High master sportsman training is versatile educological procees wich possesse over improvement of spostsmans ability‘s, physical and psychical characteristics, harmonius personality training, strengthen of health, achievement of good sporting rezults and et. Sports pedagogics study sporting training methods and applying of technology in specificall situations, couch, sportsmans and scientists reciprocity, reversionary information, rating of sports training. Sports training process is step by step shift in sportsmas preparation state, close connection with changing development stages, wich creates continuous and solid movement. Olimpical cycle is four-year sporting training period between two olimpic games. Such prespective sporting training structure alow properly plan training course, adjust physical loads, guarantee sportsmans increase in mastership. Each four year olimpic cycle year structure must repeat, but each rerun must mach higher function load of the organism. Four-year olimpic cycle is main organisms stuctures training form, wich purport, organization and terms intend of changeable organisms adaptive reserve realization, wich require ever increasing maximal sportsmans organisms functional exertion. There for it must be noticed that adaptive process in streched muscles work conditions cannot last for ever. Always exist objective genetic factor chance wich limits reaction to training. If these loads are less that objective necessary values, than variable organisms... [to full text]

The original Muscle Beach, in Santa Monica, California, is considered by many to be the birthplace of the modern physical fitness movement. From 1934 to 1958, the strip of sand south of the Santa Monica Pier offered acrobats, gymnasts, weightlifters, and bodybuilders a place to learn, train, and perform feats of physical culture. This milieu helped shape the careers of fitness luminaries like Jack LaLanne, Vic Tanny, and Steve Reeves; it also catalyzed the development of modern fitness equipment and health clubs. The site's popularity peaked in the post-war period, especially over summer holidays, when up to 2,000 spectators crowded around an elevated platform by the boardwalk to watch the annual Mr. and Miss Muscle Beach contests and other acrobatic and strength exhibitions. In the American imagination, Muscle Beach became a symbol of the mid-century California dream, the promise of sunshine, health, and good living captured in iconic images of the toned and tan beach athletes. Despite these real and symbolic legacies, Muscle Beach remains an understudied site, especially from scholarly perspectives. The essays that constitute this work examine Muscle Beach using three different historical points of engagement. In the first study, I offer a theoretical perspective for unpacking the widespread influence of Muscle Beach. Drawing from oral history interviews with several Muscle Beach legends, I argue that the role of Muscle Beach in ushering in the modern fitness movement is best understood as the result of social processes of innovation. In the second study, I explore the abrupt closure of Muscle Beach by the city of Santa Monica in late 1958 and I evaluate the civic legacy of the site for the city. In the third and final study, I analyze the use of Muscle Beach in the fitness magazines of Joe Weider. I argue that Weider deployed a mythic Muscle Beach, creating an imaginative take on the California dream for his readers and customers. Combined, these studies advance the historical understanding of Muscle Beach as both a real and symbolic place. / text

Ao confrontarmos a configuração da cultura corporal e da Educação Física no contexto escolar brasileiro e sergipano com as necessidades educacionais contemporâneas, em meio à globalização neoliberal e às relações de poder inerentes, percebemos a urgência da realização de pesquisas que subsidiem uma pedagogia politicamente engajada com a diversidade cultural e a justiça social. Ao propor ações nessa perspectiva, os Estudos Culturais e o multiculturalismo crítico evidenciam a necessidade de investigar os aspectos didáticos que demarcam a prática pedagógica orientada nessa perspectiva, com intuito de embasar o diálogo com a diversidade cultural no currículo escolar. Em julho de 2010, conhecemos o Projeto Identidade: minha história conto eu, desenvolvido em uma escola da rede pública municipal de Aracaju ao longo daquele ano letivo com uma turma da Educação Infantil, cujas perspectivas formativas eram semelhantes. As práticas educativas desenvolvidas inicialmente pelas professoras-coordenadoras do Projeto não incluíam a tematização da cultura corporal com vistas à constituição identitária democrática, apenas como prática de recreação livre e instrumento para trabalhar habilidades de leitura, escrita e ordenação numérica, por vezes fomentando identidades autoritárias e silenciando as minoritárias. O panorama encontrado e o desejo expresso pelas docentes em ampliar sua formação e potencializar uma