Physical Education and Sport Pedagogy

The purpose of the study was to investigate the effect of the four-week two strength training program on the skin fold thickness and body fat percentage (BFP) characteristics according to the maximal strength and strength endurance principles. Sixteen male volunteers participated in the study. The subjects were divided into two groups as the maximal strength group (MSG, n=8, Age=24.00±3.78 year, Height=172.25±2.19 cm, Weight=75.13±6.60 kg) and the strength endurance group (SEG, n=8, Age=25.13±3.09 year, Height=173.38±2.62 cm, Weight=77.00±7.54 kg). 4 weeks training program was applied to maximal strength group according to maximal strength training principles and applied to strength endurance group according to strength endurance training principles. In both groups, body weight, body mass index (BMI), skin fold thickness (triceps, biceps, pectoral, subscapula, abdominal, suprailiac, femur anterior and posterior, calf) and body fat percentage measurements were taken one day before and after the 4 week period. Between pre-test and post-test of SEG group, significant change was showed in triceps, biceps, pectoral, subscapula, abdominal, suprailiac, femur anterior and posterior skin fold thickness measurements and VFM parameters (p < 0.05). Significant change was determined in pre-test and post-test of MSG group in triceps, pectoral, subscapula, abdominal, suprailiac, femur anterior skin fold thickness measurements and VFM parameters (p < 0.05). When the pre-post test differences of the groups were compared, no difference was found between MSG and SEG groups (p > 0.05). As a result, it can be said that 4-week maximal strength training and strength endurance training have positive effects on the skin fold thickness and body fat percentage parameters.

This paper discusses some interview-based research that focuses on the opinions and aspirations of three coaches currently working in the North West of England The names of the three respondents have been changed to protect their identities Tom is a freelance canoeing coach who is currently employed on a council project providing outdoor education experiences for young people Jane is a university student who coaches hockey at amateur level and has also represented her country in that sport Harry is a post graduate student and a Level 1 Rugby League coach working in the local community These coaches were chosen specifically because of their diversity of experience It was hoped this would give the researcher a broader range of perspec-tives about what counts as success in coaching The contrasting aims of coaching for performance and coaching for participation provide a structure to analyse the re-spondent’s comments In conclusion a view is offered that in coaching for participa-tion, the coach is controlled by the group’s needs and at entry level coaching a coach’s need for social approval and acceptance may be high However, in coaching for performance the coach’s responsibility may be to structure and plan for challenging experiences which their athletes might not like in the short term, but can perhaps see the benefits of in the long term.

In the present study, we tried to discover the values or the effects considered essential for the development of positive attitudes in practicing motor activities by students. The study had as main research method the survey and the research sample included a total of 100 students from the “Lucian Blaga” University of Sibiu. Research findings showed that students are aware of the beneficial effects of motor activities both on the biological, psychological and socio-cultural level. Gender differences show that opinions are divided, male students consider the physical and social effects as most important assets developed by the motor activities, while feminine students consider exponential for the motor activities effects, the mental and sanogenic effects.

The term physical literacy (PL) has become widely used in policy and practice discourses, engaging sport, physical activity, and physical education communities. Yet, despite its popularity, the term has taken many forms, encompassing different definitions, aims, and content. So, there is no single account, and this has led some to question the concept’s current capacity to act as the basis of a coherent programme. Previous writers have reviewed definitions of PL. This article has a different goal: to consider the ways definitions are used, and how they relate to, or differ from, each other. It imports a conceptual framework for thinking about definitions from the philosophy of education. In doing so, the paper seeks to clarify some of the ambiguities within discussions of PL. It goes on to examine the uses and abuses of philosophy within the PL literature.

The objective of this study was to investigate the impact of facilities and equipment in the coaching processes of soccer practical session and also indicate the ways of intervention to the problem. This study was conducted on the Aba Buna sport club, Jimma. The data was collected from primary and secondary sources, which include qualitative and quantitative research method for the purposive. The sample size for the study includes 28 players and 2 coaches. The necessary information had collected through questionnaires which included both open ended and closed ended questions. There were twelve questions in each questionnaire for the players and coaches as well. Only one question is open ended. One week was given to filled questionnaire. The result of study indicates, the facilities and equipment have an exerted impact to improve and develop the efficiency of the clubs practical session. However, the club has intending to solve such problem and solve inadequacy facility equipment is ...

