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A Comparison of Physical Self-Concept between Physical Education and Non- Physical Education University Students

-Perception Scale . Journal of Sport and Exercise Psychology, 10:207-221; 16. Page A., Ashford B., Fox K., Biddle S. (1993) Evidence of cross-cultural validity for the Physical Self perception Profile . Personal Individual Differences , 14(4): 585-590; 17. Asci F. (2005) The construct validity of two physical selfconcept measures: An example from Turkey . Psychology of Sport and Exercise 2005, 2: 1-11; 18. Goni A., Zulaika L.M. (2000) Relationships between physical education classes and the enhancement of fifth Grade pupils

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International Committee of Sport Pedagogy and its Contribution to the Development of Physical Education, Physical Activities and Sport in the World and Building Related Policies

REFERENCES 1. Antala, B. (2012). School Physical Education and its Changes during Last Two Decades. In: Effects of Physical Activity Application to Anthropological Status with Children, Youth and Adults. Conference Proceedings (pp309-319). Belgrade: University of Belgrade 2. Antala, B. at al. (2013): FIEP – 90 Years of Services for Physical Education. Comenius University in Bratislava, Topolčianky END, 95 p. 3. Designed to Move, A Physical Activity Action Agenda (2012). Nike, ICSSPE, ACSM, 124 p. 4. Haag, H., Keskinen, K & Talbot, M. (2013

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Original research article. New Physical Education Paradigm – Following In Professor Matić’s Footsteps


This paper analyses the current position of physical culture in the society. It points out the social changes that have substantially suppressed the term physical education and replaced it with the phrase, physical education and sport. In the light of need to reinstate this term into the professional discourse, there was a reminder of the importance and the social scientific contribution to creation of the Theory of physical culture by Milivoje Matić. The critical analysis of the current state of physical education was also conducted. In order to improve physical education classes, a new paradigm of physical education, that will be based on installation of the functional system of physical education and curriculum reform, has to be created. New physical education paradigm signalizes the return to the physical culture - following in professor Matić’s footsteps.

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Historical Experience of Usin Preventive Medicine in Physical Education of Different Population Groups

References 1. Dutchak M.V., Trachuk S.V. The main problems of forming a healthy lifestyl of children and young people in Ukraine // Health, physical education and sports in the present conditions. Khmelnitsky, 2012. 2. Imas E.V., Dutchak M.V. Strategies and recommendations for a healthy lifestyle and physical activity. Collection WHO materials. Olympic Literature, 2013. 3. National strategy of improving motor activity in Ukraine 2025 "Motor activity ‐ healthy lifestyle ‐ healthy nation", 2016. 4

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Physical Education Teachers in the High School of Užice from its Establishment Until the Beginning of the First World War (1839 - 1914)

REFERENCES 1. Group of Authors. Историја Титовог Ужица – до 1918. (History of Titovo Užice) : Istorijski institut iz Beograda i Narodni muzej iz Titovog Užica, 1989. 2. Zlatić, O. „Fizičko vaspitanje u Užičkoj gimnaziji od osnivanja do početka Prvog svetskog rata (1839-1914)“. (Physical Education in High School of Užice from its Foundation until the First World War (1839-1914)“. Masgistarska teza, Faculty of Sport and Physical Education, University of Belgrade, 2016. 3. Ignjić, Stevan, Milutin Pašić, Dragutin Korać, Vojislav Lazović. Užička

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The evolution of the physical effort curve during the physical education and sports lesson


Introduction: In physical and sports education, the effort dosing is essential for achieving the goals and is managed by altering the effort parameters and correlating these with a certain type of rest, respecting the physical norms of the body. According to a study, analyzing and comparison of “The Gauss curve” during a physical education and sport lesson, the expected rising of the effort curve was denied during its first 3 stages. Especially between stage 2 (Preparation of the body for effort) and stage 3 (Selective influence of the locomotive apparatus) there is a decrease of the heart rate. During the sports lessons, we recorded for 10 hours the heart rate of 10 children from 2 different classes of the same grade, 5-A and 5-B, creating one control group (of 5 boys) and one experimental group (5 boys). For the experimental group we recorded for 10 different classes, interchanging stages 2 with 3, more exactly, the stage “Selective influence of the locomotive apparatus” was done before the stage “Preparation of the body for effort”, and for the control group we also recorded for 10 different classes, but they performed the normal sports lesson, following the stages in chronological order.

