Dissertation in physical education

Dissertation in physical education

Sep 14,  · The IAF Grassroots Development Fellowship provides support for Ph.D. candidates currently enrolled in a U.S. university to conduct dissertation research in Latin America and the Caribbean on topics in the social sciences, physical sciences, technical fields or other disciplines related to grassroots development issues in education, but an approach from which all learning research will benefit. The brain is a physiological system and can be stimulated, both positively and negatively, by its physical surroundings (Chan & Petrie, ). From the common concerns of mischievous children to the horrid fears of see also adult education, co-education, conductive education, continuing education, distance education, further education, higher education, physical education, progressive education, public work on/ write/ do/ submit an essay/ a dissertation/ a thesis/ an assignment/ (North American English) a paper; finish/ complete your dissertation

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NCBI Bookshelf. A dissertation in physical education of the National Library of Medicine, National Institutes of Health. Committee on Physical Activity and Physical Education in the School Environment; Food and Nutrition Board; Institute of Medicine; Kohl HW III, dissertation in physical education, Cook HD, dissertation in physical education, editors. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington DC : National Academies Press US ; Oct Physical education is a formal content area of study dissertation in physical education schools that is standards based and encompasses assessment based on standards and benchmarks.

It is an avenue for engaging in developmentally appropriate physical activities designed for children to develop their fitness, dissertation in physical education, gross motor skills, and health Sallis et al. This chapter 1 provides a perspective on physical education in the context of schooling; 2 elaborates on the importance of physical education to child development; 3 describes the consensus on the characteristics of quality physical education programs; 4 reviews current national, state, and local education policies that affect the quality of physical education; and 5 examines barriers to quality physical education and solutions for overcoming them.

Physical education became a subject matter in schools in the form of German and Swedish gymnastics at the beginning of the 19th century Hackensmith, Its role in human health was quickly recognized. By the turn of the 20th century, personal hygiene and exercise for bodily health were incorporated in the physical education curriculum as the major learning outcomes for students Weston, The exclusive focus on health, however, was criticized by educator Thomas Wood ; Wood and Cassidy, as too narrow and detrimental to the development of the whole child.

The education community subsequently adopted Wood's inclusive approach to physical education whereby fundamental movements and physical skills for games and sports were incorporated as the major instructional content.

During the past 15 years, physical education has once again evolved to connect body movement to its consequences e. This perspective is also emphasized by Siedentopwho states that physical education is education through the physical.

Sallis and McKenzie stress two main goals of physical education: 1 prepare children and youth for a lifetime of physical activity and 2 engage them in physical activity during physical education.

These goals represent the lifelong benefits of health-enhancing physical education that enable children and adolescents to become active adults throughout their lives. In institutionalized education, the main goal has been developing children's cognitive capacity in the sense of learning knowledge in academic disciplines. This goal dictates a learning environment in which seated learning behavior is considered appropriate and effective and is rewarded.

Physical education as part of education provides the only opportunity for all children to learn about physical movement and engage in physical activity. As noted, its goal and place in institutionalized education have changed from the original focus on teaching hygiene and health to educating children about the many forms and benefits of physical movement, including sports and exercise.

With a dramatic expansion of content beyond the original Swedish and German gymnastics programs of the 19th century, physical education has evolved to become a content area with diverse learning goals that facilitate the holistic development of children NASPE, To understand physical education as a component of the education system, it is important to know that the education system in the United Dissertation in physical education does not operate with a centralized curriculum.

Physical education is influenced by this system, which leads to great diversity in policies and curricula. These expanded waiver and substitution policies discussed in greater detail later in dissertation in physical education chapter increase the possibility that students will opt out of physical education for nonmedical reasons. Given dissertation in physical education curricula are determined at the local level in the United States, encompassing national standards, state standards, and state-adopted textbooks that meet and are aligned with the standards, dissertation in physical education, physical education is taught in many different forms and structures.

Various curriculum models are used in instruction, including movement education, sport education, and fitness education. In terms of engagement in physical activity, two perspectives are apparent. First, programs in which fitness education curricula are adopted are effective at increasing in-class physical activity Lonsdale et al. Second, dissertation in physical education, in other curriculum models, physical activity is considered a basis for students' learning skill or knowledge that the lesson is planned for them to learn.

A paucity of nationally representative data is available with which to demonstrate the relationship between the actual level of physical activity in which students are engaged and the curriculum models adopted by their schools. Movement has been a cornerstone of physical education since the s. Early pioneers Francois Delsarte, dissertation in physical education, Liselott Diem, Rudolf von Laban focused on a child's ability to use his or her body for self-expression Abels and Bridges, Exemplary works and curriculum descriptions include those by Laban himself Laban, and others e.

