有益身心健康的sport

单词sport是disport的简写形式。而disport的意思是“玩耍、娱乐、嬉戏、消遣”等。该词可追溯到拉丁语系，其中“dis”即“des”．意即“away、carry”。它们合起来便是carry away（转移开）。     

what sport Do You like？

Jack, Paul and Susan are talking about their piths （计划） for this weekend. They are going to do some sports.     

Research in ‘sport pedagogy’ — One field of theoretical study in the science of sport

This analysis provides an overview of sports and physical education as a subject for research under the title of sport pedagogy, which is a subdiscipline within the scientific study of sport. The purpose is to provide a conceptual framework and guidelines for effective research.An explanation and justification of the terminology used is followed by a discussion of the status of sport pedagogy in relation to the sciences of education and sport. An analysis of the research dimension of sport pedagogy is the next step, and finally the direction this research is taking is explained by reference to two target areas, namely curriculum theory and instruction theory. An example of a research model integrating both areas is presented.

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Zusammenfassung Diese Untersuchung gibt einen Überblick über Sport und Leibeserziehung als Forschungsgegenstand unter der Bezeichnung Sportpädagogik, einem Zweig der Sportwissenschaften. Zweck der Untersuchung ist es, ein Rahmenkonzept und Richtlinien für eine wirkungsvolle Forschungsarbeit zu schaffen.Einer Erklärung und Abgrenzung der verwendeten Terminologie folgt eine Diskussion um die Stellung der Sportpädagogik im Hinblick auf Erziehungswissenschaft und Sportwissenschaft. Darauf wird die Bedeutung von Sportpädagogik für die Forschung untersucht, um dann schließlich die Richtung, in die sich diese Forschung bewegt, anhand von zwei Gegenstandsbereichen zu erklären, der Curriculumstheorie und der Unterrichtstheorie. Ein Forschungsmodell, das beide Gebiete umfaßt, wird am Beispiel vorgestellt.

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Résumé La présente analyse donne une vue d'ensemble des sports et de l'éducation physique en tant que sujet de recherche sous le titre de pédagogie du sport, qui est une sous-discipline de l'étude scientifique du sport. L'objectif consiste à offrir un cadre conceptuel et des directives pour une recherche efficace.Les explications et les éclaircissements concernant la terminologie employée sont suivis d'un débat sur le statut de la pédagogie du sport par rapport aux sciences de l'éducation et du sport. L'analyse de la dimension de la recherche relative à la pédagogie du sport constitue le point suivant, et enfin il est procédé à savoir la théorie du curriculum et celle de l'enseignement. Un modèle de recherche intégrant ces deux domaines est donné en exemple.

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This article is mainly based on three invited keynote papers presented by the author at international conferences: International Congress in Physical Education, Trois-Riviéres, Canada 1979; 1984 Olympic Scientific Congress, Eugene, Oregon, and 1986 Asian Games Scientific Congress, Cheonang-Seoul, Korea (cf. Haag 1982: 13–22; Haag 1986: 151–162; Haag 1987: 353–361).     

Guess! Which sport do they play?

"娱乐之王"继续甄选!这次考验的项目是娱乐圈的帅哥们最热衷的运动分别是什么?现在就开始吧!     

浅析“体育”与“sport”的差异

本文采用文献资料、专家访谈等研究方法,试对"体育"与"sport"多年来一直存在在概念、本质及培养目标等方面的问题进行分析,提出:"体育"与"sport"之间确实存在着各种差别,应给予它们一个上位概念。     

What do we know about early sport specialization? Not much!

In November 2005, the International Olympic Committee's Medical Commission issued a statement on Training the elite child athlete recommending that “more scientific research be done to better identify the parameters of training the elite child athlete”. This paper focuses on a specific issue related to training the child athlete: early specialization. While associations between early specialization and expertise development are highlighted, much research also suggests early specialization is associated with a range of negative consequences affecting physical, psychological, and social development. Alternately, some researchers have proposed that an early diversification approach does not disadvantage athletes in acquiring expertise, and is important for the development of intrinsic motivation and skill transferability. However, this review suggests that inadequate evidence exists to resolve the issue in favor of either approach.     

