Physical Education for Young Children

The study investigated Barriers to effective teaching of physical Education (PE) among Secondary School Teachers in Nsukka urban, Enugu State, Nigeria. One specific objective, along with its corresponding research question and four hypotheses, guided the study. The population for the study was 43 PE teachers. No sampling was done as all the population was used. A descriptive survey design was used. The instrument for data collection was a questionnaire. Data was analysed using Statistical Package for Social Sciences (SPSS). The research question was answered using frequencies and percentage and the hypothesis was tested using chi-square statistics at 0.5 level of significance. Results of the study indicated that considerable proportion of teachers (54.4%) identified the factors studied as barriers to effective teaching of PE. There was no significant difference found in the barriers to effective teaching of PE based on gender, educational qualification and teaching experience, while there was a significant difference on barriers based on school types. Based on the findings recommendations to provide adequate and up-to-date equipment and facilities readily available to PE teachers among others were made.

This article contributes to the reflection on the body as an active and living subject of theatrical and paratheatrical practice, as observed in the pedagogical research of 'embodied education'. Educational experience, rooted in aesthetic and performative action, is nourished by Dewey's theory of experience (1934, 1938), thereby bringing unity to educational and aesthetic experience. If experience can generally be said to relate to the reciprocal interaction of the individual with nature, punctuated by the rhythm of life itself-the heart beating, the flowing of the tides, the cycle of the seasonsthen in the laboratory practice under investigation in this article, 'exercise' and thus aesthetic and performative practice can be considered to assume the form of "body-theatre" (Corpsthéâtre, Nancy, 2010). Embedded in its potential for experiential knowledge, as awakened through memory and listening, the body becomes the agent of a transformative action towards the unfolding of an encounter with both the self and the other.

A key component of the formal educational process, physical and health education is essential to a person's overall development. Since most private schools cannot afford to hire full-time physical and health education teachers, they have decided to hire part-time teachers instead. This allows physical and health education teachers to work profitably in three to five schools each week, which can help lower Nigeria's alarming unemployment rate. Therefore, this study looked at physical and health education programs in private schools and their potential for Nigerian instructors without jobs. The ideas of physical and health education in the classroom were examined. The idea of teaching physical and health education part-time was examined critically. Related topics were also covered, including Nigeria's unemployment rate, sports facilities and equipment in private schools, and physical education and health education in private schools. Among other conclusions drawn from the literature review, the researchers determined that physical and health education programs should be properly implemented in private schools because they are essential for fostering the physical, social, and psychological development of all children. Therefore, among other things, It was suggested that education regulatory bodies ensure that private schools hire certified physical and health education teachers and that unemployed teachers take advantage of the opportunity to teach part-time in private schools.

This article examines issues related to modern trends in the development of physical education and sports education in primary school, in contact with various types of cognitive and play activities in a children's group under the guidance of an experienced and enthusiastic teacher.

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, M age = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

Bracken-for their encouragement, support and guidance throughout the process of completing my thesis. First, I would like to extend a special thank you to Dr. Rudd who served as my advisor and thesis chair. Dr. Rudd, your encouragement, high expectations and belief in my abilities were invaluable. Whenever I felt overwhelmed with this process, you held my hand and guided me through, providing me the reassurance I needed to press forward to completion. You are not only an amazing professor and scholar, but a wonderful human being as well, and I can't thank you enough for the significant role you played in my reaching this milestone in my academic career. I would also like to thank Dr. Regoeczi for unselfishly sharing her methodology expertise and wisdom. You pushed me to explore various analyses and dig deep to uncover the significance of the data I collected. Because of your availability and willingness to answer multiple questions and assist me through complex analyses, I am now a better researcher and I thank you. Dr. Bracken, your high expectations forced me to stretch beyond my comfort zone and strive for perfection. Your professionalism and attention to detail are unmatched, and I thank you for helping my thesis reach a level of quality that I couldn't have been more proud of.

than 75 million teenagers worldwide are active in at least one martial art. Accordingly, this study aimed to compare the effect of ballistic exercises with and without motor sensor exercises on women karateka's proprioception, function, strength, and balance. Methods In this study, 30 female karateka athletes with an average age of 15±3 years were selected by available sampling. The subjects were randomly divided into three training groups of 10 people: Ballistics with motor sensor training, ballistic training without motor sensor training, and control. Experimental group 1 followed ballistic training with motor sensor exercises, experimental group 2 received only ballistic training, and the control group did their usual training sessions. The indices of proprioception, function, strength, and balance were evaluated. Data analysis was done using SPSS software, version 26 (P≤0.05). Results The results showed a significant difference between the activity level of ballistic exercises with and without sensory motor exercises on karateka women's proprioception, function, strength, and balance (P≤0.05). Conclusion According to the results, female karateka coaches and athletes, to improve proprioception, function, strength, and balance, it is better to use ballistic exercises with sensor motors exercises.

Children and adolescents’ regular participation in sports can help them to increase their physical activity (PA) levels and fitness and to adopt healthy behaviors in adulthood. The purpose of this study was to examine the relationship of self-reported PA and enjoyment of youth basketball players with their well-being variables (self-rated health, self-esteem and subjective vitality). Participants were 208 male athletes (Mage: 13.88 ± 1.38 years), members of seven Greek basketball clubs, who voluntarily participated in this research. Data were collected prior to training with several valid and reliable questionnaires measuring PA, self-rated health, subjective vitality and self-esteem (Cronbach’s α = .66 to .82). The findings suggested that 71.5% of youth basketball players spend 6 to 7 days per week in moderate to vigorous PA (MVPA) and 73.1% of them reported spend 5 to 6 hours per week in MVPA. There was no significant effect of age on players’ MVPA. Correlation analysis revealed t...

