CC BY
12w^^^v International journal of iWn^ijIffi) theoretical and practical research
'^¿iH^s^ Scientific Journal
Year: 2022 Issue: 2 Volume: 2 Published: 28.02.2022
http://alferganus.uz
Citation:
Mikheeva, A.I. (2022). Physical education and physical activity in modern lifestyle. SJ International journal of theoretical and practical research, 2 (2), 31-39.
Mixeeva, A.I. (2022). Zamonaviy turmush tarzida jismoniy tarbiya va jismoniy faoliyat. Nazariy va amaliy tadqiqotlar xalqaro jurnali, 2 (2), 31-39.
Doi:
https://dx.doi.org/10.5281/zenodo.6466296
QR-Article
Mikheeva, Alexandra Ivanovna
Senior Lecturer of the Department of Physical Culture and Sports, Fergana Polytechnic Institute
UDC 796.011.1
PHYSICAL EDUCATION AND PHYSICAL ACTIVITY IN MODERN
LIFESTYLE
Abstract: The purpose of this article is to briefly trace the historical, intrinsic relationship between physical education and physical activity, its development as pedagogical work, its responsibility beyond the school walls, and the need for new strategies to educate children, parents, and administrators.
Key words: physical education, physical activity, sports
Mixeeva, Aleksandra Ivanovna
Katta o'qituvchi Farg'onapolitexnika instituti
ZAMONAVIY TURMUSH TARZIDA JISMONIY TARBIYA VA JISMONIY
FAOLIYAT
Annotatsiya: Ushbu maqolaning maqsadi jismoniy tarbiya va jismoniy faoliyat o'rtasidagi tarixiy, uzviy bog'liqlikni, uning pedagogik faoliyat sifatida rivojlanishini, maktab devorlaridan tashqaridagi mas'uliyatini va bolalar, ota-onalar va ma'murlarni o'qitishningyangi strategiyalariga bo'lgan ehtiyojni qisqacha ko'rib chiqishdir. Kalit so'zlar: jismoniy tarbiya, jismoniy faoliyat, sport
Михеева, Александра Ивановна
Старший преподаватель кафедры физической культуры и спорта,
Ферганский Политехнический Институт
31
ЭЛР 2022:5.962
ФИЗИЧЕСКОЕ ВОСПИТАНИЕ И ФИЗИЧЕСКАЯ АКТИВНОСТЬ В СОВРЕМЕННОМ ОБРАЗЕ ЖИЗНИ
Аннотация: Цель данной статьи - кратко проследить историческую, неразрывную связь между физическим воспитанием и физической активностью, его развитие как педагогической деятельности, его ответственность за пределами школьных стен и необходимость новых стратегий обучения детей, родителей и администраторов.
Ключевые слова: физическое воспитание, физическая активность, спорт.
Introduction
The concept of physical education is generally understood as the organization of some games, sports or physical education activities in schools. There are schools where specific periods are allocated for this subject in the time table. It has been noticed that during such periods, most of the students are either left on their own to play the games in a way they like or they are taken to the field where they engage themselves in different sports without the guidance or supervision of teachers. In some schools, selected students play games like football, cricket, volleyball, hockey, basketball, and so on. Annual sports are organized, but again in such activities only a few selected students participate. All these experiences taken together provide a basic understanding of physical education as a concept. However, when we go into details of the aims, objectives and concepts of physical education, we learn that they go beyond these traditional beliefs.
As we know, education, particularly school education, aims at the holistic development of children. It provides students with opportunities to grow and develop as adults to be useful for society. It is important for us to know that one of the most important requirements for growing into healthy adulthood is the physical growth which supports cognitive development. It is, therefore, necessary that all children get adequate opportunity to participate in free play, informal and formal games, sports and yoga activities. It is in this context that health has been made a significant component of the subject of Physical Education in the school education system of the country.
The subject "Health and Physical Education" adopts a holistic definition of health within which physical education and yoga contribute to the physical, social, emotional and mental development of a child. In view of the above, the meaning of physical education becomes a little different from what is commonly understood.
