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Author: Earle F. Zeigler
Publisher: Trafford Publishing
ISBN: 1490721436
Category : Education
Languages : en
Pages : 211
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Book Description
The purpose of this book is to help the prospective director or manager of physical activity education and educational sport develop an initial understanding of selected aspects of the organizational environment that he or she will face. Such self-education about both the external and internal aspects of this environment should occur because a managerial revolution occurred in the 20th century, the limits of which we in education today still envision dimly. True understanding of "organizational culture" in the related area of the fitness industry in Canada, for example, is in its earliest stages. In the first comprehensive study of its type by Macintosh, he found that organizational culture did significantly impact "the attitude and behaviour of client members and staff involved in fitness operations" (2007, p. iv). Further, the management of change is an ever-present reality, a social setting being transformed by the steadily increasing importance of ecology as a basic social force. Assessing society's rate of change that has brought this onrushing development may be literally impossible. However, the onset of so-called postindustrial society has alerted us to the importance of one fact: we must increasingly search for synthesis and consensus because of conflicting demands and trends in our lives. "second wave civilization placed an extremely heavy emphasis on our ability to dismantle problems into their components; it rewarded us less often for the ability to put the pieces back together again" (Toffler, 1981, pp. 129-30). What we need now in all aspects of (Third Wave) life is to put this all in greatly improved an apparent context (Toffler & Toffler, 1884). Today we must do all in our power to "eschew obfuscation" (i.e., to be clear, concise, and precise in what we say and do). We have so much to deal with that is so obsolescent, and which should be viewed simply as excess "cultural baggage." This is nowhere more true than in many of the managerial myths that surface time and again in the immediate, on-the-job environment. (An example of this is the dismal myth that the person who assumes the managerial mantle knows best about everything; see Hunt, 1979, p. 19). Management of physical activity education and educational sport is the professional accompaniment emanating from the ongoing importance of wholesome developmental physical activity in people's lives. We urgently need the knowledge from onrushing behavioral theory that will help us to understand the managerial structure in an ever more-insightful manner. Question: Is it too much to hope that search committees recommend men and women for managerial posts who are committed to the employment of sound management theory in accord with ethical practice? Further, it is unreasonable to expect that when mistakes are made in manager selection that people will be prepared to rectify an unproductive situation at the first possible legal and ethical moment? With a truly scientific, but hopefully still sufficiently humanistic approach to management, coupled with an increasing awareness of the social influence of ecology, the managerial team and key associated personnel should seek to develop, employ, and maintain power and influence that lead to the achievement of planned goals. Many people within the organization will be involved in one way or another in assisting with the implementation of the fundamental processes of planning, organizing, staffing, directing, and controlling the operation of the organization. Throughout this series of experiences, it is imperative that good human relations be employed by all through the use of effective and efficient communication techniques. The successful implementation of these various processes is extremely complex, of course. This is why a topflight managerial team is becoming increasingly necessary to move a complex organization ahead. We must keep in mind that the external environment relates typically to the still broader physical and social environment of the public, semipublic, or private agency that the manger is administering within the society. However, there are now ever-increasing indications that this external environment has now become worldwide in scope. This aspect of the environment therefore needs its own theoretical subdivisions. Also, a manager should plan to assist the larger community (i.e., the external environment) by personally assuming some direct responsibility for society's welfare over and above his or her own immediate professional task. Now that we are all quite aware of the Toffler's concepts (1970; 1981, 1994) of "future shock" and "third wave world" we must be ready for our own collision with the future. The world will never be the same again but, then, it probably never was
Author: Earle F. Zeigler
Publisher: Trafford Publishing
ISBN: 1490721436
Category : Education
Languages : en
Pages : 211
Get Book Here
Book Description
The purpose of this book is to help the prospective director or manager of physical activity education and educational sport develop an initial understanding of selected aspects of the organizational environment that he or she will face. Such self-education about both the external and internal aspects of this environment should occur because a managerial revolution occurred in the 20th century, the limits of which we in education today still envision dimly. True understanding of "organizational culture" in the related area of the fitness industry in Canada, for example, is in its earliest stages. In the first comprehensive study of its type by Macintosh, he found that organizational culture did significantly impact "the attitude and behaviour of client members and staff involved in fitness operations" (2007, p. iv). Further, the management of change is an ever-present reality, a social setting being transformed by the steadily increasing importance of ecology as a basic social force. Assessing society's