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Aspects of physical literacy
Published in Margaret Whitehead, Physical Literacy across the World, 2019
Physical literacy and physical education are discrete concepts. There is no competition between them. Physical education is the name of an area of the school curriculum. It labels a school-specific event. Physical literacy identifies a value and purpose of this aspect of schooling, being the fostering of a positive attitude to participation in physical activity throughout life. The role of teachers of physical education is to nurture individuals’ progress on their unique physical literacy journeys. It should be noted that nurturing physical literacy is not only relevant in schooling, but is of value throughout life.
Continuum of placements and program planning
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
A functionally based curriculum in physical education prepares the learner for meaningful work, independent living, and leisure. Functionally based physical education provides the knowledge and motivation that promotes the lifelong pursuit of health and overall well-being. Skills learned in physical education, particularly skills of the lifelong variety, open doors to lifelong positive social interactions with family and friends. Indeed, physical education skills (e.g., golf, tennis, swimming, skiing, basketball, softball, volleyball) become social skills whenever people socially interact (i.e., integrate) based upon common interests and skills in leisure pursuits.
Aging and fitness programs
Published in Karin Volkwein-Caplan, Jasmin Tahmaseb McConatha, Ageing, Physical Activity and Health, 2018
Investigators in Spain and in other countries have found that among older adults, having previously done sports increases the chances of doing so later in life, and that this intervention is decisive at advanced stages of life (Moscoso et al., 2009). Adequate training in physical education and in extracurricular physical-sports activities is therefore a crucial factor. Furthermore, an increase in the number of hours of physical education taught in school per week (there are fewer hours in Spain than in other European countries) and an adequate and effective link to extracurricular physical-sports activities is a necessary foundation in order to achieve healthy lifelong habits (González-Rivera and Campos-Izquierdo, 2014).
Double punch to the better than nothing: physical activity participation of adolescents with autism spectrum disorder
Published in International Journal of Developmental Disabilities, 2023
Rıfat Kerem Gürkan, Funda Koçak
Individuals with ASD spend a large part of their day in a variety of institutions with the aim of receiving education. Most adolescent individuals with ASD in our research group spent at least 5 h a day in school. The same individuals may attend special education centers for the remainder of the day to continue with extra education. In line with parent opinions, physical education lessons in schools appear to be inadequate and physical education teachers have negative attitudes towards individuals with special needs (Block and Obrusnikova 2007). After questioning the proficiency levels of physical education teachers/trainers assigned in institutions, they should be accepted to work. Additionally, for existing teachers/trainers, an inspection system will be effective in order not to encounter existing these kind of constraints again.
The mediating roles of sleep quality and sedentary behavior between physical fitness and depression among female college freshmen
Published in Journal of American College Health, 2022
Xiaoxia Zhang, Xiangli Gu, Tao Zhang, Jean M Keller
Physical fitness in this study was measured using the China College Students’ Physical Health Standard Test Battery. Participants’ cardiorespiratory fitness (800-meter running; time in seconds was recorded), muscular strength (numbers of curl-ups completed in one minute), and explosive leg power (distance of a standing long jump [centimeters]) were assessed. Participants’ body composition (i.e., body mass index (BMI) in unit of kg/m2) was calculated from objectively measured height (meters) and weight (kilograms). The physical fitness tests were administrated by physical education teachers, who are qualified for teaching college physical education and coaching by the Bureau of Education. Participants completed all the tests within two regular physical education classes. Their performance in each aforementioned fitness assessment was recorded using raw scores, which was also applied in all data analyses.
Physical activity facilitators, barriers, and life challenges among Native American freshmen
Published in Journal of American College Health, 2022
Kristian E. Marshall, MooSong Kim, Maria Kosma, Susan Frusher
Linked to the need for strong Native American networks and culturally appropriate exercise games and activities, study participants expressed their concern regarding limited access to exercise facilities and equipment in relation to their traditional games. Similarly, other ethnic minorities have reported limited access to culturally appropriate recreation facilities and programs.31,56,57 Glenn also stated that having a variety of university-based physical activity courses can enhance the enjoyment of physical activity. The National Association of Sport and Physical Education highlighted the importance to include physical activity courses in higher education in order to embrace the intrinsic value of physical activity.58 Given that enjoyment tends to be the main reason for college students’ participation in physical activity courses,59–61 it is imperative for university officials to include a variety of multi-cultural exercises for their students in order to enhance exercise options and experiences leading to phronesis about exercise decisions.