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澳門體育教師對體育課程改革的認知與其教學行為探討 / Study of teachers' perception in curriculum reform in physical education and their behavior in teaching physical education in Macau黃善嫻 January 2007 (has links)
University of Macau / Faculty of Education
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澳門、台北兩地學校運動隊學生的對體育的喜愛度、參與程度及教育目標之比較 / Comparison of students' attitude, participations and education goals in school teams between Macau and Taiwan羅文詩 January 2012 (has links)
University of Macau / Faculty of Education
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The attitudes of secondary school form five students in Hong Kong towards physical education: implications forprogramme designLeung, Sheung-ping., 梁想平. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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A comparison of the effects of 5-week traditional circuit training and5-week plyometric circuit training on the physical fitness ofsecondary one male students in Hong KongYuen, Wai-pui., 袁偉培. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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Relationships between perceived learning environment and participationmotivation of senior secondary school girls in physical activitiesLeung, Shui-ho., 梁瑞好. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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Curriculum construction and implementation: A study of Queensland health and physical educationDinan-Thompson, Maree Therese Unknown Date (has links)
No description available.
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Curriculum construction and implementation: A study of Queensland health and physical educationDinan-Thompson, Maree Therese Unknown Date (has links)
No description available.
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Curriculum construction and implementation: A study of Queensland health and physical educationDinan-Thompson, Maree Therese Unknown Date (has links)
No description available.
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Curriculum construction and implementation: A study of Queensland health and physical educationDinan-Thompson, Maree Therese Unknown Date (has links)
No description available.
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Evaluation of the outcomes for students undertaking an externally provided physical activity programmeHutton, Heidi C January 2007 (has links)
[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
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