Background: Relatively few studies have provided information about coaches’ verbal aggressiveness in PE context and sport settings generally. These findings revealed with consistency the negative outcomes of verbal aggression in instructor-student relationship. Nevertheless, the perceived coaches’ verbal aggressiveness has not been related to athletes’ intrinsic-extrinsic motivation in basketball team sport. Aims: To examine how coaches’ verbal aggressiveness, as perceived by the athletes of basketball team sport, is related to athletes’ intrinsic-extrinsic motivation. Method: One hundred eighty basketball athletes (144 boys and 36 girls), 15-19 of age (M=15.74, SD=1.22) completed two questionnaires, during their training sessions from Athens, Thessaloniki and Trikala region. All participants were asked to retrieve from their memory their experiences from a specific training session that they took part previously in order to fill in the questionnaires. The 8-item Verbal Aggressivene...

The MATATAG Curriculum recognizes the importance of Philippine Folk Dance as an essential part of cultural education, aiming to preserve and promote the nation's rich heritage through expressive movement. In today's globalized world, however, interest in folk dance within physical education has noticeably declined, with hip-hop gaining more popularity due to their widespread appeal and accessibility. Despite these challenges, Philippine folk dance endures as a dynamic cultural tradition. It continues to evolve while preserving its profound historical and cultural roots. Through sustained efforts in participation and preservation, it remains a powerful expression of Filipino identity, ensuring that future generations embrace and uphold the country's diverse cultural legacy. The following were the significant findings of the investigation: Findings show that the level of cultural practices is verbally interpreted as highly practiced. Moreover, the level of cultural practices preservation is verbally interpreted as highly preserved. Furthermore, the level of student's performance in MAPEH in terms of written assessment and performance task were marked outstanding and very satisfactory respectively. Lastly, the significant relationship between cultural practices and cultural preservation is not significant while the significant effect between cultural practices and students' performance in MAPEH is significant. The researcher therefore concludes that there is no significant effect between cultural practices and cultural preservation, thus, the research null hypotheses is accepted. Further, there is significant effect between cultural practices and students' performance in MAPEH, thus, the null hypothesis is rejected. Based on the drawn conclusions resulted to the following recommendations: Schools may incorporate cultural traditions, folk dances, indigenous music, and traditional arts into their curriculum, especially in subjects like MAPEH. Teachers can utilize digital platforms, interactive media, and virtual learning tools to teach cultural practices in MAPEH. Schools may create a cultural awareness month or heritage week where students participate in activities that promote traditional music, arts, and sports. Teachers should use activities like journaling, exploring personal identity, and creative projects to help students connect with and understand cultural values more deeply. Educators are encouraged to design instructional plans that cohesively embed cultural components within MAPEH learning objectives, thereby enhancing their instructional coherence and academic relevance.

Learning a theoretical lesson with so many contents related to facts and information like the course of “Children Motor Development,” can be so boring and non-motivating to the students. From repeated experiences, it can be observed that the class atmosphere is mostly relatively passive and characterized by low students; enthusiasm. The purpose of this research was to find the best solution on what learning model should be employed to improve the quality of learning processes and results, fit into the characteristics of the course. Finally, the teaching team chose one learning model called contextual learning (CTL) that relies on 7 to 8 steps to be implemented, all of which are directed to provide deep meaning to the brain and the way students think. To do that, the R and D method was chosen and a certain modified steps were followed. The results was satisfactory for the class atmosphere was getting better and almost all students made positive comments that they enjoy the learning s...

Higher academic ranks for lecturers impact their performance in the three pillars of higher education and contribute to the university’s performance in various government programs. Unfortunately, in the Faculty of Teacher Training and Education, the number of lecturers holding the ranks of associate professor and full professor is minimal. This community service program aims to update participants’ understanding and skills in goal-setting strategies to accelerate functional position. The program involved 17 lecturers. Two main areas of scientific and technological knowledge were transferred to the participants: (1) institutional policies for accelerating functional position and (2) goal-setting strategies for the functional position. Knowledge transfer was carried out using three methods: lectures and discussions, structured exercises, and presentations followed by reflection. The program was evaluated using seven open-ended questions, administered both before and after the training, and assessed using a four-level rubric. Pre-test and post-test data were analyzed descriptively and using the Wilcoxon signed-ranks test. The results showed that the training successfully improved participants’ understanding and skills in applying goal-setting strategies for functional position (Z = -3.539; asymp. sig. = <0.001). Therefore, regular training and mentoring are necessary for accelerating individuals into functional positions.

Physical education (PE) has long been associated with the development of physical fitness and athletic abilities. However, its role in fostering essential life skills and youth leadership is increasingly gaining recognition in educational and developmental frameworks. This paper explores the transformational impact of physical education on the holistic growth of young individuals, with a particular focus on leadership qualities and life skills such as teamwork, discipline, communication, emotional resilience, and decision-making. Drawing from a wide range of literature, case studies, and policy documents, the study underscores how structured PE programs contribute to the psychosocial development of students by providing opportunities for experiential learning, peer interaction, and self-regulation. Furthermore, the paper examines how participation in sports and physical activities cultivates a sense of responsibility, goal orientation, and ethical conduct, which are critical elements of youth leadership. The integration of physical education into school curricula not only promotes physical health but also supports mental well-being and social inclusion, thereby shaping well-rounded individuals ready to navigate real-world challenges. Special attention is given to how gender, socioeconomic background, and cultural context influence access and outcomes of PE initiatives. The findings of this study advocate for a more Intentional and inclusive approach to physical education policy and pedagogy, emphasizing its potential as a powerful tool for youth empowerment. In doing so, the paper contributes to the broader discourse on education reform and the reimagining of schools as spaces that nurture both the body and the mind.

