Abstract: Physical education, sports and recreation for the gifted was the topic dealt with in this article. The
concept of physical education as it refers to the body, with reference to various bodily characteristics was also
discussed. Academic success and well-being of the gifted with regard to physical education has been
stressed,special physical education program for the gifted being exceptional learners was discussed, and special
instructional media and resources for the gifted as distinct for sports and games from the modern technology
was addressed. Recreation, leisure services, camping and outdoor activities are also areas that were discussed
in this work. Recreation and leisure being characterized by five descriptive terms was also addressed.
Recreation for the gifted for developing their sophisticated routines in dance, tumbling, gymnastics, apparatus,
and synchronized swimming have been discussed in this work. Assessment of the gifted in physical education
using variety of methods was also stressed in this work. It was recommended that, classes for the gifted who are
high achievers need to be taught by physical educators who know how to design and implement programs for
such exceptional students.
Key words: Gifted, Sport, Recreation, Physical education, Learners
The document discusses the legal basis, teaching, and curriculum of physical education (PE) and health in the Philippines. It outlines the constitutional provisions that mandate the prioritization of education, science, sports, and health. It then describes the curriculum philosophy, learning outcomes, standards, and strands of the K-12 PE curriculum, which focuses on developing health-related fitness. Key aspects of teaching PE include activity-based and developmentally appropriate approaches. The document also discusses the conceptual framework, standards, and scope of the health curriculum, which aims to promote lifelong wellness.
The document provides an overview of a PGCE Primary Foundation Level Physical Education course. It outlines the aims of improving PE teaching skills, developing an understanding of teaching and learning in PE, and gaining confidence. It also discusses expectations of students to actively participate. Key topics covered include the value of PE, the PE curriculum, planning, assessment, and health and safety considerations. Resources and contacts are also provided.
Adapted physical education is physical education designed for students with disabilities. It aims to develop motor skills, physical fitness, and responsible behavior through physical activities tailored to students' needs and abilities. The history of adapted physical education involved excluding students with disabilities from physical education until laws like the IDEA mandated their inclusion and access to adapted physical programs. Physical education teachers now play an important role in implementing individualized instruction, including students in general programs when possible, and addressing the diverse needs of students with various disabilities through adapted physical education.
Adapted physical education (APE) is a program designed to meet the unique needs of students with disabilities through physical education. It aims to teach skills for lifelong participation in physical activities. Federal law requires that physical education, including adapted physical education if needed, be provided to all students with disabilities. The IEP team determines if a student requires adapted physical education or can participate in a general physical education program, possibly with modifications. Adapted physical education programs individualize activities and may occur in general physical education classes or self-contained settings. The goal is to provide opportunities for students to be physically active and develop motor skills through inclusive and community-based activities.
The document provides an overview of the K to 12 Physical Education and Health curriculums in the Philippines. It discusses the core philosophy and content areas of both curriculums. The Physical Education curriculum focuses on developing fitness, movement skills, and healthy behaviors. It consists of 5 learning strands including body management, movement skills, games and sports, rhythm and dance, and physical fitness. The Health curriculum aims to develop students' health literacy and promote lifelong wellness. It covers various health content areas such as injury prevention, nutrition, growth and development, and substance abuse. Both curriculums emphasize a learner-centered approach and developing students' knowledge, attitudes, and skills for active and healthy living.
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, and scope/sequence. Specifically, it aims to:
1. Develop 21st century skills like critical thinking, problem-solving, communication and collaboration through physical activity.
2. Focus on health-related fitness and physical activity participation to achieve and maintain health, rather than sports achievement.
3. Provide developmentally-appropriate physical activities from grades 1-12 so students can practice and evaluate knowledge/skills for lifelong health.
4. Integrate strands like body management, movement skills, games/sports, rhythms/dance, and
This document discusses the importance of including physical education in primary and secondary school curriculums. It provides several key reasons why physical education is important for students' development, including physical, social, emotional, and cognitive benefits. It also notes that physical education can help develop life skills like teamwork and leadership. The document reflects on how these beliefs fit with the author's views about teaching, and their view that physical education should be an important part of any primary school curriculum due to the positive impacts on children's health, social development, and academic performance.
Physical Personality Development : An Obligatory Paper for All University Stu...Devinder Kansal
ย
This document discusses the importance and reasons for including physical personality development education courses for all university students. Some key points:
- Physical personality development involves developing students' physical well-being, health, fitness, and lifestyle habits to positively impact their overall personality.
- Many national and international organizations recommend daily physical education for students to promote lifelong physical activity and healthy behaviors. Research shows benefits like improved academic performance and reduced disease risk factors.
- A proposed course outline is provided covering topics like physical activity, health, fitness, wellness, and their importance for personality development and lifelong learning.
- Barriers to physical activity like modern lifestyles and technology use are discussed. The increasing issues of obesity, se
The document discusses the legal basis, teaching, and curriculum of physical education (PE) and health in the Philippines. It outlines the constitutional provisions that mandate the prioritization of education, science, sports, and health. It then describes the curriculum philosophy, learning outcomes, standards, and strands of the K-12 PE curriculum, which focuses on developing health-related fitness. Key aspects of teaching PE include activity-based and developmentally appropriate approaches. The document also discusses the conceptual framework, standards, and scope of the health curriculum, which aims to promote lifelong wellness.
The document provides an overview of a PGCE Primary Foundation Level Physical Education course. It outlines the aims of improving PE teaching skills, developing an understanding of teaching and learning in PE, and gaining confidence. It also discusses expectations of students to actively participate. Key topics covered include the value of PE, the PE curriculum, planning, assessment, and health and safety considerations. Resources and contacts are also provided.
Adapted physical education is physical education designed for students with disabilities. It aims to develop motor skills, physical fitness, and responsible behavior through physical activities tailored to students' needs and abilities. The history of adapted physical education involved excluding students with disabilities from physical education until laws like the IDEA mandated their inclusion and access to adapted physical programs. Physical education teachers now play an important role in implementing individualized instruction, including students in general programs when possible, and addressing the diverse needs of students with various disabilities through adapted physical education.
Adapted physical education (APE) is a program designed to meet the unique needs of students with disabilities through physical education. It aims to teach skills for lifelong participation in physical activities. Federal law requires that physical education, including adapted physical education if needed, be provided to all students with disabilities. The IEP team determines if a student requires adapted physical education or can participate in a general physical education program, possibly with modifications. Adapted physical education programs individualize activities and may occur in general physical education classes or self-contained settings. The goal is to provide opportunities for students to be physically active and develop motor skills through inclusive and community-based activities.
