Search

This study aimed to describe the experiences of College PE students in implementing the Physical Education Curriculum, coping mechanisms for the challenges encountered, and the learning insights observed. Five participants in the study were second-year college students from Notre Dame of Marbel University, taking PE122 Team Sports subject. The status of the implementation of physical education was geared toward two significant themes: satisfying the students in the teaching instruction and enjoying the Physical Activities. At the same time, the coping mechanism for the challenges in implementing physical education was geared toward two significant themes: worry and lacking a positive attitude towards learning the skills and boosting confidence in performing the skills. In addition, the learning insights drawn to improve the implementation of physical education at the tertiary level are presented in two major themes: improving the learning instructions and providing holistic development activities to students. The Commission on Higher Education should consider the needs of the learners and teachers in planning the Physical Education subject to implement the Physical Education curriculum at the tertiary level effectively. The teacher applies unique teaching styles to activate the participation of the students in the physical activities and provide meaningful learning experiences to students. [ABSTRACT FROM AUTHOR]

Purpose: The goals of this study were: (1) to assess students’ physical activity levels in a sport education season according to the phases of the model, adjusted for body mass index; (2) to uncover the contribution of the phases of the model to the World Health Organization recommendations; (3) to understand its impact in students with overweight/obesity. Methods: A total of 42 primary education students with a mean age of 10.68 ± 0.69 years, enrolled in one year 5 (10–11 years) and one year 6 (11–12 years). Physical Education lessons of the same school agreed to participate. Students in both groups experienced a 14-lesson learning unit in team handball through the sport education. Each participant wore an ActiGraph GT3X accelerometer to measure physical activity levels, counts/minute and steps counted. Cole and Lobstein cutoff points were used to determine groups based on body mass index (thin, normal-weight, overweight/obese). Results: The results showed that the overweight/obese group achieved scores for moderate to vigorous physical activity and sedentary time that were not significantly different from the normal-weight group. According to the phases, the preseason was the most active and contributed most to the World Health Organization recommendations in all groups. Conclusions: Sport education could be considered an appropriate pedagogical framework to help overweight/obese children achieve moderate-to-vigorous physical activity and sedentary scores similar to their normal-weight classmates. Key elements of sport education include performing roles, learning work routines, and having the autonomy to choose games/tasks, all of which promote physical activity amongst all students. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the physical education/sports education courses, content, and practices in the curricula of Civil Defense and Firefighting associate degree programs in Turkiye. Within the scope of the study, the Bologna course packages of 42 associate degree programs between 2022-2023 were examined in detail using document analysis method. According to the findings, it was determined that 14.3% (6 programs) did not include physical education courses, and 40.5% (17 programs) did not have course content for occupational physical fitness. In addition, 52.3% of the lecturers teaching the course did not have a degree in physical education and sports. The findings reveal important problems considering the requirement of high physical fitness in firefighting profession. The research emphasizes that the deficiencies in the physical education course content should be updated to meet the requirements of the firefighting profession and should be made compulsory. The results of the study clearly indicate that Civil Defense and Firefighting programs should focus on physical fitness-based education to train qualified personnel. In this context, it is recommended to adopt a special curriculum under the name of "Occupational Physical Fitness" course and it is emphasized that this course should include the objectives of achieving high physical capacity and fitness by focusing on the basic skills of the firefighting profession. Consideration of these recommendations may contribute to the creation of a strong and appropriate educational infrastructure in the firefighting profession.

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office 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.)

By the methods of content analysis, literature review, and logical induction, this paper discusses the ideological foundation for conducting ideological and political education in sports psychology curriculum, and based on this, characteristics of parenting focusing on a holistic view of mind and body, the nurturing view of positive psychology, the professional view of service to others, and the practice-oriented ethical view of nurturing has been analyzed in the course of sports psychology. After clarifying the overall characteristics of the course, the elements of the course's ideology would be drawn and mined from three aspects including book teaching, student experience and sportsmanship. In the process of integrating curriculum ideological and political resources into classroom practice, teachers promote the conversion of the value of the curriculum by emphasis on the ideological and political elements, innovation in the concept of ideological and political curriculum education through intellectual and emotional unity, accurately grasping the uniqueness of sports students to teaching, reconstructing the evaluation system of the ideological and political education of the curriculum for giving back to teaching to promote the implementation of the ideological and political in sports psychology curriculum, in order to give full play to the positive role of the ideological and political education, and finally to provide the high-quality talents guarantee for the comprehensive promotion of the construction of a sporting leading nation and the realization of a powerful socialist modernization country. [ABSTRACT FROM AUTHOR]

