Exercise can be any movement that improves physical fitness. Exercise that gives you more energy or stamina is regularly called aerobic exercise [ ].
A physical education program was designed in order to advance physical activity to a significant degree, show development skills, and be agreeable. The suggested recurrence of physical education classes was three days out of the week. A typical DIDSFA First Grade model exercise lasted 30 min and had three sections: health fitness activities (10 min), ability fitness activities (15 min), and unwinding, focus, and reflection (5 min). The Second Grade model exercise lasted 45 min and comprised four sections: health fitness activities (20 min), ability fitness activities (20 min), and unwinding, focus, and reflection (5 min). Ten health-related activity units were designed, including aerobic dance, aerobic games, strolling/running, and jump-rope. The movements were developed by changing the intensity, length, and intricacy of the activities.
Although our primary focus was creating cardiovascular stamina, brief activities to develop stomach and chest strength, as well as movement skills, were incorporated. To improve motivation, children self-estimated and recorded their fitness levels from month to month. Four game units which developed ability-related fitness were incorporated (basketball, football, gymnastics, and athletics), and details of healthy lifestyles and unconventional physical activities were introduced. These sports and games had the potential for advancing cardiovascular fitness and speculation in the child’s community (e.g., fun transfers); unwinding, focus, and reflection improving with regular exercise; and valuable impacts for meditation or unwinding, namely through children’s yoga ( Table 2 ).
Physical education program (First and Second Grades).
Lesson Topic | Areas of Activity for the Physical Education Lesson | Lesson Topic | Areas of Activity for the Physical Education Lesson | |
---|---|---|---|---|
First Grade | Second Grade | |||
Month 1 | Exercising with a textbook and notes. Arrangement, basic starting hand and leg positions. Honest conduct. Proper breathing over time. | Healthy lifestyle Movement skills Healthy lifestyle Sport units (athletics) | Working with a textbook and notes. Walking and running exercises. Smooth running in a group. 3 × 10 m speed shuttle run test—agility. Playing with balls. | Healthy lifesty leMovement skills Sport units (athletics) Sport units (sports games) |
Month 2 | Exercising with a textbook and notes. Ball school. I pass the ball to a companion. I am figuring out how to pass the ball precisely. Running is the best movement. Running: Relay. Proper posture. | Healthy lifestyle Sport units (basketball) Sport units (athletics) | Working with a textbook and notes. Exercises with ball. Football game. Flexibility training. Developing movement skills through play. | Healthy lifestyle Movement skills Sport units (football) Sport units (gymnastics) |
Month 3 | Exercising with a textbook and notes. Jumping on two feet. Spider and turn. Animal aerobatics. Let us jump by jumping. Shuttle running 3 × 10 m. | Healthy lifestyle Movement skills Unconventional physical activity Sport units (athletics) | Working with a textbook and notes. Let us get acquainted with game of square. Let us learn to play square.Long jump-rope. Activity games. The long jump test to test explosive power of children’s leg muscles. | Healthy lifestyle Movement skills Sport units (gymnastics) Sport units (athletics) |
Month 4 | Exercising with a textbook and notes. Long jump. Figure out how to kick and drive a soccer ball, to drive a soccer ball in a straight and winding line. Children’s yoga. | Healthy lifestyle Sport units (athletics) Sport units (football) Unconventional physical activity | Working with a textbook and notes. Exercises to help calm down and concentrate. Kids yoga. Throw a small ball at a target (vertical). Throw a small ball at a target (horizontal). Throw a small ball at a target (vertical and horizontal). | Healthy lifestyle Unconventional physical activity Movement skills Sport units (athletics) |
Month 5 | Exercising with a textbook and notes. How to kick a soccer ball into the goal. The basics of aerobatics: practice with gymnastic balls. Muscle stretching. Attempt to keep balance. | Healthy lifestyle Sport units (football) Unconventional physical activity | Working with a textbook and notes. Overcoming horizontal and vertical barriers. Jumping. Hanging. Medical (stuffed) 1 kg ball pushing from the chest to test the explosive power of hands. Aerobics. Movement skills outdoors. | Healthy lifestyle Movement skills Sport units (athletics) Unconventional physical activity |
Month 6 | Exercising with a textbook and notes. Basics of gymnastics implies tools and right posture. Jump-rope. Basic strides of aerobics. Fun relays. | Healthy lifestyle Sport units (gymnastics) Unconventional physical activity Movement skills | Working with a textbook and notes. Getting ready and learning to play basketball. Learn to rotate gymnastics hoop. Methods of movements in space (darkness). | Healthy lifestyle Sport units (basketball) Sport units (gymnastics) Unconventional physical activity |
Month 7 | Exercising with a textbook and notes. We figure out how to drive, pass, and catch a basketball by exercising in pairs, to drive a basketball in a straight and winding line. Obstacle course. | Healthy lifestyle Sport units (basketball) Movement skills Unconventional physical activity | Working with a textbook and notes. Playing with balls. How to move a log without falling. Running from a high start. Running from a low start. Starting positions (high or low start). | Healthy lifestyle Movement skills Sport units (athletics) Unconventional physical activity |
Month 8 | Exercising with a textbook and notes. Tossing a ball. We cooperate to overcome obstacles. We play football. We figure out how to orient ourselves. Sports event. | Healthy lifestyle Sport units (athletics) Sport units (football) Movement skills | Working with a textbook and notes. Outdoor games. We learn how to orient in the area. Strengthening the musculoskeletal system. Outdoor Project “Health and Sport Day”. | Healthy lifestyle Movement skills Sport units (gymnastics) Unconventional physical activity |
During the study, physical education activities were taught through physical schooling, by preparing a textbook comprising two interrelated parts: (a) a textbook and (b) children’s notes. The textbooks were filled with logical tasks, self-evaluation, and activities relating to spatial perception and self-improvement. The methodological devices provide strategies for practicing with textbooks. The physical education pack considers a “natural” kind of integration and dynamic learning, building awareness, encouraging sensitivity to nature, and supporting healthy styles of living. The physical education pack takes into consideration a “natural” kind of integration and dynamic learning, building awareness, encouraging sensitivity to nature, and supporting healthy styles of living. The instructor’s manual has a unified structure, which makes it simple to utilize. Its proposals and advice are clear. The advanced version helps educators in their planning and execution activities.
The material seriously assesses intercultural mindfulness and sensitivity. The gender description is balanced; the two personalities highlighted in the textbook support this methodology. Vaquero-Solís et al. found that mixed procedures in their interventions, executed using a new methodology, greatly affected the participants [ 30 ]. Once each month, the standard methodology was applied, during which the change from hypothesis to practice was continuous. During the first exercise of the month, the material in the textbook was analysed for the future, and undertakings for the month were presented. The hypothesis was set up during practical sessions. During the hypothetical exercises, the children additionally had the chance to move around, practising the physical tasks given in the textbook. During the last exercise of the month, the tasks introduced in the textbook were performed; the activities of the month were rehashed, recalled, summed up, and assessed; and the assignment of children’s notes were performed. Children from the control group attended unmodified physical education exercises.
Graphic statistics are presented for all methodical factors as the mean ± SD. The impact size of the Mann–Whitney U test was determined using the equation r = Z / N , where Z is the z-score and N is the total size of the sample (small: 0.1; medium: 0.3; large: 0.5). Statistical significance was defined as p ≤ 0.05 for all analyses. Analyses were carried out by utilizing the SPSS 23 software (SPSS Inc., Chicago, IL, USA).