The document provides an overview of the K to 12 Physical Education and Health curriculums in the Philippines. It discusses the core philosophy and content areas of both curriculums. The Physical Education curriculum focuses on developing fitness, movement skills, and healthy behaviors. It consists of 5 learning strands including body management, movement skills, games and sports, rhythm and dance, and physical fitness. The Health curriculum aims to develop students' health literacy and promote lifelong wellness. It covers various health content areas such as injury prevention, nutrition, growth and development, and substance abuse. Both curriculums emphasize a learner-centered approach and developing students' knowledge, attitudes, and skills for active and healthy living.
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, and scope/sequence. Specifically, it aims to:
1. Develop 21st century skills like critical thinking, problem-solving, communication and collaboration through physical activity.
2. Focus on health-related fitness and physical activity participation to achieve and maintain health, rather than sports achievement.
3. Provide developmentally-appropriate physical activities from grades 1-12 so students can practice and evaluate knowledge/skills for lifelong health.
4. Integrate strands like body management, movement skills, games/sports, rhythms/dance, and
This document discusses the importance of including physical education in primary and secondary school curriculums. It provides several key reasons why physical education is important for students' development, including physical, social, emotional, and cognitive benefits. It also notes that physical education can help develop life skills like teamwork and leadership. The document reflects on how these beliefs fit with the author's views about teaching, and their view that physical education should be an important part of any primary school curriculum due to the positive impacts on children's health, social development, and academic performance.
Physical Personality Development : An Obligatory Paper for All University Stu...Devinder Kansal
ย
This document discusses the importance and reasons for including physical personality development education courses for all university students. Some key points:
- Physical personality development involves developing students' physical well-being, health, fitness, and lifestyle habits to positively impact their overall personality.
- Many national and international organizations recommend daily physical education for students to promote lifelong physical activity and healthy behaviors. Research shows benefits like improved academic performance and reduced disease risk factors.
- A proposed course outline is provided covering topics like physical activity, health, fitness, wellness, and their importance for personality development and lifelong learning.
- Barriers to physical activity like modern lifestyles and technology use are discussed. The increasing issues of obesity, se
Physical education k to 12 curriculum guideGeronimo Roda
ย
This document outlines the Physical Education curriculum for grades 1-10 in the Philippines. It has 5 strands: body management, movement skills, games and sports, rhythms and dance, and physical fitness. The goal is to promote lifelong fitness and a healthy lifestyle. Some key points covered include:
- The curriculum is based on the principle of "Move to Learn, Learn to Move" and the Philippine Constitution's mandate to promote physical education.
- Activities are designed to develop fitness, health, and proficiency in movement.
- Each strand is developed across grade levels with age-appropriate activities.
- It uses an integrated approach to help students apply concepts to various physical
This book provides perspectives on physical education and health from 40 countries. It highlights three main factors:
1) Many countries are transitioning physical education programs from sports skills to health-oriented objectives.
2) Policies are changing to pursue physical education goals that encourage lifelong participation in physical activity.
3) There is a need to share knowledge about physical education globally to improve practices together.
The book documents best practices and future directions, linking physical education and health to social development. It explores how communities and technologies can support physical education in new ways.
HERE YOU GET VARIOUS DEFINITION OF PHYSICAL EDUCATION BY DIFFRET AUTHORS ----- I HOPE YOU LIKE IT & IT IS HELPFUL FOR YOU ------- THANK YOU -------- JAI HIND
A therapy for physical and mental fitness of school childrenAlexander Decker
ย
This document discusses the importance of physical and mental fitness for school children. It notes that physical fitness involves more than just the absence of disease, but the ability to study efficiently without undue fatigue. Regular graded physical exercises are needed to develop and maintain fitness, but many teachers no longer prioritize this. The physical and mental fitness of pupils has declined as a result. The document argues that schools must make developing and maintaining pupil fitness a priority through organized physical education programs.
Movement Education (ME) is a student-centered approach to teaching physical education that focuses on developing fundamental movement skills through dynamic games and non-competitive activities. ME helps children develop physical literacy and benefits their social, physical, and psychological development. In ME classes, teachers select developmentally-appropriate activities to teach the 12 fundamental movement skills and guide students' motor skills progression from initial to mature stages.
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, scope and sequence, and time allotments. The curriculum aims to develop 21st century skills and physical literacy through a focus on health-related fitness, movement skills, and participation in physical activities like games, sports, dance and recreation. It prioritizes habitual physical activity, motor competence, valuing physical activity, and understanding concepts of movement.
The In-School Prevention of Obesity and Disease (IsPOD) Program addresses North Carolina's childhood obesity epidemic through immediate and long-term strategies. It implements FITNESSGRAM fitness testing in K-8 schools to monitor student progress. Physical fitness scores are submitted anonymously to the NC Center for Health Statistics. The program also uses an innovative curriculum called SPARK that emphasizes noncompetitive play and physical activity. North Carolina physical educators have received over 30,000 hours of professional development through the program.
This document outlines the essential components of physical education according to SHAPE America. It discusses how physical education has transformed to focus on physical literacy and lifelong healthy living. It then describes the four essential components of physical education - policy and environment, curriculum, appropriate instruction, and student assessment. For each component, it provides details on the relevant policies, expectations, and best practices. The goal is to define high-quality physical education and establish it as a core academic subject.
The document lists 35 common misconceptions about physical education. It begins by introducing the author, V.K. Rao, an expert in physical education from India. The bulk of the document then lists misconceptions such as physical education being just games and athletics; requiring no instructional expertise; and having no academic value or role in a student's education. It concludes by noting physical education has been misunderstood in terms of the skills, effort, and planning required to conduct an effective program.
Movement education teaches students to develop motor skills through physical movement. There are 5 fundamental movement skills - throwing, catching, kicking, jumping, and running - that NSW schools are required to teach. Under the NSW K-6 syllabus, students must demonstrate mastery of these fundamental movement skills and participate in games and sports. Movement education is praised in literature as core to children's physical, cognitive, and social development, and mastery of fundamental motor skills is important for participation in organized sports. Simply put, students need to learn fundamental movement skills to participate in sports and develop social, physical, and cognitive abilities.
