Next Step 2014 presentation by Andrea Thumshirn from Hockey Village India Foundation
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Sport can promote social integration by bringing together people of different castes and religions. It also pushes children to challenge their limits, improve their skills, and have fun. Sport and education should be combined, as being active increases brain efficiency and creates healthier, smarter students who are better prepared for their careers. Doing sports helps children concentrate better, boosts self-confidence, and provides mental health benefits like reducing fears and depression. It can also offer direction, community, and values that make children better people.
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PDHPE teaches physical development, health, and physical education in schools. It promotes an active lifestyle, influences positive health decisions, and supports growth and development. PDHPE teaches five essential skills - decision making, problem solving, moving, interacting, and creating - that are used in everyday life. The benefits of PDHPE in schools include fitness, building confidence, assisting relationships, allowing students to set goals, and building communication and teamwork skills. PDHPE is important as it encourages a healthy lifestyle, informed decision making, lifelong physical activity, self-understanding, and confidence.
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PDHPE (Personal Development, Health and Physical Education) promotes a healthy and active lifestyle in primary school students. It is the foundation for their physical, social, and cognitive growth and wellbeing. Teachers help students develop skills in areas like games, sport, safe living, personal health choices, dance, and gymnastics. The teacher finds PDHPE allows students to learn in a supportive environment that helps them maintain positive relationships and become active, happy, and healthy members of society.
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PDHPE is an important subject that teaches children the knowledge, skills, and values needed to live healthy, happy, and fulfilling lives. It provides the foundation for children to develop skills in health and physical education. The subject embraces topics like nutrition, physical activity, mental health, and living a balanced lifestyle.
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PDHPE stands for Personal Development, Health and Physical Education. The document discusses games for fun, with an emphasis on having fun, as games are meant to be enjoyable activities.
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PDHPE teaches physical education and health in schools through both practical and theoretical lessons. It provides children with valuable life skills like teamwork, leadership, and nutrition information while promoting their well-being, social development, and sense of identity. PDHPE incorporates physical, emotional, and social elements through active and fun lessons.
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Pd h pe powerpoint
PDHPE teaches physical development, health, and physical education in schools. It promotes an active lifestyle, influences positive health decisions, and supports growth and development. PDHPE teaches five essential skills - decision making, problem solving, moving, interacting, and creating - that are used in everyday life. The benefits of PDHPE in schools include fitness, building confidence, assisting relationships, allowing students to set goals, and building communication and teamwork skills. PDHPE is important as it encourages a healthy lifestyle, informed decision making, lifelong physical activity, self-understanding, and confidence.
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PDHPE (Personal Development, Health and Physical Education) promotes a healthy and active lifestyle in primary school students. It is the foundation for their physical, social, and cognitive growth and wellbeing. Teachers help students develop skills in areas like games, sport, safe living, personal health choices, dance, and gymnastics. The teacher finds PDHPE allows students to learn in a supportive environment that helps them maintain positive relationships and become active, happy, and healthy members of society.
Pdhpe advocacy poster-1
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PDHPE stands for Personal Development, Health and Physical Education. The document discusses games for fun, with an emphasis on having fun, as games are meant to be enjoyable activities.
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PDHPE teaches physical education and health in schools through both practical and theoretical lessons. It provides children with valuable life skills like teamwork, leadership, and nutrition information while promoting their well-being, social development, and sense of identity. PDHPE incorporates physical, emotional, and social elements through active and fun lessons.
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He said that one needs to create a dedicated human environment in colleges and universities that that supports a sporting culture, so that there are maximum takers for it. Kansal reiterated the need to formalize physical education at the school as well as the college and university level.
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PDHPE teaches life skills and encourages physical activity and fun for students. The aim is to help students lead healthy, active, and fulfilling lives and take responsible roles in society. PDHPE is important in primary schools as it promotes understanding of self and others, physical activity, and informed decision making. Students learn skills like movement, interaction, problem solving, decision making, and communication. They also learn interpersonal relationships, identity, physical activity, decision making, nutrition, and safety.
Philosophy
The document outlines the author's philosophy of early childhood education. The goals are to support children's development physically, socially, emotionally and cognitively in a nurturing environment. The purpose is to build a strong foundation for growth. An effective teacher tailors instruction to individual student needs and helps each child improve. A collaborative relationship between educators and families provides support inside and outside the classroom for student success.
Why is pdhpe important for primary school education
PDHPE (Personal Development, Health and Physical Education) is an important subject in primary school that teaches students how to stay safe, healthy, and socially responsible. Students learn emergency preparedness and home safety, the importance of exercise and nutrition, and how to interact positively with others regardless of differences. Through interactive lessons and sports, PDHPE promotes safe living, physical activity, and a healthy lifestyle while creating a supportive social environment for students.