Analysing the physical activity pre-test results of the 6–7- and 8–9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) children in the experimental group were physically active during physical education lessons. The analysis of physical activity types, such as cycling to school, showed no differences in age, according to the MET; however, there were differences in walking to school—First Grade (15.98 MET, min/week) and Second Grade (23.50 MET, min/week)—in terms of age, according to the MET. In the context of average physical activity, a higher indicator (805.95 MET, min/week) was detected in the First Grade of the experimental group, in comparison with the Second Grade (1072.12 MET, min/week). Statistically significant differences were found in average MET for the First Grade (931.60 MET, min/week), in comparison with the Second Grade (1211.55 MET, min/week; p < 0.05, Table 3 ). The post-test of the First Grade (115.83 MET, min/week) experimental group was carried out to analyse average physical activity, in comparison with the Second Grade experimental group (130.01 MET, min/week), during physical education lessons. In the post-test, walking to school—First Grade (16.07 MET, min/week) and Second Grade (30.37 MET, min/week)—showed differences in age, according to the MET. Statistically significant differences were found during the analysis of average MET for the First Grade (1108.41 MET, min/week), in comparison with the Second Grade (1453.62 MET, min/week; p < 0.05, Table 3 ). We found a statistically significant difference between experimental and control groups ( p < 0.05) and between pre- and post-test.
Physical activity levels determined using the MET method.
Type of Physical Activity | Physical Education Lesson | Cycling to School | Walking to School | Sport Groups (Mean Physical Activity) |
---|---|---|---|---|
MET | 3.5 | 4 | 3.3 | 6 |
1 day/min | 30 | 0.45 | 0.3 | 59 |
Days per week | 1 | 3 | 4 | 1 |
The experimental group | Pre-test | Post-test | ||
Grade | First | Second | First | Second |
Physical Education lesson | 92.15 | 97.50 | 115.83 | 130.01 |
Cycling to school | 17.52 | 18.40 | 18.39 | 21.33 |
Walking to school | 15.98 | 23.50 | 16.07 | 30.37 |
Sport groups (mean physical activity) | 805.95 | 1072.12 | 958.12 | 1271.91 |
On average | 931.60 * | 1211.55 * | 1108.41 * | 1453.62 * |
Note. *, p < 0.05 (according to the Mann–Whitney U test) between physical activity types; # , p < 0.05 (according to the Mann–Whitney U test) between experimental and control groups; $ , p < 0.05 (according to the Mann–Whitney U test) between First and Second Grades; § , p < 0.05 (according to the Mann–Whitney U test) between pre-test and post-test.
Analysing the results considering the physical activity of 6–7- and 8–9-year-old children, it turned out that in the control group, both the First Grade (91.68 MET, min/week) and Second Grade (95.87 MET, min/week) children were physically active in physical education lessons during the pre-test. The analysis of physical activity types, such as cycling to school, found no differences in age, according to the MET. We found that walking to school—First Grade (0.00 MET, min/week) and Second Grade (22.15 MET, min/week—showed differences in age, according to the MET. Statistically significant differences were found during the analysis of average MET for the First Grade in the control group (906.40 MET, min/week), compared to the Second Grade (1105.71 MET, min/week; p < 0.05, Table 4 ). The post-test results for the First Grade of the control group (98.10 MET, min/week) were determined by the analysis of average physical activity, in comparison with the Second Grade children of the same group (105.70 MET, min/week), when doing physical education lessons. Statistically significant differences were found in average MET for the First Grade (995.66 MET, min/week), in comparison with the Second Grade (1211.70 MET, min/week; p < 0.05, Table 4 ).
The physical activity level using the MET method (the pre-test/post-test results of the control group).
Type of Physical Activity | Physical Education Lesson | Cycling to School | Walking to School | Sport Groups (Mean Physical Activity) |
---|---|---|---|---|
MET | 3.5 | 4 | 0 | 6 |
1 day/min | 30 | 0.58 *|0.50 ** | 0.3 *|0.71 ** | 58 |
Days per week | 1 | 3 | 4 | 1 |
Note. *—First Grade; **—Second Grade. | ||||
The control group | Pre-test | Post-test | ||
Grade | First | Second | First | Second |
Physical Education lesson | 91.68 | 95.87 | 98.1 | 105.7 |
Cycling to school | 15.91 | 23.03 | 16.58 | 23.54 |
Walking to school | 0 | 22.15 | 0 | 28.65 |
Sport groups (mean physical activity) | 798.81 | 964.66 | 880.98 | 1053.81 |
On average | 906.40 * | 1105.71 * | 995.66 * | 1211.70 * |
Note. *, < 0.05 (according to the Mann–Whitney U test) between physical activity types; , < 0.05 (according to the Mann–Whitney U test) between First and Second Grades. |
The study performed at the beginning of the experiment showed that in the pre-test, the level of somatic anxiety of the primary school children in the CG was average (4.95 ± 1.10 points). When exploring the results of the somatic anxiety in the EG (4.95 ± 1.10 points) before and after the experiment, after the intervention programme, somatic anxiety in the EG was 4.55 ± 1.00 points, indicating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p < 0.05, P = 0.540; Figure 1 a).
Pre- and post-test levels of somatic anxiety ( a ), personality anxiety ( b ), and social anxiety ( c ) in primary school children. # , p < 0.05 between experimental and control groups; $ , p < 0.05 between First and Second Grades; *, p < 0.05 between pre- and post-test.
When dealing with the personality anxiety results, we established that in the pre- and post-tests, the results of CG students did not statistically significantly differ (3.63 ± 0.80 points and 3.48 ± 0.50 points, respectively; F = 0.139, p > 0.05, P = 0.041). When analysing EG personality anxiety results in the pre- and post-tests, after the intervention programme, the EG personality anxiety results significantly decreased (3.55 ± 1.10 points and 2.78 ± 0.90 points, respectively; F = 5.195, p < 0.05, P = 0.549; Figure 1 b).
In the pre-test, the level of social anxiety in the CG was 6.15 ± 1.30 points. The post-test CG result was statistically significantly lower (5.18 ± 1.20 points; F = 4.75, p < 0.05, P = 0.752). When analysing the levels of the social anxiety of the EG, pre- and post-test results decreased after the intervention programme (6.32 ± 1.10 points and 4.25 ± 1.40 points, respectively) and significantly differed (F = 8.029, p < 0.05, P = 0.673; Figure 1 c).
The research performed at the beginning of the experiment showed that in the pre-test, the level of somatic anxiety of the adolescents in the CG was average (4.63 ± 1.10 points). When exploring the somatic anxiety results in the EG (4.50 ± 0.90 points) before the experiment and after it, a decrease in somatic anxiety in the EG was established (4.10 ± 0.75 points), indicating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.482, p < 0.05, P = 0.610; Figure 1 a).
When dealing with the personality anxiety results, we established that in the pre- and post-test, the results of CG students were not statistically significantly different (3.10 ± 0.85 points and 2.86 ± 0.67 points, respectively; F = 0.127, p > 0.05, P = 0.057). When analysing the pre- and post-test EG personality anxiety results, after the intervention programme, the EG personality anxiety results decreased (2.93 ± 0.93 points vs. 2.51 ± 1.00 points, respectively; F = 6.498, p < 0.05, P = 0.758; Figure 1 b).
In the pre-test, the level of social anxiety in the CG was 4.55 ± 1.30 points. The post-test CG result was statistically significantly lower (3.70 ± 1.40 points; F = 4.218, p < 0.05, P = 0.652). When analysing the levels of social anxiety in the EG, pre- and post-test results decreased after the intervention programme (4.65 ± 1.15 points and 3.01 ± 1.50 points, respectively) and were significantly different (F = 8.021, p < 0.05, P = 0.798; Figure 1 c).