For more of my uploads please visit me:
PPT - http://brisktopia.com/Jd3
Videos - http://brisktopia.com/K4A
FB page - http://brisktopia.com/Knf
Choir sheets are also available just ping me- http://brisktopia.com/PVd
Grade 7 cg final physical education 1 10 01.13.2014 edited may 1, 2014S Marley
ย
For more of my uploads please visit me:
PPT - http://brisktopia.com/Jd3
Videos - http://brisktopia.com/K4A
FB page - http://brisktopia.com/Knf
Choir sheets are also available just ping me- http://brisktopia.com/PVd
The document outlines the Physical Education Standards of Learning for Virginia Public Schools from kindergarten through 12th grade. It introduces the five strands that the standards are grouped into: Skilled Movement, Movement Principles and Concepts, Personal Fitness, Responsible Behaviors, and Physically Active Lifestyle. The standards are intended to help students develop physical skills and knowledge to engage in physical activity now and throughout their lives. The kindergarten standards are then outlined as an example, focusing on developing fundamental movement patterns, learning movement concepts, participating in moderate physical activity, demonstrating safe and cooperative behaviors, and understanding the health benefits of physical activity.
Mental Health of Tribal and Non-Tribal Teachers of Sikkiminventionjournals
ย
- The document discusses the mental health of tribal and non-tribal teachers in Sikkim. It examines factors that affect teachers' mental health such as lack of professional aptitude, occupational hazards, poor salaries, high workload, and lack of facilities.
- It reviews literature showing tribal teachers experience more stress due to social and professional isolation, lack of infrastructure, and feeling their efforts are not reflected in student outcomes.
- The study aims to assess and compare the mental health of tribal and non-tribal teachers based on components like self-concept and personal adjustment, and examine differences based on gender, marital status, qualifications, and experience.
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills among learners. It emphasizes fitness and movement education to achieve and maintain health-related fitness through participation in physical activities. The curriculum focuses on developing understanding of how the body responds to exercise from learning basic movements in grades 1-3, to understanding principles of movement and fitness in grades 4-6, to integrating physical activity into an active lifestyle by grades 7-10. It covers learning strands such as body management, movement skills, games and sports, rhythms and dances, and physical fitness. The goal is to equip learners to live actively for lifelong health.
Get active-physical-education-physical-activity and sport for children and yo...Dr Lendy Spires
ย
This document provides a framework to guide a coordinated approach to physical education, physical activity, and sport for children and young people. It outlines desired outcomes in three contexts: in-class physical education, in-school co-curricular activities, and in-community programs. The desired outcomes are intended to help users review current programs and serve as a basis for further development. The document aims to encourage collaboration across sectors to provide children with clear pathways to achieve their potential and live active, healthy lifestyles.
The document discusses the importance of Physical Development, Health and Physical Education (PDHPE) in primary schools. It notes that PDHPE promotes healthy lifestyles in children and teaches safety skills. PDHPE aims to develop students who can make informed decisions about their health and minimize risky behaviors. Research also shows links between physical activity, cognitive development, and academic performance. The document argues that PDHPE should receive more focus in school curriculums.
This document provides a rationale for teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. It discusses how PDHPE aims to develop students' health knowledge, skills, values and attitudes to lead healthy lives. It also discusses the benefits of teaching movement education, which involves developing students' fundamental movement skills. Movement education is shown to support students' physical, cognitive, social and academic development. The document advocates for parental and teacher guidance to help students reach their full potential in PDHPE.
This document provides an overview of team sports and physical education. It defines sports and traces the history of sports back to ancient times. Team sports are classified based on player composition (individual, dual, team) and level (amateur, professional). The key benefits of physical education for students are discussed, including physical fitness, improved academic performance, social skills, reduced stress, and learning healthy behaviors. Common terminology used in sports is also outlined. The document concludes by listing examples of team sports at the Olympics and assigning learning activities and assessments.
Implementation of International Charter of Physical Education and Sport (UNESCO)Devinder Kansal
ย
The document discusses the 1978 UNESCO Charter of Physical Education and Sport. It outlines several key principles of the charter, including that every person has a fundamental right to physical education and sport, which are essential to personality development. It promotes physical activity and sport throughout life via lifelong education. Physical education and sport contribute to health, provide leisure activities, and help people overcome issues of modern living. It also discusses the role of public authorities and institutions in supporting physical education and sport programs.
PDHPE teaches students about personal development, health, and physical education. It provides students with the knowledge, skills, and attitudes to maintain a healthy lifestyle. PDHPE is important for obesity prevention since many Australian children are overweight or obese. It also encourages physical activity, which has health benefits like improved metabolic health and increased likelihood of activity in adulthood. PDHPE is part of the primary school curriculum to help students develop healthy decision making and social skills through sports, games, and movement activities.
Physical education k to 12 curriculum guideGeronimo Roda
ย
This document outlines the Physical Education curriculum for grades 1-10 in the Philippines. It has 5 strands: body management, movement skills, games and sports, rhythms and dance, and physical fitness. The goal is to promote lifelong fitness and a healthy lifestyle. Some key points covered include:
- The curriculum is based on the principle of "Move to Learn, Learn to Move" and the Philippine Constitution's mandate to promote physical education.
- Activities are designed to develop fitness, health, and proficiency in movement.
- Each strand is developed across grade levels with age-appropriate activities.
- It uses an integrated approach to help students apply concepts to various physical
This book provides perspectives on physical education and health from 40 countries. It highlights three main factors:
1) Many countries are transitioning physical education programs from sports skills to health-oriented objectives.
2) Policies are changing to pursue physical education goals that encourage lifelong participation in physical activity.
3) There is a need to share knowledge about physical education globally to improve practices together.
The book documents best practices and future directions, linking physical education and health to social development. It explores how communities and technologies can support physical education in new ways.
HERE YOU GET VARIOUS DEFINITION OF PHYSICAL EDUCATION BY DIFFRET AUTHORS ----- I HOPE YOU LIKE IT & IT IS HELPFUL FOR YOU ------- THANK YOU -------- JAI HIND
A therapy for physical and mental fitness of school childrenAlexander Decker
ย
This document discusses the importance of physical and mental fitness for school children. It notes that physical fitness involves more than just the absence of disease, but the ability to study efficiently without undue fatigue. Regular graded physical exercises are needed to develop and maintain fitness, but many teachers no longer prioritize this. The physical and mental fitness of pupils has declined as a result. The document argues that schools must make developing and maintaining pupil fitness a priority through organized physical education programs.
Movement Education (ME) is a student-centered approach to teaching physical education that focuses on developing fundamental movement skills through dynamic games and non-competitive activities. ME helps children develop physical literacy and benefits their social, physical, and psychological development. In ME classes, teachers select developmentally-appropriate activities to teach the 12 fundamental movement skills and guide students' motor skills progression from initial to mature stages.
The document provides an overview of the K to 12 Physical Education curriculum in the Philippines, outlining its framework, philosophy, learning outcomes, approaches, strands, standards, scope and sequence, and time allotments. The curriculum aims to develop 21st century skills and physical literacy through a focus on health-related fitness, movement skills, and participation in physical activities like games, sports, dance and recreation. It prioritizes habitual physical activity, motor competence, valuing physical activity, and understanding concepts of movement.