This study uses the analysis, development, implementation, and evaluation research design to innovate the student proactive decision-making scale. Considering the needs analysis, the researcher constructed 18 items validated by five raters and tested on 849 students from various universities in Indonesia. The content validity test used Aiken's formula, and the inter-rater reliability test used Pearson's ICC. While the construct validity and reliability test used CB-SEM analysis, and the concurrent validity test used Spearman's correlation between SPDMS-18 and Melbourne DMQ. The results of content validity proved that 18 items met Aiken's parameters (0.80-1.00), Pearson's ICC value = 0.524, and Cronbach alpha value = 0.846. Construct validity testing proves that the SPDMS-18 loading factor values range from 0.709-0.835, Cronbach alpha values range from 0.752-0.835, composite reliability values range from 0.751-0.839, AVE values range from 0.502-0.634, and discriminant validity values range from 0.709-0.797. The GoF test model proves that the Chi-Square/df value = 3.002, RMSEA value = 0.049, SRMR value = 0.027, NFI value = 0.958, TLI value = 0.963, and CFI value = 0.971. The concurrent validity results using Spearman's correlation confirmed the sig. value = <0.001. Thus, SPDMS-18 has a significant psychometric function with the actual situation. It becomes one of the references lecturers can use to measure, assess, and evaluate students' proactive decision-making in lectures.

Synchronized swimming is way of acivitie connected with music. Emotional character in it could be very efficiency mean of childs` and youth` sport-recreative activities. The research was lead on 60 girls 7-15 years old, elementary schools pupils in Niš, members &quot;Sirene&quot; Niš synchronized swimming clyb. Music abilities research was obtained using Seashore test for basic music abilities. For testing input procesors, perceptive reason, it was used IT-1 test. For testing efficiency parallel prosecor it was used S-1 test. For testing serial procesors, symbolic reason, it was used AL-4 test sinonime-atimime. For testing personal characteristics it was used instruments for testing dimensions of functional konnative regulatione mechanisms model. It was used bases statistics for every researcg area (music abilities, intellectual abilities, konnative characteristics and criteria variable); to estimate influence each predictor variable on criteria variable, it was used regression anal...

In this work, the subject of the research is only one segment of the anthropological area, which refers to the appearance of appropriate motor abilities-coordination. Static strength Static strength is ability to retain in nonmetrics contraction of muscle that body is preserved in certain position. Static work as physical work doesn&#39;t exist in static strength, because development doesn&#39;t exist, but quality of static work the muscle should start with physiology&#39;s opinion of work. Static work is used for demonstration the power during that last.The battery for the evaluation of static strength consists of the following tests: MVIS, MIPR, MINS. During the 2005/06 academic year, a research was conducted so as to determine the effects of current program of physical education teaching on motor abilities coordination of female pupils. The research involved a total sample of 107 girls from the 3th and 4th grade of elementary school. The subjects were classified in one experiment...

Content in English | Oral communication for AIESEP 2025

The use of digital technology across a wide range of contexts is a reality in our society. However, it presents a challenge not only for citizens but also for future generations. Physical Education (PE) has to adapt its methodologies in order to introduce the development of digital literacy alongside the rest of human domains (i.e. physical, cognitive, affective and social) among students. To begin with, the implementation of digital technology in PE requires the preparation of pre- and in-service teachers, including the confident use of technology and the development of teacher digital literacy to teach students how to use it responsibly. For that reason, the objective of this presentation was to clarify the state of the art concerning technology in schools in Spain. Indeed, questions such as ‘Which are the perspectives of in-service teachers regarding the application of digital technology in their PE classes?’ or ‘Which competences they need to use it confidently?’ were addressed. Therefore, different qualitative and quantitative techniques were used, including open-ended questions and questionnaires. The results are divided into three main blocks: facilitators, limitations and reasons for using digital technology. In general, PE teachers found technology to be a useful tool to promote students’ self- and co-assessment. In this regard, some teachers observed that it improved students’ autonomy and self-regulation. However, on the other hand, some teachers highlighted limitations, such as the quick evolution of devices and the elevated cost. Without any kind of doubt, digital technology is a reality that not only changes our culture but also the way we teach PE.

Objetivo : medir el efecto sobre el desarrollo coordinativo de un programa de entrenamiento por modelamiento en jugadores de tenis de campo. Metodo : estudio con diseno cuasi experimental, con alcance explicativo y enfoque cuantitativo para la comprobacion de las hipotesis. La poblacion fueron jugadores de tenis de campo del Club deportivo del Colegio Boyaca, de ambos generos. La muestra se determino en 20 deportistas, 10 del grupo control y 10 del grupo experimental, con edades entre 10 y 16 anos. Se utilizo el Test motor complejo para valorar las capacidades coordinativas estructurado en seis zonas (Lorenzo, 2009). Resultados : se determino que el entrenamiento por modelamiento tuvo efectos de mejora en el desarrollo de las capacidades coordinativas, con diferencia de la media en el pre test y del pos test en el grupo experimental de 13,3610 seg, lo que determina una alta significancia de p=0,000.

Purpose of the Study: This study explores the challenges faced by parents during the full implementation of in-person classes at the tertiary level and examines their suggestions for improving this transition. Methodology: The study employed a qualitative descriptive research design. Indepth interviews were conducted with ten parents using a guided questionnaire to gather comprehensive insights. Triangulation was used to ensure the reliability and accuracy of the findings. Main Findings: The study highlights the resourcefulness and determination of parents in supporting their children's college education. It uncovers not only tangible successes-such as academic achievements and career prospects-but also narratives of resilience, creativity, and unwavering commitment in overcoming financial, emotional, and unforeseen challenges. Novelty/Originality of this Study: The study presents untold stories of parents' experiences, offering unique perspectives on their struggles and triumphs. These insights can inspire educational practices and policies that better address the needs of families supporting tertiary education in a post-pandemic context.

Background: The role of Physical Education (PE) teachers as role models plays a crucial part in shaping students' healthy lifestyles and positive character development. Various curriculum models such as the sport education model, personal and social responsibility model, and healthrelated fitness (HRF) model offer different approaches to achieving learning goals, but they do not fully address the holistic role of teachers as role models. Aims: This study aims to explore PE teachers' perceptions of their role as holistic role models in fostering students' physical, social, emotional, and moral development. Methods: This research employs a descriptive qualitative approach guided by the Standards for Reporting Qualitative Research (SRQR). Eight PE teachers from elementary and secondary schools were purposively selected. Data were collected through semi-structured interviews, transcribed verbatim, and analyzed using inductive thematic analysis. Data validity was ensured through triangulation and member checking. Results: The findings indicate that teachers view role modeling as encompassing not only physical demonstration but also the embodiment of moral values, social responsibility, and emotional regulation. The HRF model was criticized for focusing too heavily on physical fitness, thus limiting opportunities for teaching social and moral values. Students' perceptions of teachers as role models were also influenced by physical appearance factors such as age and body weight. Conclusion: These findings highlight the importance of a holistic approach in physical education and the need for teacher training that integrates physical, emotional, and value-based competencies. Through thoughtful role modeling, PE can become a meaningful avenue for character development and the promotion of lifelong healthy behaviors.