The outcomes of this study showed that the proposed procedure for a physical education program and educational model encouraging physical activity in children had an impact on three primary dimensions—somatic anxiety, personality anxiety, and social anxiety—for children aged 6–7 and 8–9 years. The procedure depended on dynamic exercise, intense motor skills reiteration, differentiation, seating and parking reduction, and physical activity dissemination in the classroom model. Following eight months of applying this study’s physical education program, anxiety decreased in the children. Schools provide an opportune site for addressing PA promotion in children. With children spending a substantial number of their waking hours during the week at school, increased opportunities for PA are needed, especially considering trends toward decreased frequency of physical education in schools [ 31 , 32 ]. Considering physical education curricula, Chen et al. [ 29 ] described the following:
School-related physical activity interventions may reduce anxiety, increase resilience, improve well-being, and increase positive mental health in children and adolescents [ 33 ]. Increasing activity levels and sports participation among the least active young people should be a target of community- and school-based interventions in order to promote well-being. Frequency of physical activity has been positively correlated with well-being and negatively correlated with both anxiety and depressive symptoms, up to a threshold of moderate frequency of activity. In a multi-level mixed effects model, more frequent physical activity and participation in sport were both found to independently contribute to greater well-being and lower levels of anxiety and depressive symptoms in both sexes [ 34 ]. There does not appear to be an additional benefit to mental health associated with meeting the WHO-recommended levels of activity [ 9 ]. Physical activity interventions have been shown to have a small beneficial effect in reducing anxiety; however, the evidence base is limited. Reviews of physical activity and cognitive functioning have provided evidence that routine physical activity can be associated with improved cognitive performance and academic achievement, but these associations are usually small and inconsistent [ 35 ]. Advances in neuroscience have resulted in substantial progress in linking physical activity to cognitive performance, as well as to brain structure and function [ 36 ]. The executive functions hypothesis proposes that exercise has the potential to induce vascularization and neural growth and alter synaptic transmission in ways that alter thinking, decision making, and behaviour in those regions of the brain tied to executive functions—in particular, the pre-frontal cortices [ 37 , 38 ]. The brain may be particularly sensitive to the effects of physical activity during pre-adolescence, as the neural circuitry of the brain is still developing [ 8 ].
During their school years, about 33% of primary and secondary school students experience the adverse effects of test anxiety [ 39 ]. Anxiety is an aversive motivational state which occurs when the degree of perceived threat is viewed as high [ 40 ]. In the concept of anxiety, a frequently made differentiation is created between trait anxiety, referring to differences in personality dimensions, and state anxiety, alluding to anxiety as a transient mindset state. These two kinds of anxiety hamper performance, particularly during complex and intentionally requested assignments [ 41 ]. Mavilidi et al. [ 42 ] presented a study investigating whether a short episode of physical activity can mitigate test anxiety and improve test execution in 6th grade children (11–12 years). The discoveries of the study by the above authors expressed that, even though test anxiety was not decreased as expected, short physical activity breaks can be utilized before assessments without blocking academic performance [ 43 ].
Physical activity has been associated with physiological, developmental, mental, cognitive, and social health benefits in young people [ 36 ]. While the health benefits of physical activity are well-established, higher levels of physical activity have also been associated with enhanced academic-related outcomes, including cognitive function, classroom behaviour, and academic achievement [ 44 ]. The evidence suggests a decline in physical activity from early childhood [ 45 ]. The physical and psychological benefits of physical activity for children and adolescents include reduced adiposity and cardiometabolic risk factors, as well as improvements in musculoskeletal health and psychological well-being [ 33 , 46 , 47 ]. However, population based-studies have reported that more than half of all children internationally are not meeting the recommended levels of physical activity, with rates of compliance declining with age from the early primary school years [ 9 ]. Therefore, it is imperative to promote physical activity and intervene early in childhood, prior to such a decline in physical activity [ 48 ]. Schools are considered ideal settings for the promotion of children’s physical activity. There are multiple opportunities for children to be physically active over the course of the school week, including during break times, sport, physical education class, and active travel to and from school [ 49 ]. There exists strong evidence of the benefits of physical activity for the mental health of children and adolescents, mainly in terms of depression, anxiety, self-esteem, and cognitive functioning [ 35 ].
Physiological adaptation (e.g., hormonal regulation) of the body during physical exercise can be applied additionally to psychosocial stressors, thus improving mental health [ 48 ]. Subsequently, it has been stated that intense physical activity which improves health-related fitness may be expected to evoke neurobiological changes affecting psychological and academic performance [ 43 ].
The results of this review contribute to knowledge about the multifaceted interactions influencing how physical activity can be enhanced within a school setting, given certain contexts. Evidence has indicated that school-based interventions can be effective in enhancing physical activity, cardiorespiratory and muscular fitness, psychosocial outcomes associated with physical activity (e.g., enjoyment), and other markers of health status in children. School- and community-based physical activity interventions, as part of an obesity prevention or treatment programme, can benefit the executive functions of children, specifically those with obesity or who are overweight [ 46 ]. Considering the positive effects of physical activity on health in general, these findings may reinforce school-based initiatives to increase physical activity [ 34 ]. This involves classroom teachers incorporating physical activity into class time, either by integrating physical activity into physically active lessons, or adding short bursts of physical activity with curriculum-focused active breaks [ 50 , 51 ]. It is widely accepted that physical inactivity is an important risk factor for chronic diseases; prevention strategies should begin as early as childhood, as the prevalence of physical inactivity increases even more in adolescence [ 52 ]. A physically active lifestyle begins to form very early in childhood and has a positive tendency to persist throughout life [ 52 ].
We all have an important role to play in increasing children’s physical activity. Schools must promote and influence a healthy environment for children. Most primary school children spend an average of 6–7 h a day at school, which is most of their daytime. A balanced and adapted physical education lesson provides cognitive content and training for developing motor skills and knowledge in the field of physical activity. Our 8-month physical education program can give children the opportunity to increase physical activity and improve emotional well-being, which can encourage children to be physically active throughout life.
Low physical activity in children is a major societal problem. The growing number of children with obesity is a concern for doctors and scientists. The focus of our study was to improve emotional well-being and physical activity in children. Since elementary school children spend most of their day at school, physical education lessons are a great tool to increase physical activity. A balanced and adapted physical education lesson can help to draw children’s attention to the health benefits of physical activity. It was established that the properly constructed and purposefully applied 8-month physical education program had an impact on the physical activity and emotional well-being of primary school children (i.e., 6–7 and 8–9 year olds) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the 8-month physical education program intervention is effective for increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions in children or upstream interventions at the family and societal level, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.
Conceptualization, I.K. and S.S.; methodology, I.K.; software, R.A.; validation, G.C.; formal analysis, K.Z.; investigation, K.Z.; resources, I.K.; data curation, G.C.; writing—original draft preparation, I.K.; writing—review and editing, S.S.; visualization, G.C.; supervision, R.A.; project administration, R.A.; funding acquisition, K.Z. All authors have read and agreed to the published version of the manuscript.
This research received no external funding.
The study was conducted according to the guidelines of the Declaration of Helsinki. The time and place of the study, with the consent of the parents of the participants, were agreed upon in advance with the school administration. This study was approved by the research ethics committee of Kaunas University of Technology, Institute of Social Science and Humanity (Protocol No V19-1253-03).
Informed consent was obtained from all subjects involved in the study.
Conflicts of interest.
The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.