The In-School Prevention of Obesity and Disease (IsPOD) Program addresses North Carolina's childhood obesity epidemic through immediate and long-term strategies. It implements FITNESSGRAM fitness testing in K-8 schools to monitor student progress. Physical fitness scores are submitted anonymously to the NC Center for Health Statistics. The program also uses an innovative curriculum called SPARK that emphasizes noncompetitive play and physical activity. North Carolina physical educators have received over 30,000 hours of professional development through the program.
This document outlines the essential components of physical education according to SHAPE America. It discusses how physical education has transformed to focus on physical literacy and lifelong healthy living. It then describes the four essential components of physical education - policy and environment, curriculum, appropriate instruction, and student assessment. For each component, it provides details on the relevant policies, expectations, and best practices. The goal is to define high-quality physical education and establish it as a core academic subject.
The document lists 35 common misconceptions about physical education. It begins by introducing the author, V.K. Rao, an expert in physical education from India. The bulk of the document then lists misconceptions such as physical education being just games and athletics; requiring no instructional expertise; and having no academic value or role in a student's education. It concludes by noting physical education has been misunderstood in terms of the skills, effort, and planning required to conduct an effective program.
Movement education teaches students to develop motor skills through physical movement. There are 5 fundamental movement skills - throwing, catching, kicking, jumping, and running - that NSW schools are required to teach. Under the NSW K-6 syllabus, students must demonstrate mastery of these fundamental movement skills and participate in games and sports. Movement education is praised in literature as core to children's physical, cognitive, and social development, and mastery of fundamental motor skills is important for participation in organized sports. Simply put, students need to learn fundamental movement skills to participate in sports and develop social, physical, and cognitive abilities.
For more of my uploads please visit me:
PPT - http://brisktopia.com/Jd3
Videos - http://brisktopia.com/K4A
FB page - http://brisktopia.com/Knf
Choir sheets are also available just ping me- http://brisktopia.com/PVd
Grade 7 cg final physical education 1 10 01.13.2014 edited may 1, 2014S Marley
ย
For more of my uploads please visit me:
PPT - http://brisktopia.com/Jd3
Videos - http://brisktopia.com/K4A
FB page - http://brisktopia.com/Knf
Choir sheets are also available just ping me- http://brisktopia.com/PVd
The document outlines the Physical Education Standards of Learning for Virginia Public Schools from kindergarten through 12th grade. It introduces the five strands that the standards are grouped into: Skilled Movement, Movement Principles and Concepts, Personal Fitness, Responsible Behaviors, and Physically Active Lifestyle. The standards are intended to help students develop physical skills and knowledge to engage in physical activity now and throughout their lives. The kindergarten standards are then outlined as an example, focusing on developing fundamental movement patterns, learning movement concepts, participating in moderate physical activity, demonstrating safe and cooperative behaviors, and understanding the health benefits of physical activity.
Mental Health of Tribal and Non-Tribal Teachers of Sikkiminventionjournals
ย
- The document discusses the mental health of tribal and non-tribal teachers in Sikkim. It examines factors that affect teachers' mental health such as lack of professional aptitude, occupational hazards, poor salaries, high workload, and lack of facilities.
- It reviews literature showing tribal teachers experience more stress due to social and professional isolation, lack of infrastructure, and feeling their efforts are not reflected in student outcomes.
- The study aims to assess and compare the mental health of tribal and non-tribal teachers based on components like self-concept and personal adjustment, and examine differences based on gender, marital status, qualifications, and experience.
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills among learners. It emphasizes fitness and movement education to achieve and maintain health-related fitness through participation in physical activities. The curriculum focuses on developing understanding of how the body responds to exercise from learning basic movements in grades 1-3, to understanding principles of movement and fitness in grades 4-6, to integrating physical activity into an active lifestyle by grades 7-10. It covers learning strands such as body management, movement skills, games and sports, rhythms and dances, and physical fitness. The goal is to equip learners to live actively for lifelong health.
Get active-physical-education-physical-activity and sport for children and yo...Dr Lendy Spires
ย
This document provides a framework to guide a coordinated approach to physical education, physical activity, and sport for children and young people. It outlines desired outcomes in three contexts: in-class physical education, in-school co-curricular activities, and in-community programs. The desired outcomes are intended to help users review current programs and serve as a basis for further development. The document aims to encourage collaboration across sectors to provide children with clear pathways to achieve their potential and live active, healthy lifestyles.
The document discusses the importance of Physical Development, Health and Physical Education (PDHPE) in primary schools. It notes that PDHPE promotes healthy lifestyles in children and teaches safety skills. PDHPE aims to develop students who can make informed decisions about their health and minimize risky behaviors. Research also shows links between physical activity, cognitive development, and academic performance. The document argues that PDHPE should receive more focus in school curriculums.
This document provides a rationale for teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. It discusses how PDHPE aims to develop students' health knowledge, skills, values and attitudes to lead healthy lives. It also discusses the benefits of teaching movement education, which involves developing students' fundamental movement skills. Movement education is shown to support students' physical, cognitive, social and academic development. The document advocates for parental and teacher guidance to help students reach their full potential in PDHPE.
This document provides an overview of team sports and physical education. It defines sports and traces the history of sports back to ancient times. Team sports are classified based on player composition (individual, dual, team) and level (amateur, professional). The key benefits of physical education for students are discussed, including physical fitness, improved academic performance, social skills, reduced stress, and learning healthy behaviors. Common terminology used in sports is also outlined. The document concludes by listing examples of team sports at the Olympics and assigning learning activities and assessments.
Implementation of International Charter of Physical Education and Sport (UNESCO)Devinder Kansal
ย
The document discusses the 1978 UNESCO Charter of Physical Education and Sport. It outlines several key principles of the charter, including that every person has a fundamental right to physical education and sport, which are essential to personality development. It promotes physical activity and sport throughout life via lifelong education. Physical education and sport contribute to health, provide leisure activities, and help people overcome issues of modern living. It also discusses the role of public authorities and institutions in supporting physical education and sport programs.
PDHPE teaches students about personal development, health, and physical education. It provides students with the knowledge, skills, and attitudes to maintain a healthy lifestyle. PDHPE is important for obesity prevention since many Australian children are overweight or obese. It also encourages physical activity, which has health benefits like improved metabolic health and increased likelihood of activity in adulthood. PDHPE is part of the primary school curriculum to help students develop healthy decision making and social skills through sports, games, and movement activities.