Based on the position of dialectical analysis, the ability goals of physical education curriculum in China is viewed and pondered from the perspective of process, value and problem, aiming at specifying its subject value, clarifying the internal problems, and then putting forward the promotion strategy. The research shows that: (1) the evolution of the ability goals of physical education curriculum is mainly embodied in three stages: the single direction of the ability goals, the expansion and relative solidification of the ability goals, and the adjustment and diversification of the ability goals. (2) The value goals of physical education curriculum ability mainly includes highlighting the characteristics of physical education curriculum, reflecting the demands of ability education, and echoing with the core quality of the subject. (3) The inherent problems of the ability goals of physical education curriculum are mainly presented as vague concept expression, drift of theoretical orientation, and lack of practical scheme. (4) The optimization of ability goals for physical education curriculum in the new era should focus on standardizing the concept expression of ability goals for physical education curriculum, clarifying the correlation dimension of ability goals for physical education curriculum, as well as improving the evaluation system of ability goals for physical education curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Sport & Exercise / Türk Spor ve Egzersiz Dergisi is the property of Turkish Journal of Sport & Exercise 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.)

Due to the different physical fitness of college students, they have different acceptance abilities for college physical education courses, so a unified teaching method cannot be applied among many students. The article focuses on the student stratification model based on learning characteristics and takes the university physical education course as an example to design a university physical education teaching stratification method based on the improved K-means clustering algorithm with initialization denoising and center-of-mass optimization. Taking the physical education test data of the 2021~2023 sessions of a university as the research object, K-means clustering analysis was carried out on the 8-item physical fitness test data to realize the stratification of students’ learning situation. The experimental results show that the method of this paper clusters 14619 students into three layers, and the cluster centroid distances of Cluster 1~3 are 20.35, 16.97, and 18.39, respectively. The maximum standardized mutual information values are 6.820, 3.105, and 2.931, respectively, and the results of the stratification are reasonable and easy to interpret, and they can provide effective references for the development of personalized physical education for school students.

The discovery and integration of Civics and Politics elements in college teaching has become an important way to implement core literacy, and more importantly, it highlights the importance of value in the process of educating people with moral values. This paper utilizes the Delphi method to collect experts’ opinions and revise the indicators of the Civic and Political Elements explored in the physical education curriculum and then utilizes the hierarchical analysis method to calculate the weights of the indicators of the Civic and Political Elements and to check the consistency. Subsequently, based on the teaching objectives, the explored civic and political elements are effectively configured in college physical education courses, and the optimized teaching mode of college physical education courses using big data is established. The results of the study showed that the students in the optimized teaching mode had significant differences (P

Physical education curriculum in colleges and universities has been paid more and more attention and turned one of the important contents of education curriculum. In order to make up for the deficiency that traditional tests can only get a general score and further optimize the physical education curriculum, this study selected G-DINA model according to Wald statistic, analyzed the physical education curriculum textbooks, and clarified the cognitive attributes and hierarchical relations of the curriculum. Then, pursuant to the attributes and hierarchical relations obtained, this study constructed typical assessment model matrix and developed the curriculum cognitive diagnosis test paper based on Q matrix. Through comparing results of the two physical education curriculum diagnosis test papers based on G-DINA model, it can be seen that the ratio of students who master the attributes A4 and A5 is climbed up to 67.2% and 59%, respectively, which indicates that students’ overall mastery of A4 and A5 knowledge blocks has been significantly improved after teachers’ intensive and in-depth optimized teaching. Therefore, it can be concluded from the above that the optimized teaching of physical education courses in colleges and universities plays a significant role, and at the same time, for teachers, G-DINA model is conductive to fully controlling the teaching feedback effect, timely adjusting the teaching key and difficult points, and predicting the depth and breadth of teaching trend. Even further, the model is helpful for college physical education institutes to deepen the physical education curriculum optimization in colleges and universities.