By Morgan Clennin, PhD, MPH, Kaiser Permanente of Colorado, University of South Carolina, and National Physical Activity Plan
School-based physical education (PE) is recommended by the Community Guide as an effective strategy to promote physical activity among youth. Unfortunately, many have speculated that PE exposure has declined precipitously among U.S. students in the past decade. Limited resources and budgets, prioritization of core academic subjects, and several other barriers have been cited as potential drivers of these claims. However, few large-scale studies have explored the merit of these claims – leaving the answers following questions unknown:
Has PE attendance decreased among U.S. students in the past decades?
What policies and practices are in place to support quality PE?
To answer these questions, the President’s Council on Sports, Fitness & Nutrition tasked the National Physical Activity Plan Alliance (NPAPA) to review the available evidence and summarize their findings. The primary objective of this effort was to better understand PE exposure over time to inform national recommendations and strategies for PE.
The NPAPA began by establishing a collaborative partnership with experts in the federal government, industry, and academia. The group analyzed existing national data sources that could be used to examine changes in PE attendance and current implementation of PE policies and practices. These efforts culminated in a final report and two peer-reviewed manuscripts. A summary of the group’s findings are outlined below.
Key Findings:
Recommendations Based on Key Findings:
The Education sector of the NPAP provides evidence-based strategies and tactics that can guide efforts to support the provision of quality PE to all students. More information, and links to the respective manuscripts, can be found on the NPAPA website: http://physicalactivityplan.org/projects/physicaleducation.html
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Senior Lecturer in Personal Devlopment, Health and Physical Education, University of New England
Senior Lecturer, Faculty of Arts and Education/School of Education, Deakin University
Associate Professor Health and Physical Education, University of Canberra
Professor in Education, Flinders University
John Williams receives funding from a range of organisations including an international sporting body and a local government education authority, to conduct research.
Shane Pill receives funding from the Education Department, national and local sport, and not for profit organisations to conduct research.
Casey Peter Mainsbridge and Cassandra Iannucci do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.
University of New England , Deakin University , University of Canberra , and Flinders University provide funding as members of The Conversation AU.
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Sport is a significant part of Australian culture and for many represents national pride and social connection .
So, it would be fair to assume sport is viewed as central to Australian schools, with physical education (PE) ingrained into the curriculum.
However, increasingly , some school students are not provided with opportunities to learn through PE and engage with physical activity regularly.
This is concerning because PE and physical activity can provide benefits in terms of physical fitness, fundamental movement skills , mental health, social integration and overall wellbeing.
Because of this, we recently researched what is actually learnt by Australian school students in PE and how things could be improved.
With students spending up to 200 days per year at school, regular PE can contribute to the development of skilled movement and feelings of success and confidence to pursue physical activity.
Broadly, students who enjoy PE are likely to feel positive about being physically active.
Evidence suggests attitudes, beliefs and behaviours learned during the school years, including those relating to physical activity, track into adulthood.
This highlights the importance of PE in shaping healthy habits.
Despite the benefits of physical activity, studies show the levels of physical activity among children and adolescents globally have decreased over the past 25 years .
This trend exists in Australia, with decreases in student fundamental movement skill levels and increases in screen time in the past ten years .
This trend is demonstrated by Australia receiving a grade of D- on the Global Physical Activity Report card in 2014, 2018, and 2022 – suggesting the future health of Australian children and our status as a “sporting nation” is at risk.
To address this decline, PE teachers and the school community must be leaders in supporting the health and wellbeing of students by emphasising regular participation in physical activity, promoted by quality PE.
The Australian school curriculum provides schools, teachers, parents and students with a clear understanding of what students should learn from the first year of school through to Year 10.
The curriculum applies no matter where a student lives or what school system they are in. It includes eight key learning areas, one of which is Health and Physical Education.
This part of the curriculum aims to prepare students to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan.
In Australia, PE is usually taught by a specialist teacher in secondary schools, although this is not always the case in primary schools.
A lack of teaching expertise, together with other factors – a teacher’s negative experiences from their own schooling, perceived lack of time and interest, low confidence levels to teach the subject – can often lead to less curriculum time being given to PE compared to subjects such as maths, science and English.
Also, some school leaders and teachers view PE as less academically rigorous and less important to the primary mission of education. This is often informed by their own experience of PE in schools, rather than its curricular potential.
Despite Health and Physical Education being an essential key learning area that is compulsory in Australian schools , there are sometimes significant challenges for PE teachers to achieve curriculum aims, such as subject marginalisation due to its practical nature, lack of time, lack of resources and facilities, and staff outsourcing.
To try to get a better understanding of PE in this country, we recently conducted a systematic review trying to understand what Australian school students learn in PE.
A systematic review is a structured and detailed analysis on a presented topic, with our review analysing 27 studies.
Broadly, we found an absence of research in Australia that explored this issue.
However, our research did identify that teachers and schools should be encouraged and supported to engage in research to measure and evaluate their own teaching practices.
More teacher-engaged research and partnerships between schools and higher education institutions will help to truly understand what students are learning in PE.
There is also a need to recognise the challenges faced by PE teachers and to enable them to help students gain the broad physical and mental health benefits associated with PE.
What could this look like?
For teachers, regular professional development opportunities particularly for primary school teachers, greater consideration for PE curriculum time that is comparable to other subjects, and time to measure and track longitudinally the impact of PE on student learning.
There is also a need for PE to be at the forefront of a national conversation to respond to low levels of child and youth physical activity.
A strong link exists between childrens’ health status and their learning capacity, so placing more value and resources towards PE, physical activity opportunities during the school day, and sport in schools must become an educational priority and prominent part of school culture.
Through PE, schools should be providing young people with opportunities to be physically active now and into their future.
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Published by Grace Graffin at January 5th, 2023 , Revised On July 9, 2024
Due to the growing importance of physical education, a majority of educational institutions have introduced it as a subject that students can choose as their major for their graduation. However, what comes with it is submitting a dissertation to complete your degree.
As a student of physical education, you might be in limbo as to which topic you should choose for your dissertation that is unique and relevant. After all, your future is dependent on it. Choosing the right dissertation topic is the first step toward writing a powerful dissertation that is accepted by your professors.
When choosing a physical education dissertation topic, you need to keep in mind that the topic is current, unique and adds value to what you have learned. To help you with the process of choosing the right topic, this blog contains a list of physical education dissertation topics.
You may also want to start your dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question, aim and objectives, literature review, and the proposed methodology of research to be conducted. Let us know if you need any help in getting started.
Check our example dissertation to get an idea of how to structure your dissertation .
You can review step by step guide on how to write your dissertation here .
Also read: Education dissertation topics , healthcare dissertation topics , and nursing dissertation topics .
Topic 1: investigating the impacts of improving physical education in schools on the development of children’s confidence, endurance and quick integration capability..
Research Aim: The present study aims to investigate the impacts of improving physical education in schools for developing children’s confidence, endurance, and quick integration capability.
Objectives:
Research Aim: The present study aims to explain different types of fine motor activities that help address various health issues, as this study will specifically focus on autistic children in the UK.
Research Aim: The present study aims to explicate the significance of integrating physical education into the Montessori curriculum in the UK.
Research Aim: The present study aims to explicate the usefulness of heath rate monitors and health tracking that support the practices of advanced physical education.
Research Aim: The present study aims to explore the increasing trend of computer-based fitness programs in the UK and will focus on people’s changing behaviour during the lockdown.
Topic 1: modern physical education versus the traditional physical education – a comparison.