Physical education comprises holistic education for the development of personality of the child to its fullest and perfection in body, mind and spirit through engaging in regular physical activities. Physical education through the medium of physical activities helps individuals to attain and maintain physical fitness. It contributes to physical efficiency, mental alertness and the development of qualities like perseverance, team spirit, leadership and obedience to rules. It develops personal and social skills among the learners and makes a positive impact on their physical, social, emotional and mental development. It also contributes to the total health of learners and the community. Physical education thus, can be defined as a subject that is not only focused on physical fitness but is also concerned with development of a number of skills, abilities and attitudes
© ®
32
SJIF 2022:5.962
for leading a healthy lifestyle. It inculcates values like cooperation, respect to others, loyalty, self-confidence, winning with grace and losing with hope.
Objectives of physical education
As discussed above, by now it may be clear to you that the aim of physical education is not only physical development but also to equip learners with knowledge, skills, capacities, values, and the enthusiasm to maintain and carry on a healthy lifestyle. It promotes physical fitness, develops motor skills and the understanding of rules, concepts and strategies of playing games and sports. Students learn to either work as part of a team, or as individuals in a wide variety of competitive activities. The main objectives of physical education are to:
• develop motor abilities like strength, speed, endurance, coordination, flexibility, agility and balance, as they are important aspects for good performance in different games and sports.
• develop techniques and tactics involved in organized physical activities, games and sports.
• acquire knowledge about the human body as its functioning is influenced by physical activities.
• understand the process of growth and development as participation in physical activities has a positive relationship with it.
• develop socio-psychological aspects like control of emotions, balanced behavior, development of leadership and followership qualities and team spirit through participation in games and sports.
• develop positive health related fitness habits which can be practiced lifelong so as to prevent degenerative diseases.
Definition of physical education
If a survey was to be conducted and individuals asked what they understood when they heard the term Physical Education, the response could possibly be that physical education is knowledge related to sports activity, sports education, sports coaching, health education, education about yoga or anything related to individual fitness.
But is this really Physical Education? Not totally. Physical Education is all of the above and something more. While the above-mentioned activities are associated with Physical Education, they are not all that Physical Education is about. In essence Physical Education uses physical activity or movement to bring about positive changes in the physical, mental, and emotional make-up of an individual. It is a broad field of education which deals with the relationship between physical wellbeing and movement and other domains of education.
Physical Education is a combination of two separate words, physical and education. The first word is physical which means related to the body or related to any one or all of the bodily characteristics, that include physical strength, physical
33
SJIF 2022:5.962
endurance, physical fitness, physical appearance and physical health. And, the second word is education which means preparation for life or systematic instruction and training. When we look at the combined meaning of these two words, we can understand that physical education is a systematic training of an individual by using his/her own body to achieve the objectives of developing and maintaining the body, developing motor skills, physical abilities, making a habit of living a healthy lifestyle, developing the ability to control emotions for a fuller living.
So, in a broader context, Physical Education may be defined as a teaching-learning process where physical activities are used as medium of instruction, and these physical activities are designed in such a manner as to improve physical fitness, motor skills, knowledge, sportsmanship, emotional stability and healthy behavior (Figure 1).
The evolution of Physical Education as a discipline has covered a long journey. In the past it has been known by many other labels. Most of them are now considered too narrow and restricted to cover the entire scope of Physical Education. Physical Education evolved from gymnastics (during the 1800s) to hygiene to physical culture to physical training and now is known as Physical Education (Figure 2).
Terminology used in physical education
Game
It is often considered as an activity played by more than two people combined as a team. There are defined objectives, time, space, rules, and a limited pattern of behavior, the outcome of which is to determine a winner or loser.
Sport
Sport is a wider term which acts as an institution involving all physical activities, individual skills, governed by a set of rules and often taken competitively.
Sports Training
Planned and systematic process of preparation of sportsperson or athlete for better performance, which is based on scientific principles, is called sports training. It improves specific fitness and sports specific skills, techniques, and tactics.
