Curriculum and Teaching in Physical Education and Geography: interdisciplinary and international perspectives: Book of Proceedings
Curriculum and Teaching in Physical Education and Geography: interdisciplinary and international perspectives: Book of Proceedings
Contributor(s): Hana Svobodová (Editor), Petr Vlček (Editor)
Subject(s): Environmental Geography, Applied Geography, Preschool education, School education, Health and medicine and law, Sports Studies, Inclusive Education / Inclusion, Pedagogy
Published by: Masarykova univerzita nakladatelství
Keywords: Physical education; cross-curricular integration of geography and physical education; Interdisciplinary teaching; Czech Republic; Slovenia; Swimming education; body-mass index measurement; School and preschool education;
Summary/Abstract: The book of proceedings addresses the lack of international knowledge and research in interdisciplinary curriculum development and teaching in the subjects of Physical Education and Geography. The authors analysed and compared pre-school, elementary, secondary and teacher education and especially school curriculum from different countries, e.g. the Czech Republic, the Republic of Slovenia and Croatia to reveal how integration of Physical Education and Geography can be embedded at different curriculum levels.
- E-ISBN-13: 978-80-210-9075-0
- Page Count: 87
- Publication Year: 2018
- Language: English
Intergrating Geography and Physical Education through Mountain oriented Education – Formal integration of MOE into Geography school curricula and Geography textbooks in Slovenian primary schools
Intergrating Geography and Physical Education through Mountain oriented Education – Formal integration of MOE into Geography school curricula and Geography textbooks in Slovenian primary schools
(Intergrating Geography and Physical Education through Mountain oriented Education – Formal integration of MOE into Geography school curricula and Geography textbooks in Slovenian primary schools)
- Author(s):Mojca Ilc Klun
- Language:English
- Subject(s):Environmental Geography, Applied Geography, School education, Sports Studies, Pedagogy
- Page Range:5-14
- No. of Pages:10
- Keywords:mountain-oriented education; outdoor education; Slovenia; curriculum; textbooks; Geography; Physical Education;
- Summary/Abstract:Paper presents results of two research studies regarding formal integration of mountain-oriented education into Geography school curricula and Geography textbooks for primary schools. First study focuses on quantitative and qualitative analysis of Geography school curricula for primary schools, within which we searched for references, learning objectives, competencies and teaching methods, which are connected to mountain-oriented education. The second study focuses on analysis of Geography textbooks for primary schools, where we analyzed text and photographs, which are connected to mountain-oriented education. The paper presents important findings of how mountain-oriented education is currently presented within Geography lessons in Slovenian primary schools.
Cross-curricular integration of geography and physical education in the case of mountain-oriented education
Cross-curricular integration of geography and physical education in the case of mountain-oriented education
(Cross-curricular integration of geography and physical education in the case of mountain-oriented education)
- Author(s):Tatjana Resnik Planinc
- Language:English
- Subject(s):Human Geography, Environmental Geography, Applied Geography, School education, Sports Studies, Pedagogy
- Page Range:15-26
- No. of Pages:12
- Keywords:cross-curricular integration; geography; physical education; mountain oriented education;
- Summary/Abstract:Many years ago, Jacobs (1989) defined cross-curricular instruction as a conscious effort to apply knowledge, principles, and/or values to more than one academic discipline simultaneously. Today we know that when students see the connections between individual subject areas, the material becomes more relevant. There are many ways in which to integrate different subjects or content into a constructive holistic unit. The author presents an approach to mountain-oriented education that includes contributions from geography and physical education. Through the presentation of YOUrALPS (Educating Youth for the Alps: (re)connecting Youth and Mountain heritage for an inspiring future in the Alps) project results, the author discusses a cross-curricular approach in the school activities of both subjects when dealing with key issues viewed from different disciplinary perspectives. The author provides an educational vision through a proposal for effective teaching that aims to enable more successful learning and achievement by students. The proposal is based on cross-curricular investigations of the geography and physical education curricula (objectives, abilities, skills and competencies connected with the mountain-oriented topics of each discipline) and is enhanced with suggestions for integration either in indoor or outdoor activities. A survey of teachers who attended the Summer School on Mountain-Oriented Education (Slovenia, 2017) reveals that this type of integration requires – in addition to extensive planning and cooperation among teachers – a high degree of teacher commitment, which works well so long as there is high enthusiasm for the project.