The study applies conventional scientific research methods to assess the current status of sports club activities at Thai Nguyen College. The research focuses on analyzing factors such as content, organizational structure, facilities, and the level of student participation in sports clubs. Based on survey results and practical evaluations, the study proposes seven measures to improve the organization and operation of sports clubs within the institution. These measures aim to enhance the activity model, increase student engagement, strengthen support from the school, and optimize available resources. The research findings not only contribute to improving the quality of sports activities in the educational environment but also serve as a reference for other educational institutions in developing effective sports club models.

The development of research-based course syllabi for PATHFit 1 and 2 is a significant outcome of this study, ensuring that the curriculum aligns with the interests, characteristics, and preferences of Generation Z students. By integrating research findings, the syllabi aim to optimize the learning experience, making physical education more engaging, relevant, and effective. This approach not only enhances student motivation but also nurtures a deeper appreciation for physical activity as a lifelong pursuit.

A key aspect of this process was the collaboration among stakeholders, including faculty members teaching PATHFit courses, the dean, the department chairperson for Service PE, and the Sports Director. The research findings were first shared with these key individuals, who then played an active role in refining and designing the new syllabi. Their collective expertise ensured that the course content remained pedagogically sound while being tailored to the unique needs of students.

Further, the research-based approach led to the development of fully contextualized syllabi that bridge academic rigor with student engagement. These revised course structures reflect a commitment to evidence-based education, addressing both theoretical and practical aspects of physical education. By grounding the syllabi in research, this study contributes to the continuous improvement of the PATHFit program, making it more adaptive and effective for Generation Z students.

Шоковое влияние COVID-19, экономических санкций приводят к росту числа сокращений сотрудников организаций. В статье представлены теоретические обоснования психологических
изменений у лиц, проходящих через вынужденные изменения в
карьере. На примере оптимизации программ аутплейсмента
«Manpower» показаны возможные направления содействия сохранению психологического благополучия безработных.
Ключевые слова: аутплейсмент, карьерная переориентация, безработные, психологическое сопровождение трудоустройства.

The shock impact of COVID-19, economic sanctions increase the number of layoffs in organizations. There are theoretical basis of psychological changes in persons undergoing forced career changes presented. On the example of optimizing «Manpower» outplacement programs, possible ways of promoting the preservation of the psychological well-being of the unemployed are shown.
Key words: outplacement, career reorientation, unemployed,
psychological support of employment

Self-efficacy is considered a factor of great importance for the self-esteem of young people: in fact, it is part of the architecture necessary for the structuring of a positive level of self-perception. High self-esteem in adolescence is positively related to the tendency to look at everyday tasks as challenges to be overcome, just as adolescents with a great sense of self-efficacy have a higher esteem of themselves and themselves. On the basis of these beliefs, the aim of the study is twofold: firstly, to study the impact of the Flipped Classroom (FC) on the sense of school self-efficacy of a group of adolescents and, subsequently, to investigate the relationship between the levels of self-esteem of the latter and the use of the aforementioned teaching methodology, revealing their views on the strategy itself. The research was conducted through the choice of two homogeneous samples of 100 children each, between 14 years and 15 years of age: the first group (experimental) tested the methodology of the "Flipped Classroom" while the second group (control) continued with the traditional didactic-training approach of the frontal lesson. For the evaluation of the above objectives, the Multidimensional Self Esteem Test and the Study Self-Efficacy Scale were used in order to compare the two groups and draw the related pedagogical considerations that emerged.

Fitness Routine with Autism Autism is a neurodevelopmental disorder characterized by difficulties with social interaction and communication. Parents typically start to notice the signs of autism during the first three years of the child's life. Autism affects balance, body coordination, visual-motor control, and other mobility skills. There are many activities that can improve related fitness for children with autism. Routines are very beneficial to children with autism due to the repetition aspect of it. To start this daily fitness routine, start off with a walk, this doesn't have to be miles long, just enough to increase the tolerance. The CDC (Centers for Disease Control and Prevention) recommends that children get at least an hour of physical activity daily but breaking that hour into increments is better for the child to maintain. Schools around the world are starting to take their autistic students walking more often throughout the day to give those students breaks and keep up their physical fitness. Many teachers and professionals advise setting a certain daily routine and time to take those walks to help keep with the schedule for the child. During PE time start the child with a short distance walk and add in extra activities. Arm circles, medicine ball slams, star jumps, and jumping jacks are all good fitness activities for the student to add into their daily fitness routine. All these fitness routines help decrease stereotypical behaviors, hyperactivity, and aggression. These physical activities help children with autism better engage in the environment, helps promote weight loss, and leads to better communication and engagement with other people. Physical Education with Autism Physical Education can be modified in many ways to include people with autism (Gordon, & Pennington, 2022). In the classroom there are different ways that teachers and peers can help to create a better environment for those with this disorder. One way a teacher can make physical education class more suitable for kids with autism would be to presume competence. Meaning that just because a kid has autism doesn't mean that they aren't interested or capable of participating in sports. The teacher needs to set realistic goals for that child and let them try and participate while making them comfortable enough to ask questions if they need it. This gives

