Физическото възпитание и спорта в училищата в Европа

Физическото възпитание в училище не само допринася за доброто здраве на децата, но и помага на младите хора да разбират физическите дейности по-добре с положителни последици за цял живот. Физическото възпитание в училище дава знания и умения, които могат да се прехвърлят в други сфери, например работата в екип и честната игра, изгражда уважението, както и знания за тялото и социалната среда и предлага едно общо разбиране за „правилата на играта”, с които учениците да си служат в други училищни предмети или ситуации в живота.

Approaches to physical education in schools

Because it is guaranteed to reach virtually all children, physical education is the only sure opportunity for nearly all school-age children to access health-enhancing physical activities. High-quality physical education programs are characterized by (1) instruction by certified physical education teachers, (2) a minimum of 150 minutes per week (30 minutes per day) for children in elementary schools and 225 minutes per week (45 minutes per day) for students in middle and high schools, and (3) tangible standards for student achievement and for high school graduation.

Методика преподавания физической культуры младшим школьникам

Работа по физическому воспитанию в школе отличается большим многообразием форм, которые требуют от учащихся проявления организованности, самодеятельности, инициативы, что способствует воспитанию организационных навыков, активности, находчивости. Осуществляемое в тесной связи с умственным, нравственным, эстетическим воспитанием и трудовым обучением, физическое воспитание содействует всестороннему развитию школьников. Физическое воспитание младших школьников имеет свою специфику, обусловленную их анатомо-физиологическими и психологическими особенностями, а также тем, что, приходя в школу, ученики попадают в новые условия, к которым им нужно приспособиться, привыкнуть.

Характеристика на учебно-възпитателния процес по физическо възпитание

Учебният процес по физическо възпитание е организирана педагогическа дейност, в която участва учителят – като субект, и ученикът – като обект на процеса. Този сложен двустранен процес е целенасочен към даване на специални знания, усъвършенстване на способността да управлява собствените си движения, двигателно-координационните способности и физическите качества на ученика. С това той се подготвя за пълноценна двигателна дейност. В учебният процес по физическо възпитание се решават образователни, оздравителни и възпитателни задачи, като водеща е познавателната дейност, която от своя страна активизира мисловните процеси на учениците.

Views of physical education teachers on values education

Values education is very important for supporting and directing the attitudes and behaviors that brings from birth and changes by the effects of surroundings. The most effective people to provide this support after family are the teachers, especially the physical education teachers who are constantly communicating with the students. Therefore, teachers' perception and knowledge level for this concept should be determined. In order to achieve this purpose, the study was prepared by using qualitative research method. The sample group of the study consists of nine physical education teachers who were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 30 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that according to physical education teachers, firstly family and after school teachers are responsible for teaching values. Value education through physical education is necessary and it is considered to be positively reflected in school discipline. It is also stated that in the teacher training programs there should be practical courses for direct values education as well as theoretical courses.

Физическое воспитание в средней общеобразовательной школе

Роль физического воспитания детей резко возросла в наши дни. Это, прежде всего, вызвано существенным изменением характера заболеваемости людей, распространенными стали хронические, сердечнососудистые, онкологические, нервно-психологические, болезни органов дыхания. Для профилактики данных заболеваний необходимо сознательное, высококультурное отношение к собственному здоровью, правильному образу жизни и физической культуре. Общеобразовательный период от 7 до 17 лет является основным этапом в воспитании перечисленных качеств. В школах, гимназия, лицеях, вузах физическое воспитание направлено на физическое развитие и подготовку детей, и от того как оно будет реализоваться будет зависеть здоровье молодого поколения.

Как да интегрираме спорта в дейности от учебната програма

Спортните дейности са важна част от общообразователния процес. Oт една страна подпомагат поведенческите промени сред учениците, чрез формиране на важни и необходими качества, умения и компетенции, а от друга страна (чрез предоставяне на транстематични дейности, обхващащи спортни и други предмети) правят процесите на учене и преподаване по-мотивиращи и за двете страни – ученици и учители.

Peer exclusion at physical education

School sports give all pupils opportunity to learn to be tolerant to others regardless of their differences or shortcomings. This is getting more and more important due to the growing differences in physical and motor skills, different social backgrounds, besides there is a growing number of pupils having different backgrounds, nationalities, etc. Peer exclusion at Physical Education (PE) in primary schools which can take many forms should be treated properly, according to teachers' opinion. The most frequent causes of exclusion are the lack of motor skills, being overweight, some character features and social status as well. It is normally a very painful problem for the excluded pupil which often leads to avoiding sports activities or maybe even to cutting PE classes. Sports teachers should be aware of the problem, be able to identify the source of troubles in their classes and to solve them.

Значение физического воспитания школьников

Цель физического воспитания заключается в гармоничном развитии тела каждого ребенка в тесном, органичном единстве с умственным, трудовым, эмоционально-нравственным и эсте¬тическим воспитанием. Задачей физического воспитания является также эстетическое развитие детей красотой человеческого тела, особенно в процессе гимнастических и атлетических упражнений, в игровых и соревновательных ситуациях.