ação pedagógica comprometida com a democracia, de modo a incluir os conhecimentos da cultura corporal, implicou a realização desta investigação. O objetivo foi identificar, evidenciar e analisar os aspectos didáticos que demarcam o processo de elaboração e implementação de um currículo multicultural crítico que problematizou a cultura corporal com vistas à constituição de identidades democráticas, ao longo de um semestre letivo. As barreiras epistemológicas impostas, em contraste com a fundamentação dos Estudos Culturais, oportunizaram redimensionar as formas de investigar sobre/com o currículo, observando-o como prática social. Assim, elaboramos a metodologia da pesquisa em (inter)ação ao considerar a diversidade de sujeitos, compreensões e orientações culturais envolvidas num currículo e na investigação e, a partir do que foi constatado, criamos, definimos e materializamos cada passo ou ação. Participaram do estudo as duas professoras-coordenadoras do Projeto Identidade, as 23 crianças da turma investigada e o coordenador geral da instituição. Para coleta de dados, utilizamos entrevistas semiestruturadas, observações com registros em diário de campo e registro de imagens através de fotos e vídeo. A ação envolveu estudo de formação da professora, planejamento e implementação da prática multicultural crítica. Os dados foram analisados mediante os procedimentos da descrição crítica com inferências. Tanto o currículo empreendido, como o processo formativo da docente, foi marcado por ações didáticas de caráter crítico que envolveram mapeamento, tematização, aprofundamento, ampliação, ressignificação e avaliação dos conhecimentos da cultura corporal das crianças, numa pedagogia que se desenvolveu como prática de diálogo aberto e plural em interação com as questões socioculturais que afetam a vida dos sujeitos envolvidos. / As we confront the configuration of physical culture and Physical Education in the school context of Brazil and Sergipe with the educational contemporary needs, in the midst of neoliberal globalization and the inner power relations, we can observe how urgent it is to develop researches which subsidize a pedagogy politically engaged with cultural diversity and social justice. In proposing actions from this perspective, Cultural Studies and critical multiculturalism bring to light the need to investigate the didactic aspects which distinguish the pedagogical practice oriented in this perspective, aiming to base the dialogue with the cultural diversity in the school curriculum. In July 2010, we came to know Project Identity: I tell my story developed in a public school in the city of Aracaju along that school year with a group of childhood education, whose educational views were similar. The educational practices originally developed by the teachers-coordinators of the Project did not include the theme of physical culture aimed at developing democratic identity, just as the practice of free recreation and tool for working skills of reading, writing and ordering numbers, sometimes fostering authoritarian identities and silencing minorities. The scenario we found and the desire expressed by the teachers to broaden their education and enhance pedagogical action committed to democracy, in order to include knowledge of physical culture, led to the realization of this research. The objective was to identify, highlight and analyze the didactic aspects that mark the process of designing and implementing a critical, multicultural curriculum that examined physical culture aimed at developing democratic identity, over a semester. The epistemological barriers imposed, in contrast with the theoretical fundaments of Cultural Studies, made it possible to resize forms to investigate on/with the curriculum, observing it as a social practice. Thus, we developed the research methodology in (inter) action when considering the diversity of subjects, cultural understandings and guidelines involved in a curriculum and in the research and, from what was found, we created, defined and materialized every step or action. The study had the participation of the two teachers-coordinators of project Identity, the 23 children in the class investigated and the general coordinator of the institution. Foe data collection we used semi-structured interviews, observations with record in field diary and record of images using photos and video. The action involved the study of teacher training, planning and implementation of critical multicultural practice. The data were analyzed using the procedures of critical description with inferences. Both the curriculum undertaken and the formative process of the teacher were marked by didactic actions of a critical nature that involved mapping, thematization, deepening, widening, reframing and assessment of knowledge of the physical culture of children, in a pedagogy that developed as a practice of open and plural dialogue in interaction with the socio-cultural issues that affect the lives of the subjects involved.