Coordination capabilities refer to a set of physical abilities that impact the organization and coordination of movements resulting in consistent performance. They are considered one of the necessary conditions for good performance. Therefore, the objective of the study is to identify the differences in coordination abilities between males and females in the age group of 10-12 years. A hypothesis is that there are statistically significant differences in certain adaptive skills between males and females aged 10-12 years. The research community consists of primary school students from Mosul 135 male and 135 female students as samples. Tests were administered. T-tests for independent samples were given as numbers and percentages for categorical variables. a p-value of <0.05 was considered significant. The study concludes that the coordination skills of male and female students between the ages of 10 and 12 are equal. Males outperform females in the ability of motor coordination between the arms, eyes, and balls, which may be due to the nature of the test. Throwing a Tennis Ball (25 seconds)(t(270)=10,785 ; p<0.001), Balance (t(270)=2.023 ; p<0.044), Throwing Balling (t(270) = 3.072 ; p<0.002), Significant differences were determined for Touch 30 Seconds (t(270)=3.122 ; p<0.002), Circuit Accuracy (t(270) = 6.551 ; p<0.001).In conclusion; Aging and participating in sports have a good impact on coordinative performance. Athletes with a genetic propensity for a certain sport may develop motor proficiency that is on par with or even surpasses that of older athletes with well-planned training.

Effect of participation in sports and gender was observed on body image of university students. In order to fulfil the objectives, 25 interuniversity male players (Ave. age 23.11 years) and 25 interuniversity female players (Ave age 22.32 years) were selected as sample. These players took part in various competitions for team and individual events. Another set of 25 male university students (Ave. age 24.12 years) and 25 female university students (Average age 25.16 years) were also selected as sample. To assess body image of the selected subjects, Modified Version of Self Assessment Questionnaire for Body Image, prepared by Agashe and Karkare (2008) was used. 2x2 Factorial ANOVA analysis revealed significant main effect of participation in sports and gender on body image of university study. The two factor interaction effect of participation in sports and gender on body image of university students was not found to be statistically significant. It was concluded that participation in...

The researchers used the descriptive approach to suit it and the research nature. The research sample consisted of workers in youth and sports forums in Nineveh Governorate. The research sample included (50) randomly selected employees from the research community, representing (57%) of the research community. The research tool included two measures (psychological stability) prepared by (Tubail and two others, 2008). The researchers used the following statistical means: the arithmetic mean, mode, standard deviation, the torsion coefficient equation for (Carl Pearson), the simple correlation coefficient, the (T) test, the (Spearman-Brown) equation, the hypothetical mean of the scale, and the `percentage. -Employees working in youth and sports forums in Nineveh Governorate. It has degree of job stability below the hypothetical average of the scale which indicates that they enjoy negative job stability that may affect academic and sports work

It is always heartening, inspirational and educational for me when other practitioners make a contribution to a post. Their comments are always grounding for me and keep my mind focused on the actual place where the rubber meets the road, the athlete/student -coach/teacher interface. From Joe Przytula (New Jersey, USA) -Kelvin as you've put it so succinctly in the past-the PCA tells us where to start. Where we are on the continuum. How to set our athletes & students up for success. We're still using it here in our PE classes in Elizabeth. Looks a little different because we do peer-to-peer assessments. PCA is an under-appreciated "Project based learning" tool provided you have a good teacher to lead it. From Brendan Chaplin (Barcelona) -Movement is just the beginning isn't it? The reports show the numbers, not the grimaces. From Steve O'Brien (the banks of the river Severn, UK) -I read your work about ten years ago, Kelvin. I found that I needed to formally hone my screening by (a) taking a course provided by MAT; then isolate screening away from traditional coaching. Only then, was I able to subconsciously include it into traditional training sessions. Now, I only screen in an isolated environment if (a) somebody requests a full screening and then include my wife and business partner (Sports Therapist) to determine if there are any red herrings in the mix, and (b) if a recurrent issue presents.

A comparative study of development of Agility in normal and deaf and dumb boys between 8 to 14 years is administered on around 350 students of different schools who were taking formal education. Out of 350 students 175 were selected from normal category and 175 from physically challenged i.e., deaf and dumb category. In each age group 25 boys were selected (25 subjects in normal boys and in each age group i.e., 8, 9, 10, 11, 12, 13 & 14 years totaling to 175; 25 subjects in deaf and dumb in each age group i.e., 8, 9, 10 11, 12, 13 & 14 years totaling to 175). These subjects were tested initially in Agility and the same subjects were exposed to the same tests after exactly one year without any formal sports training and the development in their Agility was noted. After the statistical treatment of data by utilizing t-test and f-test the following findings were noted: The development in agility is found developing in all the age groups and in all the variables, but it is observed maximum at different ages in different variables.

Introduction. Terrorist threats are becoming part of modern global reality. Students are the category of the
population that turns out to be most sensitive to such negative phenomena. Under the influence of a terrorist
threat, the psychological safety and psychological well-being of an individual, which are responsible for the
functioning of vital systems and the ability to overcome external and internal threats, may be disrupted. Since it
is the young generation that shapes the future of any country, the study of factors influencing their psychological
well-being is especially relevant. Purpose of the study: to study what factors influence the psychological wellbeing of school graduates entering college in a region with a yellow level of terrorist threat.
Materials and methods. Study design: natural experiment. 1st measurement – April 2022, 2nd measurement
- November 2022, 3rd measurement - November 2023. Subjects: 125 high school students aged 14 to 19
years (62 of them girls). Belgorod region – 62 people, Moscow region – 63 people. Methods: semi-structured
interview according to N.V. Tarabrina, «Psychological safety of the individual» (I.I. Prikhodko), «Emotional safety
of the educational environment» (T.N. Berezina), «Quality of interpersonal relationships in the educational
environment» (V.V. Kovrov, G.S. Kozhukhar), ANOVA analysis of variance.
Results. Living in an area with a yellow level of terrorist threat leads to the development of post-traumatic
stress syndrome in students. Its development is influenced by the duration of the terrorist threat. Over the
course of a year and a half, the overall PTSD index among students in the Belgorod region changed by 73.5%
(F=5.9, p=0.02). The number of traumatic events increased by 6 times (F=20.66 p=0.000), persistent repetition
of psychotraumatic experiences increased by 2 times (F=7.0 p=0.012), avoidance of stimuli and emotional
blocking - by 1.6 (F=12, 09 p=0.001). The occurrence of PTSD symptoms occurs regardless of gender. The
terrorist threat does not affect the safety of the educational environment, the personal safety of students, or
the quality of interpersonal relationships. Students in a quiet region do not develop PTSD; their psychological
well-being is influenced by other factors (gender, transition from school to college, etc.).
Conclusion. The main factor influencing the psychological well-being of students in a region with a yellow
danger level is the very fact of the presence of a terrorist threat; it causes symptoms of post-traumatic stress
disorder in students. Other factors that are relevant for quiet regions (transition from school to college, gender)
do not have a significant effect.