The notion of carry-over value of certain physical activities has long been a preoccupation for physical education (PE) curriculum planners, one goal of PE being to prepare students for an active lifestyle in their adulthood. This goal is reinforced by the fact that over the last decade, there has been a considerable increase in interest for physical literacy (PL), a construct that advocates individuals' lifetime involvement in and with physical activity. This trend is likely to bring about a good deal of adjustments in the curriculum and the delivery of teaching in PE. The purpose of this article is to discuss the emergence of PL over the last years and examine how this trend can blend into the general objectives and the specifics of the PE curriculum, particularly with regard to older students (high school and college level). Following an analogy between literacy and PL, and an operational definition of PL and related philosophical foundations, the development of PL in school is presented as a learner/user-centered, situated, socio-constructivist, systemic and progressive process. Considering the part of the PL journey vested in PE, a resulting expansion of PE subject matter is envisioned, and the particular case of learners' performance appreciation is examined. Finally, the author offers a critical analysis of the 'physically literate' term, considering the monist foundation of PL. The PL term has registered in the collective psyche and is here to stay, at least in a foreseeable future. The PL surge in the PE scenery may be seen as an opportunity to revisit the PE curriculum and PE teaching practices in order to cover a larger spectrum of PA activities for students. Meeting the admitted PL goal (i.e. nurturing autonomous, self-directing, self-actualizing and self-regulating PA-literate adults) cannot be achieved through simply passing on dominant forms of PA activities (whatever they may be) without taking into account physical activities that have become part of emergent and attracting communities of practice. [ABSTRACT FROM AUTHOR]

The main purpose of the physical education course is to contribute to maximizing the physical, mental, social, and emotional development of children. In order for the Physical Education course to fulfill this function, there must be a healthy and harmonious relationship between the student teacher and the curriculum. Physical education programs are primarily affected by students who do physical education and sports, and the teacher who takes physical education classes. The aim of this research is to evaluate the views of physical education teachers working in the Turkish Republic of Northern Cyprus according to the sub-dimensions of "Purpose", "Content", "Teaching Activities" and "Evaluation" of the 4th an5th-grade physical education curriculum. The questionnaire form used as the data collection tool of the research consisted of four parts. While preparing the questionnaire, the "Purpose", "Content", "Teaching Activities" and "Evaluation" sub-dimensions of the physical education lesson program were taken into account. In the analysis of the quantitative data obtained from the research, descriptive statistics (arithmetic mean, standard deviation) were used. According to the results obtained in the research, the teachers expressed their opinions at the level of "I agree" on many aspects of the "Purpose", "Content", "Teaching Activities" and "Assessment" sections of the program. The most positive feature of the program is that the physical education and sports education program enables students to develop positive personal qualities as well as basic life skills. The most negative feature is that the content does not contain up-to-date information. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Sport Sciences & Education / Avrasya Spor Bilimleri ve Eğitim Dergisi is the property of Eurasian Journal of Sport Sciences & Education 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.)

PURPOSE This study aims to analyze elective courses in overseas physical education curricula and explore directions to improve the national physical education curriculum. METHODS Physical education curricula from the Ontario Ministry of Education and New South Wales Department of Education, and an administrative announcement book of the 2022 Revised Physical Education Curriculum were collected and analyzed. RESULTS The Ontario physical education curriculum offers a range of elective subjects that fit students’ need to enter universities and colleges. It also has a systematic curriculum flowchart within elective courses. The NSW physical education places importance on learning life skills and offers content-endorsed courses that comprises core studies and optional modules. CONCLUSIONS This study clarified the differences between the learning content of elective subjects and suggested the necessity of developing plans to provide students with effective course path.