Ao confrontarmos a configuração da cultura corporal e da Educação Física no contexto escolar brasileiro e sergipano com as necessidades educacionais contemporâneas, em meio à globalização neoliberal e às relações de poder inerentes, percebemos a urgência da realização de pesquisas que subsidiem uma pedagogia politicamente engajada com a diversidade cultural e a justiça social. Ao propor ações nessa perspectiva, os Estudos Culturais e o multiculturalismo crítico evidenciam a necessidade de investigar os aspectos didáticos que demarcam a prática pedagógica orientada nessa perspectiva, com intuito de embasar o diálogo com a diversidade cultural no currículo escolar. Em julho de 2010, conhecemos o Projeto Identidade: minha história conto eu, desenvolvido em uma escola da rede pública municipal de Aracaju ao longo daquele ano letivo com uma turma da Educação Infantil, cujas perspectivas formativas eram semelhantes. As práticas educativas desenvolvidas inicialmente pelas professoras-coordenadoras do Projeto não incluíam a tematização da cultura corporal com vistas à constituição identitária democrática, apenas como prática de recreação livre e instrumento para trabalhar habilidades de leitura, escrita e ordenação numérica, por vezes fomentando identidades autoritárias e silenciando as minoritárias. O panorama encontrado e o desejo expresso pelas docentes em ampliar sua formação e potencializar uma ação pedagógica comprometida com a democracia, de modo a incluir os conhecimentos da cultura corporal, implicou a realização desta investigação. O objetivo foi identificar, evidenciar e analisar os aspectos didáticos que demarcam o processo de elaboração e implementação de um currículo multicultural crítico que problematizou a cultura corporal com vistas à constituição de identidades democráticas, ao longo de um semestre letivo. As barreiras epistemológicas impostas, em contraste com a fundamentação dos Estudos Culturais, oportunizaram redimensionar as formas de investigar sobre/com o currículo, observando-o como prática social. Assim, elaboramos a metodologia da pesquisa em (inter)ação ao considerar a diversidade de sujeitos, compreensões e orientações culturais envolvidas num currículo e na investigação e, a partir do que foi constatado, criamos, definimos e materializamos cada passo ou ação. Participaram do estudo as duas professoras-coordenadoras do Projeto Identidade, as 23 crianças da turma investigada e o coordenador geral da instituição. Para coleta de dados, utilizamos entrevistas semiestruturadas, observações com registros em diário de campo e registro de imagens através de fotos e vídeo. A ação envolveu estudo de formação da professora, planejamento e implementação da prática multicultural crítica. Os dados foram analisados mediante os procedimentos da descrição crítica com inferências. Tanto o currículo empreendido, como o processo formativo da docente, foi marcado por ações didáticas de caráter crítico que envolveram mapeamento, tematização, aprofundamento, ampliação, ressignificação e avaliação dos conhecimentos da cultura corporal das crianças, numa pedagogia que se desenvolveu como prática de diálogo aberto e plural em interação com as questões socioculturais que afetam a vida dos sujeitos envolvidos. / As we confront the configuration of physical culture and Physical Education in the school context of Brazil and Sergipe with the educational contemporary needs, in the midst of neoliberal globalization and the inner power relations, we can observe how urgent it is to develop researches which subsidize a pedagogy politically engaged with cultural diversity and social justice. In proposing actions from this perspective, Cultural Studies and critical multiculturalism bring to light the need to investigate the didactic aspects which distinguish the pedagogical practice oriented in this perspective, aiming to base the dialogue with the cultural diversity in the school curriculum. In July 2010, we came to know Project Identity: I tell my story developed in a public school in the city of Aracaju along that school year with a group of childhood education, whose educational views were similar. The educational practices originally developed by the teachers-coordinators of the Project did not include the theme of physical