ABSTRACT
Identity transitions out of sport is a rather explored theme by psychological literature in recent years (Lavallee & Andersen, 2000; Wylleman, Alfermann & Lavallee, 2004; Wylleman, De Knop, Verdet & Ceci􀀀 Erpi􀀀, 2007), which has shown interest in the intra-psychological
variables that lead to a re-determination of the individual identity turning to other areas of human existence; aim of the psychological research was to define not only the characteristics of the phenomenon, but also to bring out both predictors and personal and environmental variables able to determine the quality of the transition (Kerr & Dacyshyn, 2000; Lally, 2007). However, this theme in less explored in pedagogy. If the shift from a very strong and intense emotional experience context, such as competitive sport, to other contexts of life, like work and formal training or, more generally, of adult life, can be a moment of crisis
for individual, the pedagogy is called to reflect on how is possible to support an effective identity reshaping and what strategies it needs to use. Educational guidance is the chosen pedagogical strategy, intended like the process of what every sports context should advantage, in order to proactively prevent discomforts that could arise at the end of the sport career of many athletes.

ABSTRACT
Quella delle transizioni identitarie di fine carriera in ambito sportivo è una tematica piuttosto esplorata dalla letteratura psicologica negli ultimi anni (Lavallee & Andersen, 2000; Wylleman, Alfermann & Lavallee, 2004; Wylleman, De Knop, Verdet, & Ceci􀀀 Erpi􀀀, 2007), la quale ha mostrato interesse per quelle variabili intrapsichiche che conducono a una ri-determinazione identitaria del soggetto nel passaggio ad altri ambiti dell’esistenza umana; l’intento della ricerca psicologica è stato quello di delineare non solo le caratteristiche del fenomeno, ma anche
di far emergere sia i predittori sia le variabili personali e ambientali in grado di determinare la qualità della transizione (Kerr & Dacyshyn, 2000; Lally, 2007). Meno esplorata, invece, risulta essere questa tematica in ambito pedagogico; se il passaggio da un contesto di esperienza molto
forte ed intenso sul piano emotivo, come quello dello sport agonistico, ad altri contesti di vita, come quelli del lavoro e della formazione formale o, più in generale, della vita adulta, può rappresentare un momento di crisi per il soggetto, allora la pedagogia è chiamata a riflettere su come sia possibile sostenere una efficace riorganizzare identitaria e quali strategie di intervento utilizzare. Ambito pedagogico prescelto è quello dell’orientamento formativo, quale modalità della quale ogni contesto di formazione sportiva dovrebbe avvantaggiarsi, in modo da prevenire proattivamente forme di disagio che potrebbero presentarsi al termine della carriera sportiva di molti atleti.

KEYWORDS
Identity, Career Transitions in Sport, Educational Guidance, Sport Pedagogy.

PAROLE CHIAVE
Identità, Sport e Transizioni di carriera, Orientamento formativo, Pedagogia dello sport.

This study is part of an ongoing, funded project, which seeks to develop workable criteria for the identification of talented pupils in physical education. Using interviews with teachers and qualitative data analysis, it focuses on the experiences of practitioners in the secondary phase of schooling in one English city. The study found a considerable degree of commonality in teachers&amp;amp;#39; experiences,

The purpose of the study was to determine the effects of warming-up of different duration on selected Physical Fitness Components of volleyball players. Twenty male volleyball players of degree college Budgam were selected for the purpose of the study. The ages of the selected subjects were ranging from 18 to 25 years and their status was intercollegiate level. The data were collected on the selected subjects by administrating vertical jump in cm, sit and reach test in centimeters, 4x10 yards shuttle run in seconds, eye hand and eye leg co-ordination in seconds. The selected test items were administered for four days preceded after no warm-up on the first day, 5 minutes warm up on the second day, 10 minutes warm up on the third day and 15 minutes warm up on the fourth day. One way analysis of variance as well as Scheff`s post hoc test were employed to assess the significant difference among the means. The result of the study showed that the significant difference were found in the c...

