athletic Training, Physical Education Teacher Education, Sport and Exercise Psychology, and Sport Management. These programs are characterized by curricular experiences which are designed to broaden perspectives, enrich awareness, deepen understanding, establish disciplined habits of thought, prepare for meaningful careers, and thus help individuals become informed, responsive and productive citizens.
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Head of Department - Sport & Physical Activity

Head of Department - Sport & Physical Activity

• To disseminate research, education and professional practice findings to business, industry, professional and governmental bodies, schools and colleges and the general public at a regional/national level. • To demonstrate a sustained contribution to the organisation of professional practice activity within Bournemouth University through leadership of an academic team/group and portfolio area.

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Hounslow Physical Activity and Sport Strategy

Hounslow Physical Activity and Sport Strategy

I recognise the Council has a significant role to play in increasing participation but also that we are only one of many organisations involved. Whilst we provide the majority of the infrastructure where sport takes place such as leisure centres, schools, playing fields, parks etc. voluntary clubs and organisations undertake much of the provision and activity. We are in the process of addressing the poor condition of some of our leisure facilities and we have recently invested £26 million to improve our leisure centres. This investment has made a significant difference and visits to our leisure centres have increased from 60,000 a month to over 110,000 a month. With the future redevelopment of Heston Pools now a reality we hope to increase visits to an even higher level in the future.
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School Policies on Physical Education and Physical Activity

School Policies on Physical Education and Physical Activity

n Schoolchildren, as well as other residents, can become—and remain—more physically active after school and on weekends when schools and communities enter into joint-use agreements about school property and equipment. Arrangements between schools and communities to share activity facilities may be even more important in areas where children have fewer facilities outside of school, such as low-income, inner-city and rural settings. Schools, especially those in low-income neighborhoods, have been shown to be important sites where children can participate in active play. 147 However, when such schools are closed or locked, children living in low-income communities may have few other locations where they can be active. Researchers visited schools and parks near the residences of adolescent girls in six states and found that schools represented nearly half (44%) the available sites for physical activity for these girls. 148 On the day of observation, however, a third of the schools were locked. Although many factors contribute to inactivity among low-income children and adolescents, having accessible school facilities may be an important strategy for supporting physical activity at the community level. 149
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Rethinking sport teaching in physical education

Rethinking sport teaching in physical education

164 curriculum games and sport teaching. Research would suggest that, internationally, this is not unusual for physical education (MacPhail et al., 2008). From their PTP placement experiences the PETE-PS teachers perceived physical education teachers as habituated curriculum and pedagogical actors. In contrast to the normative technical model of sport teaching experienced, observed and encouraged during PTP, sports literacy informed sport teaching required practice that moved the PETE-PS teachers beyond generic notions of sport teaching. As a prospective model to inform quality sport curriculum design and enactment it required an emphasis on learners, learning and subject content that matters (Darling-Hammond, 2006). The results of this research indicated that at most schools the teachers considered that the emphasis of the schools PE curriculum was on encouraging engagement and getting students active. It was not indicated, or communicated to the PETE-PS teachers, that deep learning grounded on substantial concepts was an expectation of the student curriculum experience.
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Physical education in secondary schools

Physical education in secondary schools

facilities. However, too often there has not been a close enough link with local clubs and organisations, which has prevented enthusiastic pupils developing their interests further. 89 The majority of schools visited offer pupils opportunities to participate in leadership training such as the Active Young People Organisers Course, which helps them to organise safe, fun and purposeful physical activity for young people. Participation in these courses helps pupils to acquire a better understanding of some important topics covered in their physical education lessons. The work these young leaders often do in organising activities for younger pupils in partner primary schools helps strengthen transition arrangements between the schools.
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