Physical Education和Education Physique出现时间考

运用关键词检索方法,以physical education(英文“体育”)和education physique(法文“体育”)为关键词,对国外知名图书馆和出版商的英文和法文历史文献数据库及数字图书馆进行在线检索,提出新的认识并修正了国内已有观点.英文文献中出现physical education的时间应不晚于18世纪法国学者杜博斯所著《诗画论》第5版英译本问世之年即1748年,麦克拉仁和斯宾塞的著作都不是最早使用physical education的著作;education physique在法文文献中的出现时间应不晚于杜博斯《诗画论》1733年法文原版问世之年即1733年,卢梭的《爱弥尔》和巴勒克泽尔的《论儿童的身体教育》都不是最早使用education physique的著作.     

Investigation on Physical Education Majors＇ Intern and Aid Education Practice

以忻州师范学院体育教育专业的支教生为研究对象,采用访谈法、问卷调查法、数理统计等方法对支教全过程进行调查。结果显示：偏远农村教师流失较为严重,多数体教专业支教生要兼代多门其它课程,与所学专业不对口;不少学校几乎没有体育器材及体育场地,体育课教学内容较为随意;生活条件差和安全问题是支教生认为最突出的问题;通过支教,多数学生在教育教学经验及综合能力等方面都有较大收获,并树立了为农村基础教育服务的理念。最后,从进一步提升体教专业学生培养规格、加强支教生思想政治及安全教育、提高支教生教学及社会实践能力等方面提出了一些相应的建议。     

Physical Education: What Future(s)?

This paper seeks to prompt professional debate about the future of physical education and, specifically, the form that curricula should take in rapidly changing times and societies. Arguments focus upon a reorientation and restructuring of the subject to address educational needs and interests relevant to the 21st century. The current revision of the National Curriculum for Physical Education in England and Wales is used as a basis from which to present a case for a distinctly new orientation to be reflected in the design of PE curricula, units of work and lessons. The work of Bernstein and Young is utilised in deconstructing long-established practices and outlining their potential reconstruction in ways that are informed by, and express, a 'critical pedagogy for social justice' [Fernandez-Balboa (1997) Critical Post Modernism in Human Movement, Physical Education and Sport (New York, State University of New York Press)]. A curriculum framework privileging learning achieved in and via activity contexts, as compared to learning of activities, is presented. The developments that are proposed are identified as highly challenging but arguably long overdue in physical education, and as matters of relevance to international professional communities, not only those in England and Wales.     

Physical Education “in All Sorts of Corners”

Abstract

The purpose of this study was to establish percentile norms and to compare skinfold and other anthropometric measurements of 647 Italian, Jewish, and Negro preadolescent boys from the Boston, Massachusetts area. Skinfolds were measured at five sites. Other measurements included height, weight, bi-iliac diameter, and selected girths.

Correlations were determined between skinfolds and selected body build components. Interskinfold r's ranged from moderate to high values. The largest percentile scores were found within the Jewish group. Analysis of variance was employed to compare the body fat, height, and weight of each group. Significant differences were found relative to certain skinfolds and weight between ethnic groups at the 1 percent level.     

Experienced Physical Education Teachers Reaching Their “Use-by Date”

With the needs of experienced teachers potentially overshadowed by a focus on recruitment, the purpose of this study was to retrospectively explore the reasons why three experienced physical education teachers resigned. They were interviewed through Louis and Smith's (1990) quality of work life (QWL) model. Data suggested shared dissatisfactions related to the lack of “genuine” opportunities to participate in educational debate and decision making, and limited professional respect shown by administrators and parents. A physical education teacher's “use-by date” was proposed. Unless these issues are further explored and addressed, quality teachers will continue to abandon the service.     

Delivering the Discourse—Urban Adolescents' Perceptions of Physical Education

abstract

This study investigates how National Curriculum policy for England and Wales has been translated into practice as perceived by the pupils who are its recipients. Results suggest that pupil entitlement as enshrined in the National Curriculum rationale is at best being provided at the level of access to activity and pupil experiences are differentiated sharply by activity, by gender and by school. The paper suggests that the physical education National Curriculum already advantages certain pupil groups rather than others, and that changes in the discourse of physical education, exemplified by the texts of the latest official publications, will, if translated into practice, militate further against access to a curriculum relevant to all pupils.     