Research Aim: The main aim of this research will be to compare the traditional physical education programs and the ones in place today. The research will start by talking about the traditional physical education programs and then introduce the ones that are being practised today. It will then move towards comparing programs one by one. The research will use a secondary data collection method to analyse already published data and conclude which physical education is better.
Research Aim: This research will aim to explore the impact of physical education on mental health. There is a lot of evidence that physical education has a positive impact on the mental health of individuals, and this research will aim to assess the impact of the same. Existing research will be analysed in order to do an in-depth study into the impact of physical education on mental health.
Research Aim: Physical Education classes have been a part of the academic system for years now; however, the understanding and concept of this education are changing. More and more institutions are now emphasising these classes and promoting physical education among students. This research will explore student behaviour and engagement in physical education classes and will suggest effective ways to enhance and increase engagement.
Research Aim: The main aim of this research will be to understand how physical education programs should be planned in order to produce results that are effective for students. The study will assess currently planned programs in order to evaluate how these should be changed for the better and how they can help produce effective results.
Research Aim : Teachers always play an important role in academics. This research will explore how important teachers are in physical education in enhancing students’ engagement towards exercise. Given the benefits of physical education, it is essential for teachers to make sure that the right strategies are devised to drive students’ engagement, and the same will be assessed and analysed in this research. The study will also provide effective strategies that teachers should implement in order to produce effective results from student engagement.
Research Aim: A lot is argued about the physical education curriculum and that lessons should differ for males and females. This research will deep dive into the different lessons that are offered, and based on the analysis, the research will conclude if lessons should differ for males and females. The study will be based on secondary data.
Research Aim: It is believed that physical education classes promote a healthy lifestyle; however, there is no authentic evidence. This research will aim to prove whether physical education promotes a healthy lifestyle or not. In either case, the research will analyse the impact of physical education on individuals’ lifestyles and how it helps them improve their way of living.
Research Aim: Just like other forms of education, physical education and technology integrate well together. With the help of technology, physical education is offered using various aids, for example, visual aids, online classes, examples videos available online and much more. This research will assess how well physical education is offered with the help of technology and how it helps individuals gain access to effective lessons.
Research Aim: Online physical education classes have emerged popular in the past year. With the pandemic’s major reason, virtual classes have opened a new avenue for physical education classes. This research will aim to assess how effective virtual physical education classes have been and how they have helped in enhancing students’ engagement and interest in these classes.
Research Aim: Just like all other classes hold students responsible and accountable for their learning, physical education should also follow the same pattern. While a lot of people argue against this, this research will weigh both sides. It will discuss and assess the pros and cons of holding students accountable for their physical education and will also talk about how students respond to accountability in these classes.
ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service !
Research Aim: This research will discuss the various strategies that are needed for devising physical education lessons for different classes. The study will talk about how different grades require a different level of physical education and will then present useful strategies that teachers can devise according to the grade and students’ age.
Research Aim: Usually, physical education is not a part of universities’ curriculum. It is found in schools’ curricula or colleges, at best. This research will argue whether physical education should be introduced in all universities or not. It will present arguments for both sides, and based on the debate, the study will conclude as to whether introducing physical education in all universities’ curriculum is feasible or not.
Research Aim: Just like the regular subject teachers, physical education teachers also have their own style, and each teacher is different from the other. This research will talk about the set of characteristics and traits that a physical education teacher should possess in order to produce results. The study will also assess the impact of different teaching styles on students to give an in-depth idea as to which style is effective and should be adopted.
Research Aim: Physical education comes with its own set of challenges. Not all students are interested in taking these classes; some of them are irregular, some do not respond well, and others do not take instructions seriously. On the flip side, there are challenges related to the instructors as well. This research will discuss challenges on both sides of the coin and will suggest how these challenges can be handled effectively.
Research Aim: Physical education is often linked to mental health. A lot of people argue that physical education is essential for people seeking help for their mental health. Thus, this research will go a step ahead and will aim to understand the relationship between counselling and physical education. It will aim to conduct interviews with people who are attending counselling sessions as well as physical education lessons to improve their mental health.
Research Aim: A common misconception is that physical education is all about exercise and sports. This research will aim to bust this myth and show how diet and overall health (mental and physical) are linked to physical education. The study will discuss how the three go hand-in-hand and how one leads to another.
Research Aim: While physical education does improve an individual’s well-being, does it enhance a student’s academic career as well? This research will aim to understand the same. This thesis will explore how physical education can or cannot help a student achieve his/her academic goals.
Research Aim: Physical education builds character and develops an individual’s personality, as well. This research will analyse the same and understand how physical education helps in personality development and why educational institutions emphasise and include physical education in their curriculum. The study will assess students who are a part of physical education lessons versus students who are only involved in academics and will then compare the results.
Research Aim: Physical education should be introduced early in a student’s academic life. This is argued by a lot of physical education proponents. This research will study this claim and find out how effective it is for students to be introduced to physical education early in their academic life.
Research Aim: Not many people favour physical education as a subject in schools and colleges. This research will aim to compare the benefits and challenges of physical education lessons by discussing the pros and cons. It will then conclude whether physical education is beneficial for students or not.
Research Aim: This research investigates the influence of gender on employment patterns, opportunities, and challenges within the field of physical education. The study focuses on understanding disparities and potential strategies for achieving greater gender equity in employment.
Research Aim: This study examines the effectiveness of physical education programs in reducing obesity among students. The research also explores the various components of these programs, such as curriculum design, duration, intensity, and extracurricular support. It aims to identify the key factors that contribute to successful obesity reduction outcomes and to provide evidence-based recommendations for optimising physical education interventions to combat obesity effectively in school-aged children.
Research Aim: This study investigates the impact of incorporating visual aids in physical education (PE) teaching practices. It seeks to explore how visual aids, like videos influence student engagement and the overall effectiveness of PE instruction. Additionally, the research aims to identify best practices for integrating visual aids into PE curriculum and pedagogy. It offers insights to enhance teaching methods and improve the learning experience for students in physical education settings.
Research Aim: This research investigates the impact of virtual physical education (PE) classes on student engagement and physical activity levels. It seeks to explore how virtual PE instruction affects achieving learning outcomes comparable to traditional in-person classes. The study further examines virtual PE’s potential benefits and challenges, including accessibility, technology integration, and instructor-student interactions.
Research Aim: This study aims to conduct an analysis of the physical and mental health outcomes of students following participation in physical education (PE) classes. It explores the immediate and long-term effects of PE on physical fitness, cardiovascular health, mental well-being, and academic performance. Additionally, it explores factors influencing these outcomes, such as the intensity and duration of PE sessions and instructor effectiveness.
Research Aim: This research explores the importance of physical education (PE) programs at the college level in enhancing the mental health of students. It investigates the benefits of incorporating physical activity into college curricula, including its impact on stress reduction, mood regulation, and overall psychological well-being. The research also identifies barriers and facilitators to implementing PE initiatives in higher education settings and assesses student attitudes and perceptions towards such programs.
Research Aim: This study investigates the relationship between physical activity and immune system function in adults. It explores the impact of regular exercise on various aspects of immune function, including immune cell activity and susceptibility to infectious diseases. Additionally, the research examines mechanisms underlying the immunomodulatory effects of physical activity, such as changes in inflammation levels and metabolic health.
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There are a wide range of topics in sports management that can be researched at the national and international levels. International sports are extremely popular worldwide, making sports management research issues very prominent as well.
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Meet new prper associate editor ana sušac, july 8, 2024.
Dr. Ana Sušac is an Associate Professor in Physics at the University of Zagreb, Croatia. Alongside her brain research studies using neuroimaging methods, she is actively involved in physics education research.