culture aimed at developing democratic identity, just as the practice of free recreation and tool for working skills of reading, writing and ordering numbers, sometimes fostering authoritarian identities and silencing minorities. The scenario we found and the desire expressed by the teachers to broaden their education and enhance pedagogical action committed to democracy, in order to include knowledge of physical culture, led to the realization of this research. The objective was to identify, highlight and analyze the didactic aspects that mark the process of designing and implementing a critical, multicultural curriculum that examined physical culture aimed at developing democratic identity, over a semester. The epistemological barriers imposed, in contrast with the theoretical fundaments of Cultural Studies, made it possible to resize forms to investigate on/with the curriculum, observing it as a social practice. Thus, we developed the research methodology in (inter) action when considering the diversity of subjects, cultural understandings and guidelines involved in a curriculum and in the research and, from what was found, we created, defined and materialized every step or action. The study had the participation of the two teachers-coordinators of project Identity, the 23 children in the class investigated and the general coordinator of the institution. Foe data collection we used semi-structured interviews, observations with record in field diary and record of images using photos and video. The action involved the study of teacher training, planning and implementation of critical multicultural practice. The data were analyzed using the procedures of critical description with inferences. Both the curriculum undertaken and the formative process of the teacher were marked by didactic actions of a critical nature that involved mapping, thematization, deepening, widening, reframing and assessment of knowledge of the physical culture of children, in a pedagogy that developed as a practice of open and plural dialogue in interaction with the socio-cultural issues that affect the lives of the subjects involved.

Recreational running is an activity increasing in popularity (Running USA, 2012). The current study sought to gain an ‘insiders’ perspective into the ‘lived experiences’ and social world of distance running so to explore the meaning, value and significance of the activity to the lives of ‘highly committed’ runners in Toronto (Canada). Ethnography of running club participants was used to inform the research. Findings suggest that commitment to distance running was effective for fulfilling a number of human ‘needs’, including for health, fitness, acceptance, belonging, self-esteem, autonomy, competence, relatedness and perhaps self-actualization as proposed by Maslow (1954) and Deci and Ryan (2000). Running was further conceptualized as a “serious leisure” (Stebbins, 1982) which helps explain the process of adaptively incorporating physical activity into one’s life and committing long-term. This research highlights some oft ignored psychological and social benefits of physical activity adherence which may contribute to improved overall health and well-being.

Recreational running is an activity increasing in popularity (Running USA, 2012). The current study sought to gain an ‘insiders’ perspective into the ‘lived experiences’ and social world of distance running so to explore the meaning, value and significance of the activity to the lives of ‘highly committed’ runners in Toronto (Canada). Ethnography of running club participants was used to inform the research. Findings suggest that commitment to distance running was effective for fulfilling a number of human ‘needs’, including for health, fitness, acceptance, belonging, self-esteem, autonomy, competence, relatedness and perhaps self-actualization as proposed by Maslow (1954) and Deci and Ryan (2000). Running was further conceptualized as a “serious leisure” (Stebbins, 1982) which helps explain the process of adaptively incorporating physical activity into one’s life and committing long-term. This research highlights some oft ignored psychological and social benefits of physical activity adherence which may contribute to improved overall health and well-being.