The role of ‘pracademics’ in education and development of adventure sport professionals

Understanding and exploiting the synergy between theory and practice lies at the heart of effective education for outdoor professionals. Accordingly, and in an attempt to stimulate debate, this paper conceptualizes the interaction between theory and practice in the context of the education of outdoor professionals. We identify issues specific to the often separated worlds of practice and academia. While acknowledging those distinct skills and competencies, however, we also explore a mid-role; that of the ‘pracademic’ or scientist–practitioner or practitioner scholar, considering behaviours that may encourage greater collaborative work to inform the process and implementation of the education of outdoor professionals.     

Learning through South–South development: Cuban-African partnerships in sport and physical education

Since the 1990s, Cuba has offered scholarships to students from low-resource countries to attend the Escuela Internacional de Educación Física y Deporte (EIEFD) for a six-year degree in sport, physical education, and coaching. Drawing on the experiences of EIEFD graduates from four Southern African countries (Zambia, South Africa, Mozambique, and Lesotho) the authors discuss the meanings that this South–South cooperation through education holds for international students and for the self-sufficiency of sport and physical-education systems within partner countries. The authors also show that upon returning home, many EIEFD graduates are left to negotiate insular job markets and inconsistent domestic commitments to public sport and physical education. The implications for South–South development through international education, and the place of sport and physical education therein, are discussed.     

Play and practice in the development of sport‐specific creativity in team ball sports

Current theoretical approaches regarding the development of creativity support the view that gathering diversified experience over years is an ideal medium for creative thinking. This study examined the role of practice conditions in the development of creative behavior in team ball sports. Twelve trainers selected the most creative and the least creative players from their teams. These athletes (n=72) provided information about the quantity and type of sport‐specific and other related practice activities undertaken throughout their careers. Results indicated significant differences between the groups for time spent in unstructured play activities and a marginally significant difference for total time spent in training for their main sport. In both cases, more creative players accumulated more time than their less creative counterparts.     

人教版《英语》七年级下册 Unit 20 What''''s your favorite sport?教学设计

一、教学目标(一)新课标对初一年级的总体目标1.能听懂有关熟悉话题的语段; 2.能与教师或同学就熟悉的话题(如学校、家庭、生活)交换信息; 3.能参照范例或借助图片写出简单的句子; 4.参与简单的角色扮演等活动; 5.能尝试使用适当的学习方法,克服学习中遇到的困难。     

‘Special sport’ for misfits and losers: educational triage and the constitution of schooled subjectivities

This paper investigates the recent move by the federal government in Australia to manage more closely the primary sector of education through the use of national performance standards. The increasing importance placed on such benchmarks in Years 3, 5 and 7 raises questions about the perceived need to survey and thereby manage the education systems by using this technology as a means of achieving the goals of performativity - accountability and competition. Setting this agenda in a globalized context, it is acknowledged that although the mechanisms for setting and raising standards are very different across the world, the discourse resonates. The paper documents the specifically Australian, and more particularly Queensland, responses to the culture of performance. In this imperative to improve educational outcomes by using national tests, the paper raises persistent questions about the suitability of such tests for children who, for a host of reasons, are different from the monocultural able-bodied mainstream. Through its argument that inclusive practices in primary education are being jeopardized by creeping standardization practices, and despite policy rhetoric to the contrary, the paper demonstrates the seemingly unstoppable forces of performativity evidenced through national standards.     

‘I haven’t lost hope of reaching out … ’: exposing racism in sport by elevating counternarratives

ABSTRACT

This paper tells the ‘back story’ to the development of a local soccer hub, which focuses on the experiences of a predominantly South Sudanese team called the Western Tigers. We use a counter-story telling approach anchored in critical race theory, to develop a composite story that brings together biographical and autobiographical accounts gathered during an ethnographic study. These accounts are narrated from the vantage point of David, a player/coach, whose experiences expose everyday racism and its effects, while also illuminating responses to racism in the context of sport. This composite story challenges dominant narratives about sport in Australian society particularly those that position sport as the great equaliser and a pathway to ‘integration’ and belonging. Our analysis sheds light onto how the dynamics of racialisation and exclusion take the form of a slow violence for young people of refugee background, shaping their experiences and trajectories on and off the field. We discuss the paradoxical role of settings such as the Western Tigers and the Community Soccer Hub as important ‘public homeplaces’, that can also be understood as marginalised and marginalising for young people of refugee background.     

