Girls and Women,Sport, and Self-Confidence

This article explores research examining girls' and women's self-confidence in sport and physical activity. The article begins by addressing how self-confidence has been conceptualized and how researchers have measured it. A theoretical groundwork is presented by comparing three models that link confidence to achievement: Bandura's theory of self-efficacy, Harter's competence motivation theory, and Eccles (Parsons) et al.'s expectancy-value model. Next, research examining variables that have been hypothesized to influence female self-confidence, as well as a discussion of gender differences, is presented. Finally, enhancement strategies and future research directions are offered. It is suggested that researchers examine the impact of specific socializing influences when studying girls' and women's self-confidence and also that they undertake more model testing instead of examining variables in isolation.     

浅谈竞技运动与体育教学

竞技运动是一种具有竞争性、挑战性、规则性、公平性和不确定性的身体活动。这种身体活动并不追求身心完美,它所追求的只是比赛最后的胜利,即夺标,争冠军,是一个具有文化性和社会性的复合体。长期以来,竞技运动在体育教学中占有很重要的比重,而围绕竞技运动进行的教学,由于过分强调动作技术的精细化、规范化,而背离了体育教学的根本目标,所以只有将竞技运动加以改造、整理后使之有利于增强学生体质,符合现代教育全面发展人才的需要,才能实现现代体育教学的根本目标。     

Access and Barriers to Education for Ghanaian Women and Girls

As has been aptly stated in the 1995 United Nations Fourth World Conference on Women (UN, 1995) in Beijing, the girl-child today is the woman of tomorrow. The skills, ideas, and energy of the girl-child are vital for full attainment of the goals of equality, development, and peace. For the girl-child to develop her full potential, she needs to be nurtured in an enabling environment, where her spiritual, intellectual, and material needs for survival, protection, and development are met and equal rights safeguarded. In the Ghanaian case, especially the limited education women receive could be detrimental to social development needs of women and girls, hence the focus of this paper, which add some important perspectives to the literature in the area.     

Statement on Education and Equality of Opportunity for Girls and Women

The European Ministers of Education, at the Eleventh Session of the Standing Conference,** adopt the following Statement:

Discussion at the Eleventh Session of the Standing Conference has shown that a high degree of formal equality exists for girls and women in education. At the same time the discussion has also revealed awareness of the fact that formal equality in education has not been sufficient to achieve factual equality of opportunity for girls and women either in the educational system or in the life for which it is a preparation.     

Prospective Teachers' Perspectives of Physical Education and Sport

Occupational socialisation research within the teaching profession is typically divided into three separate stages: recruitment, professional education, and entry into the work place. The beginning phase, also known as anticipatory socialisation, assumes that people who choose to enter teaching have already formed a perspective about the profession. Teaching is particularly susceptible to such perspectives as students spend at least 12 years of their lives observing and interacting with teachers before they enter a tertiary institution. The recruitment phase of socialisation is considered important because it affects the rest of the socialisation process. It is important to know what perceptions and experiences prospective physical education teachers have about physical education and sport before they start their professional training. This study examines the perspectives that recruits joining a training programme bring with them and compares the results with previous research findings in the area of anticipatory socialisation.     

教育公平视域下——留守女童体质长期变化研究

为了解武陵山区苗族农村留守女童体质长期变化趋势及存在问题,为相关职能部门有针对性地采取有效措施提供理论依据.本文选择武陵山区腹地的麻阳苗族自治县(苗族人口占87%)的锦和镇为长期纵向研究观测点,相同年龄组分别用2005、2010、2014年的均值与2000年的均值进行对比,均数间比较用t检验.结果显示:十五年来苗族农村留守女童身体形态指标多数出现了明显向好的长期变化趋势(P<0.05);十五年来苗族农村留守女童身体机能和身体素质指标多数没有出现明显向好的长期变化趋势(P>0.05),而上幼儿园的苗族农村留守女童身体机能和身体素质指标中共有9项指标发生了明显向好的长期变化趋势(P<0.05);结论:十五年来苗族农村留守女童身体形态出现了明显向好的长期变化趋势,这可能得力于经济发展而带来的营养极大改善;十五年来苗族农村留守女童身体机能和身体素质没有出现明显向好的长期变化趋势,这可能与生活环境、生活方式、心理健康水平、体育锻炼等高度相关,其中适合于儿童的科学而合理的体育锻炼最为重要,良好的幼儿园教育和父母亲的悉心呵护是解决问题的关键.     

关于体育课与终身体育意识的思考

中学阶段的体育教师,在教学中主要关注学生的运动技能和运动负荷,几乎是凭作惯性在组织课堂的情况不算少数.至于对学生终身体育意识的培养和引导,则也许只是偶尔在脑海中闪过,或许是在口头上提过。笔者认为对这个问题若没有深刻的认识,还没有在自己的课堂上有计划的认真实施,则还不能算是真正意义上的体育教师。     

学生体质健康测试与高校体育教学的关联性

学生体质健康问题是目前高校体育教学最为关注的问题之一,从某种意义上来讲,体质健康水平是反映学校体育教学水平的重要评价指标,所以对于主管单位和体育教学部门而言,对学生体质健康问题的探讨一直都没有停止过.笔者就二者的关联性谈谈自己的看法.     

A Taxonomy for Research Concerning the Philosophy of Physical Education and Sport

Play is frequently considered the basis of sport, and sport and dance are usually considered separate entities with little relationship to one another. In this paper a model is presented for conceptualizing sport and dance as a common phenomenon separate from the domains of psychology, sociology, history, biology, and geography. Performance is viewed as the basis of this shared relationship. Support is offered from the literature for viewing sport and dance as the performance of skill. Skill in an activity is considered a generic trait of sport and dance with levels of skill or ability a hierarchical, unique, and essential characteristic of the model. The levels within the model are beginner, intermediate, and advanced performance as we traditionally label our courses. Existentialism is offered as the philosophy underlying sport and dance. The purpose of the model is to propose that sport and dance be considered as a discrete domain with a body of knowledge upon which a theory of performance might be constructed. The paper is concluded by offering a common definition of sport and dance.