Over the past 50 years, sport has undergone a process of commercialisation and professionalisation, and has become “big business”. It now requires adequately trained professionals to manage the daily operations of sport businesses. The question in which this research originated was: are universities able to provide the kind of education needed to equip managers with the knowledge and skills necessary to manage sport in South Africa? The specific aim of this study was to determine the curriculum logic of a selected South African university degree programme in sports management and its appropriateness to the labour market. There has been little research in the South African environment in terms of how sport management is taught. Several studies have, however, been done elsewhere, showing that there is a need for a systematic study of sport management in academia, that sport and business need to be studied congruently and that sport management curriculum should move away from the science of movement (Masteralexis et al., 2015; Skinner et al., 2015). Adopting a qualitative, case study approach, and after an initial stage of desk-top research, one South African university undergraduate programme in sport management was selected for indepth research. Data was collected by making use of the curriculum details found on-line in the university's yearbook, as well as by conducting one in-depth interview with a faculty staff member. Each of the modules across all three years of study, as well as the interview with the member of faculty were analysed, on two levels. In the first level analysis, the curriculum was analysed using international guidelines provided by sport management programme accreditation bodies in the United States which identify the core elements that should form part of a sport management curriculum. The second level of analysis draws on conceptual models from the field of curriculum studies to evaluate the curriculum logic of the chosen sport management curriculum. The work of Gamble (2006, 2009, 2016) was drawn on to identify the dominant knowledge type in the curriculum, Shay's conceptual model (2011, 2013, 2016) was used to describe the nature of the coherence of the curriculum, the work of Barnett (2006) was used to analyse the recontextualisation of the curriculum, and the work of Allais and Shalem (2018) was used to examine the relationship between the curriculum and the labour market. These analyses illuminated the overall nature of the programme in terms of its selection, sequencing, pacing, recontextualisation, curriculum coherence and directionality. The study found that this case of a sport management degree did not meet the curriculum requirements stipulated by the North American guidelines. The findings were that the curriculum is comprised mainly of principled knowledge and it is a conceptually (as opposed to contextually) coherent curriculum with the majority of its modules pedagogically recontextualised. Shay and Gamble's conceptual models yielded conflicting analyses regarding the type of curriculum: in terms of Shay's model, the University of Johannesburg's (UJ) curriculum is a professional qualification, whereas Gamble's model suggests that UJ's curriculum is a general formative undergraduate degree. The pacing of the curriculum showed evidence of trying to cover too many modules and insufficient time to cover key areas in sufficient depth. The overall conclusion was that the curriculum is attempting to cover too much in three years and that it should perhaps look at becoming more focused. This can be done by strictly following the guidelines given by the North American bodies, leading to the curriculum being an occupational one that is linked closely to the labour market, or it could focus on becoming a professional qualification where it focuses more on theory and applied knowledge but in a selective way so as to ensure that it allows for a more in-depth study of the modules. Or the curriculum could settle for being a general formative degree that specialises in the postgraduate programme.

The term ARETE originated in Ancient Greece. It refers to intentional state of mind which leads to correct task-performing. Prof. Patočka considered ARETE a classification of free life. It is a certain virtue of man who not only focuses on his life but also tries to build a space for his realization by perceiving the true nature of things and acting in harmony with it. In this sense Heraclitus had already spoken about ARETE and similar conclusions were drawn by taoists in China,too. Education was highly regarded in Ancient Greece. A man could acquire ARETE through education. However, a teacher could not teach in such a way we understand nowadays. The teacher must be rather a tutor who is leading a student up the right path to the good as Socrates used to teach in Athens. It is not about quantity of knowledge but it is important to know fundamental principles, to understand relationships, to know their background. Sport was held in honour of the Gods, it was sacred. A winner of the Olympic Games proved his gratitude to Gods by achieving his success. The origin of the Olympic Games was then entirely based on ARETE. Key words: ARETE, education, sport, harmony, Olympic Games

A well established curriculum model which some claim has a socio-cultural component is the Sport Education model (Siedentop, Mand and Taggart, 1986). Others suggest that this model, with development, could be an appropriate vehicle for socio-critical learning outcomes that have lifelong meaning and value (Penney, Clarke and Kinchin, 2002, Taggart, 2004). An interest in developing an understanding of the relationship between the philosophical underpinnings of a Physical Education curriculum and teaching methods used to facilitate socio-critical learning outcomes is the motivation behind this research project. Through interviewing two secondary school students, their perceptions of the influence of Sport Education on their sport thinking and actions were explored to ascertain if, soci-cultural and socio-critical learning may indeed be realistic outcomes of the Sport Education model. The research provided evidence that students gave a lot of thought to specific incidents within the Sport Education unit and acted on these thoughts within the unit. Elements of critical thinking and critical action are evident in the research. Students also reported thinking about their sport involvement both from a participation point of view and also about the nature of their involvement, for example helping others, in out of school contexts. Both expressed intentions of actions they may take in sport out of school due to the influence of Sport Education. The two students' perceptions of the influence of the Sport Education model on their sport thinking and sport action has shown that educational outcomes of a socio-cultural nature can be achieved through the model.

Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.

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Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-14T14:58:31Z No. of bitstreams: 1 ANDRÉ LUÍS DOS SANTOS SEABRA.pdf: 1524373 bytes, checksum: 3a08e9d64fa90ada9dcb737395f8f493 (MD5) / Made available in DSpace on 2016-09-14T14:58:32Z (GMT). No. of bitstreams: 1 ANDRÉ LUÍS DOS SANTOS SEABRA.pdf: 1524373 bytes, checksum: 3a08e9d64fa90ada9dcb737395f8f493 (MD5) Previous issue date: 2016-06-17 / The pedagogy of sport while sub-area of physical education in recent decades has increased the number of studies and publications on the subject. Despite the interest in the area of physical education for the same, there are still important issues not very clear. The various methodological proposals applied in human training facilities and sports education contain a theoretical and conceptual foundation that organizes all the pedagogical thinking of the authors. The pedagogy of sport to be a sub-area of recent Constitution did not contain a study that sought to investigate the theoretical and conceptual education bases. This study proposed to fill this gap, in other words, it was intended to meet question: the theoretical basis of the various chains of sport Pedagogy points to which educational perspective? The study aimed to: discuss what educational perspectives occur, from the joint between the theoretical basis with the methodological approach of the various aspects of sport Pedagogy. To answer this question and fulfill the goal highlighted were initially identified the top authors who are producing in sub-area studies physical education "Pedagogy of sport". Later were located which authors are proposing forms of systematic didactic intervention from the Pedagogy of sport, as well as if he sought to meet the philosophical and epistemological basis of these proposals. Finally we analyzed what are the educational prospects resulting from the theoretical articulation and teaching methodologies. A theoretical study was developed from the literature search. For choice of material related to the criteria adopted scientific parameters in line with the object. And for the treatment of the data by the chosen analysis of content of Bardin. The study is divided into four chapters: Chapter 1 the problem is contextualized in order to highlight the historical emergence of sport Pedagogy. Chapter 2 presents the theoretical and conceptual bases of the various chains of educational Pedagogy of sport studied. In Chapter 3 is an attempted dialectical analysis of the emergence of current chains of Pedagogy of sport and in Chapter 4 after being made the issues solved in this study summaries was presented our concept of sport Pedagogy. / Na Pedagogia do Esporte, enquanto subárea da Educação Física, avolumou-se nas últimas décadas o número de estudos e publicações sobre a temática. Apesar do interesse da área da Educação Física por essa subárea, ainda existem questões relevantes não muito claras. As diversas propostas metodológicas aplicadas em centros de formação humana e educação esportiva contêm uma base teórica e conceitual que organiza todo o pensamento pedagógico dos autores. A Pedagogia do Esporte por ser uma subárea de recente constituição não continha um estudo que buscasse investigar suas bases teóricas e conceituais educativas. O presente estudo propôs preencher essa lacuna científica, ou seja, pretendeu-se investigar a seguinte questão: a base teórica das diversas correntes da Pedagogia do Esporte aponta para quais perspectivas educacionais? O estudo teve como objetivo central debater sob quais perspectivas educacionais ocorrem, as propostas metodológicas das diversas vertentes da Pedagogia do Esporte. Para responder a esta questão e cumprir o objetivo inicialmente destacado foram identificados os principais autores que vêm produzindo estudos na subárea Pedagogia do Esporte da Educação Física. Posteriormente, foram localizados os autores que estão propondo formas de intervenção didática sistematizada a partir da Pedagogia do Esporte, assim como se buscou conhecer a base filosófica e epistemológica destas propostas. Por fim, foram analisadas que perspectivas educacionais são resultantes da articulação teórica e das metodologias de ensino propostas. Foi desenvolvido um estudo teórico a partir da pesquisa bibliográfica. Para escolha do material adotaram-se critérios relacionados aos parâmetros científicos em consonância com o objeto. E, para o tratamento dos dados, optou-se pela Análise de Conteúdo, de Bardin. O estudo está dividido em quatro capítulos: no capítulo 1, o problema é contextualizado no sentido de evidenciar o surgimento histórico da Pedagogia do Esporte. O capítulo 2 apresenta as bases teóricas e conceituais educativas das diversas correntes da Pedagogia do Esporte estudadas. No capítulo 3, ocorre uma tentativa de análise dialética do surgimento das atuais correntes da Pedagogia do Esporte e no capítulo 4, após serem feitas sínteses das questões solvidas no estudo foi apresentada nossa concepção de Pedagogia do Esporte.