Bendrosios programos ir išsilavinimo standartai (2003) pabrėžia mokinių judesių kultūros ir fizinių galių svarbą, akcentuoja , kad reikia lavinti judesių tikslumą, judesių laisvę ir darną. Atskirų mokinių fizinių ypatybių lavinimo metodika amžiaus, lyties aspektais daug kartų aprašyta Urickajos (1976), Kuklio (1982), Zutkio (1985), Karoblio (1994), Radžiukyno (1995), Vilko (1995), Skernevičiaus (1997) Kviklienės (2001) ir kitų mokslininkų. Nustatyta, jog jaunesniame mokykliniame amžiuje (tarp 7-8 metų ir tarp 11-12 metų) labai intensyviai lavėja visos pagrindinės fizinės ypatybės: ištvermė, greitumas, vikrumas ir kitos. Matyt, tai paaiškinama tuo,jog šis dėsningumas susijęs su judėjimo analizatoriaus formavimusi, kuris baigiasi sulaukus 12-13 metų (Tutkuvienė, 1995). Darbe nustatėme IV mokomosios kūno kultūros kūno kultūros programos atskirų skyrių turinio įtaką VII klasių tiriamųjų mokinių fizinių ypatybių lavėjimui atskirais trimestro laikotarpiais. 2004-2005 mokslo metais Vilniaus Emilijos Pliaterytės pagrindinėje mokykloje buvo atlikti keturi VII klasių mokinių testavimai. Tiriamųjų imtį sudarė 90 tiriamųjų: 49 mergaitės ir 41 berniukas. Fizinį parengtumą nustatėme šuolio į tolį iš vietos, sėstis ir siekti, sėstis ir gultis, kybojimo sulenktomis rankomis, 3x10m bėgimo šaudykle, prisitraukimais prie skersinio, 6‘ bėgimu, 30m bėgimo, trijų kūlvirsčių pirmyn testais. IV kūno kultūros programos atskirų skyrių turinys nevienodai įtakojo VII klasių mokinių fizinių ypatybių... [to full text] / General programs and intelligence standards (2003) emphasize pupil culture of movements and importance of physical power, lay stress on training accuracy, freedom and harmony of movement. Training methodic of physical peculiarities of individual pupil according to age, sex aspects has been described many times by Urickaja (1976), Kuklys (1982), Zutkis (1985), Skurvydas (1991), Karoblis (1994), Vilkas (1995), Radžiukynas (1995), Kviklienė (2001) and other scientists. It is determined that development of all main physical peculiarities: endurance, speed, quickness and other is very intensive in young school age (between 7-8 years and between 11-12 years). This regularity relates with development of movement analyser, which ends till age 12-13 years (Tutkuvienė, 1995). In work we ascertained influence of contents separate sections of IV physical education training program to development of physical peculiarities of VIIth class pupils in separate terms. In 2004-2005 school year four testing were made for VIIth class pupils in Vilnius Emilija Pliateryte primary school. Research sample was made of 90 researches : 49 girls and 41 boys. We ascertained physical preparedness by taking tests: long jump, sit and try to reach, sit and lie, hanging with bent hands, 3x10m running, drawing oneself to the bar, 6‘ running, 30m running, 3 fallings head over heels. The contents of separate sections of IV physical education program have dissimilar influence to development of physical... [to full text]

Darbe nagrinėjama studenčių požiūris į savo kūno svorio kontrolę ir jai taikomas priemones,studenčių požiūrį į savo kūno vaizdą ir fizinį patrauklumą. Bus nustatomos sąsajos tarp objektyvių fizinio išsivystymo rodiklių ir subjektyvaus kūno vaizdo vertinimo. / The main of this study is to analise viewpoint of students to theyr body-weight control and mains applied, viewpoint to the view and attractiveness of theyr own body. Relations between objective physical development index and subjective body view assessment will be defined.