Introduction. The achievements of talented young people in life and the possibility of their self-realization
largely depend on the success and timeliness of their solution of socialization problems. One of the significant
tasks for young men and women is positive socio-psychological adaptation in society. Its success contributes
to the emotional comfort of a talented young person, his/her well-being, and stimulates the desire to create.
The study was aimed at identifying the presence of features of socio-psychological adaptation of talented
young people as a condition for their personal and life success.
Materials and methods. The study involved 239 talented young people studying at Kostroma State University,
Galich Pedagogical College, Omsk State Technical University (Russian Federation). The methods used included
the diagnostic method of social and psychological adaptation (by K. Rogers and R. Diamond); the author’s
questionnaire “Questionnaire for friends”; diagnostic method of communicative control (by M. Schneider).
Results. Talented youth have a number of features that distinguish them from their peers. Many young men
and women demonstrated a high level of adaptability in general (69%), internal control (81%), self-acceptance
(61%) and empathy (79%). They manifested formed communication skills, readiness to interact with society
in accordance with the current social role. Most talented young people revealed restraint and attentiveness
in communication. They had their own formed social circle, were accepted in the study group, which allowed
them to self-actualize.
However, a percentage of talented young people (from 5% to 10% according to the results of different
methods) was identified, who gave alarming answers. Among the surveyed young men and women, there were
respondents who had difficulties with adaptation. Some of the respondents had no friends (5%) and were not
accepted in the study group (9%). A number of talented young people had difficulties in communicating with
parents (12%) and teachers (15%).
Conclusion. The obtained results indicated the need for systemic social and pedagogical support for talented
young people, aimed at strengthening their strengths and overcoming difficulties.

Yogic practices have more scientific base and make better psychological cum physiological changes in the sportspersons. In the life of sportspersons physiological condition of the athlete have much more importance .In the study effort to enlighten the positive impact of yogic exercises on body mass index of sixteen male kabaddi players of district muzaffarnagar. Lean body mass is also key factor to the performance of elite athletes. Body mass index is surrogate measure of body fatness. Scientific studies in that field are much more needed to excel or advance in indigenous games.

This research investigates the insights and suggestions of teachers in implementing the reformed Physical Education (PE) program in the Philippine Higher Education Institutions (HEI) called "Physical Activity Towards Health and Fitness" (PATH-Fit). Employing a qualitative descriptive approach, 14 participants were purposefully selected as the primary source of data. The main data-gathering tool was a series of in-depth interviews complemented by expert-validated guide questions. The study revealed six essential themes: the demand for continuous retooling activities, the prioritization of facilities and equipment, the amplification of PE’s significance, the call to reduce paper and pen activities, the importance of seniors’ support and guidance, and the need for clear learning references. These themes underscore the complex opportunities in implementing
PATH-Fit, and it suggest that investing in continuous professional development, optimizing learning environments, and refining teaching approaches are crucial for the success of PE in higher education. The findings of this study contribute to an understanding of PATH-Fit implementation, which has implications for educators, administrators, and policymakers seeking to enhance the quality and effectiveness of PE in higher education programs in the country.

Background. According to the data from the World Health Organization, the condition of children's feet is unsatisfactory. An effective solution to this problem requires the development of pedagogic and health correction technologies, the basis of which should consist of the joint effort of orthopedists, coaches and the family, founded on the advice of orthopedists, therapeutic swimming and corrective gymnastics. The aim of this research is to study the effectiveness of the technology of orthopedist-coach-parent joint activity in correcting foot problems in children between the ages of 11 and 12. Material and methods. The condition of the locomotor system in children was assessed using the plantographic method. In order to correct foot disorders, a program was developed whose effectiveness was studied in a scientific pedagogical experiment. Results. As a result of the pedagogical experiment, the indicators of the first degree of flat feet of all 5 children in the experimental group were significantly reduced, and no significant improvement was recorded in the control group. Conclusions. The results of the research showed that the correction of deviations in the locomotor system is more effective if it is carried out as a result of collaboration between the orthopedist, a coach and parents, using therapeutic swimming and corrective gymnastics, as well as maintaining the orthopedic regime.

Bu ara rman n amac , ilkö retim birinci devre çocuklar n temel hareket becerilerinin geli tirilmesinde ritim ve müzik e itiminin ili kisini incelemektir. Bu çal mada tarama modeli kullan larak, ilkokul birinci devre çocuklar nda ritim, müzik e itiminin önemi ve gere i üzerine durulmu tur. Ayr ca, ilkö retim ça çocuklar n hareket geli imlerinde gerekli olan temel hareket e itiminin önemi ile ilgili yaz lm makaleler incelenmi ve konu ile ilgili anlaml bir senteze var lmaya çal lm r. Okul öncesi dönemdeki müzik ve ritim e itiminin önemi hakk nda yap lan çal malar n yo unlu u göz önüne al nd nda, ilkö retim döneminde müzik ve ritim itimini vurgulayan çal malar n say ca yok denecek kadar az olmas bu durumu incelemeyi de er k lmaktad r. Gerek uygulamal gerekse gözleme dayal yap lan birçok çal mada ilkö retim dönemi çocuklar için müzik ve ritim e itiminin önemi vurgulanm , ancak temel hareket becerilerinin geli tirilmesi ile ilgili yap lm çal malara pek fazla rastlan lamam r. Konuya ili kin yapt z bu tarama çal mas nda, ritim ve hareket ba lant lar n önemi vurgulanm r. Ayr ca, yap lan bu çal man n konuyla ilgili daha sonra yap lacak uygulamal çal malara ve alanda çal ma yapacak di er ara rmac lara da k tutaca dü ünülebilir.