rate of change that has brought this onrushing development may be literally impossible. However, the onset of so-called postindustrial society has alerted us to the importance of one fact: we must increasingly search for synthesis and consensus because of conflicting demands and trends in our lives. "second wave civilization placed an extremely heavy emphasis on our ability to dismantle problems into their components; it rewarded us less often for the ability to put the pieces back together again" (Toffler, 1981, pp. 129-30). What we need now in all aspects of (Third Wave) life is to put this all in greatly improved an apparent context (Toffler & Toffler, 1884). Today we must do all in our power to "eschew obfuscation" (i.e., to be clear, concise, and precise in what we say and do). We have so much to deal with that is so obsolescent, and which should be viewed simply as excess "cultural baggage." This is nowhere more true than in many of the managerial myths that surface time and again in the immediate, on-the-job environment. (An example of this is the dismal myth that the person who assumes the managerial mantle knows best about everything; see Hunt, 1979, p. 19). Management of physical activity education and educational sport is the professional accompaniment emanating from the ongoing importance of wholesome developmental physical activity in people's lives. We urgently need the knowledge from onrushing behavioral theory that will help us to understand the managerial structure in an ever more-insightful manner. Question: Is it too much to hope that search committees recommend men and women for managerial posts who are committed to the employment of sound management theory in accord with ethical practice? Further, it is unreasonable to expect that when mistakes are made in manager selection that people will be prepared to rectify an unproductive situation at the first possible legal and ethical moment? With a truly scientific, but hopefully still sufficiently humanistic approach to management, coupled with an increasing awareness of the social influence of ecology, the managerial team and key associated personnel should seek to develop, employ, and maintain power and influence that lead to the achievement of planned goals. Many people within the organization will be involved in one way or another in assisting with the implementation of the fundamental processes of planning, organizing, staffing, directing, and controlling the operation of the organization. Throughout this series of experiences, it is imperative that good human relations be employed by all through the use of effective and efficient communication techniques. The successful implementation of these various processes is extremely complex, of course. This is why a topflight managerial team is becoming increasingly necessary to move a complex organization ahead. We must keep in mind that the external environment relates typically to the still broader physical and social environment of the public, semipublic, or private agency that the manger is administering within the society. However, there are now ever-increasing indications that this external environment has now become worldwide in scope. This aspect of the environment therefore needs its own theoretical subdivisions. Also, a manager should plan to assist the larger community (i.e., the external environment) by personally assuming some direct responsibility for society's welfare over and above his or her own immediate professional task. Now that we are all quite aware of the Toffler's concepts (1970; 1981, 1994) of "future shock" and "third wave world" we must be ready for our own collision with the future. The world will never be the same again but, then, it probably never was
Author: Committee on Physical Activity and Physical Education in the School Environment
Publisher: National Academies Press
ISBN: 0309283140
Category : Medical
Languages : en
Pages : 503
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Book Description
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Author: Earle F. Zeigler
Publisher: Trafford Publishing
ISBN: 1466981016
Category : Sports & Recreation
Languages : en
Pages : 497
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Book Description
The introduction of this combined text and laboratory workbook - with its "tear-out" sheets on which to complete specific "experiences" - is a "first" in the field! It can be employed either by itself or in connection with a standard text that has limited or no practical exercises included. If desirable, also, the instructor could amplify what is offered here by the addition of other "laboratory experiences" developed from the listing in Part I of well over 100 desirable experiences under the five broad categories included. A comprehensive analysis of management science literature indicated the need to introduce a step-by-step plan for management skill or competency attainment. In doing so, the authors built on Katz's (Harvard) tripartite categorization of skills and expanded it to five subdivisions so as to cover also the personal attributes needed by the prospective manager, as well as those "conjoined" skills gained through a "combinatorial process" that the individual is required to employ on the job. What Katz calls human skills, we now call interpersonal skills so as to distinguish this category from personal skills (No.1 below). These subdivisions or categories are, therefore, as follows: 1. Personal skills (or developing one's own individual competencies prior to concentrating of the managerial task) 2. Interpersonal skills (or acquiring the skills needed to influence people positively to work toward accomplishment of organizational objectives and goals) 3. Conceptual skills (or learning to formulate ideas and plans while on the job as a manager) 4. Technical skills (or acquiring the various skills and techniques needed to cope with the various organizational details and problems that arise) 5. Conjoined skills (or developing the various managerial skills in some combination or proportion to achieve both immediate and long-range objectives and goals) Granting that Katz's categories of