With the development of network technology and computer intelligent monitoring technology, a large number of video data came into being. In view of the analysis of specific targets in video, the traditional artificial analysis method can not meet the existing needs. In volleyball teaching in college physical education, because each student has different movements, intelligent processing of video data has become a key issue. Through collecting and sorting out the relevant research results on behavior recognition, it is found that in the research of deep learning, the algorithm structure applied in this paper is representative, and its strong learning ability, especially compared with the traditional algorithm, can more accurately identify human movements, natural language processing and so on, but the research on volleyball action recognition is still less. Therefore, this paper constructs a data set, improves the convolution neural network model, subsequently, new models are constructed through the neural network structure to improve the accuracy of the nonlinear expression and optimize the content of the input data. In order to more accurately analyze the effectiveness of this algorithm, the new data are obtained by grouping the volleyball games in college sports courses. Compared with the original paper, the accuracy of the improved 3D network is improved by 3.3%–88.5%, and the complexity is reduced by 33.6%.

Chinese traditional culture creatively integrates "virtue" and "rite" into a competitive sports activity, which is used to cultivate the ideal social citizen - gentleman. This study creatively transforms the moral education value and etiquette education endowed by Chinese traditional sports into the modern physical education curriculum system, and forms a comprehensive physical education model of "four-dimensional education" of virtue, rite, art and physique by combining the western physical education technology teaching and strengthening the physical education function. Through excavating and inheriting the cultural value of Chinese traditional sports and cooperating with the development of Art of Archery curriculum, the author seeks the sports education function of both inside and outside, so as to connecting with the comprehensive value of Chinese traditional sports culture in all aspects and realizing the educational goal of "building people by virtue" [ABSTRACT FROM AUTHOR]

The multimedia technology and computer technology supported by the development of modern science and technology provide an important platform for the development of college physical education teaching activities. To better play the role of network auxiliary teaching platform in college sports teaching and improve the effectiveness of college sports teaching, the construction method of multimedia auxiliary teaching effect evaluation model based on the random number forest algorithm is proposed. Through the specification of the random forest algorithm and the optimization of the teaching quality evaluation index, the auxiliary teaching level of the college physical education network is analyzed, and the evaluation of the multimedia auxiliary teaching effect of the physical education courses is completed. The experimental results verify the effectiveness of the evaluation model designed in this article, with a user satisfaction of 72%. Teachers and students can use the evaluation model to improve the teaching quality and teaching efficiency, improve the management work, and promote the scientific, standardization, and specialization of physical education teaching management in colleges and universities.

Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability. [ABSTRACT FROM AUTHOR]

According to the specific requirements repeatedly put forward by many national documents in the past 20 years that "those who fail to meet the national standards for students' physical health" and ""those who are qualified can not graduate", the methods of literature, data statistics, ad logical analysis are used to carry put systematical design and overall promotion of the reform and practice of "unqualified physical examination can not graduate" in Yunnan university. Building co-educational physical education class teaching mode of "sport technique + fitness health" for male and female students; revising the syllabus so as to include such physical test item as 50m running, standing long jump, pull-up/sit-ups and 1000m for males 800m for females as class routine; establishing a curriculum evaluation system of "50% sports technique + 40% physical test + 10% usual grade"; establishing physical education class or physical examination class of 200 class hours covering four grades of undergraduate course; increasing students' physical examination times and opportunities for supplementary examinations; starting the second phase construction of nearly 60,000 square meters of school sports center; improving the campus app of 120km for boys and 100km for girls per semester; adjusting physical education teachers provision according to the ratio of 300:1 for undergraduates; adjusting the public physical education class salary coefficient from 0.7 to 1.0; helping students master more than 2 sports skills. A series of reform measures once attracted the attention of the mainstream media. The results showed that the reform and practice of "failing in physical examination and not graduating" show some initial effect, and the qualified rate and the rate of good physical fitness result reached 91.9% and 11.9% respectively, which get the highest for the last 5 years from 2017 till 2021 [ABSTRACT FROM AUTHOR]