Studies show that students' view of the subject of physical education (PE) is often dominated by sports discourse, and that the profession of higher education often fails to balance this view, which, in many contexts, does not align with the aims of governing documents in PE. The purpose of this study was to gain insight into how future students in physical education teacher education (PETE) perceive the subject. Written responses from 112 students at the start of their PETE study were analysed within the framework of reflexive thematic analysis. Based on questions about activity habits, we found that most students were active individuals who engaged in traditional physical activities such as ball games and basic training in their leisure time. Analysis of the students' answers generated four themes: (1) Activity and bodily learning, (2) Motivation and joy of movement, (3) Health for life, and (4) "Bildung". We argue through these four themes that the students' perception of the subject with a focus on much physical activity through a variety of activities-physical learning, motivation, and joy of movement-are in line with governing documents and physical literacy. It is also clear that health discourse is strongly represented in the students' perception of the subject and that physical education is an important contributor in the students' formation process. However, some aspects of the curriculum seemed to be of lesser interest to the students. In conclusion, the students' perceptions and experiences can serve as a starting point for change, learning, and development in physical education teacher education.

The aim of this study was to compare the agility of male pro-kabaddi and other- kabaddi players of India.It was hypothesised that the male pro-kabaddi players will have better agility than other-kabaddi players.Total Fifty (N = 50) 25 male pro-kabaddi and 25 male other-kabaddi players were selected as subjects and the nature of sampling was purposive and random basis and their age were ranged between 18 - 25 years. The independent samples t - test was used to test the significant difference at 0.05 level. All the statistical calculations were carried out by using MS Excel and SPSS version 16.0 software. The findings of this study show of that there was a significant difference found between male Pro-Kabaddi players and Other-Kabaddi players in their agility.

Purpose: -Games and Sports play a significant role in society, to promote physical fitness, to give them entertainment, and to develop a sense of community. They have the power to inspire and unite people across cultures and contribute to personal and societal well-being. Games and Sport is considered one of the foundational pillars of the holistic advancement of civilized societies. The aim of the Researchers was to explore the Socio-Psychological Factors and experiences that have influenced Mr. Sumit Valmiki's performance and success as an Olympic Bronze Medalist Methodology: - The original information was collected from the subject as a primary source. Researchers used the “Frustration Test” by Dr N. S Chauhan and Dr. Govind Tiwari, the “Self-Confidence Inventory” Developed by Rekha Gupta, “Sports Achievement Motivation Questionnaire” by M.L. Kamlesh, and the “Aggression Questionnaire by Km. Roma Pal is a tool for the collection of the data in this study. Result: -By applying the above-mentioned tools and analyzing the collected data, it was found that Mr. Sumit Valmiki possesses unique characteristics, outstanding abilities, extraordinary potential, and excellent Hockey-playing qualities. Further, it has been found that he is having an optimal level of Frustration and an average level of Self-Confidence and the ability to be confident in difficult situations and to solve problems. Conclusion It has also been found that he is having High levels of Sports Achievement Motivation. He has the ability to develop competence for success within his chosen field. He is also having a low level of Aggression and the ability to remain cool and calm.

The current study's objective was to assess Shakti Singh's effectiveness as a sports administrator and promoter. He was the laureate of the Arjuna Award. Mr. Shakti Singh is the chief coach of the national centre of excellence in Patiala right now. Using a self-structured, open-ended questionnaire created by the researcher, a sample of 25 male and female participants respectively, as well as several demographic variables like gender and level of participation association, were evaluated to determine each participant's effectiveness as an administrator and promoter. The survey asks 18 questions, which must be completed in a certain amount of time using the Likert scale. Using IBM SPSS 20.0's chi-square test, the correlation was evaluated. For degree of freedom 3 and 1, the chi-square result for gender, and level of accomplishment yielded sig. values of 0.707, and 0.158, respectively, which were insignificant since they were higher than 0.05. According to the replies received and the researcher's interactions with different athletes and officials, Mr. Shakti's efficacy was widely acknowledged and his aspirations for sports, notably track and field, are obvious.

The term 'psychology', literally means the science of the soul. (Psyche-soul; logos -science). Formerly, psychology was a part of metaphysics, and dealt with the nature, origin, and destiny of the soul. It was called rational psychology. But modern psychology is empirical, and does not deal with the problems relating to the soul. It deals with mental process apart from the soul or mental substance. It is the science of experience and behavior, which tells us how the mind works and behaves. It can predict the behavior of an individual, and control it to a certain extent by putting him under proper conditions. It seeks to discover the laws of mind. The current study was investigating the aggression between team sports and individual sports. The present study was consisted of 140 students randomly chosen as the subjects of the study. The Questionnaire was used as a tool to collect data on psychological variables for this investigation assessed by Smith. To compare the aggression between team and individual sports 't' test was applied as a statistical tool, the level of significance was set as 0.05. The findings of the present study demonstrated that there was a significant difference in aggression among team sports and individual sports. Based on the interpretation, a researcher concludes that college level team sports players were found more aggressive than the college level players of individual sports.

Physical activity and sports participation are crucial components of a healthy lifestyle, particularly for college students. The Physical Activities Towards Health and Fitness (PATH-FIT) program in the Philippines aims to promote physical fitness and well-being among students. Exploring the potential of incorporating new and engaging sports into the PATH-FIT curriculum is an important consideration to enhance the program's effectiveness and appeal to the student population. This study investigated the potential of incorporating Ultimate Frisbee into the Physical Activities Towards Health and Fitness (PATH-FIT) program in state universities and colleges in the Philippines. The research aimed to assess the perceived characteristics of the sport across physical, mental, social, and affective domains, as well as to evaluate the performance levels of the respondents. A descriptive evaluation methodology was employed, utilizing a researcher-made questionnaire checklist and scoring rubrics to gather data from a diverse group of respondents, including students, teachers, athletes, Frisbee enthusiasts, and coaches. The results revealed a strong consensus among stakeholders regarding the positive attributes of Ultimate Frisbee. The study's hypothesis testing revealed that there are significant differences in incorporating Ultimate Frisbee into the said program, particularly in terms of its impact on physical, social, mental, and affective skills, as well as the overall effectiveness of integrating the sport into the PATH-FIT curriculum. These findings strongly advocate for the integration of Ultimate Frisbee into the PATH-FIT program. The study recommends developing comprehensive modules for educators, providing training for instructors, encouraging inclusive participation, organizing skills, development workshops, and promoting community engagement through tournaments and events.