human (interpersonal, as we call it), conceptual, and technical managerial skills, along with our additional subdivisions of so-called personal and conjoined skills, are not mutually exclusive, this plan enables the teacher and the students to move selectively from theory to practice within each of the five categories described. The method for working toward the achievement of the specific competencies or skills is (1) through the provision of statements describing the objectives of the modules used to develop the competencies, (2) to offer "knowledge statements introducing the trainee to the theoretic bases of the competencies and their roles and functions in the management process, and (3) by recommending selected laboratory exercises for achieving a degree of success (at least) based on involvement in a variety of problem-solving experiences. After the student comprehends the problem to be met or solved, a questioning process determines (1) what needs to be known, (2) where this information may be obtained, (3) how to organize the actual learning experience, (4) what the probable result will be, and (5) how to evaluate the level of competency attainment (where such is possible). The teaching and learning process employed by the instructor is designed, therefore, to include a variety of laboratory experiences. The tear-out sheets for each laboratory experience are to be completed and handed in as indicated by the course instructor. In addition to standard lecture and discussion techniques that we assume will be included by the instructor, other learning devices available can include use of the case method, role-playing, independent study, interaction with a personal computer, elementary theory formulation, response to questionnaires and self-testing devices, individual projects, small discussion groups, etc. When the instructor wishes, and there is class time available, he or she can introduce action or applied research, based independent investigation (e.g., survey, game theory), debates, internship experiences, panels, forums, and so forth. Basically, a fivefold learning process is recommended. This process employs three steps: (1) understanding of the objective of the learning experience module, (2) reading and comprehension of a "knowledge statement" or "lecturette" about the particular skill involved, and (3) skill learning through analysis and practice. Thus, the instructor can (1) assess initial student status, (2) introduce selected experiences to strengthen areas of possible weakness, and subsequently (3) evaluate competency attainment.
Author: March Krotee
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
ISBN: 9780072972924
Category : Education
Languages : en
Pages : 0
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Book Description
This book offers a solid foundation of management concepts, skills, and techniques that enable students to develop and test the leadership, decision-making, and problem-solving required for their role in the profession of physical education and sport. The thirteenth edition continues to focus on the management and administration of physical education, sport, and recreational programs in educational settings, as well as in the public and private domains.
Author: Daryl Siedentop
Publisher: Human Kinetics
ISBN: 1492582204
Category : Education
Languages : en
Pages : 226
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Book Description
This new edition of Complete Guide to Sport Education contains everything your students need to get—and keep—children active. Regardless of skill or confidence level, your students will learn how to get children to work together, support each other, and gain competence in sport and fitness skills so that they can stay moving now and throughout their lifetime. The Sport Education model is appropriate for various dance forms and recreational activities such as swimming, weightlifting, and other fitness programs such as aerobic routines and hiking. The text for this groundbreaking Sport Education curricular model has expanded to 12 chapters, is updated throughout, and offers even more practical examples and real-world applications from both elementary and secondary levels: • A new emphasis on using the Sport Education model to help students reach national goals for physical activity, including outside of class time • Review of the findings from more than 50 research studies that examine the efficacies of the Sport Education model • More online teacher resources—including ready-to-use forms, plans, assessments, charts, and handouts A few examples of new resources include a series of team practice cards that teachers and team coaches can use to plan practices, and templates that allow teachers to choose among several game-play performance indicators (techniques and tactics, rules and strategies, fair play, and so on). The resources make it easy for professors to use this text in college methods and curriculum courses. Authors Daryl Siedentop, Peter Hastie, and Hans van der Mars provide a perfect blend of rock-solid theory and practical application for a wealth of games, sports, and fitness activities. Through their Sport Education model, children quickly become involved in all aspects of a sport or activity, learning skills, sportsmanship, and responsibility. The curriculum helps students develop as leaders and as team players. And as they learn to become true players and performers, they become more competent and confident—thus leading to the likelihood that they will continue being active after school, on weekends, and as they grow. This second edition of Complete Guide to Sport Education will help school programs meet national physical activity guidelines and the national physical education standards established by NASPE. It contains everything that future physical education teachers need in order to implement an effective program. With its greater emphasis on activity and fitness, its expanded resources, its relevance and freshness, and its practical approach, Complete Guide to Sport Education, Second Edition, is just what your students need to point children in the direction of healthy, active lifestyles.