Are Czech students of teacher training prepared for interdisciplinary teaching?
Are Czech students of teacher training prepared for interdisciplinary teaching?
(Are Czech students of teacher training prepared for interdisciplinary teaching?)
- Author(s):Eduard Hofmann, Hana Svobodová
- Language:English
- Subject(s):Applied Geography, School education, Methodology and research technology, Pedagogy
- Page Range:27-38
- No. of Pages:12
- Keywords:interdisciplinary cooperation; transdisciplinary cooperation; geographical thinking; student; free writing;
- Summary/Abstract:In accordance with the changes in the Czech curricular documents, there is increasing pressure to strengthen cross-curricular links. While the problematics of cross-curricular cooperation began to be solved abroad in the 1980s and is actually implemented in a number of countries, in the Czech environment it has been the topic of professional discussions of the last few years and its implementation is hindered by a number of barriers. At the same time, there is a lack of research in the Czech environment to capture the implementation of cross-curricular education or its comparison in an international context. Klein and Newell (1998, p. 3) consider the interdisciplinary approach as “a process of answering questions, solving problems or topics that are too broad or complex to be appropriately addressed by a single discipline”, notwithstanding that “interdisciplinary studies are based on disciplinary perspectives and integrate their knowledge through the development of a more complex perspective”. Since interdisciplinarity remains often an underestimated concept in the Czech environment, the first partial aim of the paper is to introduce the possibility of integration of partial geographic and other professional disciplines through the topic of “movement”. In order for the interdisciplinary cooperation to be more applied by teachers at schools, their training needs to be taken already in the course of study. In order to determine whether future teachers are able to implement this form of teaching, an investigation has been carried out with students of the follow-up master’s studies for primary and secondary school teachers by a method of free writing on preassigned questions. Due to the qualitative nature of the students’ answers, their answers were coded and subsequently analyzed. The second part of the paper is to evaluate the results of the survey with the students in which they express their opinion on the preparation for the cross-curricular education.
Elementary Education curricula in the Czech Republic and the Republic of Slovenia – Physical Education and Geography integration
Elementary Education curricula in the Czech Republic and the Republic of Slovenia – Physical Education and Geography integration
(Elementary Education curricula in the Czech Republic and the Republic of Slovenia – Physical Education and Geography integration)
- Author(s):Petr Vlček, Hana Svobodová, Tatjana Resnik Planinc
- Language:English
- Subject(s):Applied Geography, School education, Sports Studies, Pedagogy
- Page Range:39-60
- No. of Pages:22
- Keywords:cross-curricular integration; Czech Republic; Republic of Slovenia; geography; physical education;
- Summary/Abstract:This paper aims to address the lack of international knowledge and research in interdisciplinary teaching and curriculum development, especially when it comes to the subjects of Physical Education and Geography. The authors analyse and compare elementary school curricular documents from two countries, the Czech Republic and the Republic of Slovenia, to reveal how integration of Physical Education and Geography is embedded at the policy level in the selected countries.
Effectiveness of the swimming education of children with autism spectrum disorder
Effectiveness of the swimming education of children with autism spectrum disorder
(Effectiveness of the swimming education of children with autism spectrum disorder)
- Author(s):Irena Čechovská, Vladimír Süss, Jan Carboch, Kristýna Hubená
- Language:English
- Subject(s):School education, Health and medicine and law, Sports Studies, Inclusive Education / Inclusion, Pedagogy
- Page Range:61-67
- No. of Pages:7
- Keywords:swimming education; autism spectrum disorder;
- Summary/Abstract:Introduction (basis): Like the common population, also children with autism spectrum disorders (ASD) should be swimming literate – they should be equipped with such skills to be able to safely handle the aquatic environment and consequently to be able to make use of the swimming locomotion as of a lifelong motional activity for maintaining their health. Regarding the content of the swimming education for children with ASD, it is based on the preparatory and on the elementary swimming education programmes. However, it is distinguished by many specialities (suitable material conditions, use of specific methods, teacher-pupil interaction) – all this must be considered while creating such programmes. Aim: Applying structured learning on the concept of common preparatory and elementary swimming education for children with autism spectrum disorders. Methods: Five probands (boys) aged 6–10 years took part in this study. medical diagnosis: Asperger syndrome, infantile autism, atypical autism. The interventional programme lasted for 10 months (school year 2016/2017) and it was divided into two blocks (1st and 2nd term). Each block (term) consisted of 18 lessons once a week. Each lesson was 30 minutes long. In the first lessons, an entry diagnostic was performed by the help of Štochl Scale of swimming skills assessment. At the end of the first block, an output diagnostic was performed by using the same scale. The 3rd assessment took place at the end of the 2nd block. The final assessment of the interventional programme took place three months after the third measurement at the end of the 2nd block (in September 2017). Results: From the assessment of the results of the scale by the help of the sign test all probands have experienced an overal improvement in all swimming skills between the measurements 1 and 2, 3 and 4, 1 and 4. Discussion: According to the above presented results of this study, it can be said that structured learning was a well-chosen technique for the swimming education of children with ASD. Thanks to the structuralisation, the children have obtained basic swimming skills and they have built up a solid ground for a training of swimming styles. We consider the achieved results for very valuable for other swimming education of children with ASD.