The purpose of the study was to find out the effect of weight circuit training on selected
strength parameters of college male students. To achieve the purpose of the study, thirty (n = 30)
male subjects were selected at random from the Department of Physical Education, Dhanalakshmi
Srinivasan College of Physical Education, Perambalur, Tamil Nadu, India. The age of the subjects
ranged between 18 and 23 years. They were simplified into two groups. Each group consists of
fifteen subjects, which were assumed to be appropriate for the purpose of the study. The
experimental treatment was assigned as weight circuit training to the experimental groups, which
was stipulated for 12 weeks (3 alternate days per week) and 45 to 60 minutes per day. The control
group did not undergo any specific training program apart from their regular curricular activities.
They participated in the research voluntarily and cheerfully, without any compulsion. The
experimental design used for this study was formulated as a random group design involving thirty
subjects, who were divided at random into two groups of fifteen each. They were simplified into two
groups, namely experimental group I and the control group. Each group consists of 15 students,
which is assured to be large enough for the purpose of the study. The experimental treatments of
weight circuit training assigned to experimental group I, respectively, were stipulated for 12 weeks
(3 alternate days per week), and they participated in the research voluntarily and cheerfully without
any compulsion. The control group did not go for any training. All the subjects were tested prior to
and after the experimental treatment periods on selected Leg strength and back strength were
selected as criterion variables. The test items to appraise the criterion variables were leg strength
and back strength, which were selected as criterion variables. The test items to appraise the criterion
variables are test items to appraise the criterion Variables are leg strength (leg lift with a
dynamometer) and back strength (back lift with a dynamometer). All the subjects in the two groups
were tested on selected criterion variables prior to and immediately after the training program as
pre- and post-tests. An analysis of covariance (ANCOVA) was used to find out the significant
difference, if any, among the groups on each selected criterion variable separately. In all the cases,
an a.05 level of confidence was fixed to test the significance, which was considered appropriate.
There was a significant difference between the weight circuit training group and the control group
on criterion variables such as leg strength and back strength.
Keywords: circuit training group and the control group on criterion variables among leg strength
and back strength

Emergency Plan for Engineering Scientific Department
1. Purpose and Scope
Purpose: Ensure the safety of staff and students and maintain continuity in case of emergencies.

Scope: Covers all activities and individuals in the engineering scientific department.

2. Risk Analysis
Identify Risks: Potential hazards like fires, chemical spills, explosions, floods, and earthquakes.

Assess Risks: Analyze the impact of each hazard on personnel and facilities.

3. Emergency Procedures
Evacuation:

Evacuation Plan: Develop evacuation maps and identify emergency exits.

Evacuation Drills: Regularly train staff and students on how to evacuate quickly and safely.

First Aid:

First Aid Kits: Place kits in accessible locations and ensure they are well-stocked.

First Aid Training: Train staff on providing first aid in emergencies.

Chemical Handling:

Safe Storage: Ensure chemicals are stored safely.

Spill Response: Establish procedures for handling chemical spills.

Fire Response:

Fire Extinguishers: Distribute extinguishers in strategic locations.

Fire Training: Train staff on how to use fire extinguishers.

4. Communication
Emergency Contact Numbers: Provide numbers for emergency services like police, fire department, and ambulance.

Internal Communication: Establish a quick internal communication system for reporting emergencies.

5. Training and Awareness
Training Programs: Conduct regular training sessions for staff and students on emergency response.

Awareness Campaigns: Disseminate information about emergency procedures through posters and newsletters.

6. Evaluation and Improvement
Periodic Review: Regularly review and update the emergency plan based on assessments and past experiences.

Emergency Drills: Conduct regular drills to test the preparedness of the department.

Example
1. Purpose and Scope: Protect everyone in the engineering building during emergencies. 2. Risk Analysis:

Fire risk: Assess the possibility of fires in chemical labs.

Earthquake risk: Evaluate the impact of earthquakes on the facilities. 3. Emergency Procedures:

Evacuation Plan: Provide evacuation maps at building entrances.

First Aid: Train staff on first aid and place kits in multiple locations.

Chemical Handling: Train on handling chemical spills and store chemicals safely. 4. Communication: Assign an internal number for reporting emergencies. 5. Training and Awareness: Hold regular safety workshops. 6. Evaluation and Improvement: Review the plan every six months and conduct emergency drills.

Having an effective emergency plan ensures the safety of individuals and the continuity of operations during emergencies.

In a study that involves the apprenticeship of a sport technical skill -fosbury flop -in Physical Education lessons, where 8 th year pupils (164) of a primary school, divided into two groups of 82 participated, it is concluded that the results achieved by the two groups differed. The group with the better result is the one which used video, as a transmitter of feedback. Before the beginning of the teaching unit some pre-tests on motive performance and cognitive knowledge of the fosbury flop were done. During the process, teaching/learning of all the capacities relating to auto-perception, feedback perception and information perception transmitted by the teacher was evaluated. At the end, some póst-tests on motive performance and cognitive knowledge were done and some elements concerning the pupils' satisfaction in relation with the lessons set taught. It was verified that the video-feedback influences largely the pupils' learning (cognitive and motive) and amplifies their capacity of autoperception. That influence decreases when the video is only used to transmit instruction. Moreover, relevant differences between the two groups concerning the perception capacity of the feedback, information and satisfaction with the lessons were not verified.