Gambaran Pengetahuan Dan Sikap Ibu Hamil Terhadap Senam Hamil Di Puskesmas Rawasari Kota Jambi Tahun 2008

Pregnant gymnastics is a movement excercise therapy for pergnant women. This therapy is aimed at preparing women physically as well as mentally for quic, safe and spon tenous delivery, Research in PUSKESMAS of Rawasari of Jambi City shows that women's picture of pregnant gymnastics is 59 %, their knowledge 71,7 % and their attitude 61,55%. Despite the fact that many women do not prctice pregnant gymnastics, PUSKESMAS functionaries keep educating them about the importance of pregnant gymnastics for baby delivery process

Spartan Daily, May 10, 1994

Volume 102, Issue 65https://scholarworks.sjsu.edu/spartandaily/8565/thumbnail.jp

A Brief Analysis Of The Rehabilitation Systems Of Children With Spastic Forms Of Motor Disorders

The article briefly analyzes the main studies in the field of overcoming spasticity within the confines of medical and partly pedagogical approaches. It was singled out the range of the main aspects that can be used as a basis for the correction of motor disorders spasmodic forms in children of early and preschool age by means of adaptive physical education from the position of pedagogy, medicine, physiology and neurology in their constituent components. The paper studies the methods of overcoming spasticity suggested by specialists of various profiles containing promising key ideas for further research. Efforts have been made to combine possibilities of medical methods of spastic motor disorders forms rehabilitation with pedagogical capabilities of adaptive physical education. Such an approach can guarantee the complexity of various forms of spastic motor disorders, which can positively affect the construction of an individualized correctional strategy and tactics in further rehabilitation work. Analyzing the literature sources, we did not find a single universal method for the complete or at least prevailing overcoming of spasticity in children and adults

Secondary PGCE PE students’ perceptions of their subject knowledge

PE teachers in England are required to teach a wide range of physical activities in order to fulfil the requirements of the National Curriculum for Physical Education (NCPE). The content or subject knowledge necessary to teach all areas of activity in the NCPE is acknowledged as important, both in its own right and as giving students confidence and accuracy for subject application. Subject knowledge is identified as one of the standards for the award of qualified teacher status on completion of an initial teacher education course in England. However, students entering secondary Post-Graduate Certificate in Education (PGCE) PE courses bring with them a variety of experiences, qualifications and subject knowledge to teach the areas of activity in the NCPE. Most students have a sports-related degree. However, such degrees may not include subject knowledge appropriate to teach all six areas of activity in the NCPE. Students, therefore, are required to gain subject knowledge on their one year PGCE course. The purpose of this study was to look at secondary PGCE PE students’ perceptions of amount of subject knowledge in the six areas of activity that comprise the NCPE. Twenty-seven students completed a questionnaire at the beginning of each of the second and third terms of their course (January and April). The questionnaire included a question about knowledge in the six areas of activity in the NCPE and in specific Games taught in many schools in England. Results suggested that there were differences in students’ perceptions of amount of subject knowledge. The highest percentage of students perceived good subject knowledge in traditional team Games. The highest percentage of students perceived little subject knowledge in Outdoor and Adventurous Activities (OAA) and Dance. There were significant differences between male and female students’ perceptions of knowledge in OAA, Swimming, Football, Netball and Rounders. There were also significant differences in students’ perceptions of knowledge in Dance, Gymnastics, OAA and Volleyball between the beginning of the second and third terms. Implications of the results are considered in relation to: (i) experiences which students require on PGCE courses to develop subject knowledge; (ii) selection procedures for secondary PGCE PE courses; and (iii) preparation of students for secondary PGCE PE courses on sports-related degree courses

Measuring the Impact of the ‘Two Hours/Two Periods of Quality Physical Education’ Programme

No abstract available