By Dr Ken Hardman, Professor Ken Green
content material: creation --
bankruptcy 1. worldwide matters within the scenario of phusical schooling in faculties --
bankruptcy 2. Claims and fact : an empirical research at the state of affairs of faculty actual schooling in Germany --
bankruptcy three. the significance of research-based proof for political judgements on actual schooling --
bankruptcy four. A bodily expert individual --
bankruptcy five. Inclusion : problems with SEBD in actual schooling --
bankruptcy 6. Trasition from conventional into sleek methods to educating actual schooling --
bankruptcy 7. instructing video games for knowing : an inclusive instructing version --
bankruptcy eight. Peer tutoring with job playing cards --
bankruptcy nine. "Tuning up" actual schooling for multi-cultural wishes of recent faculties --
bankruptcy 10. actual schooling instructor schooling : harmonisation and version curriculum improvement --
bankruptcy eleven. tests and skills in actual schooling --
bankruptcy 12. actual schooling lecturers' career : cultures and frames --
bankruptcy thirteen. college age childrens, actual task and health and wellbeing and fitness --
bankruptcy 14. selling lively and fit life in school : perspectives of scholars, lecturers and fogeys in Portugal --
bankruptcy 15. Social swap and the long run for actual schooling and recreation --
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Extra info for Contemporary Issues in Physical Education : International Perspectives
A variety of learning experiences and subject matters might be selected to construct a programme. The concept contains elements that can be attributed to the concept of Bildung as well as those that can be attributed to “health promotion”. Bildung is a term that dates back to the Age of Enlightenment. In its modern interpretation and with reference to physical education, it aims at the development of one’s personality in all its dimensions – physical, cognitive, emotional and social. The individual is seen as an active producer of his/her development.
Regardless of age, the children confirm that in physical education lessons they can make use of the skills and abilities acquired out of school. They see a possible transfer of the externally acquired competencies to school physical education. However, contrary to this view and strongly so with increasing age, they have doubts as to whether they can apply what they have learned in physical education classes to outside school sport-related leisure activities. They do not believe in the transfer of school physical education outcomes to either their organized or informal sport activities out of school.
Correlates of participation in physical activity for adolescent girls: A systematic review of recent literature. 423-434. P. (2006). Der/die Sportlehrer/in aus Sicht der Schüler/innen. In: W. Miethling & C. ), Zum Umgang mit Vielfalt als sportpädagogische Herausforderung. 221-225. P. (2008). Physical Education and Education through Sport in Germany. In: G. Klein & K. 145-161. , & Naul, R. ) (2007). Obesity in Europe. Young People’s Physical Activity and Sedentary Lifestyles. Frankfurt/Main, Peter Lang.