This document outlines revisions made to the Physical Education and Health curriculum in the Philippines. Key points include:
- The previous curriculum had issues like implicit skills not being taught, flawed learning objectives, and redundancy.
- The revised curriculum merges Physical Education and Health into one subject area to promote a holistic approach to wellness. This integrated model is becoming popular internationally.
- The goals of the new curriculum are to develop physically and health literate students who can make informed health decisions and advocate for healthy lifestyles. It is grounded in theories of movement, fitness, behavior change, and ecological systems.
A therapy for physical and mental fitness of school childrenAlexander Decker
ย
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills through physical activity. It emphasizes developing physical literacy in students from kindergarten through grade 12. The curriculum focuses on five strands: body management, movement skills, games and sports, rhythms and dances, and physical fitness. It uses a developmental approach to teach students about movement concepts, motor skills, health-related fitness, and integrating physical activity into an active lifestyle. The goal is to produce graduates who pursue lifelong health through physical activity.
The document outlines the K to 12 Physical Education curriculum in the Philippines which aims to develop 21st century skills through physical activity. It emphasizes developing physical literacy through enjoyable movement experiences to establish healthy, active lifestyles. The curriculum focuses on five strands: body management, movement skills, games and sports, rhythms and dances, and physical fitness. It uses a developmental approach to teach concepts like body awareness, motor skills, health-related fitness, and integrating physical activity into daily life. The goal is for students to understand their personal responsibility for lifelong health and fitness.
The document is the Physical Education Curriculum Guide for grades 1 to 10 in the Philippines. It provides an overview of the K to 12 Basic Education Program which aims to develop 21st century skills in learners. The PE curriculum philosophy focuses on fitness, movement education and health-related fitness. It shifts from a previous sports-dominated approach. The curriculum develops skills in accessing, synthesizing and evaluating fitness and health information. It prioritizes habitual physical activity, movement competence, valuing physical activity, and understanding concepts related to physical activity. The guide outlines the learning strands, standards, scope and sequence for each grade level, and time allotments for PE. It describes the conceptual framework and provides details about curriculum implementation.
PDHPE teacher Miss King explains the importance of PDHPE for students in 4K. PDHPE covers personal development, health, and physical education. It helps students develop life skills like problem solving and decision making. This term, 4K will focus on nutrition, cultural foods, and the digestive system in PDH lessons. In PE, they will practice athletics skills for the upcoming sports carnival. Miss King emphasizes that physical activity and healthy eating are important for students' development and should be encouraged both at school and home.
This document outlines revisions made to the Philippines' Physical Education and Health curriculum. Key changes include merging Physical Education and Health into a single subject called Physical Education and Health to promote a holistic approach to wellness. Research shows integrating the two subjects helps students develop a comprehensive understanding of health and healthy lifestyles. The curriculum aims to develop physically and health literate students who can make informed health decisions and advocate for healthy living. It is underpinned by theories of movement, fitness, games, and behavior change. The framework shows how the curriculum contributes to students' well-being and society through physical literacy, health literacy, and 21st century skills.
PDHPE (Personal Development, Health and Physical Education) is an important subject for primary school students. It aims to help students lead healthy, active, and fulfilling lives by developing knowledge, skills, and attitudes. In Year 2, students learn movement skills, participate in sports and games, and develop social skills like cooperation. They also learn how to make healthy choices, stay safe, and understand their growth and relationships. PDHPE is significant because it supports students' well-being in physical, social, mental, and emotional domains.
This document discusses the author's experiences and views on physical education. It covers topics like physical activity, sport, health, wellbeing and the characteristics of physical education teachers. It also summarizes academic literature on effective physical education instruction and the importance of the subject for students' development. The document advocates that physical education is valuable for modeling healthy behaviors and developing lifelong habits.
The document discusses personal experiences with physical education, health, and wellbeing. It covers topics like physical education, sport, physical activity, and play. It also reflects on stereotypes of physical education teachers and argues that physical education is important for teaching healthy lifestyle habits and fitness skills to students. Several academic sources are referenced that discuss issues like effective teaching strategies and debates around skills and fitness levels in children.
This document discusses revisions made to the Philippines' Physical Education and Health curriculum. Key points include:
- The previous curriculum had issues like implicit skills not being taught, flawed learning competencies, and redundancy.
- The revised curriculum merges Physical Education and Health into one subject area to promote a holistic approach to wellness. This integrated approach is supported by research and used internationally.
- The goals of the revised Physical Education and Health curriculum are to develop physical and health literacy and 21st century skills to empower students to make lifelong healthy choices and improve their lives and community.
For Elementary School, approving Physical Education Classes. In this presentation I will address some points of which should be taken into consideration. Let me explain to you about science and bio-mechanics.
This document outlines an introduction to physical education, including its nature, meaning, foundations and purposes. It discusses physical education as an educational process aimed at improving human development through physical activity. The foundations of physical education include its socio-cultural, scientific and pedagogical aspects. Some key subdisciplines that contribute to its foundations are also listed. Finally, the document discusses the purposes of physical education and provides an activity to create an acronym representing these purposes.
Module 2: Dimensions of development (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain physical, social, cognitive and moral development during later childhood and
adolescence.
- explain views of Piaget, Vygotsky on cognitive development
Perspectives in Education
Course 1: Childhood and Growing Up
SNDT Womenโs University, Churchgate, Mumbai 20 . 11
- compare development during psychosocial stages given by Erickson
- explain views of Kohlberg on moral development
- organize appropriate programs for development during later childhood and adolescence
Contents:
1. Physical and motor development during later childhood and adolescence, Caring for
physical growth and development of a learner: Need of making provision for nutritious food,
medical checkup for identifying health problems, ergonomically suitable sitting/ working
arrangement, provision for physical (musical) exercise, Yoga, group and individual games
and sports; Organizing activities that give scope for ensuring development of capacities of
sense and work organs; Providing adolescence education (sex education) (4)
2. Social and emotional development during later childhood and adolescence: Emotional and
social intelligence and role of a school in organizing appropriate learning programs
(Emphasis to be given on educational implications rather than the theories) (4)
3. Erickson's psychosocial stages of development during later childhood and adolescence -
description of stages and role of a school in organizing appropriate learning programs (2)
4. Cognitive development- Piaget's and Vygotsky's views with respect to development of
language and problem solving skills, educational implications of their views (3)
5. Characteristics of stages of moral development as interpreted by Kohlberg (2)
Movement education is a key part of physical education that aims to help students develop basic motor skills through physical movement. It fosters cognitive development and the establishment of fundamental movement skills that serve as a foundation for further development and participation in physical activities. The movement education approach is adaptable, inclusive, and provides benefits for students' physical, social, and emotional health both in the present and long term. Teachers play a role in teaching skills sequentially, providing choices, and making activities engaging.
