The purpose of the research is to optimize the development of high school students' resistance through integrated work using means and methods specific to football. Experimental verification of the effectiveness of the specific means of football playing in the development of high school students' resistance. The experiment was carried out on 681 subjects. For the development of resistance, the independent variable was implemented in the subjects of the experimental sample. All subjects were predictive and summative in the 10 samples: three motor samples, three functional samples and four somatic samples. The specific methods used in the experiment for the development of resistance were based on uniform efforts, varying intervals and efforts, with appropriate dosages leading to progress.
In the final evaluation, the subjects of the experimental sample and of the reference sample progressed towards the predictive assessment, but those of the experimental sample progressed more than the subjects of the reference sample to all the samples and tests given. The effectiveness of implementing the independent experimental variable in the experimental sample subjects was 61% compared to the subjects of the reference sample. In the experiment, we used the statistical-mathematical method using arithmetic mean, median, modulus, standard deviation, amplitude, mean error, variability coefficient, Student test, Pearson correlation coefficient, Epsilon test and Z test. Higher progress in the subjects of the experimental sample. The difference between the mean of the experimental sample and the reference sample was significant at the significance threshold p <0, 05, with a probability of 95%. The value of the Pearson correlation coefficient is very high (between 0.9 and 1) to 83.33% of high cases (between 0.7 and 0.9) to 13.88% and mean (between 0.5 and 0, 7) in 2.79% of cases, meaning that the results obtained at each sample are significant. The progress of the subjects in the experimental sample was superior to the progress of the reference sample, so we can state that the dependent variable is significant, the assumptions of the research are verified and validated.
The author performs analysis of external and internal factors that influence organization of the system of Polish managers’ professional development. These factors can be united into two groups. We will attribute the factors formed under the influence of external factors to the first group, to the second - the internal ones. So, due to the dynamic changes in economy and business, which take place in the world in general, and in Europe in particular, the first group covers the following three directions: 1) the national and political position of Poland and its geographical location (EU membership and close proximity to the highly developed European countries); 2) the socioeconomic condition of Poland at the present stage (intensive economic development and its rapid international exit, the growth of the number of transnational corporations and their subdivisions, thus, investment growth, including in transport industry: as the host country, Poland is considered to be one of the largest transport basins in Europe; the growing popularity of TNC among the Poles as the most desirable employer); 3) the manpower (cheap labour, employment opportunities and the prospect of professional development, the increasing demand for highly skilled managers for positions of heads’ divisions of transnational corporations). The internal factors of the second group should be considered at two levels: at the organizational level (in particular TNC) and the level of personnel (in our case, managers). At the organizational level, we can notice changes in approaches to manpower management (the employer’s market is transformed into a worker’s market) and the growth of investment in training and personnel development, and also the involvement of top managers in the process of training and personnel development. There are the following trends at the personnel level: the possibility of rapid career in TNC, the growth of authority of Polish managers at the international level.
This article analyzed the importance of having siblings in psychological and social growth of a child. It is not a frequently undertaken issue by Polish scholars, hence the point of references is made within foreign studies. The reflections concentrate on the significance of bonds between the siblings, their position in a family and relations depending on the order of arrival to the family, or the child’s gender. The question of sibling rivalry is signaled, as well as overtaking parental roles by the eldest child. Moreover, positive aspects of having sibling are stressed, accompanied by problems that can occur upon giving birth to the youngest child. Last but not least, the article provides some guidelines for parents with bigger number of children, so problems within such families can be avoided or minimized.
-action gap in sustainable consumption: Insights from a participatory school programme. Journal of Education for Sustainable Development, 6(2), 135-146.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Breiting, S., Mayer, M., & Mogensen, F. (2005). Quality criteria for ESD-schools. Guidelines to enhance the quality of education for sustainable development. Vienna.
Ceulemans, K., Molderez, I., & van Liedekerke, L. (2015). Sustainability Reporting in Higher
ACPA - College Student Educators International. (2008). Toward a sustainable future. American College Personnel Association. Retrieved from http://louisville.edu/student/about/ACPASustainabilityMonograph.pdf
Armstrong, C. M. (2011). Implementing education for sustainable development: The potential use of time-honored pedagogical practice from the progressive era of education. The Journal of Sustainability Education, 2 , n. pag.
Armstrong, C. M., & LeHew, M. L. A
Mihaela-Liana Faur, Romana Benea and Corina Pantea
Introduction A child turns into a well-defined personality after a long educational process based on a curriculum, a process that is the first step on a learning path. The kindergarten, as Florinda Golu states, is “the first institution that ensures an intense learning process through a methodic activity framed in a play, effort, and interrelation regimen. This leads to acquisitions and progress in the cognitive, affective and psychomotor fields of a pre-school child”.