Is In-Class Physical Activity at Risk in Constructivist Physical Education?

Constructivist physical education emphasizes cognitive engagement. This study examined the impact of a constructivist curriculum on in-class physical activity. Caloric expenditure in metabolic equivalents (MET) and vector magnitude count (VM) data from a random sample of 41 constructivist lessons were compared with those from a random sample of 35 nonconstructivist lessons. Statistical analyses revealed that students in both curriculum conditions were active at a similarly low-moderate level (MET = 2.6 for experimental, 2.5 for comparison, p = .30). Differences (p < .05) were found between the three units within the constructivist curriculum. The findings suggest that the constructivist approach may facilitate knowledge learning with little risk of reducing in-class physical activity.     

‘Knowing How’ And ‘Knowing That’ And Physical Education

The objective of this paper is to consider some of the philosophical problems on gender in sport in terms of practical philosophy by examining previous studies on sports and gender in Japan. The previous studies of the Journal of Sport and Gender Studies, an institutional journal of the Japan Society for Sport and Gender Studies (JSGS), and were reviewed to explain the characteristics and the limits of previous sports-gender studies in Japan to establish the parameters for a philosophical discussion of sport-gender studies. A philosophical examination of the issues of affirmative actions, which is the least discussed topic among those listed in ‘JSGS’, is presented. By revealing fundamental problems in research on sports and gender in Japan, this study may potentially contribute to the resolution of multiple issues surrounding women in sports in Japan. Also, by exposing general and omnipresent problems, the study transcends the limited framework of sports in Japan, and can point to those common and overarching gender issues that need to be resolved around the world.     

The Contents of 2007's Journal of Harbin Institute of Physical Education

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‘Physical Education’s First Lady of the World’: Dorothy Sears Ainsworth and the International Association of Physical Education and Sport for Women and Girls

Abstract

Dorothy Sears Ainsworth has received wide acclaim for her pioneering efforts in international relations that enhanced collaboration among female physical educators in the decades following World War II. As Director of Physical Education for Women at Smith College (1926–1960), Ainsworth became a global figure, traveling extensively and organizing the first international conference on physical education for women and girls in Copenhagen in 1949. This resulted in the establishment of the International Association of Physical Education and Sport for Girls and Women (IAPESGW), today counting over 400 members from 45 different countries. In this paper we (re)consider the largely hagiographical accounts of Ainsworth’s career and re-examine her contributions to the international stage in light of her maternalist views on female sport and physicality. Indeed, women’s difference from men dominated the discourse of many international women’s movements at this time. We consider what IAPESGW’s long-term governance by primarily white and wealthy women may have meant in terms of the organization’s focus and globalizing efforts and conclude that though Ainsworth’s essentialist approach ignored earlier feminist sporting movements, and would not outlast the more progressive winds of change in the 1970s, neither should her early contributions to establishing bonds among female physical educators globally be minimized.     

On the Traditional P.E.Students＇ Entrepreneurship Education in Colleges

文章主要运用文献资料研究法阐述了当前民族传统体育专业大学生开展创业教育的重要性和存在的问题,并从提高文化素质、完善培养模式、增设创业课程、营造创业氛围、加强创业实践、搭建创业平台等方面探讨了民族传统体育专业大学生实施创业教育的途径。     

Investigation and Analysis on Chinese Young Canoe Athletes＇ Present Culture Education Situation

运用问卷调查、专家访谈和文献资料法,对目前我国青少年皮划艇运动员的学历状况、实际文化水平、文化学习时间、对课程的兴趣等进行了研究,提出构建新的运动员文化教育模式、提高训练效率和形成良好学习习惯的建议。     

Analysis of the Feasibility of Dancing Course in College Girls＇ Physical Education

采用问卷调查法、文献资料法、访谈法等研究方法,对在高校女生体育课中引入舞蹈课程的可行性进行较全面的分析。结果显示：舞蹈以其独特的特性和可见的练习效果深受广大学生,尤其是女大学生的喜爱与欢迎,因此,高校针对女大学生开设舞蹈课是符合现代高校体育教学发展的需求,是很有必要的。     