Physical education teachers' views about character education

The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kütahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals' behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.

Спортизация физического воспитания как фактор формирования спортивной культуры школьников

The article is aimed at revealing the irreversibility of the growth process, the efficiency of formation of physical culture through sport physical education in schools, where a special role is played team sports games and sports training and the definition of the organizational-methodological principles of this principle for physical education, providing the formation of personality physical culture of the student.

Фактори, които влияят върху отношението на учениците към обучението по физическо възпитание и спорт

Уроците по физическо възпитание и спорт са част от учебния процес. Изучаването и измерването на отношението на учениците към тези уроци е важен проблем в областта на психологическите и социологическите изследвания, който може да ни даде богата информация за многообразието в системата на учебно-спортната дейност и чрез него да се оценяват актуалните решения на образователно-възпитателните проблеми, както и да се прогнозират и управляват отделните особености на този процес.

Impacting children's health and academic performance through comprehensive school physical activity programming

Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1) quality physical education, 2) physical activity before and after school, 3) physical activity during school (both recess and classroom activity), 4) staff involvement, and 5) family and community engagement.

Значение физической культуры для детей школьного возраста

Важность физической культуры для ребенка в школе заключается в формировании различных физических навыков и умений, в укреплении здоровья. Это помогает всестороннему развитию человека в период взросления и имеет очень важное значение. Физическое развитие особенно важно в школьном возрасте, ведь оно влияет и на умственную деятельность подростка. Неполноценное физическое развитие может привести к серьезным последствиям.

Педагогическа комуникация в обучението по физическо възпитание и спорт

Настоящата статия разкрива съвременната спецификация на комуникативни компетентности на спортния педагог. В хода на изложението са разгледани в най-общи щрихи интериора и работната среда, при която се провеждат часовете по физическо възпитание и спорт и връзката им с вербалната и невербалната комуникация по време на учебната, учебно-тренировъчната и състезателната дейност.

Социaлна работа с деца

Създаването на условия, гарантиращи благосъстоянието и развитието на детето в съответствие с неговите права и потребности и с ценностите на хуманното и социално отговорното демократично общество, е проблем, който в началото на двадесет и първи век се откроява с особеното си значение и актуалност в национален и глобален аспект. В тази насока социалните дейности (социалнопедагогическата дейност и социалната работа) са важен елемент от системата за закрила на детето.

Особенности гражданской социализации и социальной адаптации молодых в новых социальных условиях: с.8536-8549.

Анализируются представления учащихся старших классов о школьной жизни, планах на будущее, воспитании гражданской позиции и патриотизма в современных условиях. Представлены мнения учителей о трудностях и проблемах воспитательного процесса. Показана необходимость дальнейшей модернизации воспитания и социализации учащейся молодежи.

Socialization of students with disabilities in an inclusive educational environment

With the implementation of the Educational Standard for children with disabilities, the need for definition of parameters of an inclusive educational environment is high. The article highlights the groups of special conditions of socialization for students with disabilities in an inclusive educational environment; the authors give the content characteristics of all groups. In order to implement inclusive practice it is necessary to create special educational conditions for children with disabilities. Russian defectologists adequately defined a list of special conditions, but they did not give the system description. Without these conditions, studying in a regular school is difficult for a child with disabilities. We have used a new approach to the representation of special conditions system of inclusive education, which is based on the structural-functional model of the educational environment; the components of this model allowed identifying some groups of special conditions (organizational and managerial, material and technical, organizational and pedagogical, the organization of psychological and pedagogical support, social-psychological and subjective). We have defined the content of each group of special conditions and determined the significance and content of extracurricular activities for successful socialization.

College students with disabilities: the relationship between student characteristics, the academic environment, and performance

Increasing numbers of individuals with disabilities are pursuing postsecondary education and training to assist them in achieving satisfying careers and sustainable earnings. Unfortunately, students with disabilities face numerous challenges leading to less than desirable college completion outcomes, with lower rates than their peers without disabilities. As a result of this disparity, there is a growing interest in the factors predicting academic success for students with disabilities. The purpose of this study was to examine modifiable factors (i.e., peer support, disability services, faculty teaching, campus climate, and self-advocacy) as potential predictors of higher academic performance for college students with disabilities. Three hundred and twenty-five students with disabilities from three large universities completed an online survey and participated in this study. Findings indicated that only one modifiable factor: self-advocacy, predicts higher grade point average. Implications for secondary and postsecondary professionals are discussed.

Проблемы и социальные риски процесса социализации современного студента: с. 8522-8529.

Рассматриваются социокультурные предпосылки, обуславливающие проблемы и социальные риски протекания процесса социализации студенческой молодежи в современной ситуации развития общества. Основное внимание уделяется определению сложного комплекса проблем и социальных рисков, проявляющихся в процессе социализации студента в современном обществе.