Gymnastics
Gymnastics include different exercises, without apparatus, and with apparatus. These exercises involve arm, leg, hand and trunk movements as well as performing jumping movements, and maintaining balance. It constitutes agility exercises done on various kinds of gymnastic apparatus like, parallel bars, horizontal bar, beam, pommel horse, ring, etc.
Physical Culture
In some countries, physical education is considered as 'physical culture'. The culture is synonymous to our social belief, custom, and religious way of treating the body as a temple. It also includes the concept of making the body beautiful by developing shaped muscles. Weight-training devices, and sharp and high intensity exercises are some of the means used for muscle training so that the body looks muscular and in good shape.
Drill
Drill includes different kinds of body exercises for developing good posture of standing, walking, fighting, etc., and disciplining the body and mind. In games and sports, drill is the process of repetition of activities done with beats, music, or verbal order.
34
Figure1: An illustration of Physical Education
Figure 2: Evolution of Physical Education
Health Education
Health Education includes the knowledge about diseases, health, rest, sleep, sanitation, pollution and psychosomatic disorder. A healthy person is an asset for society whereas an unhealthy person is a liability.
Recreation
Recreation includes playing, singing, camping, hiking, reading, gardening, dancing, and many more pleasure-giving activities. Through recreation one can regain the lost energy, vigor, and spirit. After hard work one can engage in different kinds of recreational activities for releasing mental stress and getting rid of fatigue.
Review of related literature
A large number of recent studies have shown that the lack of physical activity is one of the most evident causes of obesity, diabetes, and cardiovascular diseases among children and adolescents (Toschke, von Kries, Rosenfeld, & Toschke, 2007; Zieff, Guedes, & Wiley, 2006).
35
SJIF 2022:5.962
However, few studies have shown the connection between the lack of physical education and the prevalence of sedentary behavior among the youth population. The presumed link between physical activity and physical education is still a taboo subject among educators, parents, and school administrators. Palliative solutions have been adopted that aim to bring activity to schools through after-school programs. However, these programs attend only to part of the youth population, leaving behind a large number of children. As we know, many after-school programs lack a systematic approach or curriculum for developing fundamental motor skills and health-related fitness work that prepare children to enjoy being active throughout life. This work should be done within the physical education curriculum, to address the needs of all children. The mission of physical education is to make permanent its pedagogical approach of educating the body by teaching children about movement and to develop the necessary skills to become proficient in many kinds of physical activity. The result of this endeavor will be an understanding of the crucial role of physical activity for a healthier, wellness-oriented lifestyle.
In spite of the devastating scientific proof of the benefits of physical programme and the fact that the 1948 UNESCO chapter enshrined PE as a fundamental human right, PE is in a dangerous situation worldwide. Mackendrick (1996) notes that PE is mostly taught by generalist teachers with modest knowledge or with no PE education methods. Hardman (1999) of Manchester University, in his research to the critical status of physical education (Berlin, November 1999) showed the essential status of PE around the globe, in spite of the social and economic class. One of the main issues identified by Hardman (1999) is resources. According to the audit report, the reduction of funding compromises the quality and quantity of physical education programs in schools. The provision of amenities and their maintenance are insufficient in many schools across the globe. Besides, worldwide, only 31% of countries have enough amenities. In the poor countries, there are major challenges in providing a full variety of amenities. But even in countries with more recognized systems of physical education programs, there were cases of poor maintenance and loss of amenities noted (Hardman, 1999).
In an Australian journal of teacher education presented by Jenkinson and Benson (2009), the challenges to physical education and physical activities are stated. The barriers can be institutional and teacher related. Dwyer et al. (2003) reported that PE is allocated lower status and priority in learning institutions, lack of achievement measures for PE and physical activity and inadequate infrastructure.