The primary focus of this work is the Interwar years (1919-1939), a time when dance came to the forefront of Australian consciousness, not only as an expression of worldwide modernity, but in terms of a new kind of local professionalism. Using dance as window through which to analyse Australian culture, this thesis explores notions of the dancing ‘body’ in Australia. For this research, the term dancing ‘body’ is used to indicate a kind of artistic identity that incorporates various elements of the mind, the physical being, the conscious and unconscious idea of ‘self,’ and the external perceptions and stereotypes about dancers. Importantly, perceptions and understandings about the dancing ‘body’ were not static during the Interwar period. They changed physically, emotionally, environmentally, socially, politically, and dynamically, depending on the genre of dance being analysed. This thesis identifies four main types of dance that became popular in Australia during the Interwar period—ballroom, physical culture, modern dance and classical ballet —recognising that each type presented a slightly different dancing ‘body’ to the world and was perceived accordingly. These types were differentiated by their dynamic, environment, relationships between dancers, level of professionalism, accompanying music, and societal or political purpose, yet all share an emphasis on the corporeal form, an element of performance or spectacle, and an association with femininity. / Additionally, and most importantly, each of these four dancing ‘bodies’ was primarily associated with one or more cultures other than Australian, including American, Russian, English, and German. As a result, the dancing ‘body’ in Australia remained a foreign concept, connected to a variety of overseas cultures and ‘performing’ those associations through movement. While it is true that individual Australians danced, choreographed, taught and lobbied for their art-form, the sense remained in Australia that dancing was not an inherent national activity and thus, simply could not resonate with traditional notions of national identity. It leads us to ask this very complicated question: considering the varied cultural associations of the dancing ‘body,’ was there such a thing as an Australian dancing ‘body’? Did dance ever fully articulate an Australian national experience, aesthetic or ethos? / This research shows that local insecurities about the abilities of Australian dancers and dance-makers was closely related to dancing being an imported activity, introduced through films, magazines, recorded music, and in the bodies of foreign dancers. Moreover, it was often those foreign associations of dance, associations believed to be strong enough to ‘infect’ an Australian dancer, that caused concern over the power of the dancing ‘body.’ The tensions between the four dancing ‘bodies’ of the Interwar period, and the almost mythological stereotype of the national Australian ‘body’ are explored in this research, differentiating it from other contemporary works on the history of dance. Rather than focusing only on professional tours, this research seeks to understand the dancing ‘body’ in relation to Australian notions of physicality, identity and modernity. / Using dance as a ‘window’ through which to explore aspects of Australian culture during the Interwar period, this thesis argues that societal perceptions about dance and dancers were fundamentally related to the differences between behavioural expectations of Australian men and women, and dance’s inherent association with foreign cultures. This research looks closely at these cultural associations, and analyses various attempts by Australian dancers to legitimise their artform during an era of rapid technological, political and social change.

Female solo aerialists of the 1920s and early 1930s were internationally popular performers in the largest live mass entertainment of the period in the UK and USA. Yet these aerialists and this period in circus history have been largely forgotten by scholars. I address this omission by arguing these stars should be remembered for how they contributed to strength being incorporated into some stereotypes of femininity. Analysing in detail Lillian Leitzel, Luisita Leers and, to a lesser extent the Flying Codonas, I employ a cross-disciplinary methodology unique to aerial scholarship that uses embodied understanding to reinvigorate archival resources. This approach allows me to build on the wider scholarly histories of Peta Tait, drawing important conclusions about the form including how weightlessness is constructed and risk is performed. In the introduction I re-evaluate the nostalgic histories of circus to establish circus’ and aerialists’ popularity in this period, before exploring how engagements shaped careers. Chapter 1 considers the difference in experiencing aerialists in the USA and UK by bringing together previously unrelated data on circus, variety and vaudeville venues. Aerialists made good celebrities because their acts, located above audience members’ heads, challenged the conventional relationship between ticket prices and sightlines. Chapter 2 explores how the kinaesthetic fantasy evoked by experiencing aerial action created glamour and how glamour had the power to reframe femininity in the 1920s. Glamour and celebrity have often been confused and Chapter 3 distinguishes the two before considering what characterises aerial celebrity. Reconfiguring Joseph Roach’s public intimacy as skilful vulnerability allows me to analyse how risk was gendered and performed in relationship to skill. The gendering of risk leads me to consider what in society contributed to aerial stardom by drawing upon Richard Dyer’s argument that celebrities embody a cultural ambiguity. Female aerialists reframed their femininity in a similar way to women who aspired to the modern girl stereotype in wider society. In the final chapter I expand on the activity of the modern girl, comparing strategies used by young exercising women to female aerialists. This enables me to draw conclusions about how witnessing these stars tapped into national ideas of citizenship, and to designate aerialists as the first to use the power of glamour to make muscular femininity acceptable.