<?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%">Veronika Végh</style></author><author><style face="normal" font="default" size="100%">Gergely Horzsa</style></author><author><style face="normal" font="default" size="100%">Zsolt B. Nagy</style></author><author><style face="normal" font="default" size="100%">Gábor Elbert</style></author><author><style face="normal" font="default" size="100%">Henriette Pusztafalvi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HUNGARIAN SECONDARY SCHOOL STUDENTS’ PHYSICAL ACTIVITY PATTERNS WITH REGARD TO GENDER</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%">eating habits</style></keyword><keyword><style  face="normal" font="default" size="100%">physical activity patterns</style></keyword><keyword><style  face="normal" font="default" size="100%">physical education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1540320558.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</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 rationale behind the research is the Hungarian government’s decision to introduce daily physical education lessons in schools. The system was expanded to all grades by the 2016/2017 academic year. It aims to improve students’ health consciousness and sports habits. Hungarian high school students’ physical activity, participation in competitive sport, body mass index and lifestyle determiners were examined with regard to gender. Altogether, 333 students completed the anonymous questionnaire, their average age was 16.12. Their Body Mass Index (BMI) was used to estimate the prevalence of obesity. The association between BMI and lifestyle determiners was analysed. 63.8% of girls and 70.4% of boys exercise daily or several times a week. Girls love individual sports, while boys would rather choose team sports. More boys participate in competitive sports (26.2%) than girls (16.5%). Both genders’ biology marks are better than those of students who do no sport. 46.81% of girls and 27.59% of boys have been on a slimming diet, and a high percentage of girls were on a slimming diet, even those with a normal BMI.  The results suggest that despite having five physical education (PE) lessons every week, students want to get more exercise. However, a lack of time and fatigue prevents them from doing so. Most children chose PE as their favourite subject, but out of all sporting venues it is at school that they like doing sport the least.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">739-752</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><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%">Fábio   Castro</style></author><author><style face="normal" font="default" size="100%">Paula  Batista</style></author><author><style face="normal" font="default" size="100%">Susana   Soares</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STRATEGIES TO TEACH AN HYPERACTIVE PUPIL IN THE PHYSICAL EDUCATION CLASSES: A STUDY WITH A PRE-SERVICE TEACHER</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%">hyperactivity</style></keyword><keyword><style  face="normal" font="default" size="100%">physical education</style></keyword><keyword><style  face="normal" font="default" size="100%">strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410006062.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">42</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Some disorders may affect the teaching process in physical education classes. In the present work an action-research study was conducted in order to know how two work with a single case of a hyperactive pupil in physical education classes. Based in literature, some work strategies were defined and used by a pre-service physical education teacher. Strategies were the adoption of evaluative positive and individual feedback, which had positive results in the self-observation and in the compromise with the exercises; a calm voice, that resulted positive for pupil individually, but not when in interaction with class; an increased responsibility for tasks, that did not work as expected, because the general behaviour of the class was not good too; pupil showed more commitment with the competition, when compared with cooperation tasks; the valorisation of the work in pairs was more positive than the work in group; attribution of gradual autonomy showed that more time and more specific skills of teaching are needed beyond one school year. In conclusion, it seems to be necessary to adapt specific strategies for Physical education, once the most were in the context of other disciplines taught in a classroom context that is very different from gym.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">19-28</style></section></record></records></xml>