According to a study by Hardman and Marshall (2000) on the condition of Physical Education in Schools, absence of policies for national PE, programme is stated but not fully carried out, PE tutors are not specialists, lack of governments support, inadequate structures and facilities and lack of time for teaching were the major obstacles of PE in most primary schools (Hardman and Marshall, 2000). Within the broad education system, a greater part of countries has legal necessities for physical education in schools for at least some part of the mandatory schooling years. Together with states where there is no mandatory prerequisite for physical education but where it is usually practiced, PE programme achievements rise. Physical education is neither mandatory nor might it be offered for girls (Hardman and Marshall, 2000). Hardman and Marshall (2000) noted that
36
SJIF 2022:5.962
due to educational reform, PE is fused with health education, which results in the decrease in the teaching and learning time of physical programs. According to Hardman and Marshall (2000), for the last decade, many states have reformed their education systems. Whilst it is encouraging that physical education has remained or become mandatory in a great majority of countries, since 2000, it has lost its compulsory position in 6% of countries (Hardman and Marshall, 2000).
According to Hardman and Marshall (2000), Physical Education is not mostly taught in many learning institutions even though it is a compulsory subject in the school curriculum, thus denying learners the opportunity of developing their skills and knowledge in physical education. The study of Hardman and Marshall (2000) continues that, more governments are squeezing physical education out of the education system and adding more compulsory academic courses, which hold little benefit, compared to PE. Hardman and Marshall, (2000) suggested the development of national policy to inculcate and implement policies and structures to control time of PE allocation in the curriculum. According to Hardman & Marshall (2000), in the primary school cycle, there is an average 94 minutes ranging between 30 - 180 minutes (Hardman and Marshall, 2000). European regions vary in time allocation for primary schools and secondary schools. Central and Latin America schools also vary in time allocation in both primary and secondary schools. Almond (1997) emphasized the significance of having suitable human resources, planning and providing enough instructional materials and physical amenities to sustain educational efforts. Stakeholders who would have supplemented the government efforts in providing physical education have not responded positively to this problem. In a nutshell, there is a need for support to enhance the availability of physical education resources for quality teaching and learning in our schools. A study by Sparkes et al (1990), also alludes to the findings of Marshall (2000) that teachers and other stakeholders ignored and accorded low status to PE. (Marshall and Hardman, 2000, Sparkes, Templin & Schempp, 1990) suggested that the „overloaded curriculum" restricts teachers from scheduling and implementing PE, designing discourses about the state of affairs of children"s health. Consequently, the requirement for more physical activity, and the appointment of physical activity experts. A study by the Ministry of Education (2007) in New Zealand on healthy and confident kids suggests alignment of current PE activities in primary schools with precedent PE credentials. The report advocates for programs, which are relevant and useful to modern children. Gatman (2005) in his research suggests that primary schools' PE teachers should continuously update themselves on PE teaching activities, which are future focused.
Conclusion
Health and Physical Education must continue to be a compulsory subject from the primary, to the secondary stages, and as an optional subject at the higher secondary stage. However, it needs to be given equal status with other subjects, a status that is not being given at present. In order to transact the curriculum effectively, it is essential to ensure that the minimum essential physical space and equipment are available in every school, and that doctors
and medical personnel visit school regularly.
© ©
37
SJIF 2022:5.962
It should be possible to organize the utilization of school space, at the block level at least, for special sports programmes both before school hours and after school hours to enable children with special talents for sports to come here for special training and during vacation periods. It should also be possible to develop these sports facilities so that many more children can avail of these
for leisure-time sports activities and engage with team games such as basketball, throwball, volleyball, and local forms of sports.
References:
1. Toschke, J. A., von Kries, R., Rosenfeld, E., & Toschke, A. M. (2007). Reliability of physical activity measures from accelerometry among preschoolers in free-living conditions. Clinical Nutrition, 1, 220-243.
2. Zieff, S. G., Guedes, C. M., & Wiley J. (2006). Youth knowledge of physical activity health benefits: A Brazilian case study. The Scientific World Journal, 6, 17131721.