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This document provides an overview and rationale for proposed research on the personality traits of female soccer goalkeepers compared to non-goalkeepers. The research aims to examine whether goalkeepers differ in their levels of the Big Five personality traits (extraversion, conscientiousness, openness, agreeableness, neuroticism) as measured by a personality assessment. No prior studies have directly compared the personalities of goalkeepers versus other positions. The research could help coaches better understand and support goalkeepers given the unique demands of their position. The document outlines the problem statement, literature review, and proposed use of the Big Five personality model to assess any differences between goalkeepers and other players.
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Why pdhpe
PDHPE teaches children the importance of an active and healthy lifestyle through physical activity and developing social skills. It shows how team sports can help children build relationships and communication skills while also learning the benefits of good nutrition and avoiding unhealthy foods. Most importantly, PDHPE aims to keep children fit by educating them on exercising regularly and maintaining a balanced diet.
My life
This document describes the author's life from childhood to the present in 3 stages. As a child, the author enjoyed playing sports like volleyball and softball with friends and family, having fun without responsibilities. Now as an adult, the author has become more responsible and learned from past mistakes while still making time for friends and family. Throughout their life, the author has learned from experiences both positive and negative, matured over time, and values family memories from their early years.
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Why is pdhpe important for primary school education
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Next Step 2014 presentation by Franz Gastler from Yuwa Jharkhand
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Next Step 2014 presentation by Dr. Monika Arora from Public Health Foundation...
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Maidan Summit 2011 - Devinder Kumar Kansal, University of Delhi
In his discourse at Maidan Summit 2011, Mr Devinder Kumar Kansal spoke about balancing of education in the country at all levels. He suggested that sport should be seen as foundation of the entire education system, and it should be embedded right from the nascent stages. He recommended as many partnerships as possible in the area, so that sport could directly find connect with development in a general perspective.
He said that one needs to create a dedicated human environment in colleges and universities that that supports a sporting culture, so that there are maximum takers for it. Kansal reiterated the need to formalize physical education at the school as well as the college and university level.
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Next Step 2014 presentation by Abdul Qudos Amini from Skateistan
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Next Step 2014 presentation by Erraballi Vandita Rao from Rural Development F...
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Next Step 2014 presentation by Franz Gastler from Yuwa Jharkhand
Next Step 2014 presentation by Franz Gastler from Yuwa Jharkhand
Next Step 2014 presentation by Ilja Van Holsteijn from Johan Cruyff Foundation
Next Step 2014 presentation by Ilja Van Holsteijn from Johan Cruyff Foundation
Next Step 2014 presentation by Dr. Monika Arora from Public Health Foundation...
Next Step 2014 presentation by Dr. Monika Arora from Public Health Foundation...
Maidan Summit 2011 - Devinder Kumar Kansal, University of Delhi
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This document discusses the importance of reputation management for organizations. It states that reputation management provides tangible benefits like risk abatement and value creation for investors. It also provides intangible benefits like enhancing the brand and value proposition. The document advocates starting reputation management with the most vulnerable groups and empowering people rather than just policing them. It also recommends learning from failures.
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The document discusses considerations for scaling up programs and models. It addresses the need to evaluate why scaling is wanted, whether the problem requires a larger solution, and if a proven model is available. Key factors that must be prepared include the 5 Ms: model, market, money, manpower, and management. The model must be cost-effective, data-driven, address a large problem, and be adaptable. Sufficient funding from multiple sources is required. The right people and leadership must be recruited to share knowledge and divide power. Sourcing and distributing appropriate materials is also important. Strong management of all these factors and external partnerships is critical to successfully scale up.
Next Step 2014 presentation by Shikha Uberoi from SDU Seva Inc.
The document discusses female empowerment through sports. It argues that sports can help develop social networks for girls and women, increase their self-esteem and sense of worth. However, empowerment through sports can also potentially disempower if not implemented properly. The document uses quotes and examples to show how female athletes can become leaders and shape culture, but empowerment requires a thoughtful approach.
Next Step 2014 presentation by Sameh Masri from Palestine: Sports for Life
Palestine: Sports for Life is a non-governmental organization that uses sports programs to improve life for Palestinians, especially children and youth. It operates in deprived villages in the West Bank to provide positive activities and psychosocial support for children suffering from the impacts of the Israeli occupation, such as the separation wall, settlements, and arrests. The organization aims to create job opportunities through sports and raise awareness of its benefits for health and community development. It works in villages like Nabi Saleh to establish sports facilities that provide relief from daily stresses and channel youth energy into constructive pursuits.
Next Step 2014 presentation by Monisha Singh Diwan from Magic Bus India Found...