This study examined the attitudes and physical activity preferences of Filipino post-primary students towards their K-12 physical education curriculum. It also explored whether differences existed based on gender and grade level. Grade 7–10 (n = 483) students responded to statements related to student attitudes to and interest in physical education. Physical activity preferences were also examined. Results showed that Filipino post-primary school students possessed positive attitudes toward physical education. Significant differences between gender were found in terms of the type of sport enjoyed, namely preferences for swimming, gymnastics, and basketball. Significant differences were also found among grade levels regarding attitudes towards co-educational classes and enjoyment of fitness testing, as well as preferences for badminton, basketball, and dance lessons. The present study suggests that the K-12 Physical Education curriculum offers class experiences that students find favorable and enjoyable. Teachers and sport administrators who want their students to enjoy and feel positive about physical education should take into consideration their students' sex and grade level during curriculum development and/or adjustment. This research also highlights that the physical activity preferences of students are becoming more diversified but that, at the same time, they tend to remain traditional. [ABSTRACT FROM AUTHOR]

Different types of high schools in Taiwan have the same physical education curriculum. In this cross-sectional study, we investigated the difference in the prevalence of metabolic syndrome between senior and vocational high school students. We retrospectively collected health check-up data from 81,076 first-year senior and 68,863 vocational high school students in Taipei City from 2011 to 2014, including their blood pressure, height, weight, waist circumference, fasting blood glucose, total cholesterol, triglyceride, and HDL-c levels. The prevalence of metabolic syndrome was determined using definitions from the Taiwan Pediatric Association (TPA), International Diabetes Federation (IDF), and de Ferranti et al. The prevalence of metabolic syndrome was 1.73% (senior and vocational high school students: 1.22% and 2.33%, respectively) using TPA criteria, 1.02% (0.69% and 1.40%, respectively) using IDF criteria, and 5.11% (3.92% and 6.51%, respectively) using de Ferranti et al. criteria. The most prevalent risk factors overall were increased blood pressure and central obesity. Given the significantly higher prevalence of metabolic syndrome in vocational school students regardless of the criteria, and that metabolic syndrome causes future adult health risks, the physical education curriculum and health education program in vocational schools should be strengthened to decrease the risk and prevalence of metabolic syndrome. [ABSTRACT FROM AUTHOR]

The main purpose of the article is to clarify the origin of modern competitive sports replacing modern gymnastics as the main carrier of physical education curriculum. It is found that the success of the British Industrial Revolution and the disintegration of "geopolitical" societies created conditions for the civilization of competitive sports. Rugby School, which gave full play to the fun of sports, respected students' subjectivity, and adopted the joint competition system, successfully realized the transformation from mob soccer to modern football and modern rugby. In the form of after-class special courses, competitive sports became an important part of cultivating the necessary qualities of gentlemen in public schools, then the "competitive sports education" was born. With the realization of industrialization and urbanization in the late 19th century and early 20th century, the vigorous development of extracurricular competitive sports, coupled with the advancement of progressive educational thought, the "New Physical Education" ideology in the United States was thus established. "Naturalized" game, and competitive sports replacing "formal" modern gymnastics became the main carrier of physical education courses. The orientation of physical education curriculum also changed from "physical education" to "through the physical education", and the era of competitive sports as the main carrier of physical education curriculum began. Therefore, enlightenment are drawn as follows: physical education curriculum can not deviate from one's personality education; the view of curriculum as instrumentality needs to be surpassed; the inherent cultural attributes of physical movement need to be revealed. [ABSTRACT FROM AUTHOR]

The traditional evaluation system of physical education reform in colleges and universities is usually designed with I/O module. This evaluation system is not real-time and it is difficult to meet the requirements of many evaluation indexes. In order to solve the problem of weak anti-interference and real-time performance of the evaluation system, this paper designs the evaluation system of College Physical Education Reform Based on wireless sensor network from two aspects of hardware design and software design. The hardware part mainly designs the evaluation interface, evaluation circuit, processor and display; The software part analyzes the principle of software evaluation, develops a new evaluation system and a new software evaluation process, and completes the work through three steps: communication information collection, communication information evaluation processing and information display. Compared with the traditional system, the experimental results show that the system can complete the accurate evaluation in a short time, and can quickly transmit the evaluation results to the LCD, which has strong real-time performance, effectively solves the problem of long delay in the traditional system, ensures the evaluation effect, and improves the quality of teaching reform. [ABSTRACT FROM AUTHOR]