Similar to Evaluation of Physical Education, Sports and Recreation for the Gifted (20)
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This document describes the design and implementation of 4-bit QPSK and 256-bit QAM modulation techniques using MATLAB. It compares the two techniques based on SNR, BER, and efficiency. The key steps of implementing each technique in MATLAB are outlined, including generating random bits, modulation, adding noise, and measuring BER. Simulation results show scatter plots and eye diagrams of the modulated signals. A table compares the results, showing that 256-bit QAM provides better performance than 4-bit QPSK. The document concludes that QAM modulation is more effective for digital transmission systems.
The document proposes a hybrid technique using Anisotropic Scale Invariant Feature Transform (A-SIFT) and Robust Ensemble Support Vector Machine (RESVM) to accurately identify faces in images. A-SIFT improves upon traditional SIFT by applying anisotropic scaling to extract richer directional keypoints. Keypoints are processed with RESVM and hypothesis testing to increase accuracy above 95% by repeatedly reprocessing images until the threshold is met. The technique was tested on similar and different facial images and achieved better results than SIFT in retrieval time and reduced keypoints.
This document studies the effects of dielectric superstrate thickness on microstrip patch antenna parameters. Three types of probes-fed patch antennas (rectangular, circular, and square) were designed to operate at 2.4 GHz using Arlondiclad 880 substrate. The antennas were tested with and without an Arlondiclad 880 superstrate of varying thicknesses. It was found that adding a superstrate slightly degraded performance by lowering the resonant frequency and increasing return loss and VSWR, while decreasing bandwidth and gain. Specifically, increasing the superstrate thickness or dielectric constant resulted in greater changes to the antenna parameters.
This document describes a wireless environment monitoring system that utilizes soil energy as a sustainable power source for wireless sensors. The system uses a microbial fuel cell to generate electricity from the microbial activity in soil. Two microbial fuel cells were created using different soil types and various additives to produce different current and voltage outputs. An electronic circuit was designed on a printed circuit board with components like a microcontroller and ZigBee transceiver. Sensors for temperature and humidity were connected to the circuit to monitor the environment wirelessly. The system provides a low-cost way to power remote sensors without needing battery replacement and avoids the high costs of wiring a power source.
1) The document proposes a model for a frequency tunable inverted-F antenna that uses ferrite material.
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This document summarizes a research paper that presents a speech enhancement method using stationary wavelet transform. The method first classifies speech into voiced, unvoiced, and silence regions based on short-time energy. It then applies different thresholding techniques to the wavelet coefficients of each region - modified hard thresholding for voiced speech, semi-soft thresholding for unvoiced speech, and setting coefficients to zero for silence. Experimental results using speech from the TIMIT database corrupted with white Gaussian noise at various SNR levels show improved performance over other popular denoising methods.
This document reviews the design of an energy-optimized wireless sensor node that encrypts data for transmission. It discusses how sensing schemes that group nodes into clusters and transmit aggregated data can reduce energy consumption compared to individual node transmissions. The proposed node design calculates the minimum transmission power needed based on received signal strength and uses a periodic sleep/wake cycle to optimize energy when not sensing or transmitting. It aims to encrypt data at both the node and network level to further optimize energy usage for wireless communication.
This document discusses group consumption modes. It analyzes factors that impact group consumption, including external environmental factors like technological developments enabling new forms of online and offline interactions, as well as internal motivational factors at both the group and individual level. The document then proposes that group consumption modes can be divided into four types based on two dimensions: vertical (group relationship intensity) and horizontal (consumption action period). These four types are instrument-oriented, information-oriented, enjoyment-oriented, and relationship-oriented consumption modes. Finally, the document notes that consumption modes are dynamic and can evolve over time.
The document summarizes a study of different microstrip patch antenna configurations with slotted ground planes. Three antenna designs were proposed and their performance evaluated through simulation: a conventional square patch, an elliptical patch, and a star-shaped patch. All antennas were mounted on an FR4 substrate. The effects of adding different slot patterns to the ground plane on resonance frequency, bandwidth, gain and efficiency were analyzed parametrically. Key findings were that reshaping the patch and adding slots increased bandwidth and shifted resonance frequency. The elliptical and star patches in particular performed better than the conventional design. Three antenna configurations were selected for fabrication and measurement based on the simulations: a conventional patch with a slot under the patch, an elliptical patch with slots
1) The document describes a study conducted to improve call drop rates in a GSM network through RF optimization.
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This document describes the design of an intelligent autonomous wheeled robot that uses RF transmission for communication. The robot has two modes - automatic mode where it can make its own decisions, and user control mode where a user can control it remotely. It is designed using a microcontroller and can perform tasks like object recognition using computer vision and color detection in MATLAB, as well as wall painting using pneumatic systems. The robot's movement is controlled by DC motors and it uses sensors like ultrasonic sensors and gas sensors to navigate autonomously. RF transmission allows communication between the robot and a remote control unit. The overall aim is to develop a low-cost robotic system for industrial applications like material handling.
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"Learn about all the ways Walmart supports nonprofit organizations.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Answers about how you can do more with Walmart!"
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
ย
Evaluation of Physical Education, Sports and Recreation for the Gifted
1. IOSR Journal of Sports and Physical Education (IOSR-JSPE)
e-ISSN: 2347-6737, p-ISSN: 2347-6745, Volume 1, Issue 7 (Nov - Dec. 2014), PP 13-17
www.iosrjournals.org
www.iosrjournals.org 13 | Page
Evaluation of Physical Education, Sports and Recreation for the
Gifted
1
Ndahi, P. M, 2
Badaki, O.L,
Department Of Physical And Health Education, University Of Maiduguri, Maiduguri, Borno State, Nigeria.
Abstract: Physical education, sports and recreation for the gifted was the topic dealt with in this article. The
concept of physical education as it refers to the body, with reference to various bodily characteristics was also
discussed. Academic success and well-being of the gifted with regard to physical education has been
stressed,special physical education program for the gifted being exceptional learners was discussed, and special
instructional media and resources for the gifted as distinct for sports and games from the modern technology
was addressed. Recreation, leisure services, camping and outdoor activities are also areas that were discussed
in this work. Recreation and leisure being characterized by five descriptive terms was also addressed.
Recreation for the gifted for developing their sophisticated routines in dance, tumbling, gymnastics, apparatus,
and synchronized swimming have been discussed in this work. Assessment of the gifted in physical education
using variety of methods was also stressed in this work. It was recommended that, classes for the gifted who are
high achievers need to be taught by physical educators who know how to design and implement programs for
such exceptional students.
