THE ROLE OF FAMILY IN ENCOURAGING CORRECTIONAL SCHOOL PUPILS TO ATTEND ADAPTIVE PHYSICAL TRAINING CLASSES

10.12737/1464 ◽  
2013 ◽  
Vol 1 (5) ◽  
pp. 49-52
Author(s):  
������� ◽  
Mariya Kozlova
Keyword(s):  
Physical Education ◽  
Physical Training ◽  
Healthy Lifestyle ◽  
After School ◽  
Methodological Framework ◽  
Topical Issue ◽  
Sports Organizations ◽  
School Activities ◽  
Correctional Schools

The topical issue of interrelation between a child�s motivation to go in for sports and exercises and the parents� attitude to the active and healthy lifestyle is explored. It is pointed that correctional schools staff should closely cooperate with the parents and families of their pupils. Such cooperation could encourage children to attend sports classes and help them overcome many of their psychological and dyskinesia problems. The results of introducing the methodic of joint after-school activities of heterogenic groups� children and their parents are given. The perspectives of developing adaptive physical education at special correctional schools are forecasted. Such research, the author confirms, is conducive to elaborating new approaches to adaptive physical education and improving performance and methodological framework of correctional schools. The results can be helpful for sports organizations, correctional schools, educational and health and leisure institutions.

scholarly journals Children’s segment specific moderate to vigorous physical activity through a school-initiated physical activity program

2015 ◽  
Vol 7 (2) ◽  
pp. 19-32
Author(s):  
ARTO GRÅSTÉN
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
After School ◽  
Physical Activity Guidelines ◽  
School Activities ◽  
Before And After ◽  
Before School ◽  
Out Of School

Background: Since less than one-third of 13-year-olds in many Western countries meet the physical activity guidelines, there is a major need to promote physical activity. The aim of this study was to examine children’s segment specific moderate to vigorous physical activity (MVPA) through the school-initiated program. Material/Methods: The sample comprised 76 Finnish elementary school children. Accelerometers were used to investigate the patterns of segmented MVPA through 2012-2014. Repeated Measures Analysis was implemented to summarize variability between time and segments of MVPA. Results: The examination of children’s MVPA revealed that their total, weekend, and before-school activity were significant predictors for their subsequent activity. Children’s MVPA in physical education classes, before- and after-school, and during school breaks decreased through the program. Both girls and boys accumulated the majority of their weekly MVPA during weekdays and out-of-school. Conclusions: The program provedto be effective in order to sustain children’s total MVPA levels, although physical education, before- and after-school, and recess MVPA decreased through the program. Out-of-school activities seemed to be more important than in-school activities in relation to children’s total MVPA minutes, when they transfer to the higher grades. Attention should be paid to out-of-school, especially weekend, activities.

scholarly journals Gender Participation and Preference: A Multiple-Case Study on Teaching Circus at PE in Brazilians Schools

2020 ◽  
Vol 5 ◽  
Author(s):  
Marco Antonio Coelho Bortoleto ◽  
Teresa Ontañón Barragán ◽  
Leonora Tanasovici Cardani ◽  
Alisan Funk ◽  
Caroline Capellato Melo ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
School Administrators ◽  
Behavior Modeling ◽  
After School ◽  
Gender Inequalities ◽  
Structured Interviews ◽  
Gender Preferences ◽  
School Activities ◽  
And Gender

Introduction: After more than a decade monitoring physical education instruction in Brazilian elementary schools we noticed an exponential increase in circus activities in both curricular physical education (PE) and in after-school programs. The purpose of this study was to analyze the children's participation and gender preferences in circus activities, with regard to recent studies reporting substantial gender inequalities in Brazilian PE.Method: A qualitative study, based on multiple-cases design, was conducted in two public and six private Brazilian elementary schools. Data collection consisted of 17 semi-structured interviews with PE teachers and school administrators and in situ observations totalizing more than 130 h. The data were analyzed using Content Analysis (thematic categories).Results: Boys and girls showed high participation levels in both curricular and extracurricular PE circus activities. In grades 1–5, participant activity preference was not linked to gender in either curricular or extracurricular situations and overall physical engagement was high. Gender preferences between activities were identified in grades 6–12: girls for aerial activities (trapeze, silks) and boys for juggling activities. Teacher preferences played an important role in the process of linking activities to specific genders both through modeled behavior and gendered encouragement of participants.Conclusion: Circus instruction engages children of all genders and is thereby an effective activity to counter low participation in PE for boys and, especially, girls. Although circus activities are not inherently gendered, gender preferences are cultivated by teachers through gendered behavior modeling (their activity preferences) and encouragement strategies (guiding students to activities based on gender), which is often observed in traditional PE school activities and sports.

