Debates in Physical Education

Beaumont, Lee C.; Warburton, Victoria E.

doi:10.4324/9780429504365

Cited by 8 publications

(1 citation statement)

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“…Therefore, students must be multi-talented so that they can perform the activities. Their characters as educated students must have noble attitudes, good characters, motivation and fair play, and high sportsmanship as a basis for getting achievements (Capel & Blair, 2019). Sabarudin's study (Sabarudin, 2016) supports this research because, holistically, sports and character learning can improve attitudes (honesty, religion, disciplined, tolerance, and hard work).…”

Section: Discussionmentioning

confidence: 99%

Physical Education in High School: The Contribution of Noble Values in Sports

Saputra

Barlian

Padli

et al. 2022

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Pembelajaran pendidikan jasmani yang meningkatkan ranah afektif pada dasarnya telah menjadi salah satu tujuan nasioanal bangsa ini yaitu mendidik karakter anak bangsa sebagai jiwa yang bertanggung jawab, jujur dan disiplin pada setiap langkah yang diambil. Nilai luhur dalam olahraga sangat banyak sehingga olahraga adalah salah satu ilmu yang ideal untuk mengkaji nilai dan norma berbudi luhur. Penelitian ini menggunakan metode kuantitatif kualitatif yang mana kuantitatif dengan uji regresi dan kualitatif dengan kajian literasi, populasi dan sampel yaitu sebanyak 60 siswa random. Pada perhitungan koefisien regresi nilainya positif dan hasil persamaan dalam konstanta sebesar 22,191 yang mengandung arti bahwa nilai konsistensi nilai luhur sebesar 22,191 koefisien regresi X sebesar 0,170 yang menyatakan bahwa penambahan 1% nilai sikap afektif akan bertambah sebesar 0,170. Dengan kontribusi sebesar 17,00%

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Section: Discussionmentioning

confidence: 99%

Physical Education in High School: The Contribution of Noble Values in Sports

Saputra

Barlian

Padli

et al. 2022

JCSS

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Physical activity, screen time and the COVID‐19 school closures in Europe – An observational study in 10 countries

Kovács

Starc

Brandes

et al. 2021

European Journal of Sport Science

116

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To date, few data on how the COVID-19 pandemic and restrictions affected children's physical activity in Europe have been published. This study examined the prevalence and correlates of physical activity and screen time from a large sample of European children during the COVID-19 pandemic to inform strategies and provide adequate mitigation measures. An online survey was conducted using convenience sampling from 15 May to 22 June, 2020. Parents were eligible if they resided in one of the survey countries and their children aged 6-18 years. 8,395 children were included (median age [IQR], 13 [10-15] years; 47% boys; 57.6% urban residents; 15.5% in self-isolation). Approximately two-thirds followed structured routines (66.4% [95%CI, 65.4-67.4]), and more than half were active during online P.E. (56.6% [95%CI, 55.5-57.6]). 19.0% (95%CI, 18.2-19.9) met the WHO Global physical activity recommendation. Total screen time in excess of 2 hours/day was highly prevalent (weekdays: 69.5% [95%CI, 68.5-70.5]; weekend: 63.8% [95%CI, 62.7-64.8]). Playing outdoors more than 2 hours/day, following a daily routine and being active in online P.E. increased the odds of healthy levels of physical activity and screen time, particularly in mildly affected countries. In severely affected countries, online P.E. contributed most to meet screen time recommendation, whereas outdoor play was most important for adequate physical activity. Promoting safe and responsible outdoor activities, safeguarding P.E. lessons during distance learning and setting pre-planned, consistent daily routines are important in helping children maintain healthy active lifestyle in pandemic situation. These factors should be prioritised by policymakers, schools and parents.

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Lifestyle Sports and Physical Education Teachers’ Professional Development in the United Kingdom: A Qualitative Survey Analysis

Leeder

Beaumont

2021

Education Sciences

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Lifestyle sports can contribute to national sport and physical activity agendas. However, schools in the United Kingdom (UK) have generally resisted the implementation of such activities within the physical education (PE) curriculum. This may stem from PE teachers’ limited knowledge and restricted engagement with lifestyle sports continuing professional development (CPD), coupled with the dominance of traditional team sports within the PE curriculum. Consequently, the aim of this research was to explore the opportunities and challenges PE teachers in the UK encounter when delivering lifestyle sports, in addition to understanding their current professional development needs to enhance their practice. Data were collected via an online qualitative survey involving 53 UK-based PE teachers. Following a reflexive thematic analysis process, three themes were developed: (1) PE teachers’ understanding, conceptualisation, and delivery of lifestyle sports; (2) challenges to delivering lifestyle sports within the PE curriculum; and (3) the learning needs and CPD preferences of PE teachers. Findings indicated that the participants possessed diverse conceptualisations of lifestyle sports, while faced with logistical, contextual, and personal factors which impacted their practice. Furthermore, the participants outlined their preferences towards lifestyle sports CPD and the challenges restricting their engagement with learning opportunities. Recommendations for future research are discussed.

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Debates in Physical Education

Cited by 8 publications

References 0 publications

Physical Education in High School: The Contribution of Noble Values in Sports

Physical Education in High School: The Contribution of Noble Values in Sports

Physical activity, screen time and the COVID‐19 school closures in Europe – An observational study in 10 countries

Lifestyle Sports and Physical Education Teachers’ Professional Development in the United Kingdom: A Qualitative Survey Analysis

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