Sedentary behaviors are increasingly common, exerting a heavy financial burden on society and becoming a risk factor for chronic diseases and mortality. Taiwan has one of the highest obesity prevalence rates among Asian countries. This cross-sectional study investigated the correlation of sociodemographic characteristics and PE enrollment with the time spent on various sedentary behaviors. The valid responses of 1,195 Taiwanese university students on a survey were analyzed. They were recruited between May and June 2019 using cluster sampling. The survey inquired into demographic characteristics and the self-reported time spent on various sedentary behaviors. Descriptive statistics, one-way analysis of variance, a t test, and effect size analysis were used to analyze the data. The results indicated that university students in Taiwan were sedentary for an average of 474 minutes per day, with use of social media being the most prevalent sedentary activity at 123 minutes per day. The severely overweight group was most sedentary, and female students and students that were not enrolled in a PE class tended to spend more time on video games and social media. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this study was to explore the concept of physical education redesign. Methods Studies on curriculum redesign, physical education curriculum redesign and the revised 2015 physical education curriculum were collected and analysed. Results First, three different types of curriculum redesign were discussed. Second, there was no clear concept of physical education redesign. Third, both ‘learning content area’ and ‘standard achievement’ were related to the physical education curriculum redesign. Conclusions Two different aspects of physical education curriculum redesign emerged. Establishing the clear concept of physical education curriculum redesign and presenting the concept in the next national physical education curriculum were suggested.

Debates surrounding youth participation in governance have permeated a range of fields in the last two decades. This commentary is predominately situated in education and civic participation domains, with sporting domains remaining largely under researched. Indeed, this research becomes sparser when considered in school physical education and sport. In this paper we consider the position of the student within decision-making in the physical education curriculum in English secondary state-schools. The study draws on survey data from 288 English secondary state-schools exploring physical education administrator's knowledge and practice of engaging with student's decision-making related to the PE curriculum. Findings reveal considerable numbers of the schools reported no contribution from students to the physical education curriculum (n=54), and processes that were in place were problematic. Drawing on the legal framework of The UN Convention on the Rights of the Child, we argue that the lack of student voice in the physical education curriculum presents a contemporary policy concern within the English education system that requires further investigation. [ABSTRACT FROM AUTHOR]

This paper presents a general curriculum quality framework that has been developed on the basis of research in the Czech Republic and internationally. The cogency of this framework and its relevance to the Czech PE curriculum is demonstrated by reference to curriculum research. Finally its potential as a quality assessment tool for the review of the Czech Physical Education curriculum is discussed.

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office 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.)

Internationally, patterns of participation in sport are changing, with so-called 'informal' participation displacing club-based and other formally structured involvement in sport. This paper reports research that is investigating changing forms of participation from an educational perspective. It directs attention to what physical education can learn from informal sport and how physical education can align pedagogically with contemporary participation trends, to help grow and sustain young people's engagement in sport beyond schools. The paper presents findings from two sequential elements of an ongoing research project. The first is a systematic review of literature pertaining to informal participation that examined the skills, knowledge and understanding central to participation that occurs outside of traditional sport structures. Findings from this review highlight that social skills, cultural understandings, and knowledge relating to environment, alongside movement skills, are important in enabling participants to become engaged in, and maintain their involvement in, informal participation. The second element of the research involved documentary analysis to examine the alignment of contemporary curricula, and specifically, the Australian Curriculum Health and Physical Education (AC HPE), with the learning identified as important for informal participation. Findings illustrate clear opportunities for the AC HPE to bring to the fore knowledge, skills and understandings that may extend young people's engagement with informal participation through their lives. The discussion addresses key issues for policy makers, teachers and teacher educators to consider in the light of this research, if they are to leverage the opportunities for teaching and learning that informal sport presents. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to determine the association between school-based fitness testing awards and meeting physical activity guidelines among children with disabilities. Design: Cross-sectional secondary data analysis using NHANES 2013-2016. Setting: Data from NHANES 2013-2016 were used. Sample: 3915 children without disabilities and 647 children with disabilities between ages of 5 to 15 years. Measures: Self-reported from children or proxy response from guardians in above parameters. Analysis: Chi-square test and multivariable logistic regression. Results: There is no significant different between children with and without disabilities in receiving school-based fitness testing awards (×2 = 4.14, p =.05). According to both crude and adjusted model, children with disabilities are more likely to received school-based fitness testing awards than children without disabilities (OR = 1.44, 95% C.I. [.98, 2.12]; OR = 1.27, 95% C.I. [.85, 1.89]). Also, for children with disabilities, children who did not received school-based fitness testing awards are more likely to meet PA guidelines than children who received school-based fitness testing awards according to both crude and adjusted models (OR = 1.71, 95% C.I. [.66, 4.47]; OR = 1.37, 95% C.I. [.59, 3.16]). Conclusion: Receiving school-based fitness testing could potentially increase self-efficacy in engaging in physical activity among children with disabilities. However, there is a need to determine if the current approach of utilizing awards are sufficient enough to promote physical activity among children with disabilities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Capital Institute of Physical Education is the property of Shoudu Tiyu Xueyuan 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.)