Key words: Gifted, Sport, Recreation, Physical education, Learners
I. Introduction
The gifted is blessed with a superior physical endowment. A high level of neuro-muscular coordination
enables him to move with grace and develop skills rapidly, and he or she is usually highly motivated. The
interschool athletic and recreational program and intramural laboratory usually provide the necessary
instructional and resources media for students who are gifted (Winebrenner, 2001). The physical educators have
the contribution to make to the gifted student with the physical education program. The challenges presented by
students of exceptional ability will help to keep the physical educators alert, stimulated and enthusiastic about
teaching. Some ways of which the physically gifted and creative students may help in physical education
include using them in the leaderโs program, providing special challenges in the form of research, and reading on
various aspects of physical education textbooks, work books and more conventional printed materials.
Instructional and media such as films, filmstrips, videos, laser discs, CD-ROM, and large screen projections of
televise or video-taped images. Other instructional media and resources are employed for appropriate
instructional technology in physical education for the gifted (Taber 2007).
II. The Concept of Physical Education
The word physical refers to the body. It is often used in reference to various bodily characteristics such
as physical strength, physical development, physical prowess, physical health and physical appearance. It refers
to the body as contrasted to the mind. Thus, when the word education was added to the word physical, it formed
the phrase physical education. Laura, (2004)refers to the process of education that concerns activities which
develop and maintain the human body. When an individual is playing a game, swimming, matching, working
out on the parallel bars, skating, or performing in any one of the game of physical education activities, education
is taking place at the same time. The author maintained that Physical education is an important part of
educational process, it is not a โfrillโ โor an ornamentโ tacked onto the school program as a means of keeping
students busy, but rather a vital part of education.
III. Physical Education and the gifted well-being, and Academic success
Winebrenner(2001)defined gifted as those who demonstrate outstanding levels of aptitude as
exceptional ability to reason and learn competence documented performance or achievement in 10% or rarer, in
one or more domains. Domains that include any structured area of activity with its own symbol system; such as
mathematics, music and or set of sensorimotor skills such as sports, dance and painting. The author further
explained that the term gifted when used in respect of students, children or youths means those who show
evidence of high performance capability in areas such as intellectual, creative, artistic or leadership capacity,
athletic or in specific academic fields and who require services or activities not ordinarily provided by the
school in order to fully develop such capabilities. Calgary Board of Education, (2013) defined gifted as a child
2. Evaluation of Physical Education, Sports and Recreation for the Gifted
www.iosrjournals.org 14 | Page
or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment
when compared to others of the same age, experience or environment and who;
1. Exhibits high performance capability in an intellectual, creative or artistic area.
2. Possess an unusual capacity for leadership or
3. Excels in a specific athletic or academic field.
The first and perhaps the most important aspect of physical education is the direct bearing it has on the
gifted studentโs physical, mental and social well-being. The student who is well educated physically is likely to
become a healthy adult who is motivated to remain healthy. Although adults are often well informed about
health and pursue healthy life-style that includes good nutrition, exercise, physical activities, and fitness, their
childrenโs physical health and well-being is frequently a cause for concern (Rogers 2012). Recognizing the
threat of a sedentary life-style inherent in post-industrial work patterns, large numbers of adult can be found
jugging, walking, eating healthy foods, and seeking out ways to incorporate movement and activities into their
daily routines. But at the same time alarming numbers of children and youths often lacking appropriate adult
supervision, can be found in front of television set on sunny week-days afternoons munching on snack foods
(Eugene, 1992).The problem is compounded by approaches to physical education that have traditionally
emphasized competition, games, sports, and native athletic ability, favoring those who are most talented and
leaving the less able to view themselves as outsiders who will never make the great. Our society can no longer
afford that approach. Winebrenner (2001)stated a principal theme of the physical education frame work that all
gifted children regardless of disabilities, ethnicity, gender, native language, race, religion, or sexual orientation
must be given opportunities not only to succeed in physical education, but to develop a lifelong commitment to
the pleasure and the health benefits of physical activity.
A second reason for the importance of physical education today is its direct link with academic leaning.
The author added that the healthy, physically active gifted students are more likely to be academically
motivated, alert, and successful. In the pre-school and primary years, there are direct links between active play,
physical agility and coordination, and academic success. As children gets older and enter adolescence, healthy
physical activity becomes integral to their self-concept and their ability to take on new intellectual, social and
emotional challenges. Throughout, physical education promotes the social skills and cooperation that are
increasingly viewed by educators today as essential for success in school. Just as any well planned academic
curriculum takes into account a wide range of learning modes and styles, the physical education curriculum,
emphasizes a variety of cognitive, affective, and psycho-motor teaching and learning strategies ((Rogers 2012).
IV. Physical education for the Gifted
Kim (2006) explained that gifted and creative students in physical education class are typical because
they also need a specially tailored physical education experience. Gifted students are those who are exceptional
in motor skill abilities in many activities and maintain a high level of physical fitness. A gifted student may be a
star athlete, but in general such student is simply a good all-round performer. In a game situation the gifted
student seem to be in the right place at the right time.
Crace, (2008) observed that physically gifted students learn quickly and require a minimum of
individual instruction. The gifted are usually enthusiastic about physical activities and practice skills without
being told to do so. Any individual instruction they do require in the form of coaching rather than remedial
correction. Taber, (2007) affirmed that the physically gifted students may also have special problems such as
being impatient, by causing class disturbances during instructional periods. Haller explains that it is because the
gifted already knows how to perform the skills or play the game and those not enjoy standing and listening but
instead wants action and participation. Haller further explains that the gifted students may become bored and
lose interest in physical education if the program does not constantly stimulate them.
Crace, (2007) pointed out that the gifted student are exceptionally and unique from other students
therefore the physical educators should use variety of teaching styles, such as teacher-directed and student-
initiated learning, to satisfy the learning styles of individual students and stimulate higher levels of thinking and
creativity. Steinthosdotir and Sriraman(2008)postulated that teaching styles might include command, practice,
self-check. Guided discovery, student-designed and student initiated teaching and self-teaching. Physical
educators should also employ a variety of instructional approaches, including competence-based learning,
contract learning, drill, information processing, leisure, mastery learning, programmed instruction and role-
playing.
Yoon and Gentry (2009) examined that the appropriate style for physical education instruction is the
cooperative learning. Assigning students to small learning groups (three to six members each) allows teachers
and students to achieve a variety of goals, both social and cognitive. In addition, research have shown that
cognitive learning produces higher achievement, improves cross-ethnic friendships and social skills, enhances
self-image, and promote greater independence, improves role taking abilities (e.g. leadership) and a better
classroom climate.
