Analysis of teaching physical education to second-grade students using sport education

The purpose of this article was to provide an account of second-grade students and teachers, as well as a non-participant observer, after they participated in a season of Sport Education. For a total of 12 lessons, students participated in a season of developing throwing and catching and kicking skills. Interviews were conducted at the conclusion of the season to collect data from students and teachers regarding their experience. Field notes from the non-participant observer were also recorded. Although Sport Education is commonly introduced to students no earlier than the fourth grade, results revealed that there is the potential for introducing Sport Education to students as early as the second grade, a year in which the children typically turn eight years old. It is suggested that future studies of Sport Education with second-grade students could potentially enhance the learning experience of physical education students at the beginning of their school career.     

Irish primary school teachers' experiences with Sport Education

This study examines the degree of active learning, participation and engagement of civic, social and political education (CSPE) pupils through an analysis of interview and focus group data, supplemented with key findings from a survey undertaken with CSPE pupils. The study focuses on pupils’ views of the status of CSPE, their experience of active learning, or its absence, and the benefits pupils derived from active/experiential learning. These findings are presented in terms of gender and school-level differences and are analysed within an appropriate participation framework.

The importance of citizenship education is conceptualised through a review of participation theory and the rationale for engaging pupils in active/experiential learning. It is argued that whilst it is important to engage young people in this type of learning, it can only be achieved if teachers believe in it and are willing to give pupils the appropriate autonomy needed to succeed. Examining pupil accounts of CSPE and active learning reveals there is a disparity in perspective between pupils who, in some schools, have benefited greatly from CSPE (through increased confidence and skills development) and those in other schools, where some pupils appear to have subverted active learning and have benefited little.     

也谈体育教学改革

体育教学改革是必要的.为了适应体育教学改革的新形势,通过联系.实际,在教学内容、教学方法、培养目标、评价体系以及自我修养等方面都进行了改革,并取得了一定的成效.从而使教师们对教学改革增强了信心,坚定了决心.     

也谈体育教学改革

体育教学改革是必要的。为了适应体育教学改革的新形势，通过联系实际，在教学内容、教学方法、培养目标、评价体系以及自我修养等方面都进行了改革，并取得了一定的成效。从而使教师们对教学改革增强了信心，坚定了决心。     

《管子》对中国古代体育发展的三点贡献

《管子》是中国先秦诸子中的重要著作,内容庞杂,思想广博,有着很强的社会实践性,其中包含了丰富的体育教育思想,其对于民间习武活动的记载、对养生问题的理解、甚至于对武术动作的记载,在中国古代体育教育发展史上都有着重要的历史地位。     

Educational Value and Models-Based Practice in Physical Education

Abstract

A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ‘goods’.     

论体育教学训练中的道德教育

在体育教学训练中向学生传授道德知识 ,树立道德榜样 ,进行集体道德实践 ,培养学生德、智、体全面发展 ,是体育工作者的职责     

试论学校体育与学生终身体育思想的形成

随着终身体育思想的出现,终身体育对学校体育提出了新的要求,学校体育必须适应时代的要求,不断探索,让学生养成良好的体育锻炼习惯,培养学生终身体育的意识。     

Assessing in-service teachers' instructional beliefs about student-centered education: A Turkish perspective

The main purpose of this research is to examine in-service teachers' instructional beliefs about student-centered education. The inventory was designed to measure teachers' student-centered educational beliefs based on four components of the educational curriculum comprising of educational objectives, content, teaching strategies and instructional assessment. Data for the study were collected from 307 in-service teachers working at K-8 schools. A quantitative research analysis showed that in-service teachers held positive beliefs about student-centered education. In addition, the characteristics of teachers such as school level, teaching experience, teaching subject and educational background had statistically significant effects on their beliefs about student-centered education.     