The document discusses gender inclusion policies at an organization called MB. It provides data on gender representation levels across different roles, with percentages of women ranging from 25% to 45% depending on the level. It also outlines organizational processes to ensure gender inclusion, such as having a gender executive at the state level and HR representation to enforce anti-harassment policies. The document discusses creating inclusive spaces with male and female mentors and appropriate facilities. It concludes by covering gender sensitive programming, including training staff on treating both boys and girls with respect and assessing all indicators from a gender perspective.
Next Step 2014 presentation by Rob Thomas and Chirag Sakhare from Magic Bus I...
The document discusses mentoring and the role of a mentor. It begins by asking questions to identify the behaviors of a mentor and how the reader sees themselves as a mentor. It then provides definitions of a mentor as an experienced adviser and lists synonyms. The document discusses mentoring in sports for development (S4D) and thanks the reader at the end. The overall topic is about defining and discussing the characteristics and roles of a mentor.
Next Step 2014 presentation by Suvrat Thatte from all India Football Federat...
The All India Football Federation has established a Grassroots Development Program to promote youth football across India. The program is administered through State Football Associations and involves schools, clubs, and community organizations. It has expanded to 6 states since starting in 2012. Key achievements include recognition from FIFA and AFC as well as partnerships with foreign organizations. The program aims to introduce football to children aged 6-12 and promote its social and developmental benefits. It forms the base of India's football pyramid and benefits all levels of the game. The federated structure allows customized Grassroots programs in each state led by State Development Officers.
Next Step 2014 presentation by O.P.Singh, Former Haryana Sports Director, Gov...
Sports can impact a nation's history and development. It correlates with cognitive growth, personality development, and social benefits like community development and youth engagement. India could build a strong sports culture through incentives and governance that promotes sports as both an industry and core development program.
Next Step 2014 presentation by David Thiru from Mathare Youth Sports Associat...
The document discusses the Mathare Youth Sports Association (MYSA) in Kenya and the importance of contextual planning and community involvement in grassroots sports development programs. MYSA gives youth in Mathare, Kenya a chance to participate in sports both on and off the field. It has around 20,000 registered members and empowers youth in decision making through a clearly defined governance structure. MYSA considers youth as equal partners rather than just targets, taking a bottom-up community-oriented approach. The key to effective grassroots sports and development programs is community ownership and involvement in both planning and executing the program.
Next Step 2014 presentation by Thorsten Kiefer from WASH United
2.5 billion people lack access to adequate sanitation. Diarrhea is the second biggest killer of children under 5 globally, and kills more children in Sub-Saharan Africa than malaria, measles, and HIV/AIDS combined. WASH United uses games and interactive activities led by role models to change behaviors and increase access to sanitation and hygiene in schools, communities, and through youth sports teams. Their approach has trained over 100,000 children and youth and 400 schools and clubs since 2010. WASH United is working to expand this approach to more sports for development organizations.
Next Step 2014 presentation by Sanjana Gaind from CREA
This document summarizes a program called "It's My Body" that uses sports to advance sexual and reproductive health and rights for adolescent girls in India. It was initiated in 2009 and now collaborates with 15 organizations in Bihar, Uttar Pradesh, and Jharkhand, reaching over 6,000 girls. The program creates safe spaces for girls through activities like kabaddi and football. It empowers girls by increasing their knowledge of topics like menstruation and their assertiveness. Girls are motivated to participate for reasons like meeting friends, playing sports, and learning about their rights. Their ongoing involvement is supported by developing collective strength and confidence through the groups. The program faces challenges like resistance from families and changing
Next Step 2014 presentation by Kalyani Subramanyam from The Naz Foundation In...
The document describes a program that uses netball training and life skills lessons to empower young women ages 12-20 from economically disadvantaged communities. Over 10 months, the program provides netball and life skills training in small groups, identifies talented girls to become coaches, and links the girls to employment or vocational training opportunities. The goals are to empower the girls personally, socially, and economically through a sport-based curriculum and community involvement.
Next Step 2014 presentation by Kishore Kumar MU from Surfing Federation of In...
The document discusses the promotion and development of surfing in India at the grassroots level. It provides background on the Surfing Federation of India (SFI), the national governing body for surfing in India recognized by the International Surfing Association. It outlines SFI's goals of selecting a national surf team, hosting competitions, and inviting international surfers. It also discusses surfing schools and clubs in India, past surfing events organized by SFI, using surfing to engage underprivileged youth, and five pointers for further promoting and developing surfing at the grassroots level in India.
Next Step 2014 presentation by Arunava Chaudhuri
The document discusses grassroots football development in India. It notes that while the upcoming Under-17 World Cup gives India an opportunity to improve youth development, the current programs have limitations. Specifically, the AIFF's Lakshya 2022 roadmap and grassroots program focus more on elite players than widespread participation. For grassroots football to truly grow in India, a nationwide program is needed that engages schools, academies, NGOs and reaches rural and difficult to access areas, with the goal of involving millions of children across age groups. However, such an ambitious program would require significant financial support and manpower, including thousands of qualified coaches, and results may not be seen for 7-10 years or more.
