What is PE?     

Maura Coulter  Déirdre Ní Chróinín 《Sport, Education and Society》2013,18(6):825-841

Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity . The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education. This study explores discourses shaping pre-service primary teachers' understandings of the nature and purposes of physical education within an Irish context and the relationship between these understandings. A 10-minute writing task prompted by the question ‘what is physical education?’ was completed by a sample of pre-service teachers (n=544, age range 18–46, 8.8% male) from two colleges of education, prior to the physical education component of their teacher education programme. Content analysis involved an initial text frequency search to create categories which were collapsed into three broad areas of students' understandings of physical education—sport, health and physical education. The research design allowed access to pre-service teachers' understandings of physical education. Participants' understandings reflected their own school experiences and were framed within health and sport ideologies of physical education. Although acknowledged as an important part of school life physical education was perceived as a break from academic subjects where the purpose of learning was to learn sports and activities to stay fit and healthy. While the overwhelmingly positive nature of participants' experiences and the changing discourses around competition and team games are encouraging the dominant discourses of physical education continue to reflect the dominant aspects of wider physical culture in Ireland. The capacity of physical education to move beyond reproducing dominant sport and health ideologies provides a significant challenge to teacher education contexts, to challenge dominant discourses and recreate understandings of physical education for future action.  相似文献   

从健身俱乐部停业引发的对中国健身市场的思考     

尤洋  于江洋 《广州体育学院学报》2013,33(3):17-22

在分析国内健身产业现状的基础上,从准入、经营和退出三个大方面讨论了国内外健身俱乐部破产或停业的基本原因,尤其是在经营部分,从价格、市场定位、目标群体、续会率、预付费支付制、行业监管等方面进行了详细归因,并从培育市场、规范市场和开辟新市场等方面提出相应的对策和建议.  相似文献   

室内运动场馆O2和CO2实时监测与学生体质健康保障机制研究     

魏玮  李永登 《广州体育学院学报》2013,33(2):108-111

目的:探讨室内运动场馆O2和CO2的变化浓度对学生体质健康的影响,通过实时监测,确定适宜学生身心健康运动的O2和CO2浓度范围.方法:实时监测240名学生室内运动场馆活动时的温度、O2和CO2浓度;测试受试者递增负荷运动心率和血乳酸并记录分析.结果:受试者活动40min,室内运动场馆CO2达到0.113％,临近最低标准;15min后心率阈值达到155.46 ±6.3次/min;3min后受试者血乳酸阈值4.86mmol/L.结论:安静状态下,受试者在室内和室外运动场馆的心率无明显差异,进行递增运动负荷至力竭,室内运动场馆心率上升明显,受试者室内运动的心率阈值比室外运动提前3min.受试者进行递增运动负荷持续至力竭,室内受试者血乳酸浓度上升幅度明显高于室外,血乳酸阈值比室外提前5min.  相似文献   

Factors affecting the likelihood to engage in adequate physical activity to promote health     

David R. Mullineaux  Christopher A. Barnes  Elizabeth F. Barnes 《Journal of sports sciences》2013,31(4):279-288

The aim of this study was to assess the likelihood of individuals to participate in enough physical activity to promote fitness and, more conservatively, to accrue only health benefits. Sedentary ( n = 883; 20.5%) and active ( n = 1144; 26.5%) groups were identified from the 1990 Allied Dunbar National Fitness Survey of English adults ( n = 4316). The data were analysed using logistic regression. Participants were described using 20 variables identified from previous research, six of which made a significant contribution to the model ( P ? 0.05). The odds of being sedentary increased with age, self-perception of lifestyle problems, and lower scores on education, self-perception of motivation to exercise, perception of own participation in physical activity and recognition of exercising enough for health benefits. The odds of being active were associated with the opposite characteristics to those observed for sedentary behaviour. The extreme scores varied from individuals who may be 385 times more likely to be sedentary, to those who were 29 times more likely to be active, depending on scores on the selected variables. The results of this study provide a means to determine individual propensity to participate in adequate physical activity, and to identify those who may benefit most from health promotion campaigns.  相似文献   

《体育与健康》课程的健康内涵分析   总被引：4，自引：1，他引：3  

杨忠伟  卢元镇 《军事体育进修学院学报》2004,23(2):33-36

《体育与健康》课程贯彻了“健康第一”的指导思想，但是健康是一个非常复杂、抽象的概念，在体育教学中要明确体育教育对学生的健康起到什么样的重要作用，而不应只是泛泛的全部包含，以至于在体育教学中无所适从。在体育教学中要明确体育的突出功能——对身体机能和结构改善的独特作用，具体反映到学生的体质健康中，这是体育教育在学校教育中的立足之本。新课程应该更加强化学生的体质健康教育，在教学理念、方法和实施策略上加大力度改革。  相似文献   

当代大学生健康状况分析   总被引：2，自引：0，他引：2  

米艳  张晖 《首都体育学院学报》2002,14(4):80-81

采用文献资料法，对大学生体质健康水平呈下降趋势的现状进行了分析，指出高等院校的学生身体发展状况直接影响其在校的学习生活及毕业后的就业，现阶段我国大学生身体素质发展水平呈现滑坡现象，应引起极大的重视。同时就推进高校素质教育的实施，深化体育教学改革，提出了对策。  相似文献   

“中兴论”与中年人科学健身   总被引：3，自引：0，他引：3  

沈勋章 《体育科研》2003,24(4):4-7

我国明朝医学家张景岳曾说过"人于中年左右,当大为修理一番,则再振根基,尚余强半".言下之意,就是人到中年应当格外地关注体格的保养,为后半生的健康长寿打好物质基础.这就是有名的"中兴论".本文重温"中兴论",大力倡导中年人科学健身.  相似文献   

A transition model for placement of handicapped children in regular and special classes     

Steven R. Forness 《Contemporary educational psychology》1977,2(1):37-49

Mainstreaming and deinstitutionalization are current phenomena which call for a variety of handicapped children to be transitioned to a range of educational settings not previously available to them. A model is presented in which critical transition parameters are conceived as functionally related continua, indicating degrees of readiness for both special and regular classroom settings. The model is based upon actual experience in placement of disturbed, learning disabled, and retarded children into school settings after discharge from a psychiatric hospital.  相似文献   

健康教育与学校体育教育模式改革的研究   总被引：1，自引：0，他引：1  

方新普  黄文仁 《四川体育科学》2005,(1):74-77

学校体育立“素质教育”、树“健康第一”的指导思想是新时期学校体育发展的必然走向。但学校体育其健康教育还停留于形式上,还没有完全从原有的模式跳出来。学校体育改革就是要我们去做一种与以往不同、但能达到以增进健康为主要目的的体育活动。从大众体育健康的角度,忽视或不要去刻意追求过去哪种生理“波峰”的传统模式。  相似文献   

科学发展观与体育课程改革--对《体育与健康课程标准》的解读   总被引：1，自引：1，他引：0  

崔雪梅 《体育成人教育学刊》2005,21(1):63-64

《体育与健康课程标准》体现了“以人为本”的指导思想,更注重学生个性的发展,注重体育创新教育和可持续发展,对体育教师提出了更高的要求并对教学方法进行了改革。这是一种科学发展观的理念,对促进学生身心全面发展具有积极的作用。  相似文献