January 16, 2024.
Short papers in Physical Review Physics Education Research (PRPER) were originally intended for articles that either extended a previous work (by the authors or someone else) or were initial results from a larger effort that were interesting enough to merit this type of publication.
December 14, 2023.
Artificial intelligence (AI) has increasingly found its way into more and more areas of our lives, including education. This focused collection aims to address opportunities, challenges, and issues around the use of a broad variety of AI tools in physics education and physics education research.
December 4, 2023.
In the year 2025, we will be celebrating the 100th anniversary of the formulation and development of quantum theory. The United Nations is working toward a declaration of 2025 as the International Year of Quantum Science and Technology (IYQST). In the spring of 2025, Physical Review Physics Education Research (PRPER) will join the celebration by rolling out a special issue of the journal focused on investigating and improving quantum education.
Reinforcing mindware or supporting cognitive reflection: testing two strategies for addressing a persistent learning challenge in the context of air resistance.
Once students have a grasp of the relevant physics, focusing instruction on supporting reflection on their thinking processes may be more efficient and effective than attempting to provide enough practice to automatize the correct reasoning.
Beth A. Lindsey et al. Phys. Rev. Phys. Educ. Res. 20 , 020116 (2024)
How women and lesbian, gay, bisexual, transgender, and queer physics doctoral students navigate graduate education: the roles of professional environments and social networks.
A qualitative social network analysis of women and/or LGBT+ Ph.D.’s shows how direct support from peers, faculty, and identity-based affinity groups were necessary for minoritized physics students to navigate departmental exclusion.
Justin A. Gutzwa et al. Phys. Rev. Phys. Educ. Res. 20 , 020115 (2024)
Social networks key to lgbtq+ physics students making it through grad school, september 12, 2024.
A new survey shows that affinity groups provide crucial support to women and LGBTQ+ physics PhD students—groups that continue to experience harassment and hostility.
Feature on: Justin A. Gutzwa et al. Phys. Rev. Phys. Educ. Res. 20 , 020115 (2024)
Instructors can improve student exam performance and satisfaction by providing guidance on how to study more effectively.
Devyn Shafer, Daniela Girotti-Hernandez, and Tim Stelzer Phys. Rev. Phys. Educ. Res. 20 , 020114 (2024)
Instruction based on the conceptual model is effective in promoting knowledge integration and deep learning.
Zengze Liu, Sudong Pan, and Lei Bao Phys. Rev. Phys. Educ. Res. 20 , 020113 (2024)
August 1, 2024.
The policy requires authors to explain where research data can be found starting Sept. 4.
The American Physical Society is conducting an international search for a new Chief Editor of Physical Review Physics Education Research (PRPER). A top ranked journal in its field, PRPER covers the full array of experimental and theoretical research relating to the teaching and learning of physics and astronomy. PRPER is also the only fully open access journal for physics education research.
May 21, 2024.
When determining the authorship list for your next paper, be generous yet disciplined.
APS congratulates Paula Heron, Associate Editor of PRPER and Professor of Physics at University of Washington, for winning the 2021 ICPE Medal for PER research. The full announcement from IUPAP is available online .
APS has selected 156 Outstanding Referees for 2024 who have demonstrated exceptional work in the assessment of manuscripts published in the Physical Review journals. A full list of the Outstanding Referees is available online .
Examining racial diversity and identity in physical review physics education research, july 1, 2020.
In the following special collection from Physical Review Physics Education Research , authors examine and highlight racial diversity, specifically how Black physicists and people of color navigate within the physics community at large.
November 22, 2022.
Lead Editor, Charles Henderson, announces PRPER’s development of the Statistical Modeling Review Committee (SMRC) to help support high-quality statistical modeling techniques.
April 11, 2022.
PRPER Lead Editor, Charles Henderson, and APS Editor in Chief, Michael Thoennessen, discuss the vital importance of offering an inclusive and welcoming environment to the physics community.
November 17, 2021.
Physics is an experimental science. Instructional laboratories where students conduct experiments, analyze data, arrive at conclusions, and communicate findings have been around for over a century. Every physics department has labs of different levels: from introductory to advanced, for majors and nonmajors, with real equipment or virtual.
August 4, 2021.
Physics Education Research (PER) uses various research methods classified under qualitative, quantitative, and mixed methods. These approaches help researchers understand physics education phenomena and advance our efforts to produce better PER. Over time, research questions and contexts have evolved, and so have our methods. We understand it has come the time for PER scholars to examine qualitative methods in our field critically. Therefore, we urge you to contribute to the Focused Collection on Qualitative Methods in PER.
This Physical Review Physics Education Research (PRPER) Focused Collection was curated to bring to light curriculum design decisions and the factors that shape them. By making decisions about design explicit, we can better understand the contexts behind our research claims, hold curricula up to informed critique, and support new scholars as they undertake curriculum development.
Vol. 20, Iss. 2 — July - December 2024
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Clarivate Analytics has released the 2023 Journal Citation Reports, which provides journal impact factors and rankings for over 11,000 scholarly journals.
APS has selected 156 Outstanding Referees for 2024 who have demonstrated exceptional work in the assessment of manuscripts published in the Physical Review journals. A full list of the Outstanding Referees is available online.
Offer includes Journal Access and waived article publication charges to Scientists in 100+ Lower and Middle Income Countries
The journal Physical Review Physics Education Research and the Topical Group on Physics Education Research (GPER) are collaborating to host these events on recent, high-impact physics education research.
Articles appearing in this special collection highlight the current state of the field of physics education research as it relates to quantitative methods. Editorial
I am pleased to announce that PRST-PER will begin having focused collections. A focused collection is a selection of articles on a particular topic of interest to the PER community. Announcements of the first three focused collections will be made in the form of guest editorials in the coming months. It is expected that there will be one or two focused collections in PRST-PER published each year.
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170+ Research Ideas To Fast-Track Your Dissertation, Thesis Or Research Project
I f you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..
PS – This is just the start…
We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.
If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .
Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.
Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.
Primary education.
While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.
Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.
As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest. In the video below, we explore some other important things you’ll need to consider when crafting your research topic.
If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.
How To Choose A Research Topic Step-By-Step Tutorial With Examples + Free Topic...
A comprehensive list of automation and robotics-related research topics. Includes free access to a webinar and research topic evaluator.
Research Topics & Ideas: Sociology 50 Topic Ideas To Kickstart Your Research...
A comprehensive list of public health-related research topics. Includes free access to a webinar and research topic evaluator.
Research Topics & Ideas: Neuroscience 50 Topic Ideas To Kickstart Your Research...
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Assalam o Alaikum I’m a student Bs educational Resarch and evaluation I’m confused to choose My thesis title please help me in choose the thesis title
Good idea I’m going to teach my colleagues
You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/
Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school
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Thank you for the information.. I would like to request a topic based on school major in social studies
parental involvement and students academic performance
Science education topics?
plz tell me if you got some good topics, im here for finding research topic for masters degree
How about School management and supervision pls.?
Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.
Thank you so much for the information provided. I would like to get an advice on the topic to research for my masters program. My area of concern is on teacher morale versus students achievement.
Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.
Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.
Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.
I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study
Research Defense for students in senior high
Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.
Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?
I wish to get help on topics of research on educational administration
I wish to get help on topics of research on educational administration PhD level
I am also looking for such type of title
I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school
the topics are very good regarding research & education .
