Τόμος 4 - 2006
 | 
Integrated Approach in Teaching Physical Education
Dimitris Milosis Department of Physical Education and Sport Science, Democritus University of Thrace, Komotini, Hellas
Abstract The last years aiming at the reform of quality of education, integration constituted the central axis in the syntax of the curriculum from the Pedagogic Institute in Greece. The cross-thematic integration refers to the integration of two or more subject areas with the goal of fostering enhanced learning in each area. It is sup- ported that the integrated approach in teaching leads to holistic and real knowledge, which connects with the reality, turn to advantage in the daily life. The integrated approach in teaching differentiated from the tradi- tional way of teaching as for the content but also as for the methods. For the evaluation of students in the integrated approach, alternative methods are employed that include concrete criteria as students’ portfolios, projects, observation and self-assessment. As for the application of integrated approach in the Physical Edu- cation (PE) two forms of integration have been proposed by the experts, internal (within the field of PA) and external (integration with other subject matter). For the implementation of integrated approaches in various subjects and in PA, theoretical models have been developed by the experts. However because of the difficulty in the experimental implementation and evaluation of such models, the data that support the assumptions for positive effects in education from the application of integrated programs are not convincing. Future re- search should be directed toward examining the implementation and the evaluation of integrated interven- tions and their effects in the cognitive, emotional and behavioural domain of students in different contexts (e.g., school, sport, family) and in different domains of human action (e.g., achievement, responsibility, healthy behaviours).
Key words: Interdisciplinary approach, integrated approach, physical education. |
The Role of the Physical Education in Teaching Life Skills Vassilios Papacharisis Division of Intercollegiate Athletics, Aristotle University of Thessaloniki, Hellas Abstract This paper describes life skills programs and examines their application in physical education and sports. The first part is an attempt to define and describe life skills that is followed by presentation of the theoretical and practical framework through which life skills can be developed. Next, successful life skills programs implemented through educational and sports settings are presented. In the final part, the results from the implementation of life skills program and the advantages of teaching life skills through physical education are discussed. Guide- lines for planning life skills educational programs and directions for future research are provided as well.
Key words: sports, life skills, physical education |
The Development of Fair Play in Physical Education
Mary Hasandra Department of Physical Education and Sports Sciences, University of Thessaly, Trikala, Hellas
Abstract Physical education is the most appropriate context for social and moral development compared to sports and other physical activity contexts. This paper presents recent sociomoral theories and relative research findings. It also describes two physical education curriculum models aiming to develop sociomoral characteristics of students and relative research on these models. Finally, it summarizes teaching guidelines for planning sociomoral physical educational programs, and suggests directions for future research.
Key words: fair play, moral development, physical education |
Moral Development and Physical Education - Sport
George Balasas, Miltiadis Proios, George Doganis, & Dimitris Balasas Department of Physical Education & Sport Science, Aristotle University of Thessaloniki, Greece
Abstract Moral development is actually a value system where the decisions concerning what is “right” and “wrong”, as well as what is “good” and “bad”, are based. Moral development follows a course of evolution and as a result knowledge of the procedures of moral development is very important for the children’ s moral education, because morality is in fact learned and not automatically acquired. So, it is obvious how important the need for developing intervention programmes for the children’ s moral education is. This need becomes even more obvious by the fact that the moral development of children is one of main goals of physical education. The field of physical education is an environment that the children’ s moral development can be attained.
Key words: moral development, moral reasoning, physical education, sport.
|
