Physical education curriculum reform in China: a perspective from physical education teachers

Well-Being of Physical Education Teachers as a Precondition of Successful Professional Position: The Case of Lithuania/Dobrobit profesora tjelesnog odgoja kao preduvjet uspješnog profesionalnog položaja: slučaj Litve

“…As for the tension caused by the gap between theoretical knowledge and practical working practice for younger physical education teachers, we should not forget the training programmes as well as their implementation opportunities. It is believed that the development of new training programmes and their practical application can pose some difficulties on physical education teachers (Jin, 2013). The author of the study notes that the old physical education programme in China was focused on the pursuit of sports results, while the new programme emphasises health education.…”

“…Kad je riječ o napetosti među mlađim profesorima tjelesnog odgoja uzrokovanoj jazom između teorijskog znanja i praktičnog rada u nastavi, ne smijemo zaboraviti na treninge i mogućnosti njihove implementacije. Smatra se da razvoj novih programa treninga i njihova praktična primjena mogu predstavljati probleme za profesore tjelesnog odgoja (Jin, 2013). Autorica istraživanja navodi da je stari program tjelesnog odgoja u Kini bio usmjeren na postizanje sportskih rezultata, a da novi program naglašava zdravstveno obrazovanje.…”

La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura

“…There is also a third group of key ideas, 13.5%, that seem to point to the importance of developing awareness of self; that is, it would seem that it is not just a matter of developing awareness of others, society, and the world as such, but also, of a more introspective vision including resilience, high productivity and promotion of health. This is shown, for example, in Jin (2013) when he states that "The new curriculum shift of emphasis from sports performance to student participation for health promotion coincides with a demand to get young people to be actively involved in their learning" (p. 24).…”

A critical analysis of the Physical Education curriculum in the Czech Republic

“…Many Czech and international research studies have focused on the issue of congruence in the curriculum (Annerstedt, 2008;Fialová et al, 2014;Habrdlová, Lupač, & Vlček, 2017;Jin, 2013;Kougioumtzis, 2014;Lupač, 2016;Mužík & Trávníček, 2006;Rossi et al, 2009;Trávníček, 2008). In this section research around the issue of congruence, or more specifi cally the lack of it, is discussed in relation to the Czech curriculum, particularly with regard to the PE curriculum Mužík & Vlček, 2010;Vlček & Janík, 2010;Vlček & Mužík, 2012).…”