从Physical Education到Kinesiology：美国体育学科的变革与重塑

以美国最高体育学术团体美国人体运动学会的更名与发展的历程为切入点,对美国体育学科的形成与发展、更名与认同、知识体系的结构与内涵等历史与当代问题进行了梳理,初步解读美国体育学科从Physical Education到Kinesiology的90余年嬗变历程。     

Developing a Psychometric Instrument to Measure Physical Education Teachers’ Job Demands and Resources

Based on the job demands–resources model, the study developed and validated an instrument that measures physical education teachers’ job demands–resources perception. Expert review established content validity with the average item rating of 3.6/5.0. Construct validity and reliability were determined with a teacher sample (n = 397). Exploratory factor analysis established a five-dimension construct structure matching the theoretical construct deliberated in the literature. The composite reliability scores for the five dimensions range from .68 to .83. Validity coefficients (intraclass correlational coefficients) are .69 for job resources items and .82 for job demands items. Inter-scale correlational coefficients range from –.32 to .47. Confirmatory factor analysis confirmed the construct validity with high dimensional factor loadings (ranging from .47 to .84 for job resources scale and from .50 to .85 for job demands scale) and adequate model fit indexes (root mean square error of approximation = .06). The instrument provides a tool to measure physical education teachers’ perception of their working environment.     

Following the Footsteps of Specialist Physical Education Teachers in Singapore’s Primary Schools

This study explored the footsteps of specialist physical education teachers in Singapore’s primary schools. In particular, this paper uncovered the physical education teacher training in Singapore during post-colonial days, ground situations leading to the rise of the specialist physical education teachers and government policies influencing the increase of them in primary schools. Document analysis was employed to trace the development of teachers teaching physical education in Singapore’s primary schools since the 1950s. The focus was on how this development influences the position of specialist physical education teachers in primary schools. The key role of the primary school physical education teacher has changed from a teacher whose focus was on physical fitness to a teacher who looks to develop pupils holistically through pupil-centric sports and outdoor activities. A generalist teacher that did not specialize in physical education is no longer suitable to teach physical education. Government policies and initiatives such as the robust recruitment of physical education teachers and the continuation of the Diploma in Physical Education programme have had a direct impact on the increasing number of primary school specialist physical education teachers. However, this increase is still insufficient. A concerted effort must be made by the school management to prioritize the quality of physical education lessons and sports programmes.     

Still Playing Together(?): A Recall to Physical Education and Sport History Intersections

As academic disciplines, Physical Education and Sport History share interests in performance, participation, physique and the politics of corporeal praxis. Engendering unity between the two disciplines, however, has not been without concern. Scholars working within (and across) both fields have highlighted how the potential for shared knowledge production and meaning making has been, to a degree, stymied by epistemological and methodological criticism and trepidation. Issues over contextualization, rigour, narrative schemas, conceptualizations of the body, and notions of agency and power still, in particular, constrain our current educational and historical readings and renderings of physical culture(s). Scholarly schisms and methodological differences can be overcome, however, and need not prohibit disciplinary collaborations that might better address prevailing ethical questions and affect political cause; vis-à-vis the body, the physical and sport. This brief piece is, consequently, recourse to the scholarly symbiosis between Physical Education and Sport History and echoes the encouragement of our earlier colleagues to play, inquire, create and produce together.     

Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8

Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4–6, n = 96; Cohort 2, Grades 5–7, n = 71; and Cohort 3, Grades 6–8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. Results: After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students’ positive attitudes toward physical education, with a faster rate of change for girls than boys. Conclusion: This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.     

The Joinville School and the Institutionalization of a French-Style Physical Education, 1852–1939

Since the mid-nineteenth century, the Joinville School in France has worked to promote an innovative method of physical education, the French method, which was strongly marked by ideological and geopolitical challenges. Most of the French actors, whether they be military, doctors, scientists, or teachers, fought to defend France on the move. Physical education and its scholastic responsibility thus represented an original means to serve the national community and to give the country the necessary influence it required on the political and cultural international scene. If during the Second Empire, the Joinville School participated in the development of the physical instruction of French troops, during the third Republic, this officers' training school expanded the promotion of its method for physical education in schools. Among the challenges of this strategy, the actors for French physical education were faced with the organization of a common national teaching method as additional support for the promotion of a method that bore the mark of an eclectic philosophy. Until World War II, the Joinville School was a center for innovation that would spread practical physical education throughout France and Europe.