User talk:Pebenitoxander

Physical education in different countries In Australia, physical education was first made a important part of the curriculum in Government primary and secondary schools in 1981. The policy was outlined in a Ministerial Statement to the Victorian Legisaltive Assembly by the Minister for Educational Services, the Honourable Norman Lacy MP on 17 September.[1] In South Korea, it is mandatory for pupils to take a total of 3 hours of physical education through primary and secondary level schools In Portugal, pupils from primary school could optionally join PE as an extra-curricular activity. From middle school to secondary school, pupils must participate in PE classes 2 hours per week. In Singapore, pupils from primary school through junior colleges are required to have 2 hours of PE every week, except during examination seasons. Pupils are able to play games like football, badminton, captain's ball, and basketball during most sessions. Unorthodox sports such as touchball, fencing, and skateboarding are occasionally played. In more prestigious secondary schools and in junior colleges, sports such as golf, tennis, shooting, and squash are played. A compulsory fitness exam, NAPFA, is conducted in every school once every year to assess the physical fitness of the pupils. Pupils are given a series of fitness tests (Pull-ups/Inclined pull-ups for girls, standing broad jump, sit-ups, sit-and-reach and 1.6 km for primary [10-12 year-olds]/2.4 km for secondary and junior college levels [13-18 year-olds]). Students are graded by gold, silver, bronze or fail. NAPFA for pre-enlistees serves as an indicator for an additional 2 months in the country's compulsory national service if they attain bronze or fail. In British Columbia, Canada the government has stated in the grade one curriculum that students must participate in physical activity daily five times a week. Also the teacher is responsible for planning Daily Physical Activity (DPA) which is thirty minutes of mild to moderate physical activity a day not including curriculum physical education classes. The curriculum also requires students in grade one to be knowledgeable about healthy living. For example students must be able to describe benefits of regular exercise, identify healthy choices that require them to be more physically active, and describe importance of choosing healthy food. Ontario, Canada has a similar procedure in place. On October 6, 2005 in Ontario, Canada the Ontario Ministry of Education (OME) implemented a Daily Physical Activity policy in Elementary Schools, Grades 1-8. This policy requires that all students in Grades 1 to 8, including students with special needs, be provided with opportunities to participate in a minimum of twenty minutes of sustained moderates to vigorous physical activity each school day during instructional ti+me. In Malaysia, pupils from primary schools to secondary schools are expected to do 2 periods or 1 hour of PE throughout the year except a week before examination. In mostsecondary schools, games like badminton, sepak takraw, football, basketball and tennis are available. Pupils are allowed to bring their own sports equipment to the school with the authorization of the teacher. In most secondary schools, physical exams are rarely done, but schools record pupils' height, weight and number of push-ups they can do. In Scotland, P.E. is a government supported entitlement of a minimum of 2 hours of quality P.E. in primary and 2 periods (50 mins) in secondary S1 to S4. Recent funding has ensured most local authorities have employed PE lead officers to support the entitlement. In fifth and sixth year, PE is voluntary in that personalisation and choice must be considered. In Philippines, PE is mandatory for all years. Unless, the school gives the option for a student to do the Leaving Certificate Vocational Programme instead for fifth and sixth year. Indonesian high school students playing the traditional game "Benteng" In Indonesia, students ranging from Kindergarten to High School have PE integrated with their curriculum. Kindergarten until Grade 3 of Elementary students have gymnastics, starting from Grade 4 of Elementary School, students will be introduced into traditional martial arts Pencak Silat and some team games such as badminton, tennis, soccer, futsal, rounders, basketball, etc. Starting from Junior High School, Both gender are separated during PE class. PE find its place in extracurricular forms, where students can specialize themself in one kind of sports they choose. Sport Festival can be held during vacuum period, usually after examination. At this time students can compete each other by bringing own class' flag. Some universities such as ITB include PE in curriculum for freshmen Some countries include Martial Artstraining in school as part of Physical Education class. These Filipinochildren are doing karate. In the Philippines, some schools have integrated martial arts training into their physical education curriculum. In England, pupils are expected to do two hours of PE a week in Year 7, 8 and 9 and at least 1 in year 10 and 11 In Wales, pupils are expected to do only one hour of PE per fortnight In Poland, pupils are expected to do at least three hours of PE a week during primary and secondary education.[12] Universities must also organize at least 60 hours of physical education classes at undergraduate courses.

PSYCHOLOGICAL FOUNDATION OF PE AND SPORTS

Learning Theories in PE 	Cognotive Learning- is increasing the individual's knowledge improving problem-solving abilities, clarifying understanding an developing and identifying concepts. 	Affective Learning- is concerened w/ attitudes appreciation and values. 	Psychomotor Learning- is concerened in development of motor skills.

Motor Behavior •	Motor Learning- is the study of the acquisition of movement skills as a consequence of practice. •	Motor Control- is intimately related to motor learning. •	Motor Development- is the study of the origins of changes in movement behavior throughout lifespan.

Stages of Learning 	Cognitive Learning-is endeavoring to understand the nature and goal of the act. to be learned. 	Associative Stage-at this point the basics of the skill haue been learned and the learner concentrate on refining the skill. 	Autonomous Stage- this stage is reached after much practice.

Forces Influencing Learning

	Readiness- successful acquisition of new information or skill depends on the individual readiness. 	Level of Development- as psychologist Piaget stated ''learning proceeds most rapidly when instructional experience are geared to individual's physical and intellectual abilities". 	Motivation- it refers to a condition within an individual that initiates act. directed toward a goal. 	Reinforcement- it is using evenr, action,and behavior to increase the likehood of a certain responce recurring. 	Individual Differences- the educator must provide for individual differences- in social and economic background, physical abilities, intelligence and preferred learning styles, and personality.