Author: F. Zeigler Earle F. Zeigler
Publisher: Trafford Publishing
ISBN: 1426930429
Category : Education
Languages : en
Pages : 331
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Book Description
A new text in management thought, theory, and practice applied to physical activity education and athletics required justification. Management Theory and Practice in Physical Activity Education (Including Athletics) has been planned primarily for administrators of physical education and athletics at several levels of educational institutions. However, much that is included here can be very helpful as well to the sport and physical recreation manager in public and/or commercial sport and physical activity. In other words, it is the underlying "thought, theory, and practice" that is fundamentally important. The twentieth century has been characterized as a transitional one in human history. Moving into the twenty-first century, we start down the path to finding the answer to this assumption. At any rate, changing times are occasioned by the impact of a variety of social forces on society. Additionally, such change has its accompanying, but often unsteady, influence on the professional training of leaders in the large number of fields that make up the society in which such change occurs. The caliber of young people recruited into the field within education is paramount, as is the way they are prepared for leadership roles as managers, teachers, coaches, performers, supervisors, or exercise specialists. This is OUR responsibility. We should carry out these assignments in a way that is comparable to that used in the finest professions.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 370
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Book Description
Author: World Health Organization
Publisher: World Health Organization
ISBN: 9241514183
Category : Health & Fitness
Languages : en
Pages : 104
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Book Description
Regular physical activity is proven to help prevent and treat noncommunicable diseases (NCDs) such as heart disease stroke diabetes and breast and colon cancer. It also helps to prevent hypertension overweight and obesity and can improve mental health quality of life and well-being. In addition to the multiple health benefits of physical activity societies that are more active can generate additional returns on investment including a reduced use of fossil fuels cleaner air and less congested safer roads. These outcomes are interconnected with achieving the shared goals political priorities and ambition of the Sustainable Development Agenda 2030. The new WHO global action plan to promote physical activity responds to the requests by countries for updated guidance and a framework of effective and feasible policy actions to increase physical activity at all levels. It also responds to requests for global leadership and stronger regional and national coordination and the need for a whole-of-society response to achieve a paradigm shift in both supporting and valuing all people being regularly active according to ability and across the life course. The action plan was developed through a worldwide consultation process involving governments and key stakeholders across multiple sectors including health sports transport urban design civil society academia and the private sector.
Author: Manuel Gómez-López
Publisher: Frontiers Media SA
ISBN: 2889744507
Category : Science
Languages : en
Pages : 264
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Book Description
Author: Karen Petry
Publisher: Routledge
ISBN: 1000541282
Category : Sports & Recreation
Languages : en
Pages : 260
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Book Description
Sport and physical activity are embedded in our education systems and in wider society. This book takes the broadest possible look at this topic, across every key discipline and on different continents, opening up important new directions for the future development of sport and physical activity education. The book examines education in sport coaching, sport management, PE teacher training, physical activity and health promotion, and the emerging discipline of outdoor studies, considering how trends such as globalisation, digitalisation, and privatisation are having a profound impact on education programs. It identifies some of the most important societal issues that must be addressed by sport and physical activity educators, including healthy lifestyles, inequality, intercultural aspects, human rights, and emerging technologies, and looks at how sport and physical activity education in Europe, North America, Latin America, Asia, and Australasia is evolving to meet these challenges. Designed to invite self-reflection, to provoke debate and to open up new cross-disciplinary and international perspectives within sports organisations and higher education institutions, this book is fascinating reading for advanced students, researchers, teachers, and policy makers with an interest in sport and physical activity.