3. MacKendrick, M. (1996). Active living + quality daily physical education = the perfect solution. The Canadian Association for Health, Physical Education, Recreation and Dance Journal, 62(1), 2.1q
4. Hardman, K. (1999). An Up-Date on the Status Of Physical Education in Schools Worldwide: Technical Report for the World Health Organization . Retrieved on: March 15, 2014, from ICSSPE Website: https://www.icsspe.org
5. Hardman, K. (1999). Proceedings of the World Summit of Physical Education. Berlin 3-5 November 1999 Berlin, International Council of Sport Science Physical Education, 15-37.
6. Jenkinson, K. A. & Benson, A. C. (2009). Physical education, sport education and physical activity policies: teacher knowledge and implementation in their Victorian state secondary school. European physical education review, 15 (3), 365- 388.
7. Dwyer, J, J M., Allison, K.R., Barrera, M., Hansen, B., Goldenberg, E. & Boutilier, M. (2003). Teachers' perspective on barriers to implementing physical activities curriculum guideline for school children Toronto. Canadian journal of public health, 94(6), 448- 45
8. Hardman, K. & Marshall, J.J. (2000). Worldwide survey of the state and status of school
9. Almond, L. (1997) Physical education in schools (2nd ed.). London: Kogan Page Ltd.
10. Sparkes, A., Templin, T, & Schempp, P. (1990). The problematic nature of a career in a marginal subject: Some implications for teacher education programs. Journal of Education for Teaching 76(1), 3-28.
11. Gatman, V. (2005). Physical activity and physical education within Health and Physical Education ¡n the New Zealand curriculum: A primary teacher's perspective in PE.
12. Ministry of Education. (2007). Physical activity for healthy, confident kids: Guidelines for sustainable physical activity in school communities. Wellington: Learning Media.
38
13. Kurpayanidi, K. I., Abdullaev, A. M., & Khudaykulov, A. (2020). Challenges of coping with the economic consequences of the global pandemic COVID-19. ISJ Theoretical & Applied Science, 05 (85), 1-5. Doi: https://dx.doi.org/10.15863/TAS.2020.05.85.1
14. Abdullaev, A., Ashurov, M., Tukhtasinova, M., & Shakirova, Y. (2020). The issue of a competitive national innovative system formation in Uzbekistan. In E3S Web of Conferences (Vol. 159, p. 04024). EDP Sciences. Doi: https://doi.org/10.1051/e3sconf/202015904024
15. Margianti, E.S., and ets. (2020). Role of goal orientation as a predictor of social capital: Practical suggestions for the development of team cohesiveness in SME's. Gunadarma Pulisher, Indonesia. http://dx.doi.org/10.13140/RG.2.2.28953.44641
16. Konstantin, K. (2021). Analysis of scientific and theoretical ideas about entrepreneurship. Nazariy va amaliy tadqiqotlar xalqaro jurnali, 7(1), 50-59.
17. Ashurov, M.S. (2020). Entrepreneurship and directions of its development in the context of the COVID-19 pandemic: theory and practice. GlobeEdit Academic Publishing. https://doi.org/10.5281/zenodo.4046090
18. Tkach, D. V., (2020). Some questions about the impact of the COVID-19 pandemic on the development of business entities. ISJ Theoretical & Applied Science, 11 (91), 1-4. Doi: https://dx.doi.org/10.15863/TAS
19. Konstantin Kurpayanidi and Alisher Abdullaev Covid-19 pandemic in central Asia: policy and environmental implications and responses for SMES support in Uzbekistan.E3S Web Conf., 258 (2021) 05027 DOI: https://doi.org/10.1051/e3sconf/202125805027
20. Михеева Александра Ивановна. (2021). Инновационные технологии на уроках физкультуры. Eurasian journal of social sciences, philosophy and culture, 1(2), 18-21. https://doi.org/10.5281/zenodo.5566765
21. Атамухамедова, М., Абдугаппаров, А., Михеева, А., & Ёрматов, Г. (2019). Влияние умственной деятельности у учащихся на газообмен в различных экологических условиях. Символ науки, (3), 81-82.
22. Khadjaevich, A. K. (2021). Human capital as one of the major factors of labor potential of the enterprise. Nazariy va amaliy tadqiqotlar xalqaro jurnali, 7(2), 13-18.
39