Football coaches are those who prepare teams for various competitions in technical, tactical, conditioning, strategy and mental contexts by using academic knowledge and experience, and also decide match squad. Football coaches are responsible for the sporting success of the team. Nowadays, a coach is no longer just a technical and tactical coach. From this point of view, football coaching can also be regarded as football business, where the risks associated with professional career are taken the most. Football whose commercial value is increasing day by day is confronted as a workplace where various labor markets take place. In football, labor markets around coaching profession, similar to other labor markets but shaped by the specific characteristics of the profession many experiences are gained by coaches. The aim of this study is to make a general evaluation of the football coach labor market by taking the football coaching profession in the context of the experience of the coaches through their experiences and opinions. Questionnaire technique was applied to obtain data on professional experiences of football coaches in the survey. Survey questions were prepared by us. The obtained data were evaluated in SPSS statistical program and analyzed by frequency and cross tabulation. From this point of view, research is a descriptive model-based research for revealing the general situation of the market. In the findings section of the study, demographic characteristics related to the performance of the coaching profession such as coach license grades, football histories, and educational status are regarded. The quantitative and qualitative findings are related to their professional experience. Although the results of the survey show that football coaches are exposed to practices outside of the regulations related to their working life, that these experiences cause social and economic insecurity, that these regulations, which classify coaches and determine the scope and duration of their work, also cause a number of grievances, experience unemployment at various times, that they do not feel secure, that they are unemployed at any moment, and that they have gone through long steps to practice their profession.

This paper presents a literature-based discussion of girls‟ participation during physical education lessons in the USA conducted using the Sport Education model developed by Daryl Seidentop (see Seidentop, 1994). First, a review of the literature about girls‟ experiences within traditional physical education is provided and following a short historical account of the model itself. Then paper focuses more specifically on the similarities and differences of the PE experience when girls participate in “seasons” of Sport Education (Seidentop, 1994). A conclusion drawn from this review of literature is that Sport Education has the potential to involve girls in physical education more meaningfully who may have previously been disinterested or disengaged from that kind of educational experience.

The role of sport in contemporary society needs no emphasis. Sport has become an inexorable part of the modern society with influence being felt in all facets of national life. Sport has also become a symbol of national unity. Governments utilize sport to legitimate themselves. Sport in society is studied because they are closely linked with how people think about and see the world. The overwhelming influence of sports in nations has lent to the evolvement of extensive bureaucracy to support and develop sport. Sociology assists in analyzing and clarifying the different types of relationships within the society.  Man has been able to reduce his tension and to divert a somewhat aggressive behavior to an object instead of towards a friend or a fellow man through participation in sport. This paper therefore, reviews the following: sport and society, the role of sport in the society, social control and sport, socialization and sport, Sport and Socializing Institutions.

The CARE Curriculum in Physical Education and Sport is a holistic model of learning which encompasses Cognitive, Active, Relational and Emotional domains of development. Across the sixteen chapters, PE teachers and Coaches are guided through the inner workings of the CARE Curriculum: its theoretical and practical applications for learning. Interactive reflection is encouraged throughout the book, with constructive lesson examples and user-friendly methods of recording progress are provided. Equipped with new ideas for planning learning activities, the reader is encouraged to shape their own ideas into a personalised plan of education that is informed by the CARE Curriculum concept.

Introduction: The CARE Curriculum is an educational system that operates using physical activities and challenges to develop all an individual’s learning domains – that is the Cognitive, Active, Relational and Emotional areas of learning. Its focus is on supporting everyone, whether children or adults to become well rounded, good people, with transferable life skills that can be used in any future sporting, education or employment area. The CARE ethos is best summed up as being a way to help people with their ‘thinking’, ’doing’, ‘sharing’ and ‘feeling’ skills. 

