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Copyright of Rozprawy Naukowe is the property of Akademia Wychowania Fizycznego we Wroclawiu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. Practical PE teacher training during school placements is an important part of the process of education of physical education students and have a large impact on their preparation for the profession and the quality of teacher's work. The quality of students' practical teacher training is reflected in the standard of PE classes run at school and children's participation in these classes. Therefore, many studies deal with this topic. There are also projects which aim to improve the organization of students' teacher training in physical education. This paper presents the main weaknesses and challenges of practical school placement systems and a variety of solutions already implemented in Poland and other countries in Europe and the United States. Material and methods. In this article the computer-based literature search was conducted in the following databases: EBSCOHost, PubMed, Science Direct, ScienceDirect On Line. Also manual search of all available issues of pertinent journals was carried out. Results. The findings suggest that there is too little involvement of university teachers in the practical school placements. Conclusions. There is the need to improve cooperation between university teachers and the physical education teachers during physical education teacher training. [ABSTRACT FROM AUTHOR]

Background. The abilities to maintain control of a particular body position, coordination and fluidity of movements are important factors in acquiring new skills during school education. Material and methods. The experimental group consisted of 25 students aged 6-7 years attending the first grade of a primary school in Poznań. We used standardized tests of graphomotor efficiency in children to assess the level and velocity of writing and measure velocity of hand movements. Results. Children aged 6 are faster in following the graphic letter symbols then their older classmates, however, older pupils present a higher graphic quality of the symbols. A significant positive correlation between the speed of hand movements and the rate of graphomotor movements was noticed in younger children, but not in older ones. Conclusions. The level of fine motor skills is different in the six-year-olds and seven-year-olds. This has to be taken into consideration in the developmental process and acquisition of new motor skills [ABSTRACT FROM AUTHOR]

Background. Before introducing changes into study programs one needs to recognize areas of strengths and weaknesses in current practice. In the case of physical education, school apprenticeship is one of the critical elements of pre-service teachers' preparation. The aim of the study was to measure the level of physical education students and teachers in terms of their practical preparation for school teaching. Material and methods. In the design of the study an action research model has been employed. For collecting data a self-designed questionnaire was developed including questions in three areas: organizational, didactic and socio-cultural, using 5-point Likert scale. A sample of 128 second-year students of physical education (62 female and 66 male students) and a sample of 44 PE teachers (16 men and 28 women) were examined. Results. Both the students and pre-service teachers indicated the lowest competence in organizational aspects while the highest one in socio-cultural aspects. Whereas in-service PE teachers assessed their highest competence in organizational aspects. Generally, in-service teachers' self-evaluation was higher than the students' one in all aspects. Conclusions. Findings showed which areas need stronger emphasis during the course of studies before students are sent to school for teacher apprenticeship. A dissonance between the examined in-service teachers' high self-evaluation and rather inadequate tutoring of students during school teacher apprenticeship reported in other research studies is worth testing in more in-depth studies. [ABSTRACT FROM AUTHOR]