‘It’s just because we’re girls’: How female students experience and negotiate masculinist school sport

This article focuses on the inequalities experienced particularly by girls who attend co-educational secondary schools where specific male sports dominate school life. The research was undertaken in the Republic of Ireland in three schools known for the participation and success of boys’ teams in Gaelic football, hurling and rugby. Through a Bourdieusian account of ‘masculine domination’, this article examines how girls (and some boys) attending these schools have experienced inequalities in obtaining recognition in sport, and discrimination in accessing male-orientated sports, as well as unequal opportunities, resources and support. School management, teachers and students (both male and female) will be shown to often protect this male preserve by strategies that maintain the exclusion of girls through the normalisation of gender binaries. The article will also show how girls reflect upon their experiences and attempt to mobilise change.     

Physical education and sport science undergraduate students as multimedia and web developers: Moving from the user’s to the creator’s perspective

The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE) and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education (entitled ‘Informatics in Education’ and ‘Computers in Physical Education Teaching’) for the undergraduate students of a PE and sport science department, and (b) the investigation of students’ responses to the courses and instructor’s experiences from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE. Twenty-three students that had attended ‘Informatics in Education’ and 13 students that had attended ‘Computers in Physical Education Teaching’ participated in the study. Research data were collected through student questionnaires and instructor’s notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes, and that their responses to the courses were positive overall. The courses fulfilled students’ expectations and were successful in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve their future instructional practices. However, the study also brought to light the various difficulties and challenges of training prospective PE teachers in the didactical utilization of ICT at undergraduate level.     

How domain specific is motivation and engagement across school,sport, and music? A substantive–methodological synergy assessing young sportspeople and musicians

The primary purpose of this study was to examine the domain specificity (or otherwise) of motivation and engagement across academic, sport, and music domains using a survey-based methodology with parallel forms of the Motivation and Engagement Scale. The secondary purpose of the study was a methodological one seeking to test the most appropriate analytical means of assessing domain specificity. The sample comprised 329 young sportspeople (62% of total sample; 53% male; mean age 14 years) and classical musicians (38% of total sample; 40% male; mean age 14 years) in which target academic, sporting, and music domains are salient. Confirmatory factor analysis (CFA) led to the conclusion of modest domain specificity in motivation and engagement. This conclusion was based on fit indices for competing models, the size of parallel between-domain correlations, the proportion of shared variance between parallel domains, the number of within-domain correlations that were higher than parallel between-domain correlations, the decline in model fit when parallel correlations were constrained to be equal, and differences between parallel means. Notwithstanding this, constructs that were more trait-like evinced relatively less specificity. In terms of the secondary, methodological purpose, the study found that CFAs that correlated parallel uniquenesses resolved biased parameters found in raw scale score correlations that did not correct for unreliability and CFAs that did not correlate parallel uniquenesses. Together, findings hold implications for more targeted intervention, guidance for appropriate analysis in parallel domains using parallel measures, and more differentiated approaches to measurement.     

Effect of sport education on students’ perceived physical literacy,motivation, and physical activity levels in university required physical education: a cluster-randomized trial

Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is...     

‘Six packs and big muscles,and stuff like that’. Primary school‐aged South African boys,black 1 and white,on sport

This paper explores the salience of sport in the lives of eight‐year‐old and nine‐year‐old South African primary school boys. Drawing on ethnographic and interview data, I argue that young boys' developing relationship with sport is inscribed within particular gendered, raced and classed discourses in South Africa. Throughout the paper I show differences and durability of meanings across the social sites that affect and position blacks, white, boys and girls. It is argued that young boys' early association with sport is centrally about identity and doing sport, or at least establishing interest in sport is one important way in claiming to be a real boy. The findings have implications for the call by the South African Government to get the nation to play.     

Teaching for understanding and school sport: a study in an intercultural context and situation of social risk / Enseñanza para la comprensión y deporte escolar: un estudio en contexto intercultural y situación de riesgo social

This study analyses the integration of Mapuche-Huilliche students who participate in a school sport programme based on the teaching for understanding model in a situation of social risk. In this context, 41 students (aged nine to 12) participate, 24 of whom are from the aforementioned ethnic group. To collect data, participant observation was conducted for eight months and group and individual interviews were held. The results show that the Mapuche-Huilliche students recognize themselves as members of the same collective when participating in games associated with their ethnic group. Their main motives for participating in school sport are the teaching approach and the acquisition of social capital. Cooperative learning activities are shown to foster positive interactions with non-Mapuche students.