Available at:
https://www.amazon.co.uk/CARE-Curriculum-Physical-Education-Sport/dp/0995574464/ref=sr_1_2?keywords=The+CARE+Curriculum&qid=1639005947&sr=8-2

Recently, a decline in children’s fitness and lack of exercise has become a serious issue in Japan. Consequently, various governmental institutions have repeatedly taken up this problem and a number of policy recommendations have been made that aim to remedy the situation. Following these recommendations, the new Course of Study has proposed measures such as increasing the number of teaching hours for health and Physical Education (hereinafter abbreviated as “PE”) and reforming the PE curriculum within 12 years. By doing so, it has further emphasized the need “to develop the capacity and skills to engage in exercise throughout life, to realize an enriching
sports life, and to improve physical fitness.” Despite these measures, the polarization between those children who actively engage in exercise and those who do not, as well as children who have an unfavorable or negative attitude toward exercise and PE lessons “Dislike for Exercise
(hereinafter abbreviated as “DE”)” and “Dislike for Physical Education (hereinafter abbreviated as “DPE”)” still persist. The principal role of PE lessons at school is to introduce children to the joy and excitement of exercise. Within this context, emphasis should be placed on “PE”
education that forms the basis of life-long engagement with sports. However, “DE” and “DPE” attitudes inhibit PE in school from achieving its goals.

Study was carried out to examine the effect of application of resistance band in the female boxers on the levels of the anaerobic power and Maximal Bench Press force (MBP). The study was carried out on 12 female subjects, in ages between 19 and 23yo, who are actively engaged in the boxing branch. The subjects were divided into two groups, each consisting of 6 people, as Constant Resistance (CR) and Wavy Resistance (WR). The average age of CR group was 21.33±0.81 years, the average height 169.67±2.06 cm, and the average body weight 65.28±8.95 kg. The average age of WR group was 21.16±0.75 years, the average height 173.50±3.27 cm, and the average body weight 65.56±3.19 kg. In the study, the exercise of resistance band was made by all subjects four days a week for 6 weeks between  the  hours 9.00-10.00,  boxing  training for competition period between the hours 18:00–20:00  in  evenings. In CR group, the bands in the same color and resistance were used by the method of the black band constant, resistance, in WR group, the bands in different color (red, blue, black) and resistance by the wavy method. Before training, the body weights, and the levels of anaerobic power and MBP levels of both groups were determined. The same measurements were repeated six weeks later. In the statistical analyses of the data obtained, in determining the differences between in-group test and the final test, Paired-sample t-test was used. In determining the difference between two groups, pre-test and final test, independent samples t-test was used. The significance between differences was determined at the level of P<0,05. As a result; as a matter of fact, it can be said that the constant resistance method of CR group is more effective than the wavy resistance method of WR group. Hence, conducting the studies of resistance band that will be conducted specific to branch, using the method of constant resistance, can be more effective.

The overweight problem in Iraq has been a great issue that needs to be solved by government to ensure a better well-being. The purpose of this paper is to explore the need of the modern technology in physical education in order to overcome the issues of overweight in Iraq. The methodology used in this paper is through library research which focuses on issues of overweight and modern technology application in physical education programs. It can be concluded that the use of modern technology in physical education programs will help to promote the use of best practices in physical and health education in order to overcome overweight issues. Further suggestion relating to the prospects of modern technology in physical and health education were recommended in this paper.

The purpose of the study was to determine the effect of motor skill training programme on motor proficiency in the 8-10 year old children. To achieve this, 70 children were randomly selected (N=70) from the summer camp conducted in LNCPE, Trivandrum. All the subjects were randomly divided in to two groups with 35 each as experimental and control group. Experimental group underwent motor skill training programme for a period of 8 weeks. The variables selected for the study were speed and agility, balance, upper limb coordination, strength and bilateral coordination. The test item selected for this study was short form of Bruininks Oseretsky test for motor proficiency (BOTMP). The dependant't' test was applied to determine the difference between the means of two groups. To find out whether there was any significant difference between the experimental and control groups on adjusted post test means the analysis of covariance was used. To test the level of significance of difference between the means 0.05 level of significance was fixed. It was concluded that, there was a significant improvement takes place on all the dependant variables and also there was a significant difference exists between experimental and control group.

