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Jerzy Kosiewicz

References Ajdukiewicz, K. (1938). Logiczne podstawy nauczania /Logical Foundations of Teaching/ . Warszawa-Wilno. Ajdukiewicz, K. (1948). Metodologia i metanauka /Methodology and Metascience/. Życie Nauki , 31-32, 14-15. Ajdukiewicz, K. (1985a). Metodologiczne typy nauk /Methodological Types of Science/. In K. Ajdukiewicz, Język I poznanie /Language and cognition/ , vol. 1 (pp. 87-313). Warszawa: PWN. Ajdukiewicz, K. (1985b). Metodologia i metanauka /Methodology and Metascience/. In K

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Emanuele Isidori

-Vives. Gardner, H.E. (1985). Frames of mind: The theory of multiple intelligences . New York: Basic books. Grupe, O. (1975). The problem of the science of physical activity (or physical education) as a pedagogical discipline . In Haag, H. (1978). (Ed.), Sport Pedagogy. Content and Methodology (pp.11-14). Baltimore: University Park Press. Hirst, P. & Carr, W. (2005). Philosophy and Education. A Symposium. Journal of Philosophy of Education , 39(4), 615-632. Hyland, D.A. (1990). Philosophy of sport. New York: Paragon House. Isidori E. (2014

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Jerzy Kosiewicz

References Ajdukiewicz, K. (1985). Metodologiczne typy nauk /Methodological Types of Sciences/ . In Ajdukiewicz K., Język i poznanie /Language and Cognition/. Warszawa: PWN. Amsterdamski, S. (1964). Ilość i jakość /Quantity and Quality/ . In Amsterdamski, S., Engels. Warszawa: Wiedza Powszechna. Amsterdamski, S. (1981). Życie naukowe a monopol władzy (casus Łysenko) /Scientific Life and Monopoly of Power (Lysenko's Case)/ . Warszawa: Towarzystwo Kursów Naukowych. Wykłady

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Jernej Pisk

/Spirituality in modern world/ (pp. 69-82). Ljubljana: Kud Apokalipsa. Kosiewicz, J. (2010). Sport and Philosophy - from Methodology to Ethics. Warsaw: BK Wydawnictwo. Kreeft, P. (2008). Socratic logic. Indiana: St. Augustine's Press. Kroes, P. (1998). Philosophy of Technology. In: Routledge Encyclopedia of Philosophy, Version 1.0, London: Routledge. Malik, K. (2006). What science can and cannot tell us about human nature. In Wells, R.H., McFadden, J. (Eds.), Human nature: Fact and Fiction (pp.164-183). London

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Mario Amatria, Daniel Lapresa, Javier Arana, M. Teresa Anguera and Belén Garzón

their impact on learning. In the current study, within the framework of an observational methodology design ( Anguera, 1979 ), we applied a series of logistic regression models to investigate whether F-7 or F-8 was better suited to the learning needs of children aged 8-10 years moving up from futsal (F-5). The matches analyzed took place at the end of the 2011-2012 season between teams about to move up from F-5 to the newly introduced F-8 format. Considering the multiple dichotomous variables of interest in studies of sport, together with the potential offered by

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Roberto Alsasua, Daniel Lapresa, Javier Arana, M. Teresa Anguera and Belén Garzón

., 2016 ; Ozakaki and Rodacki, 2012). Attempts have been made to break down this complexity by studying aspects of the game preceding a successful or unsuccessful shot, such as fast breaks ( Refoyo et al., 2009 ), space-time coordination dynamics ( Bourbousson et al., 2010 ), network metrics (Fewel et al., 2012), and interactions between attackers and defenders ( García et al., 2013a ). Observational methodology ( Anguera, 1979 ) provides an optimal framework for capturing the frequency, duration, and order of events and behaviors, producing datasets that can then be

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Jerzy Kosiewicz

). Myślenie potoczne /Common-sense thinking/. Warsaw : PIW. Kołakowski, L. (2000). Zakresowe i funkcjonalne rozumienie filozofii /The scope and functional understanding of philosophy/. In Kultura i fetysze / Culture and fetishes/. Warszawa: PWN. Kosiewicz, J. (2008/2009). Philosophy of Sport from the Institutional, Content Related and Methodological Viewpoint, Physical Culture and Sport. Studies and Research , 46, 5-31. DOI: 10.2478/v10141-009-0001-5. Kosiewicz, J. (2010). Social and Biological Context of Physical Culture

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Kamenka Živčić-Marković, Goran Sporiš, Ines Čavar, Aleksandra Aleksić-Veljković and Zoran Milanović

Abstract

The aim of this study was based on the kinematic parameters, extracted at different stages of performing a forward handspring to determine the interconnection of methodological procedures of learning with the final structure of the movement. The respondent is an active competitor with years of experience, elite athlete, many times Croatian champion, and competitor at European, World Championships and the Olympics. The team composed of six gymnastic experts, chose one of the best performances by twelve methodological procedures and the best performance (of six) twoleg forward handsprings basing their choice on a detailed review of recorded material. Assessment of quality of performance was done according to the defined rules prescribed by the regulations (Code of Points). The forward handspring technique consists of four phases based on which 45 space and time kinematic parameters were selected (30 parameters in the phase of hand contact and push-off, 7 in the flight phase, and 8 parameters in the landing phase). By extraction of space and time parameters, there was a differentiation of certain methodological procedures that are the best for learning forward handspring in each phase of its performance. This research indicates that these methodological procedures mostly coincide in space kinematic parameters by which the technique of a forward handspring is described.

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David Hortigüela Alcalá and Alejandra Hernando Garijo

Introduction Sport is an essential and important feature of society, becoming a phenomenon closely linked to social, cultural and educational elements ( Mackintosh and Liddle, 2015 ). In schools, sport defines hobbies and relationships ( Wellard, 2012 ). Physical Education (PE) is directly linked to students’ positive perceptions and sport habits. Games and sports are important aspects of the subject. However, teachers’ methodological approaches will determine student’s motivation to perform extracurricular sport ( Casey and Quennerstedt, 2015 ). Therefore

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Pedro Encarnação, Sylvie Ray-Kaeser and Nicole Bianquin