Objective of the study: The objective of this research was to discover/identify if the effort curve follows an ascendant trajectory during the first 3 stages and a descendant curve during the last 3, by analyzing the heart rate for each stage during the physical education and sports lesson.

Material and methods: The data was collected using 5 - Polar M400 watches and 5 - H7 chest bands, during sport lessons inside the School “Aghiresu Fabricii” from Cluj-Napoca. After the recorded data of the heart rates were analyzed, we observed the differences between the classic sport lesson and the one with the stages 2 and 3 reversed, for the 5th grade subjects.

Results: By comparing the data obtained from the recordings, it was found that there are some differences between the classical physical education lesson and that in which interventions were made in the second and third stages, as a result of the change in heart rate values in the investigated subjects.

Conclusion: Analyzing the two groups in which we had different approaches in the physical education and sports lesson, it is denied that in the classical lesson we have a curve of ascending effort in the first stages. As a result of the reversal of the two-to-three stages, an ascending curve – the Gaussian Curve – is achieved through which an optimal adaptation to effort is made in the fundamental part of the physical education and sports lesson.

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Physical Education - Active Support of the Stage Movement (The Training of the Bodily Expression)


The teaching discipline entitled the Training of the body expression sums those activities that imply the body and which come in varied forms, both as motor structures and as functional features. In the following, we will try to bring arguments in support of the idea that body education (Physical Education) should be the starting point for the Stage Movement (The training of the body expression), first of all, but also for other disciplines of movement, included in the Actor’s Art curriculum (pantomime, fencing, dance).

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Lifestyle And Physical Education

of population changes in diet, physical activity, and weight status on population risk for colon cancer (United States). Cancer Cause Control, 12 , 305-16. Davis, K. S., Burgeson, C. R., Brener, N. D., McManus, T. & Wechsler, H. (2005). The Relationship Between Qualified Personnel and Self-Reported Implementation of Recommended Physical Education Practices and Programs in U. S. Schools. Res Q Exercise Sport, 76 (2), 202-211. Duncan, M., Al-Nakeeb, Y., Nevill, A. & Jones, M. V. (2004). Body image and physical

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Realization of the Teaching of Physical Education in the Uzice Gymnasium from Establishment to the First World War (1839-1914)


Citizens of Uzice received a high school in 1839 for the first time by moving the semi-grammar school from Cacak. After three years, in 1842, the semi-grammar school moved from Užice to Čačak. Twenty-three years have passed until the reopening of the semi-grammar school in Uzice. With minor interruptions in work, caused primarily by war conflicts, the School worked until the beginning of the First World War in 1914.

This research sought to learn about the realization of physical education in Uzice High School since its foundation until the beginning of the First World War. The aim of the research was to find out the time of introduction of physical education in Uzice Gymnasium and its realization in that period, in all its important elements (teaching program and its performance, teachers, material resources, equipment). In this research, a historical method was used.

Teaching of physical education (body-education, guided tutoring and gymnastics) in Uzice High School was not realized in the period from 1839 to 1878.

The first data relating to the attempt to introduce physical education in the Gymnasium of Uzice dated back to 1874. In school year of 1878/79 In the course of the year, the teaching of physical education began within the curriculum, which, at the beginning of the school year was reviewed and adopted by the school's professor council.

By bringing and adopting a curriculum for gymnastics and military exercises from 1882 to 1990, the realization of teaching has characteristics of militarized training. After 1890, there was a period in which there was no teaching of physical education.

With the opening of the newly built building of Gymnasium in 1893, the conditions for a better implementation of the curricula of physical education, which were prescribed by the Ministry of Education, were met.

When Josif Jehlichka came to Gymnasium in Uzice to the invitation of the Ministry of Education of the Kingdom of Serbia, in 1911, as a teacher of gymnastics, a significant rise in the realization of the teaching of physical education in Uzice High School was made.

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Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical Education

References Aicinena, S. (1991). The teacher and student attitudes toward physical education. The Physical Educator, 48 , 28-32. Barney, D., & Strand, B. (2006). Appropriate practices in elementary physical education: Creating a foundation for physical education majors. Teaching Elementary Physical Education , 17(5), 20-23. Barney, D., & Strand, B. (2008). Do high school students know what practices are appropriate in physical education. The High School Journal , 92(1), 33

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