The aim of this study is to assess the effect of tennis technique training and games on reaction times of 10-12 years old boys. For this study, 40 subjects who did not perform any physical activity volunteered. Subjects randomly assigned two groups: Experimental group: 20, control group: 20. The experimental group was subjected to 8 week three days a week and 60 minute per session tennis and education with games training program modified according to relevant age group. The control group did not participate any physical activity. Visual, auditory and mix reaction times were measured by Newtest 1000 reaction timer. Subjects’ reaction times were measured twice before and after training program. SPSS 22.0 package program was used for analysis of the data obtained from the study. Independent Sample T test was used for comparison between groups, and paired samples t test was analyzed at p <0.05 significance level. As a result of the study, there was no difference in the control group, and after eight weeks of tenement-specific games and technical training, the research group revealed significant changes between auditory, visual and mixed reaction times in both hands.

La radice etimologica della parola performance deriva dall’inglese parfourmen (fare, porre in essere, compiere); tuttavia, prima ancora che dall’inglese, essa proverrebbe dal medio francese parformance e, addirittura, se ne riconosce anche una lontana radice nel tardo latino performāre, con il significato, appunto, di “dare forma”. In buona sostanza, due sono i significati fondamentali del termine: il primo esprime una prestazione che accoglie in sé una sfumatura valutativa positiva, il che lo differenzia dalla prestazione in senso stretto; il secondo, invece, indica un processo di modellamento e di acquisizione di una forma. Tra queste due accezioni, tuttavia, quella col significato concreto di dar forma e modellare sembra essere la più accreditata, ponendo in secondo piano quella più astratta che si lega invece al concetto di fare, compiere ed eseguire.  Considerare la performance facendo riferimento al suo significato originario più attendibile ci consente di avviare alcune riflessioni di carattere pedagogico.  Valutare alla luce della performance può rappresentare una formidabile occasione di formazione attraverso lo sport; in tal senso, i risultati dell’apprendimento, più che essere intesi in termini assoluti, paragonandoli a gradi di difficoltà, standard di eccellenza o semplicemente agli avversari, dovrebbero essere considerati secondo una prospettiva relativa, che tenga in debito conto innanzitutto le variabili di percezione individuale. Da questa prospettiva, infatti, non sempre un buon risultato è considerato dal soggetto come un successo e, viceversa, non è detto che la scarsità di certi effetti siano necessariamente valutati in maniera negativa. Una performance sportiva che si prenda cura della formazione del soggetto non può che sollecitare lo sviluppo di competenze che lo orientino ad affrontare le difficoltà che lo sport sempre presenta, non evitando gli insuccessi, ma sapendoli gestire.

Coaches strive to push athletes toward their full technical and physical potential while surpassing the previous generation of athletes. In doing so, comprehending how to integrate and organize various learning experiences is essential. This article seeks to describe the stages of learning (Fitts & Posner, 1967) and the transfer of learning (Perkins & Salomon, 1992) in relationship to planning and executing a practice schedule. In situations where coaches understand these phenomena, more effective instruction may result, and coaches thereby produce athletes with better personal awareness of their skills and areas of deficiency. Thus, the purpose of this research brief is to demonstrate how coaches can analyze their training of athletes to synthesize more efficient and prolific methods as a means to initiate the transfer of learning from other activities to their sport.

Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body.

This  study  examines the  significance  and challenges  among  the  physical  education  students towards digital and distance learning. An online survey technique was adopted to conduct this study in Aligarh district schools with a number of 464 participants. The age group ranged from 15 to 19 years for all participants. All the students who participated in this survey were currently attending online classes during the COVID-19 outbreak. Semi-structured online questionnaires developed with Google Forms. A self-developed questionnaire was used to collect data. Questions are based on a five-point Likert scale from Strongly Agree to Strongly Disagree. The survey was circulated on the social media platform among students. Students give their consent and provide appropriate answer to each question. The average time taken by a student was 4-5 minutes to complete the survey. The results demonstrate that the physical education students are not voluntarily accepting online classes during the lockdown period, student are
attending online classes the first time in their lives, many students have not been able to afford online classes, students have experienced stress due to the COVID-19 pandemic, and they feel so online learning
is an added burden on them, the institution does not provide any technical training for student to become familiar with the online classes, and the students were not completely satisfied with the quality of these
online learning classes. There is a need for teacher and school management to take measures  to avoid student inconveniences in organizing digital and distance teaching and learning seamlessly.