The aim of this paper is to amend the instructive and educational process at pre-school level by developing the psychomotor activities/physical education (PE) lessons through using the physical exercises as a main resort for a harmonious physical development.
Materials and methods The experiment took place at the P.P. no.9 Kindergarten during the 2015-2016 school year, and included 30 children from the upper preschool group, 17 girls and 13 boys, aged 5-6. The test used included the following: somatic evaluation and motricity evaluation.
Conclusion After applying the motricity evaluation content proposed in the paper, and after the initial and final testing (five motricity tests), we were able to see an amendment in the indices we tested for, and through direct observation we detected a “self-overcoming” will power in the children. These aspects validate the proposed hypothesis. The progress was materialized in: number of repetitions, centimeters, and number of points scored – they further strengthened our determination that balanced physical development exercises at this age (5-6) have a positive influence on the correct posture of children, that they make up the basis of general movement, and that they enhance the values of motricity indexes.
The University of Debrecen is a participant of the PETRA project (Promoting Excellence in Teaching and Learning in Azerbaijani Universities) with the University of Jyvaskyla, Finland, University of Applied Sciences Vienna, Austria, Polytechnic University of Valencia, Spain. The aim of the project is promoting of teaching and learning excellence in Azerbaijan Universities, by supporting the professional development in higher education and, in the academic community. For this reason, the program wants to enhance the usage of technology and innovative forms of teaching, to provide support for designing courses and for choosing and using diverse approaches in assessment. The purpose of this study is to identify the possibilities of promoting the professional development in higher education and to explore the theoretical landscape: the roles and implications of the professional development. This paper explores the connections between the reflective behaviour of the teachers and their assessment methods and wants to provide new approaches to assessment in the context of the institutional strategies of the higher education. This paper argues for innovative forms of assessment such as the portfolios in teacher preparation or the group-based assessment forms - as methods of promoting higher quality learning. The study investigates the ways towards the autonomous assessment in the higher education, using self-assessment and peer assessment.
., & Mogensen, F. (2005). Quality criteria for ESD schools. Guidelines to enhance the quality of Education for Sustainable Development. Vienna: Austrian Federal Ministry of Education, Science and Culture, Department of Environmental Educatioen Affairs.
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The article analyzes global trends in the development of teacher education with the aim to improve the education system in Ukraine and presents a comparative and pedagogical study on the concepts of teacher education development in Europe, in particular Great Britain and Germany. It was found that conceptual and methodological fundamentals of modern foreign pedagogy were constantly updated and adjusted. In West European pedagogy, the most common concepts of teacher education development are rationalistic, conservative and neohumanistic (phenomenological) ones. It was specified that rationalistic and traditional concepts of intellectual development were appropriate for the individuals who were reluctant to engage in cognitive activities and needed constant external stimuli. The phenomenological concept is humanistic-oriented and prioritizes personal learning targeted at individual self-realization and defines a learning environment to be a unique catalyst for successful learning. In Great Britain and Germany, open learning is one of the leading forms in realizing the phenomenological concept. Theoretical principles of open learning are related to the philosophy of existentialism, which emphasizes the need to create relevant conditions for learning so that students may freely realize their individual needs. Despite the fact that the concept of open learning is still under development and primarily describes the basic guidelines for education development and the issue of its practical implementation has not beet fully disclosed yet, it appears as a fundamental strategy for modern education. The main principle of open learning is individualization of the education process. Individual skills of students determine the content, methods, forms and tools of learning since the pedagogy of modern teacher education in England is based on them. It was noted that the system of distance education in Ukraine was under development too. However, it may become rather promising provided that Ukrainian educators have taken into account positive aspects of relevant foreign experience and combined the most advanced distance learning technologies with the most effective technologies and methods of traditional classroom learning. West European experience in developing higher teacher education can be implemented in Ukraine provided that the most effective traditions of the national teacher education have been preserved and, therefore, can adjust them to the modern international standards.
Andriani, P., Jones, C., Perkmann, M., De Propris, L., Sena, V., Delbridge, R., Möslein, K., Neely, A. (2005). Challenging Clusters. The Prospects and Pitfalls of Clustering for Innovation and Economic Development. Advanced Institute of Management Research.
Bekar, C., Lipsey, R. G. (2001). Clusters and Economic Policy. Policies for the New Economy, Montreal.
Bruneckienė, J. (2010). Šalies regionų konkurencingumo vertinimas įvairiais metodais: rezultatų analizė ir vertinimas. Ekonomika ir vadyba, vol. 15, 2010, ISSN 1822-6515. p