Am an undergraduate student carrying out a research on the impact of nutritional healthy eating programs on academic performance in primary schools
Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you
Would like to request for suggestions on a topic in Economics of education,PhD level
Would like to request for suggestions on a topic in Economics of education
Hi 👋 I request that you help me with a written research proposal about education the format
Am offering degree in education senior high School Accounting. I want a topic for my project work
l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)
request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)
I would to inquire on research topics on Educational psychology, Masters degree
I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education
request suggestion on topic in masters in medical education .
Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.
May I also ask for a topic based on mathematics education for college teaching, please?
Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis
Am a PhD student in Educational Foundations would like a sociological topic. Thank
please i need a proposed thesis project regardging computer science
Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.
Masters student in the field of curriculum, any ideas of a research topic on low achiever students
In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education
Amazing guidelines
I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance
Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.
I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.
Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.
Your style is unique in comparison to other folks I’ve read stuff from. Thanks for posting when you have the opportunity, Guess I will just book mark this site.
that is good idea you are sharing for a lot of researchers. I am one of such an information sucker. I am a chemistry teacher in Ethiopia secondary school. I am MSc degree holder in Analytical chemistry. I need to continue my education by this field. How I can get a full scholar ship?
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🏆 best physical education topic ideas & essay examples, 🔎 interesting topics to write about physical education, 📑 good research topics about physical education.
IvyPanda. (2023, November 9). 71 Physical Education Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/physical-education-essay-topics/
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Loading... Editorial 12 May 2023 Editorial: Highlights in Physical Education and Pedagogy: 2021/22 Larissa Lara 716 views 0 citations
Loading... Original Research 27 May 2022 Students' Perceptions of Learning Life Skills Through the Teaching Personal and Social Responsibility Model: An Exploratory Study Jennifer M. Jacobs , 1 more and K. Andrew R. Richards 5,163 views 8 citations
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Discover how the SLICE method can help students find, critically evaluate, and cite sources.
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Teaching research skills to students is one of the most important jobs of an educator, as it allows young people to take a much more proactive role in their own learning. Good researchers know how to learn , a skill they can use in school and beyond.
It is essential that students become adept at finding and evaluating sources, vetting arguments, and learning how to navigate both print and digital media. The SLICE method of teaching research, which I devised, is a simple, memorable way for teachers and students who want to better understand the research process. SLICE stands for Sources, Library, Integrity, Citation, and Evaluation.
What’s the difference between a dictionary, encyclopedia, journal, newspaper, and magazine? Students often don’t know these differentiations, and analyzing the types of sources is an important first step for the novice researcher.
I suggest bringing in physical examples of the sources. Show students hard copies of dictionaries and encyclopedias (which they may not have ever seen). Discuss how many of these resources have migrated to the internet, such as Encyclopaedia Britannica , The Stanford Encyclopedia of Philosophy , and Oxford Research Encyclopedias .
Next, discuss with the students the different parts of any source (i.e., title, author, publication information, pagination, or abstract in the case of a journal article). This is the anatomy of sources, about which I have written before . Students should know the parts of both books and articles in order to maximize their research efficiency.
Understanding the components of sources allows them to access information quickly via the index or table of contents. While many students rely on citation-generators, it is helpful for them to understand how to write a works-cited page or bibliography without the aid of a website. Knowing the parts of their sources can help them with this.
Another key element of any discussion about sources is delving into the variety of digital sources now available. First, I like to teach them how to use Wikipedia wisely , as it is an online source that many young people turn to first. Demonstrate to students how much of the research has already been done for them on Wikipedia (i.e., through the references, sources, and external links). Then, we look at open-access databases online, such as medical websites ( PubMed , Trip medical database ), journals ( Nature Portfolio , JSTOR ), reputable polling sources ( Pew Research , Gallup , 538 , The Quinnipiac University Poll ), Google Scholar, and others. Talk to your librarian about open-access websites.
Being a good researcher means knowing how to navigate a library, be it a public library, academic library, or school library. There’s simply no way around that— especially with the staggering breadth of information in our society. Libraries are more important than ever, and it is critical that students become confident and proficient library users.
First, teach students the role of libraries in organizing, disseminating, and, in many cases, preserving valuable digital and physical information. Some students may have never even visited a library!
Next, present a lesson on the different library classification systems, such as the Library of Congress system or the Dewey Decimal System. Couple this with a visit to your own school library or a field trip to a public or academic library . Take a tour of a library, getting students to explore its physical space and offerings. Additionally, invite a librarian to speak to your class, and make sure they review the digital resources and electronic databases offered through their library. A librarian would be glad to help students register for library cards, too.
I review with students the integrity of the source. Teach students, for instance, the definition of “peer review,” the peer review process, and how a peer-reviewed source often represents the gold standard of sources. A few examples of high-quality, peer-reviewed journals are Science , The New England Journal of Medicine , American Historical Review , and American Sociological Review .
Then, I usually transition to the integrity of using those sources. Here is where I introduce students to the philosophy and purpose of proper citation. We cite sources to be honest and transparent with our readers, as well as provide “bread crumbs” to readers and other scholars who wish to further examine our topic.
What’s more, I have discovered that students often don’t realize that they need to cite more than just a direct quote.
Next up, I delve into different types of citation methods, making clear that certain citation guides are used for certain fields of study: MLA ( Modern Language Association ) for the humanities, APA ( American Psychological Association ) usually for medical or scientific fields, and The Chicago Manual of Style for business, history, and the arts).
Citation, I explain, is also a road map for students to discover further research. If they read something helpful or compelling in a book or journal article, they can find its source by delving into the citations. I implore students to raid footnotes, endnotes, and bibliographies to find more sources.
Lastly, I try to have students assess sources critically. The CRAAP method— Currency, Relevancy, Authority, Accuracy, and Purpose—is one of various techniques educators can use.
Ask the students, “How does the source fit into your research project?” Thinking about this early on can help students plan ahead. Annotated bibliographies can be one way that students answer this important, but often overlooked, question.
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S eeing, smelling and being in nature can directly improve your physical and mental health. We may know this intuitively but it is now also backed up by an emerging body of scientific research. What are the benefits of a walk in the woods? Why does the scent from certain trees enhance cancer-fighting cells in the immune system? What does birdsong have to do with pain management? And what exactly are your houseplants doing for your microbiome?
Alok Jha, The Economist ’s science and technology editor, speaks to Kathy Willis, professor of biodiversity at the University of Oxford and author of “Good Nature: The New Science of How Nature Improves Our Health”.
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STEMI remains a major cause of morbidity, mortality, disability, and high health care costs in Latin America and the rest of the world. New data assessing the impact of ACC's Global Heart Attack Initiative (GHATI) on patient care outcomes at the CEDIMAT Cardiovascular Center in Santo Domingo, Dominican Republic, suggest that a larger-scale quality improvement initiative aimed at addressing barriers to timely reperfusion and adherence to evidence-based care could help to mitigate these trends in low- to middle-income countries (LMICs).
Researchers, who presented their findings as part of ACC Latin American 2024, analyzed data from 318 patients presenting with STEMI between January 2015 and 2024. Patients were categorized into three periods: P1 from 2015-2019; P2 from 2020-2022; and P3 from 2023 onwards. Of the patients, 70% were male and the average age was 63 years.
Results from the study showed an increase from 91% in P1 to 100% in P3 in the proportion of patients receiving aspirin and P2Y12 inhibitors between first medical contact and reperfusion therapy. Evaluation of left ventricular ejection fraction (LVEF) also increased from 95% to 100% in the same period. Beta-blockers and statins at discharge, as well as the prescription of aspirin and P2Y12 inhibitors and ACE-1 or ARBs for left ventricular systolic dysfunction at discharge, also increased across the three periods (92% to 100%; 86% to 96%; 88% to 96%; and 93% to 100%, respectively).