从高校体育看中国体育教育

阳光体育运动对高校的体育教育开展提供了新的视野和发展思路,但是学校里学生对体育的认识还是不够强。也存在着这样那样的一系列问题。本文从高校体育存在的问题探索中国的体育教育。     

辽宁省普通高校体育卫生健康知识实施情况分析

通过调查,作者从教学内容、教学方式、师资队伍等方面对辽宁省普通高校体育健康知识实施情况进行了分析,查找出体育健康知识教育方面存在的不足,旨在从科学的角度出发,使体育教育与健康教育有机结合起来.     

鄂州职业大学公共体育课教学的现状与对策研究

该文运用文献资料法、问卷调查法、访问座谈法、数理统计法等,对鄂州职业大学公体课中学生上课的目的动机、对目前体育教学现状的态度、体育课的教学现状对学生参与锻炼积极性的影响等几个方面进行调查、统计,获取数据进行深入分析,并提出鄂州职业大学公共体育课教学模式的建议。     

浅析拓展运动融入体育院校的可行性

体育院校引入拓展运动是教学方式与教学内容的一项重要改革与创新。它有利于挖掘学生个人潜能和提高自我,增进团队协作和改善人际关系;增加学生的专业技能,进而拓宽毕业生的就业渠道,贴近社会的需求;而且我们体育院校的场地设施、学生的先天条件、师资等,对开展拓展运动有着独有的优势。探索适宜的方式引入拓展运动,促进拓展运动和体育院校的结合,己是摆在广大教师面前的现实课题。     

The Biome Project: developing a legitimate parallel curriculum for physical education and life sciences

The purpose of this article is to describe the outcomes of a parallel curriculum project between life sciences and physical education. Throughout a 6-week period, students in grades two through five became members of teams that represented different animal species and biomes, and concurrently participated in a season of gymnastics skills and competitions. It was found that both classroom teachers and the specialist physical education teacher believed the organisation of this project led to greater learning of both subject strands than would have been possible if they were taught separately. This was due to both curricular and micro-political elements that worked together to both motivate students and allow for reinforcement of content. It is suggested that the organisational features of Sport Education allow for such shared partnerships to work without trivialising the content of either subject.     

课外体育活动在普通高校体育教学中的作用

课外体育活动是实现高校体育目标的重要途径,课外体育活动时间远远多于课堂体育活动时间,从灵活性上看,把课上学到的知识、技能和锻炼身体的方法运用到课外锻炼中去,使学生终身受益。课外体育活动作为学校体育的“正业”,将为学校体育以及整个学校注入新的生机和活力[1]。     

学校体育中的礼仪教育

从全方位、多层次的视角来认识学校体育,有效利用学校体育教育中所孕育的包括个人礼仪、社交礼仪、文书礼仪、习俗礼仪和体育仪式等礼仪教育内容,形成生物的、教育的、心理的、社会的多维体育“育人观”。     

浅谈高校体育教学改革

根据高等学校体育教学的特点 ,遵循实现终身体育的规律 ,从指导思想、教学模式、教学内容、课外体育活动以考试模式等方面提出了高校体育教学改革的一些观点     

终身体育动机的培养

21世纪的到来，教育思想、教育观念是体育教育工作进行体育教育教学并进一步深化改革的指导思想。振兴民族的希望在教育，振兴教育的希望在教师，作为体育教育工作，如何完成培养未来社会的各种高级人才的重任?本结合新世纪、新理念、新的指导思想，论述了终身体育动机的重要性及终身体育动机的培养，并提出了相应的建议。     

Traditional and contemporary approaches to career-long professional learning: a primary physical education journey in Scotland

With career-long professional learning increasingly seen as a significant element of teacher education, this paper proposes that there is a need to acknowledge the complex nature of the professional learning process. The paper explores lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh. With the group's traditional initial continuing professional development efforts having limited impact on teachers' practice, the paper considers how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners.     

通过体育教育促进学生心理健康发展

介绍了体育教育中促进学生心理发展的主要标志、基本内容、基本途径与方法等方面的研究成果,阐述了体育教育对提高学生心理素质的作用,为探讨体育教育促进学生心理全面发展提供了依据。