The Game Sense coaching approach is founded on expectations of game-based practice as the game (or game form) becomes the focus and starting point of practice. The theory of affordances, a conceptual pillar of ecological modelling of perception and action in sport leading to a constraints led game design perspective, provides a basis for understanding the modifying and adapting games as a pedagogical emphasis of the Game Sense approach. We review affordance theory leading to a demonstrated application of constraints-led learning in Touch Football. We conclude with the proposition of constraints-led game design as a logical semantics for the game-based practice assumptions of the Game Sense approach. This paper demonstrates the potential of affordance theory as a means of analysis of the task dynamics of Touch Football to inform a Game Sense coaching
perspective for the sport.

This chapter outlines the Love Fighting Hate Violence (LFHV) project: an anti-violence initiative aimed at inspiring reflection and generating pedagogical interventions within martial arts and combat sports.  The goal of LFHV is to harness the potential of these activities for educating people about violence, specifically with respect to understanding the principles of consent and violation.  The chapter provides a theoretical overview of the project’s core philosophy by way of an interactionist reading of fights as social encounters.  It then turns to discussing some of the practical materials already developed for use within LFHV.  These draw on the aforementioned theory, as well as a values-based teaching methodology, to frame the potential contribution that this project can make to anti-violence education.

The importance of senior secondary school physical education (PE) is underscored by the assessment of learning outcomes being linked to future access to higher education, employment and further training. Yet within the broad spectrum of PE studies, the investigation of senior secondary school PE has been limited. This article serves the purpose of exploring the key concepts and themes from senior secondary PE syllabi across Australian states and territories. The Leximancer text-mining software was applied as an innovative tool for the exploratory conceptual and thematic analyses within the Curriculum Analysis of Senior Education in Physical Education (CASE-PE) study. A number of similar themes emerged within the CASE-PE study from across the state and territory senior physical education syllabi, including skills, physical, learning, assessment, study, use, performance and training. A number of themes were unique to each state and territory and major concepts had differing levels of ...

Creative Physical Education offers a flexible extended learning experience for 7- to 14- year olds that focuses on physical, cognitive, and interpersonal knowledge and skill development. A combination teacher’s guide and student workbook, Creative Physical Education has everything you need, including a CD-ROM of printable and adaptable class materials.

Creative Physical Education presents a project framework that you can adapt to fit the needs of your class. Great for physical education teachers looking for a fresh approach, Creative Physical Education also makes an excellent structured project for classroom teachers working with physical education.

Creative Physical Education begins with a teacher’s guide that details the underlying pedagogical models behind the project. Rather than focusing on one approach, Creative Physical Education integrates a number of pedagogical models and describes how these can be combined to form a creative PE project. This all-in-one resource includes a student workbook with all the worksheets needed for each part of the project. The project worksheets are included on the accompanying CD-ROM and can be modified as needed and printed for use. In addition, homework items offer ways to reinforce concepts learned in class.

Creative Physical Education progresses students through team building, game creation, organizing a season, and practicing skill development. In the first part of the project, you’ll help students discover the essentials of working in teams, the benefits of a team approach, and characteristics of successful teams.

The developing teams will then create their own games. Creative Physical Education provides you with all the necessary tools and ideas for this task. Through this section, the student teams discuss the ingredients of a game, plan their own team game, and teach it to other teams. The students are also involved in evaluating and reflecting on the games of others. After this, you’ll help students use their games to create one game for the whole class, which they play over the course of a larger-scale sporting season. Through regular participation, students improve their knowledge and skills and learn the strategies of their game. This section of the project also helps students experience a range of roles, always as a member of a team.

In the final section you’ll help students improve their tactics and skills through practice. By critically assessing the teamwork, skill, strategy, and fitness requirements of their particular game, students learn how to improve their individual and team performance. Activities in this final part also allow students to celebrate their success and reflect on their project.

This student-directed creative PE project offers students a new way to enjoy and learn from sport while also offering the possibility of integrating other curriculum areas with physical education. With step-by-step guidance and a full set of class materials, you’ll have everything you need to implement a fun, creative learning experience for your class. Find new ways to move, create, and collaborate with Creative Physical Education.