School Physical Education, Extracurricular Sports, and Lifelong Active Living

2008 ◽  
Vol 27 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Jason Bocarro ◽  
Michael A. Kanters ◽  
Jonathan Casper ◽  
Scott Forrester
Keyword(s):  
Physical Education ◽  
Positive Impact ◽  
The United States ◽  
After School ◽  
Active Living ◽  
Physically Active ◽  
Obesity Epidemic ◽  
Intramural Sports

The purpose of this article is to examine the role of school-based extracurricular initiatives in facilitating immediate and long-term positive impact on physical activity, healthy behavior, and obesity in children. A critique of the role of various sports-related initiatives that have been developed to address the obesity epidemic currently facing children within the United States is provided, with a specific emphasis on intramural sports as a preferred mechanism to encourage long-term involvement in sport and physically active pursuits. The article presents support for the notion that a physical education curriculum that includes intramurals before, during, and after school can help children learn the skills to enjoy participation in a variety of sports designed to facilitate lifelong active living.

PHYSICAL EDUCATION AS AN ESSENTIAL COMPONENT OF A HEALTHY LIFESTYLE

2021 ◽  
pp. 65-69
Author(s):  
TATIANA I. PCHELNIKOVA ◽  
ALEKSANDR M. CHASTIHIN
Keyword(s):  
Physical Education ◽  
Motor Activity ◽  
Children And Adolescents ◽  
Normal Development ◽  
Healthy Lifestyle ◽  
After School ◽  
Main Task ◽  
Mental Performance ◽  
Responsible Attitude ◽  
Level Of Knowledge

Relevance: normal physical education and upbringing also contributes to the normal development of such qualities as memory, attention, high levels of stability, perception, observation, and mental performance. In physical education classes, the student learns rational and safe methods of life activity, rational actions, rules of personal and public hygiene, hardening, etc., which positively affects mental development, the process of mental education, and intelligence. The modern Russian school does not provide all the necessary conditions that would allow it to become a place for the formation of the health of schoolchildren. It is necessary to continue physical education after school, to form among children and adolescents the skills and abilities of a healthy lifestyle, a conscious and responsible attitude to the preservation and promotion of health. The main task is to develop and consolidate a conscious attitude to health, personal and public safety among children and adolescents for the entire life cycle. The reasons for the increased attention to the health of students are the following: insufficient motor activity, low level of knowledge, skills and abilities in the field of motor activity, as well as insufficient awareness of the formation of a healthy lifestyle of adolescents.

Daily and school physical activity of 16 year-old girls and boys

2019 ◽  
Vol 4 (3) ◽  
pp. 12-19
Author(s):  
Dorota Groffik ◽  
Karel Frömel ◽  
Marta Witek-Chabińska ◽  
Rafał Szyja ◽  
Radim Žatka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Children And Adolescents ◽  
Healthy Lifestyle ◽  
After School ◽  
Before And After ◽  
The Difference ◽  
Before School ◽  
The Relationship ◽  
Active Locomotion

The aim of the work was to determine the relationship between school and all-day physical activity of 16-year-old girls and boys based on weekly monitoring using pedometers. The research also took into account the level of all-day physical activity of less and more active pupils before school classes. 169 people were examined, including 93 girls and 76 boys from secondary schools of the Silesian region. The subjects wore a pedometer for 5 school days, recording the number of steps performed in individual segments of the day (time before classes at school, during classes at school and time after completing classes at school) in specially prepared tables. The research results indicated that girls are more active in terms of the number of steps taken on school days from boys. Girls and boys meet the recommendation of the school number of steps in the dimension of 3 000. However, the difference in physical activity was observed, considering the division of respondents into less and more active in time before school classes. Students who are less active in terms of the number of steps taken before the start of classes at school do not meet the recommended school recommendation of physical activity. It is necessary to look for reserves of physical activity throughout the day. In addition to physical education lessons, the school should promote activity during breaks, mid-term exercises or encourage active locomotion before and after school classes. Encouraging an increased number of walks, active transport to/from school, cycling, roller skating among children and adolescents is an important element in the preparation for lifelong activity and a healthy lifestyle.

scholarly journals ROLE OF JUNIOR TRAINING IN REDUCING THE LEVEL OF THEIR CRIMINAL INCLINATIONS

2021 ◽  
Vol 23 (80) ◽  
pp. 29-32
Author(s):  
V.A. Kaznazcheev ◽  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Juvenile Delinquency ◽  
Physical Training ◽  
Powerful Factor ◽  
Physical Exercises ◽  
Minor Children ◽  
The Impact

This article examines the impact of physical training on crime among juvenile convicts, namely, how physical activity, a set of physical exercises and much more can affect the behavior of juvenile convicts and, directly, contribute to their correction. Proper physical education of minor children is a powerful factor in preventing and deterring crime. The urgency of the need to involve adolescents in active sports is important in order to develop the values of physical education and improve the form and orientation of the promotion of physical education and sports in order to minimize juvenile delinquency.