Over time, however, the approach shifted from concern with the inner attitude of the mover to a focus on the function and application of dissertation in physical education movement Abels and Bridges, In the s, the intent of movement education was to apply four movement concepts to the three domains of learning i. The four concepts were body representing the instrument of the action ; space where the body is moving ; effort the quality with which the movement is executed ; and relationships the connections that occur as the body moves—with objects, people, and the environment; Stevens-Smith, The importance of movement in physical education is evidenced by its inclusion in the first two NASPE standards for K physical education NASPE, ; see Box later in this chapter, dissertation in physical education.

Standards for a Physically Educated Person. SOURCE: NASPE, These standards emphasize the need for children to know basic movement concepts and be able to perform basic movement patterns.

It is imperative for physical educators to foster motor success and to provide children with a basic skill set that builds dissertation in physical education movement repertoire, thus allowing them to engage in various forms of games, sports, and other physical activities see also Chapter 3.

One prevalent physical education model is the sport education curriculum designed by Daryl Siedentop Siedentop, ; Siedentop et al.

The model entails a unique instructional structure featuring sport seasons that are used as the basis for planning and teaching instructional units. Students are organized into sport organizations teams and play multiple roles as team managers, coaches, captains, players, referees, statisticians, public relations staff, and others to mimic a professional sports organization. Depending on the developmental level of students, the games are simplified or modified to encourage maximum participation.

In competition, students play the roles noted above in addition to the role of players. A sport education unit thus is much longer than a conventional physical education unit.

Siedentop and colleagues recommend 20 lessons per unit, so that all important curricular components of the model can be implemented. Findings from research on the sport education model have been reviewed twice.

Wallhead and O'Sullivan report that evidence is insufficient to support the conclusion that use of the model results in students' developing motor skills and fitness and dissertation in physical education relevant knowledge; some evidence suggests dissertation in physical education the model leads to stronger team cohesion, more active engagement in lessons, and increased competence in game play.

In a more recent review, Hastie and colleagues report on emerging evidence suggesting that the model leads to improvement in cardiorespiratory fitness only one study and mixed evidence regarding motor skills development, increased feeling of enjoyment in participation in physical education, dissertation in physical education, increased sense of affiliation with the team and physical education, and positive development of fair-play values.

The only study on in-class physical activity using the model showed that it contributed to only Hastie and colleagues caution, however, that because only dissertation in physical education of 38 studies reviewed used an experimental or quasi-experimental design, the findings must be interpreted with extreme caution, dissertation in physical education. The model's merits in developing motor skills, fitness, and desired physical activity behavior have yet to be determined in studies with more rigorous research designs.

Instead of focusing exclusively on having children move constantly to log dissertation in physical education time, a new curricular approach emphasizes teaching them the science behind why they need to be physically active in their lives.

The curriculum is designed so that the children are engaged in physical activities that demonstrate relevant scientific knowledge.

The goal is the development and maintenance of individual student fitness, dissertation in physical education. In contrast with the movement education and sport education models, the underlying premise is that physical activity is essential to a healthy lifestyle and that students' understanding of fitness and behavior change result from engagement in a fitness education program.

The conceptual framework for the model is designed around the health-related dissertation in physical education of cardiorespiratory fitness, muscular strength and endurance, and flexibility.

A recent meta-analysis Lonsdale et al. Several concept-based fitness education curriculum models exist for both the middle school and senior high school levels.

They include Fitness for Life: Middle School Corbin et al, dissertation in physical education. Get Fit! Stokes and Schultz, ; Personal Fitness: Looking Good, Feeling Good Williams, ; and Foundations of Fitness Rainey and Murray, Activities in the curriculum are designed for health benefits, and the ultimate goal for the student is to develop a commitment to regular exercise and physical activity, dissertation in physical education.

It is assumed that all children can achieve a health-enhancing level of fitness through regular engagement in vigorous- or moderate-intensity physical activity, dissertation in physical education. Randomized controlled studies on the impact of a science-based fitness curriculum in 15 elementary schools showed that, although the curriculum allocated substantial lesson time to learning cognitive knowledge, the students were more motivated to engage in physical activities than students in the 15 control schools experiencing traditional physical education Chen et al.

Longitudinal data from the study reveal continued knowledge growth in the children that strengthened their understanding of the science behind exercise and active dissertation in physical education Sun et al. What is unclear, however, is whether the enthusiasm and knowledge gained through the curriculum will translate into the children's lives outside of physical education to help them become physically active at home.

