<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Robert   Podstawski</style></author><author><style face="normal" font="default" size="100%">Krzysztof Borysławski</style></author><author><style face="normal" font="default" size="100%">Marta Zurawik</style></author><author><style face="normal" font="default" size="100%">Alena Bukova</style></author><author><style face="normal" font="default" size="100%">Bojan Masanovic</style></author><author><style face="normal" font="default" size="100%">Ferenc Ihasz</style></author><author><style face="normal" font="default" size="100%">Miloš Marković</style></author><author><style face="normal" font="default" size="100%">Aneta Omelan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFLUENCE OF ORGANISATIONAL FACTORS ON THE IMPLEMENTATION OF PHYSICAL EDUCATION IN EUROPEAN TERTIARY INSTITUTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">European tertiary institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">organisational factors</style></keyword><keyword><style  face="normal" font="default" size="100%">PE curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">physical education</style></keyword><keyword><style  face="normal" font="default" size="100%">university college students (UCS)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1607330264.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students’ (UCS) fitness levels and physical activity (PA). 
The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. 
The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing.
</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1027-1037</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Robert   Podstawski</style></author><author><style face="normal" font="default" size="100%">Dariusz Choszcz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE LEGITIMACY OF PHYSICAL EDUCATION CLASSES FOR UNIVERSITY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">motor abilities</style></keyword><keyword><style  face="normal" font="default" size="100%">physical education</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361530.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">58</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of the study was to determine the influence of the current scope of P.E. classes organized at the University of Warmia &amp; Mazury in Olsztyn (Poland) during a period of one semester on the level of 1st year students’ motor abilities. A total of 337 full-time students aged 19-20 participated in the research. In order to calculate the students’ BMI, basic anthropometric parameters such as their body mass and height were measured. The students’ motor abilities were examined at the beginning as well as at the end of the summer semester of the academic year 2009/2010. The data were subjected to statistical analysis using the Statistica PL v. 10 software package. In the majority of motor trials (eight out of eleven) the students performed significantly worse after completing the semester-long P.E. course. In the other five trials the differences were found to be insignificant. Moreover, the study revealed that the participants’ average BMI increased over the course of the experiment. Based on the above it can be concluded that the current university P.E. program seems to be ineffective as it failed to result in noticeable positive physical changes, although the possible influence of the P.E. classes on the students’ attitudes toward physical education and their future lifestyles should not be ignored. If it is to lead to the desired physical changes in university youth, the amount of time devoted to physical education at the university must be increased, the classes distributed differently and their form rethought.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">118-126</style></section></record></records></xml>