scholarly journals Physical Literacy in Physical Education Curriculum

2021 ◽  
Vol 10 (2) ◽  
pp. 55-60
Author(s):  
Arif Bulqini ◽  
Puspodari Puspodari ◽  
Poppy Elisano Arfanda ◽  
Suroto Suroto ◽  
Toho Cholik Mutohir
Keyword(s):  
Physical Education ◽  
Research Study ◽  
Healthy Lifestyle ◽  
Curriculum Planning ◽  
Education Curriculum ◽  
Physical Literacy ◽  
National Education ◽  
Definition Of ◽  
The Right

This study discusses how Pyisical Education Teachers Educator (PETE) adopt Physical Literacy (PL). Knowledge is the foundation of PL to know what to do and when is the right time to do it. The research has a goal, so that PETE understands the definition of PL. This research study contains 3 stages, the first is determining the objectives of the PL, the second is curriculum planning and the third is the learning approach. The method used is a literature review of several opinions about PL in Physical Education (PE). The national PE curriculum is structured and developed to achieve national education goals that are adapted to current conditions and future needs in order to live regularly and actively, through Physical Activity (PA). For this reason, efforts should be made to create a healthy lifestyle and maintain physical fitness (PF). PL is a potential that can be optimally developed for children from an early age. The role of PE is very important in the formation of PL in children, where cognitive, affective and psychomotor aspects are in the goal of PE which can provide motivation, confidence and enthusiasm to continue doing PA.

scholarly journals Not Academic Enough? Enjoyment of Physical Education and the Arts and School Engagement in Early and Middle Adolescence (¿Suficientemente académico? Disfrute de la Educación Física y las Artes e implicación del estudiante con la escuela en la adolescenci

Retos ◽  
2018 ◽  
pp. 301-309
Author(s):  
Enrique Garcia Bengoechea ◽  
Lisa Lorenzino ◽  
Shirley Gray
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Youth Development ◽  
Extracurricular Activities ◽  
School Engagement ◽  
Arts Education ◽  
After School ◽  
Community Factors ◽  
Middle Adolescence

Abstract. School engagement during adolescence is an important personal asset for youth development. While multiple factors contribute to student engagement at school, research on the role of curricular factors is scarce. Based on a secondary analysis of data from Cycle 3 of the National Longitudinal Survey of Children and Youth, this study examined the associations of Canadian students’ enjoyment of arts education, language arts, mathematics, physical education, and science with their engagement at school during early and middle adolescence, accounting for relevant demographic, family, peer, school, and community factors. All things considered, high levels of enjoyment of physical education and arts education   were among the top factors making a contribution to school engagement in both periods of adolescence, and enjoyment of physical education was actually the strongest contributor to school engagement in early adolescence. The findings suggest that curricular factors, and in particular the quality of students’ experiences in physical education and arts education, may be more important than previously recognized in terms of understanding and promoting school engagement in early and middle adolescence. Specifically, the findings provide initial evidence that a positive experience in physical education and arts education can contribute to student engagement and valuing of school. In addition, the findings provide further support for the role of participation in extracurricular activities and after school programs in fostering a sense of connectedness to and endorsement of school values and outcomes during the developmental periods considered.Resumen. La implicación con la escuela durante la adolescencia es un importante activo personal para el desarrollo humano. Sin embargo, la investigación sobre el rol de factores curriculares es escasa. A partir de un análisis secundario de datos del Ciclo 3 de la Encuesta nacional del desarrollo de los niños y los jóvenes, este estudio examina las asociaciones del disfrute de las Artes, las Lenguas, las Matemáticas, la Educación Física y las Ciencias con la implicación escolar en estudiantes canadienses durante la adolescencia temprana y media, teniendo en cuenta factores demográficos, familiares, sociales, escolares y comunitarios relevantes. Niveles altos de disfrute de la Educación Física y de las Artes fueron dos de los factores que más contribuyeron en este estudio a la implicación escolar durante la adolescencia temprana y media, mientras que el disfrute de la Educación Física se reveló específicamente como el factor más importante en la adolescencia temprana. Factores curriculares, y en particular la calidad de la experiencia de los alumnos en las asignaturas de Educación Física y de Artes, pueden ser más importantes que lo pensado anteriormente para comprender y promover el compromiso con la escuela durante la adolescencia temprana y media. Los resultados proporcionan evidencias iniciales de que una experiencia positiva en las asignaturas de Educación Física y de Artes puede contribuir a un mayor compromiso con la escuela y una valoración favorable de la misma por parte de los alumnos y refuerzan el rol de la participación en actividades extracurriculares y programas fuera del horario escolar.  

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