Developing primary school students’ skills on general developmental exercises and teachers’ professional development on learning technologies in physical education

rnar, Ospankulov; Eleupanovna, Zhumaba eva Aziya; Nurlanbekovna, Umirbekova Akerke; Bakirovna, Akpayeva Asel; Mukhtaruly, Kenesbayev Serik

doi:10.18844/wjet.v13i1.5408

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…In addition, it was revealed that the implementation of active creative value-oriented activities by learners to research, develop and improve their health, forms in them a value-based attitude to their health, which consists in voluntarily conscious acceptance of a healthy lifestyle worldview and, as a consequence, familiarization with a healthy lifestyle (Ospankulov et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Distance learning situations and the formation of responsible attitudes to health of school children

Alibi

Torybayeva

Dzhunisbekovna

et al. 2021

CJES

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The status of a person in society is determined not only by the level of income or education, but also by their health. Therefore, the issues of developing a responsible attitude to health as a public domain and familiarizing learners with a healthy lifestyle is now gaining special significance. The aim of the study was to identify the forms and methods of teaching physical education from the perspective of the formation of a responsible attitude of schoolchildren to their health, consolidating the skills of a healthy lifestyle in everyday life. Schoolteachers and students formed the participants for this research. The research conducted a questionnaire survey of 126 secondary school teachers in Shymkent city. An experiment was also conducted, and data was collected using observation. Anthropometric parameters and component analysis were among the data analysis tools. From the results, the main content of physical education in conditions of distance learning should be the formation of a responsible attitude of learners to their health. Keywords: health; physical education; pedagogy; school children; schoolteachers

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Section: Discussionmentioning

confidence: 99%

Distance learning situations and the formation of responsible attitudes to health of school children

Alibi

Torybayeva

Dzhunisbekovna

et al. 2021

CJES

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“…Finally, the learning mode is different. Theoretical learning is to memorize as the main body and mastery as the purpose, and physical education learning is to have direct physical participation experience as the main body and mastery of skills acts as the purpose [ 4 ].…”

Section: Literature Reviewmentioning

confidence: 99%

An Exploratory Study on the Effects of Invisible Violence on Students’ Mental Health in Physical Education

Duan

Xiangjing

2022

Journal of Environmental and Public Health

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Invisible violence in school physical education can negatively affect students’ body and mind and is detrimental to students’ sports cognition, sports participation, and sound personality cultivation and shaping. We analyze the manifestation and causes of invisible violence in physical education and propose a path to eliminate it, so as to improve the quality of school physical education and promote students’ physical and mental health. In this study, 30 students were interviewed, relevant research data were collected, and coding and clustering were conducted using the rooting theory research method. The results of the study are as follows: Invisible violence in physical education is characterized by concealment, unconsciousness, and indirect harm. According to the 11 characteristics of invisible violence in physical education, invisible violence in physical education is classified as invisible behavioral violence, invisible verbal violence, and invisible discrimination violence. The root causes of invisible violence in physical education are physical education teachers’ lack of understanding of the value of physical education, misplaced transfer of bad emotions and teaching. The root causes of invisible violence in physical education are teachers’ lack of understanding of the value of physical education, misplaced emotions, and the wrong expression of teaching language. The three countermeasures to eliminate invisible violence in physical education are: reshaping physical education teachers’ professional beliefs, improving physical education teachers’ emotional self-management ability, and strengthening physical education teachers’ oral expression ability.

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Developing primary school students’ skills on general developmental exercises and teachers’ professional development on learning technologies in physical education

Cited by 2 publications

References 15 publications

Distance learning situations and the formation of responsible attitudes to health of school children

Distance learning situations and the formation of responsible attitudes to health of school children

An Exploratory Study on the Effects of Invisible Violence on Students’ Mental Health in Physical Education

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