Lietuvos kurčiųjų krepšininkų varžybų rezultatai rodo, kad šios socialinės grupės žmonės gali pasiekti ženklius sportinius laimėjimus. Vadinasi, reikšminga krepšinio treniruotės teorijai ir praktikai bei varžybinei veiklai ištirti ir susisteminti Lietuvos kurčiųjų krepšininkų fizinio išsivystymo, parengtumo, jų varžybinės veiklos ypatumus ir palyginti juos su sveikųjų komanda. Darbo tikslas – nustatyti bei palyginti Lietuvos kurčiųjų vyrų krepšinio komandos ir sveikųjų komandos žaidėjų fizinį išsivystymą ir parengtumą, atlikti šių komandų varžybinės veiklos analizę. Tyrimų uždaviniai: 1. Nustatyti Lietuvos rinktinės kurčiųjų krepšininkų fizinį išsivystymą ir parengtumą, bei palyginti jį su sveikųjų komandos žaidėjų fiziniu išsivystymu ir parengtumu. 2. Atlikti abiejų komandų žaidyminės veiklos analizę. 3. Palyginti komandų fizinį išsivystymą ir parengtumą bei žaidyminės veiklos rodiklius. Tyrimo subjektas – Lietuvos kurčiųjų vyrų krepšinio rinktinės krepšininkai (n=12) ir Vilniaus "KM-SSK - Perlas" krepšinio klubo krepšininkai (n=12). Tyrimo objektas – kurčiųjų ir sveikųjų krepšininkų fizinis išsivystymas ir parengtumas, bei žaidyminė veikla. Lietuvos kurčiųjų rinktinės krepšininkų rengimas yra panašus kai ir sveikųjų krepšininkų. Abiejų komandų aukščiausi žaidėjai buvo vidurio puolėjai (jie taip pat buvo ir sunkiausi), tada sekė krašto puolėjai ir gynėjai, toks komandų komplektavimas atitinka šiuolaikines komandų sudarymo tendencijas. Aukšti žaidėjai... [toliau žr. visą tekstą] / Results of Lithuanian deaf basketball players in various competitions indicate that people belonging to this social group can achieve significant victories. Thus, it is essential to investigate and systemize Lithuanian deaf basketball players’ physical development, preparedness, peculiarities of their competitive activity and compare with those of the team with healthy players. It is important for the theory and practice of basketball trainings. The objective of the paper is to identify and compare physical development and preparedness of Lithuanian national deaf basketball team with those who are healthy. It also aims at analyzing competitive activities of these teams. Tasks of analyses are as follows: 1. to identify the development and preparedness of Lithuanian deaf basketball team with the development and preparedness of Lithuanian healthy basketball team. 2. to prepare the analysis of the competitive activity of both teams. 3. to compare the development, preparedness and game indicators of both teams. The subject of the research is Lithuanian national death men basketball team (n=12) and players from Vilnius KM-SSK – Perlas basketball team. The object of the research is physical development, preparedness and competitive activity of deaf and healthy players. The preparation of Lithuanian national deaf basketball team is similar to that of healthy basketball players. In both teams the tallest players are centers (they are also the heaviest ones), then go forwards and... [to full text]