3. Evaluation of Physical Education, Sports and Recreation for the Gifted
www.iosrjournals.org 15 | Page
Warne, Anderson, and Johnson (2013) explained that the first step in cooperative learning is the
formation of heterogeneous teams. The size of each team will vary according to the activity; however, groups of
three to six students (mix as to ability, race and gender) have proven to be most successful. After the team has
been formed, studentsโneeds activities for team building and time to practice and receive feedback on
appropriate social skills. The authors further explained that the specifics of cooperative learning lessons depend
to a great extent on which method among many different cooperative learning approaches are chosen. However,
the teacher must ensure positive interdependence and both individual and group rewards. A team can succeed
only if all members are interdependent in their contributions towards a common goal.
V. Sports for the gifted
Albaker (2013) mentioned that there are many types of instructional media and resources for the gifted,
as distinct from equipment for games and sports, are available to aid the physical educator. In addition to
textbooks, workbooks and more conventional printed materials, resources includes films, filmstrips, videos,
laser discs, CD-ROM, and large screen projections of televised and videotaped images. Physical educations
teachers should look for ways not only to incorporate a variety of instructional media into their teaching but also
to make sure that the media are available and are included in the overall budget for physical education.
Examples abound of appropriate instructional technology in physical education.The author emphasized
thatHeart monitors can provide students with feedback on their heart rate while they are performing
cardiovascular exercises. In addition camcorders and videos camera can be used to capture student performances
for skill or strategy analysis. Computers can aid the teacher in the production of task cards or skill card and can
also be used to provide information and instructional modules to individuals or groups. When connected to laser
disc players, video cassettes players and other peripheral devices can capture studentโs interest through
multimedia presentation.
Lee and Sriraman (2012) viewed that a wide variety of computer software program are available that
lead the gifted students through tutorials on various sports or fitness concepts, offering both instructional and
assessment procedures. An interactive laser disc system can present student with information generated by
computer software linked to the laser disc player at different points in the tutorial. The player, instructed by the
computer software, displays the appropriate live-action example. Interactive programs offer students a
considerable amount of control over their own learning and the topics they wish to explore. Technology is also
very useful in the assessment process for physical education of the gifted.
VI. Recreation and Leisure Services
Recreation, leisure services, camping and outdoor education represent areas closely allied to physical
education and fields in which many physical educators work. Recreation and leisure services are concerned with
those activities in which a person participate during hours other than works. They imply that the individual has
chosen certain activities in which to engage voluntarily because of an inner, self-motivating desire. Such
participation gives him/her a satisfying experience and develops physical, social, mental and/or esthetic qualities
contributing to a better existence. (Paul, Slocumbs and Ruby 2000).
The kind of recreation and leisure that education is advocating can be characterized by five descriptive terms as
follows:
1. Leisure time: to be recreation the activity most be engage in during oneโs free time. From this point of
view; work cannot be oneโs recreation.
2. Enjoyable: the activity engaged in must be satisfying and enjoyable to the participants.
3. Voluntary: the individual must have chosen, of his or her own volition, to engage in these pursuits,
there must have been no coercion.
4. Constructive: the activity is constructive; it is not harmful to the person physically, socially or in any
other way. It must help one to become a better integrated individual.
5. Non-survival: eating and sleeping are not recreational activities in themselves. One may engage in a
picnic in which a dinner is involved but the other facets of the affair such as the social games and
fellowship are important parts of the recreational activity.
VII. Recreation for the Gifted
According to Susan (2005) physically gifted and creative student have a well-developed sense of
kinesthetic awareness and know how to use their body properly, dancing with ease and grace showing a high
degree of skill in free exercise, tumbling, gymnastics, apparatus, and synchronized swimming. Broecher, (2005)
explained that the physically gifted or creative students in dance may be introduced to a new kind of music, or
he or she who is skilled on apparatus may enjoy adding new moves routines. The physical gifted and creative
students may not have attempted a wide range of activities but have experience those recreational activities
4. Evaluation of Physical Education, Sports and Recreation for the Gifted
www.iosrjournals.org 16 | Page
offered in the school physical education program; such as drama, music, art, crafts, games, sports, camping,
literature, fairs, nature study, and other outdoor activities.
VIII. Assessment of gifted students in physical education
Assessment in physical education should address the major goals of physical education. A variety of
methods can be used, including written tests, videotaped performances of skills, cooperative; learning activities,
individual, small group, class project, problem solving tasks, small group or class discussion, task cards,
worksheets, contracts, small group and class project, and home work (Winebrenner 2001).
Self-assessment is another means of providing students with information about their performance.
Student can apply self-evaluation when given lists of performance objectives and directed to judge their own
achievements. This procedure can be facilitated by the video taping of the studentโs performance for follow up
viewing by the student. On a higher level self-assessment can offer opportunities for students to establish
personal goals and make critical and valid evaluations as they monitor their progress, establishing personal goal
(Rogers 2012).
Assouline, (2005) postulated that peer assessment is another means of student assessment which can be
carried out by learners in pairs or group is an effective evaluation method for the gifted student as student
develop pair assessment skill, they learn the importance of given and receiving support and constructive
feedback. The author further explained thatin pair assessment the student evaluator compares and contrasts
another studentโs performance with criteria established by the teacher. The results can be communicated orally
or through the use of a task card, rating scale or check lists. Peer assessment can be done live or can be
videotaped. Grades should bare a close relationship to the course goal and learning expectation. Course grade
should not be used to report such elements as attendance, cleanliness, personality, punctuality and wearing
apparel, but rather assessment should require students to:
a. Demonstrate and understanding of the application of information in new and familiar tasks.
b. Explain why and how rather than merely perform movement.
c. Integrate and connect understanding, analyze self-performances, observe others and experiment with
this knowledge.
d. Demonstrate imagination, persistence, and creativity and show a capability for problem solving.
IX. Conclusion/Recommendations
Physical education, sports and recreation are based on the premise that the quality and productivity of
the gifted studentโs life can be enhanced through participating in a comprehensive, sophisticated and sequential
physical education system that promotes physical, mental, emotional and social well-being. Education implies a
focus on the whole gifted students as opposed to a narrow range of skills and abilities. It means teaching the
gifted students as how to apply new knowledge and to develop the knowledge and skills needed to use those
talents in achieving their personal goals.
As an integral part of the school curriculum, physical education, sports and recreation, should be taught
or handled by qualified professionals who have been trained in physical education, or who have participated in a
program of professional development focusing on the teaching of education. Classes for the gifted who are high
achievers need to be taught by physical educators who know how to design and implement programs for such
exceptional students.
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