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office 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.)

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office 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.)

The second classroom for college physical education is a supplement and extension to the first classroom, a big stage of improving students' professional knowledge and skills, and a solid platform to develop students' innovative spirit and practice ability. This article takes the "Four-year system" to the reform of physical education curriculum with Sun Yat-sen University as an example, and in the unification of teaching course under "four-year system", clearly introduces the measures of high integration of the first and second classroom of physical education, analyses the important effects of the means to cultivating minds under double classroom with aspects of improving physical quality, sports interest and comprehensive quality among students, and puts forward some practical reform measures to carry out double classroom in physical education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office 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.)

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office 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.)

Purpose: This longitudinal study provided a retrospective examination of the impact of student participation in a year-long Sport Education curricular experience on physical literacy development. A focus was placed on students' reported motivation, attitudes and disposition to participate in physical education (PE) and sport, and their re-actualizations of a healthy sport culture in the years following the Sport Education experience. Methods: Three years following the Sport Education experience, a cohort of 24 tenth-grade students (nine girls and 15 boys) were traced back and invited to share their recollected memories and accounts of their PE experience and subsequent attributes of physical literacy. The data collection protocol included augmented memory retrieval techniques and a retrospective survey, which informed semi-structured individual and focus groups interviews. A thematic analysis of data was performed and trustworthiness criteria included data triangulation, crosschecking, and collaborative interpretational analysis. Results: Prolonged participation in a year-long Sport Education curriculum promoted a transformation in students' physical literacy dispositions, both within and outside the school context. Physical literacy attributes included empathetic attitudes toward others, resilience against discriminatory learning activities and a commitment of the participants to actively pursue equitable and meaningful participation in PE and sport. Embodied interpersonal, managerial, and peer-teaching skills sustained the participants' sport culture activism against impoverished instructional practices in PE. Conclusions: Prolonged participation in Sport Education, and consequential development of enthusiasm, competency, and literacy can positively contribute to individuals' lifelong physical literacy journey. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Capital Institute of Physical Education is the property of Shoudu Tiyu Xueyuan 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.)

Extracurricular sports assignment is an important tool for deepening physical education curriculum reform and improving school physical education teaching quality. In order to promote the realization of such a school physical education objective as student physical education and health core attainment development, we must fully exert the assistance of extracurricular sports assignments and intensify the auxiliary function of physical education teaching, and we urgently need to find the solutions to extracurricular sports assignment implementation predicaments. By analyzing from the perspective of different subjects, the authors found that current extracurricular sports assignments faced such triple predicaments as the subject absence of the teacher role, the utilitarian orientation of student behaviors, and the stagnation state of family participation. By introducing the "overlapping include domains" theory, the authors explained teaching role changing^ guiding function on deepening family and school cooperation under the superficial level development mode of unidirectional output led by the teachers, thus put forward the following solutions to the triple predicaments: optimize assignment layering design, boost supporting standard institutionalization; exert the assignments' extended functions, realize curricular and extracurricular integration; renovate assignment completion ways, ensure family and school action unification; innovate on assignment reviewing forms, allow reviewing authority socialization; emphasize the assignment presentation link, achieve the turning of family and school linkages into scenarios. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Shanghai Physical Education Institute / Shanghai Tiyu Xueyuan Xuebao is the property of Shanghai Physical Education Institute 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.)

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office 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.)