To incorporate standards and benchmarks into a fitness education model, a committee under the auspices of NASPE developed the Instructional Framework for Fitness Education dissertation in physical education Physical Education. It is suggested that through this proposed comprehensive framework, fitness education be incorporated into the existing physical education curriculum and embedded in the content taught in all instructional units.

pdf accessed February 1, Instructional Framework for Fitness Education in Physical Education. Technique: Demonstrate competency in techniques needed to perform a variety of moderate to vigorous physical activities. Technique in developing cardiovascular fitness. Accordingly, fitness education in school physical education programs is being enhanced through the incorporation of active video games, also known as exergaming. Examples of active gaming programs with accompanying equipment include Konami Dance Dance Revolution DDRNintendo Wii, Gamebikes, dissertation in physical education, Kinect XBOX, Xavix, and Hopsports.

These active games have been incorporated into school wellness centers as high-tech methods of increasing student fitness levels to supplement the traditional modes for attaining vigorous- or moderate-intensity physical activity Greenberg and Stokes, Bailey and Dissertation in physical education compared selected active games with treadmill walking and found that each game—DDR, LightSpace Bug InvasionNintendo Wii BoxingCyber Trazer Goalie WarsSportwall, and Xavix J-Mat —raised energy expenditure above that measured at rest.

Mean metabolic equivalent MET values for each game were comparable to or higher than those measured for walking on a treadmill at 3 miles per hour. Graf and colleaguesstudying boys and girls agedfound that both Wii boxing and DDR level 2 elicited energy expenditure, heart rate, perceived exertion, dissertation in physical education, and ventilatory responses that were comparable to or greater than those elicited by moderate-intensity walking on a treadmill.

Similar results were found by Lanningham-Foster and colleagues among 22 children aged and adults in that energy expenditure for both groups increased significantly when playing Wii over that expended during all sedentary activities. Staiano and colleagues explored factors that motivated overweight and obese African American high school students to play Wii during school-based physical activity opportunities. They found greater and more sustained energy expenditure over time and noted that players' various intrinsic motivations to play also influenced their level of energy expenditure, dissertation in physical education.

Mellecker and McManus determined that energy expenditure and heart rate were greater during times of active play than in seated play. Fawkner and colleagues studied 20 high school—age girls and found that dance simulation games provided an opportunity for most subjects to achieve a moderate-intensity level of physical activity. The authors conclude that regular use of the games aids in dissertation in physical education health through physical activity.

Haddock and colleagues conducted ergometer tests with children aged and found increased oxygen consumption and energy expenditure above baseline determinations. Maddison and colleaguesstudying children agedfound that active video game playing led to significant increases in energy expenditure, heart rate, and activity counts in comparison with baseline values.

They conclude that playing these games for short time periods is comparable to light- to moderate-intensity conventional modes of exercise, including walking, skipping, and jogging. Mhurchu dissertation in physical education colleagues also conclude that a short-term intervention involving active video games is likely to be an effective means of increasing children's overall level of physical activity.

Additionally, Sit and colleaguesstudying the effects of active gaming among year-old children in Hong Kong, found the children to be significantly more physically active while playing interactive games compared with screen-based games. Exergaming appears to increase acute physical activity among users and is being used in school settings because it is appealing to students.

Despite active research in the area of exergaming and physical activity, however, exergaming's utility for increasing acute and habitual physical activity specifically in the physical education setting has yet to be confirmed. Further, results of studies conducted in nonlaboratory and nonschool settings have been mixed Baranowski et al.

Moreover, dissertation in physical education, any physical activity changes that do occur may not be sufficient to stimulate physiologic changes.

For example, White and colleagues examined the effects of Nintendo Wii on physiologic changes. Although energy expenditure was raised above resting values during active gaming, the rise was not significant enough to qualify as part of the daily 60 minutes or more of vigorous-or moderate-intensity exercise recommended for children.

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in education, but an approach from which all learning research will benefit. The brain is a physiological system and can be stimulated, both positively and negatively, by its physical surroundings (Chan & Petrie, ). From the common concerns of mischievous children to the horrid fears of Filing your doctoral dissertation at the Graduate Division is one of the final steps leading to the award of your graduate degree. Your manuscript is a scholarly presentation of the results of the research you conducted. A physical signature page should no longer be included with your dissertation. Approvals by your committee members will Example Dissertation Titles. The example dissertation titles below were written by our expert writers, as a learning aid to help you with your blogger.com you are looking for help with your dissertation title then we offer a comprehensive writing service provided by fully qualified academics in your field of study