The Situation and Perspectives of the Body Mass Index Development in Preschool-Aged Children
The Situation and Perspectives of the Body Mass Index Development in Preschool-Aged Children
(The Situation and Perspectives of the Body Mass Index Development in Preschool-Aged Children)
- Author(s):Isabella Matić, Vilko Petrić, Iva Blažević, Vesna Štemberger
- Language:English
- Subject(s):Preschool education, Health and medicine and law
- Page Range:68-76
- No. of Pages:9
- Keywords:children; body mass index; early and preschool age;
- Summary/Abstract:The aim of the research was to determine the prevalence of the body mass index in preschool-aged children and give a perspective of its further development regarding the children’s age. The sample of examinees consisted of 71 preschool-aged children, more precisely 36 boys (43.6%) and 40 girls (56.3%) aged 4 to 7 and attending kindergartens in Croatia. Measurements of their body height, body mass and body mass index (BMI) were done. The results indicate that the body mass index will increase by an average 0.1 standard deviations for each new generation of children. Boys are averagely of a normal body weight with no significant deviations, while from their fifth year of age girls belong to the category of excess body mass. The perspectives of the body mass index increase for each new generation and the average excess body weight of girls from their fifth year of age indicates the possibility of serious health problems. This research has shown that the body mass index needs to be scientifically monitored by a longitudinal research, and respectively, a multi-year tracking of generations to provide a more accurate insight into the condition of children, especially when it comes to body mass index, since then it would be possible to evaluate prevention programs.
The Prevalence and Differences in the Physical Activity Level in Preschool-Aged Children
The Prevalence and Differences in the Physical Activity Level in Preschool-Aged Children
(The Prevalence and Differences in the Physical Activity Level in Preschool-Aged Children)
- Author(s):Sara Jakšić, Vilko Petrić, Vesna Štemberger, Iva Blažević
- Language:English
- Subject(s):Preschool education, Health and medicine and law, Sports Studies
- Page Range:77-83
- No. of Pages:7
- Keywords:physical activity; nurseries; earliest stages; health;
- Summary/Abstract:For a longer period of time there has been a diminution in the level of physical activity in the world, which means that each new generation has a lower level of physical activity than the former generation, while results obtained for children are especially worrisome. The level of physical activity is significantly linked to health and has become one of the greatest challenges for scientists throughout the world. The aim of this research was to determine the level of preschool-aged children's physical activity and define if there was a statistically significant difference according to sex. The sample of examinees consisted of 98 children (50 boys and 48 girls) aged 2 to 7 and attending kindergartens in the city of Rijeka, Croatia. The children's physical activity was evaluated by the standardized questionnaire Health Behaviour for Children filled in by their parents. The percentages of children belonging to a certain category of physical activity level were calculated, and the significance of differences was analysed by the Chi-square test. The research results indicate that somewhat more than 55% of examinees are active one hour per week, 30% of them are active two to three hours a week, while only 13% of them are active four to six hours a week. The results also show that boys are statistically more significantly (p=0.01) active than girls. This research has shown that even at the preschool age there is a serious problem of insufficient physical activity which calls for intervention programmes. It is clear that contemporary kinesiology in the educational system should be more directed toward health and that movement should not only be a trend, but a way of life, i.e. the way a certain kindergarten functions.