"Taking into consideration the impact of the pandemic, the evolution of this STEMI program enrolled in ACC's GHATI registry demonstrated sustained improvement in quality metrics," said Samuel Gabino Guzman, MD ; Carlos Garcia Lithgow, MD, FACC ; et al. "If confirmed in a regional larger scale, this experience may be useful when addressing barriers to timely reperfusion and adherence to guideline-based therapies in LMICs."
Clinical Topics: Stable Ischemic Heart Disease, Vascular Medicine, Chronic Angina
Keywords: ST Elevation Myocardial Infarction, Latin America, Quality Improvement
Jacc journals on acc.org.
© 2024 American College of Cardiology Foundation. All rights reserved.
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100 Physical Education Research Paper Topics. Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics.
Brendon Hyndman, Charles Sturt University and Vaughan Cruickshank, University of Tasmania. Health and physical education includes subjects such as sport science, health studies, athlete ...
The findings indicate a new research framework trends in physical education, including issues and strategies. This research will be beneficial to future physical education researchers studying in ...
1. Introduction. Continuous updates of knowledge among professionals in physical education (PE) and sport are essential for the goal of developing quality professional work. In our current globalized and changing world, continuous and permanent learning is fundamental for organizing and complementing initial training and previous experience.
This review also discovers the trends in blended learning in physical education as most of the studies focus on the topic centered on dynamic physical education. In terms of Research Topics, most journal articles focus on perceptions, learning outcomes, satisfaction, and motivation, which are preliminary aspects of blended learning research.
Hinojo, López, Fuentes, Trujillo, and Pozo carried out experimental research on flipped learning as an innovative approach to physical education teaching and learning processes. The authors evaluated the effectiveness of flipped learning compared with the traditional methodology.
Editorial on the Research Topic Highlights in Physical Education and Pedagogy: 2021/22. The call for the Frontiers in Sports and Active Living Research Topic Highlights in Physical Education and Pedagogy: 2021/22 was put forth to be a selection of high-impact manuscripts produced by influential researchers on various topics related to the aforementioned areas of knowledge, with the potential ...
Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (afPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes ...
The goal of this special edition Research Topic is to shed light on the progress made in the past decade in the Physical Education and Pedagogy field, and on its future challenges to provide a thorough overview of the field. This article collection will inspire, inform and provide direction and guidance to researchers in the field. Keywords ...
In this paper, we align our work to sociocritical perspectives by drawing on feminist, queer, and intersectional concepts to help us reflect on U.S. physical education policy research. We find theory to be useful as a toolbox to help us see the world in a new way. To do so, we draw from the work of Sara Ahmed (2006).
1. Introduction. Teaching in physical education has evolved rapidly over the last 50 years, with a spectrum of teaching styles [], teaching models [], curricular models [], instruction models [], current pedagogical models [5,6], and physical educational programs [].As schools provide benefits other than academic and conceptual skills at present, we can determine new ways to meet different ...
In physical education teacher education (PETE), while there are strong and theoretically based proposals to educate PETE graduates to effectively use technology to enhance teaching and learning (Gawrisch et al., 2020; Krause et al., 2020), there is a lack of shared knowledge on the pedagogical and technological practices of contributing to online teaching and learning in PETE.
1/2 of U.S. high school students did not attend PE classes—which is consistent over the 24-year period studied (1991-2015). The percentage of U.S. high school students reporting PE attendance did not change significantly between 1991 and 2015 for the overall sample or across sex and race/ethnicity subgroup. Daily PE attendance did decrease 16 ...
In many countries, health has in some way framed the history of physical education (PE) (Augestad, 2003; Kirk, 1992; Tinning and McCuaig, 2006), and PE has often been aligned with medicalized notions of health (Fitzpatrick and Tinning, 2014).Currently, health is a subject in formal education and is considered an important aspect of PE (Cale, 2020; Schenker, 2018; Stolz, 2014).
Clearly, more research is needed to identify best practices or strategies for creating a positive learning environment in physical education for all students. This paper examines future research considerations based on what we currently know about the physical education experiences and concerns of students with disabilities as well as concerns ...
The benefits of physical activity for children are wide-ranging. Some concerning trends. Despite the benefits of physical activity, studies show the levels of physical activity among children and ...
New neuroscience research suggests exercise can buffer adolescents against social-emotional damage from distancing. Teaching Opinion Four Favorite Physical Education Instructional Strategies ...
Hot Topics Spotlight. Tune In! New Episodes Each Month. Tune in to SHAPE America's new interview series — Unplugged — with SHAPE America CEO Stephanie Morris. Each month you'll hear fresh interviews with some of the health and physical educators — at every level — who are shaping the way forward for the profession. No topic is off-limits!
This article is part of the Research Topic Women in Physical Education and Pedagogy: 2021 View all 4 articles. Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools ... school closures due to COVID-19 created a new host of obstacles. As preschool through 12th grade (P-12) physical education ...
Topic 1: Modern Physical Education versus the Traditional Physical Education - A Comparison. Topic 2: Assessing the Impact of Physical Education on Mental Health. Topic 3: Analysing Student Behavior and Engagement in Physical Education Classes. Topic 4: Planning Physical Education Programs to Produce Effective Results.
August 4, 2021. Physics Education Research (PER) uses various research methods classified under qualitative, quantitative, and mixed methods. These approaches help researchers understand physics education phenomena and advance our efforts to produce better PER. Over time, research questions and contexts have evolved, and so have our methods.
The use of student data to inform instruction. The role of parental involvement in education. The effects of mindfulness practices in the classroom. The use of technology in the classroom. The role of critical thinking in education. The use of formative and summative assessments in the classroom.
Role of Parents in Physical Education and Sport. The involvement of parents in physical education and sports is viewed differently in regard to how it affects the child's participation in sports even later in life. We will write a custom essay specifically for you by our professional experts. 191 writers online.
It enables children to engage with the world around them and lays the building blocks for their later physical capabilities and health. That's why we've produced a new, downloadable and bite-sized resource that presents what the research evidence tells us about supporting Physical Development in the early years.
We are pleased to introduce the collection Frontiers in Sports & Active Living - Highlights in Physical Education and Pedagogy 2021/22. This collection will welcome and showcase a selection of high impact articles authored by leaders in the field. The work presented here highlights the broad diversity of research performed across the Physical Education and Pedagogy section, and aims to put a ...
Another key element of any discussion about sources is delving into the variety of digital sources now available. First, I like to teach them how to use Wikipedia wisely, as it is an online source that many young people turn to first.Demonstrate to students how much of the research has already been done for them on Wikipedia (i.e., through the references, sources, and external links).
Research Quarterly Forexercise and Sport, 82(1), 49-60), this study aimed to identify the challenges experienced by two novice physical education teachers working in urban schools. To accomplish this, two participants completed five written reflections and five in-depth interviews each across eight months.
S eeing, smelling and being in nature can directly improve your physical and mental health. We may know this intuitively but it is now also backed up by an emerging body of scientific research.
STEMI remains a major cause of morbidity, mortality, disability, and high health care costs in Latin America and the rest of the world. New data assessing the impact of ACC's Global Heart Attack Initiative (GHATI) on patient care outcomes at the CEDIMAT Cardiovascular Center in Santo Domingo, Dominican Republic, suggest that a larger-scale quality improvement initiative aimed at addressing ...
According to new research, 80% of patients with previously untreated or relapsed/refractory advanced-phase chronic myeloid leukemia (CML) -- including both accelerated or myeloid blast phases of ...