THE IMPACT OF AN INCREASED NUMBER OF ORGANIZED PHYSICAL EDUCATION CLASSES ON THE FITNESS AND HEALTH OF UPPER PRIMARY SCHOOL PUPILS

2019 ◽  
Author(s):  
Ladislav Pysny ◽  
Jana Pysna ◽  
Dominika Petru ◽  
Karol Gorner ◽  
Karel Jarabek
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Fitness And Health ◽  
Primary School Pupils ◽  
The Impact

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

scholarly journals Introducing E-portfolio Use to Primary School Pupils: Response, Benefits and Challenges

10.28945/2158 ◽  
2015 ◽  
Vol 14 ◽  
pp. 017-038 ◽  
Author(s):  
Dimitra Theodosiadou ◽  
Angelos Konstantinidis
Keyword(s):  
Primary School ◽  
Assessment Tool ◽  
Positive Impact ◽  
Added Value ◽  
Primary School Teachers ◽  
Educational Benefits ◽  
Regular Teacher ◽  
Primary School Pupils ◽  
Teacher Data ◽  
The Impact

Electronic portfolios (e-portfolios) have a positive impact on the learning process in a broad range of educational sectors and on learners of all ages. Yet because most e-portfolio-related studies are about their implementation in higher education, this type of research is less usual in the early childhood context, and there is no available research for Greek schools. This study aims to investigate the impact of e-portfolios on learning in a Greek primary school and to provide a resource regarding the educational benefits of e-portfolio in primary education. To do that, it employs the qualitative naturalistic method to collect data, along with mixed methods which were used to achieve triangulation and strengthen confidence in the outcomes. Participants in the research were fourteen 8-year-old pupils, and one of the researchers was their regular teacher. Data evaluation revealed that the e-portfolio added value in pupils’ learning, acted as a medium to involve parents, promoted pupils’ self-esteem, and was acknowledged as a valuable assessment tool and a challenge for the school community. Based on the experience of the e-portfolio implementation, the authors provide some suggestions that would possibly help researchers and primary school teachers adopt and develop e-portfolio systems in their particular settings.

scholarly journals The dynamics of external provision in physical education

2021 ◽  
pp. 1356336X2110659
Author(s):  
Jessica Mangione ◽  
Melissa Parker ◽  
Mary O'Sullivan
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Primary School ◽  
School System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Course Of Action ◽  
The Impact ◽  
Educational Field ◽  
Selection Of

Neoliberalism is a pervasive phenomenon. A fundamental neoliberal concept allows for the selection of the best and most suitable option available for a specific course of action in any aspect of society. Not unexpectedly, the educational field, including physical education (PE), has been influenced by neoliberal ideas. A key element of neoliberalism in PE is the selection of workers external to the school system, as a suitable option to improve the educational experience. The involvement of external workers increases the diversity of stakeholders in the school system, who, with their actions and decisions, have the potential to influence the content and status of PE in schools. The purpose of this study was to understand the external provision infrastructure supporting PE in an Irish primary school. Specifically, we used network ethnography to understand the structure and the impact of external provision on school PE. Participants included two primary school teachers, the school PE coordinator and one PE external provider. Data analysis resulted in two themes. The first theme refers to the structure of the external provider system, and the second to the dynamics of the network between the main stakeholders. Taken together, a well-established external provision network in the school is revealed but the structure of the network, as designed, is not supporting PE as intended by the Irish educational system.

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