While it was invented nearly two centuries ago in Germany, the balance bike is only now beginning to make its presence known in the United States.  A balance bike is a bicycle with no pedals – propelled by running or walking – and is designed to teach young children how to ride a bike in less time by allowing children to practice balance and steering with minimal risk of falling.  The introduction of the balance bike to the United States is gaining traction as the “new” way to transition children to riding a bicycle without using training wheels.  However, the implementation of a balance bike unit within the vast majority of elementary physical education programs is surprisingly lacking. The purpose of this article is to provide an introduction to the balance bike, highlight the benefits of implementing it into the elementary physical education curriculum, and offer a four-lesson ready-to-use balance bike unit plan.

The present study was aimed to identify the role of superstitious behavior in performance of basketball players. For this purpose, sixty female basketball players of 19 to 25 years of age were selected. All the subjects, after having been informed about the objective and protocol of the study, gave their consent and volunteered to participate in this study. They were divided into three groups; (i.e., N1=20; District, N2=20; State and N3=20 National). To measure the level of superstitions behaviors of the subjects, the superstitions beliefs and behaviour scale constructed by Bleak and Frederick (1998) was administered. One Way Analysis of Variance (ANOVA) was employed to compare the three groups of basketball. Where F values were found significant, LSD (Least Significant Difference) Post-hoc test was applied to find out the direction and degree of difference. For testing the hypotheses, the level of significance was set at 0.05. Summarizing from the above findings we can say that insignificant differences were found in basketball players on the sub-variables of Clothing and Appearance, Fetish, Preparation, Game/Competition, Team Ritual, Prayer, Coach and superstitions behavior.

Abstract: Le transizioni identitarie di fine carriera in ambito sportivo rappresentano una tematica ampiamente approfondita in psicologia, la quale ne riconosce una dimensione processuale che non interessa solamente il momento della transizione, bensì l'intero percorso sportivo ed oltre. La processualità di tale fenomeno chiama direttamente in causa la pedagogia, sollecitandola a riflettere su quali intenzionalità educative porre alla base di tale processo e quali strumenti di intervento utilizzare per sostenere una efficace riorganizzare identitaria. Lo strumento educativo prescelto è rappresentato dall'orientamento formativo, intendendolo sia come l'approccio teorico di fondo al quale educativamente riferirsi sia come lo strumento operativo per prevenire e accompagnare le possibili forme di disagio legate a questo periodo di transizione e riorganizzazione del Sé. Abstract: Identity transitions out of sport represent a widely research theme in psychology, which recognizes a processual dimension that does not concern only the moment of transition but the entire sports path. The processuality of this phenomenon directly calls into the question the pedagogy, urging it to reflect on which educational intentionality putting at the basis of such phenomenon and which tools to use to support an effective reshaping identity process. The chosen educational instrument is represented by educational guidance, interpreting it both as the main educationally referring theoretical background and as the operational tool to prevent and accompany the possible forms of discomfort associated with this period of transition and of reorganization of Self.

Every occupation desire recognition as a profession for a variety of reasons, sport management inclusive for example Law, medicine and Engineering are professions that traditionally carry with them prestige, respect and autonomy. Ethical code of conduct are meant to address a variety of ethical issues of the profession such as level of knowledge and skills; licensing; maintenance of discipline within the profession, establishment and registration of persons entitle to practice. It is with this in mind that the paper explored professional society, ethical issues, ethical code of conduct as moral and social obligation. The paper provides the foundation for a rational application of the principles of ethics to the ethical problems that confront the sport management profession in Nigeria. Many would suggest that the present ethical environment in sport management profession is in an abysmal state as the field does not have a recognize body (Association/Society) the like of NASSM SMAANZ, EASM, ALGEDE and AASM. There is the need for the setting up of sport management professional association to be called Nigerian Sport Management Association (NISMA) as currently there is no such association in existence. When established, the association should have a professional creed for consideration of its members and this will require cooperation with a wide range of other professional bodies in the field, such as NAPHER-SD, NASSM, NSHA and other closely related occupational and professional group; these is because developing a code of ethic for sport managers is problematical undertaking. The breadth of the field makes it very difficult to create a code that has encompassing relevance.