Next Step 2014 presentation by Andy Sellins from Cricket for Change (C4C)
Cricket for Change uses cricket and other sports to develop young people, especially those with disabilities or who are offenders or in gangs. In 2013 it worked with 10,000 UK youth and 7,000 had disabilities. Its budget is $1.3 million and it runs 15 programs across 32 partners. Its newest partnership is with Chris Gayle Foundation to run academies in London and Jamaica helping 16 at-risk youth each year by improving their cricket and employability over a year of coaching and work placements.
Next Step 2014 presentation by Biren Bhuta from Tata Steel
Tata Steel has a long history of supporting sports in India dating back to the early 1900s. Jamsetji Tata reserved large areas for sports like football and hockey. In the 1920s, Sir Dorab Tata financed Indian athletes for the Olympics. Today, Tata Steel runs sports academies and a foundation to develop excellence in sports while also promoting community sports. They have produced many national and international athletes over the years and work to revive traditional tribal sports as well.
Next Step 2014 presentation by Anita Bhat from TOMS
TOMS is a for-profit company that follows a One for One business model where for every product sold, they provide a pair of shoes to someone in need through Giving Partners around the world. They have provided over 10 million pairs of shoes so far and are on track to give 10 million more pairs in the next year. TOMS works with over 100 Giving Partners across more than 60 countries to distribute shoes as part of comprehensive health, education, and community programs.
Next Step 2014 presentation by Imran Agus Nurali from Ministry of Health of I...
This document outlines strategies for tackling non-communicable diseases (NCDs) in Indonesia through physical activity and sports. It discusses the high burden of NCDs like cardiovascular disease, diabetes, and cancer in Indonesia. Physical inactivity is a major risk factor. The document proposes a multi-sectoral approach involving healthcare, education, tourism and other sectors to promote physical activity through guidelines, community programs, and partnerships. Regular physical activity can significantly reduce the risk of many NCDs by mechanisms like lowering sex hormones and insulin levels. The goal is to increase physical activity across all age groups and settings to ultimately reduce NCD prevalence in Indonesia.
Next Step 2014 presentation by Dr. Hemal Shroff from Tata Institute of Social...
The document summarizes a study that assessed the relationship between physical activity, food consumption, and substance use among 300 Indian adolescents aged 12-18. The study compared adolescents enrolled in the Magic Bus program, which promotes physical activity, versus those not enrolled. It found that adolescents in the Magic Bus program spent more time physically active each week and consumed less unhealthy food. Though Magic Bus adolescents were more likely to have ever tried tobacco, current usage rates were similar between the two groups. Overall, the study supports the idea that physical activity promotes healthier choices around substance use and diet.
Next Step 2014 presentation by Dr. Timothy Armstrong from World Health Organi...
The document discusses non-communicable diseases (NCDs) and the World Health Organization's (WHO) efforts to address them. It notes that NCDs now account for a large share of premature deaths globally. The WHO aims to reduce the burden of NCDs through its 2013-2020 Global Action Plan, which includes objectives like strengthening national capacity and multisectoral partnerships. A key part of prevention is increasing physical activity, as the lack thereof is a major risk factor for NCDs like heart disease and diabetes. The WHO has issued recommendations on physical activity and partners with other organizations to promote initiatives that get people more involved in sports.
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- 1. Speaker: Andrea Thumshirn, Hockey Village India
- 2. Be different – do sports!
- 3. Sport as a tool for social integration – Sport has no cast and no religion Shopkeeper Farmer Sharma Hindu Rajput Girls Muslima
- 4. Proof yourself – go to your limits – get better and have fun!
- 5. Sport and Education HAS to go hand in hand! • Sport increases the aerobiosis in the brain and makes it more efficient. Children have therefore a better memory. • The combination of sports and education creates healthy students and intelligent sports person. Later on that is the perfect combination for a job. • Children that are doing sport, can concentrate better and longer • Sporty children get a higher exposure as they are going out for tournaments and see other places, people, cultures and get therfore an open mindset
- 6. Sport as a theraphy • Sport reduces fears and depressions as it strengthens the self-confidence. • Futher more due to the activated release of hormons children are able to feel happyness more intense • After doing sport it is easier for children to take rest and get a proper sleep • Sport can give a vision for a child – a dream where they can hold on • Sport can replace a family – a sportsteam can keep a child grounded • Whatever values a child gets through sport, it will be 100% a better human beeing
- 7. Sport as a chance for a break-away from the daily routine