Magistro baigiamajame darbe atliekama darbuotojų motyvacijos viešojoje įstaigoje futbolo klube ,,Šiauliai“ ir biudžetinėje įstaigoje ,,Šiaulių futbolo akademija“ lyginamoji analizė. Tyrimui atlikti pasirinkta neatsitiktinė, netikimybinė tikslinė respondentų – viešosios įstaigos futbolo klubo ,,Šiauliai“ ir biudžetinės įstaigos ,,Šiaulių futbolo akademija“ darbuotojų – imtis. Darbuotojų veiklos motyvacijos tyrimas grindžiamas respondentų savanoriškumo ir perduodamos informacijos objektyvumo principais. Interviu metu buvo stengtasi gauti atsakymus į tokius probleminius klausimus: ar VŠĮ futbolo klubo ,,Šiauliai“ ir BĮ ,,Šiaulių futbolo akademija“ darbuotojų motyvacijai daugiausia įtakos turi tie patys, ar skirtingi veiksniai? Kas būdinga personalo motyvacijai VŠĮ futbolo klube ,,Šiauliai“ ir BĮ ,,Šiaulių futbolo akademija“? Ar organizacijos specifika įtakoja darbuotojų motyvaciją? Kaip galima stiprinti darbuotojų motyvaciją VŠĮ futbolo klube ,,Šiauliai“ ir BĮ ,,Šiaulių futbolo akademija“? Tyrimo metu nustatyta, kad VŠĮ futbolo klubo ,,Šiauliai“ ir BĮ ,,Šiaulių futbolo akademija“ darbuotojų sau keliami tikslai yra iš esmės analogiški. Darbuotojų motyvacijos skirtumai VŠĮ futbolo klube ,,Šiauliai“ bei BĮ ,,Šiaulių futbolo akademija“ atsiskleidė, kai buvo kalbama apie organizacijos, kurioje jie dirba, pagrindinius tikslus. Tyrimo rezultatai leidžia teigti, kad nepriklausomai nuo to, viešame ar privačiame sektoriuje sportininkus ugdantys specialistai dirba, pagrindiniai... [toliau žr. visą tekstą] / In the final master's thesis a comparative analysis of the public agency employee motivation in the football club "Siauliai" and the budgetary institution "Siauliai Football Academy" is done. The investigation selected to target non-probability, purposive respondent staff of the public institution "Siauliai" and budgetary institution "Siauliai Football Academy" .The investigation of employee work motivation is based on voluntary basis of respondents and the objective conditions of the transmitted information. During the interview efforts were made to get the answers to these problematic issues: is employee motivatiot of the public institution "Siauliai" and budgetary institution "Siauliai Football Academy" mainly influenced by the same or different factors? What is typical for the staff motivation in the public institution "Siauliai"and budgetary institution "Siauliai Football Academy"? Does the particularity of the organisation influence staff's motivation? How can you enhance employee motivation in public institution football club "Siauliai" and budgetary institution Siauliai Football Academy? The study found that the public institution football club "Siauliai" and budgetary institution " Siauliai Football Academy" staff training objectives are essentially the same. Employee motivation differences between public institution football club" Siauliai" and budgetary institution" Siauliai Football Academy" revealed the main targets when it comes to the organization for... [to full text]

This qualitative study explores the Physical Education and School Sport (PESS) experiences of young people who are or who have been looked-after , i.e. who have been under the care of their local authority at some point. In recent years, there has been unprecedented awareness within policy and research of the disadvantageous trajectories that children and young people in care often face; particularly in relation to their education, health and wellbeing (Sempik et al., 2008). Despite the perceived capacity of sport/physical activity to contribute to young people s positive development (e.g. Holt, 2008; Bailey et al., 2009), few studies have considered the role of sport and physical activity in the lives of looked-after children and young people (LACYP). Indeed, to date, there remains a dearth of research on LACYP s experiences of sport and physical activity in educational contexts. This study, therefore, seeks to contribute to an increased understanding of this under- researched area. In keeping with more recent attempts to place person and circumstance at the heart rather than the periphery of sociological research (Holland et al., 2008) and in the interests of promoting the voices of marginalised and vulnerable young people (e.g. Heath et al., 2009; O Sullivan and MacPhail, 2010), this thesis provides new insights into the ways in which LACYP experience PESS, and how their broader life circumstances impact and shape those experiences. In so doing, the study adopts a conceptual framework in the form of a social ecological model that possesses five levels of influence at the individual, interpersonal, institutional, community and public policy level (see McLeroy et al., 1988). Considering both adult and youth voices (generated through semi-structured surveys and interviews with young people, PE teachers and local authority professionals), the empirical data presented makes an original contribution to knowledge by foregrounding the multiple social ecological influences that are at play within LACYP s experiences of PESS. For example, the study highlights how the social ecological context for each LACYP presents notable difficulties in relation to personal and physical environment, pre-care experience, health and wellbeing, and educational engagement. What the resultant findings depict is that LACYP s lives are highly complex and multi-dimensional and should not be viewed in isolation from wider life circumstance. To this end, the study seeks to challenge the wayin which PESS is currently offered to LACYP (and others with complex needs) and therefore has implications for research, policy and practice. This includes issues with regards to the different perspectives of adults and young people; the appropriate training for PE teachers; and the methodological challenges of doing research with LACYP.