Physical Eduaction Essay Example

Physical Eduaction Essay In society’s struggle against the growing obesity epidemic and the rising number of health related illnesses, it is becoming increasingly important to ensure children are being taught the significance of participating in regular physical activity and to also attain an understanding of the different aspects of physical education. Physical education can be defined as the understanding, development and teaching of the sociological, physiological and psychological aspect within sport and physical activity. Physical education helps students develop social skills and understanding which will ultimately enable the student to become a positive member of society. Physical education also allows students to develop their own skills and knowledge of sports and physical activities, which in turn will help promote a healthy, active lifestyle and potentially provide future career opportunities. Physical education has the potential to make significant contributions to the education and development of children and young people in many ways. Physical Education is the main institution for the development of physical skills in children and young people. Educational theorist Telama, has highlighted the idea that schools are the main environment for many children to be physically active, whether it is through physical education programs or after-school activities (Telama et al, 1997). The physiological benefits of Physical Education are well established. Regular participation in physical activities can help lead to a longer and better quality of life, reduced risk from a number of health related diseases and many psychological or emotional problems. We will write a custom essay sample on Physical Eduaction specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Physical Eduaction specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Physical Eduaction specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Regular physical exercise can reduce the risk of hear disease, type two diabetes and high blood pressure while also helps in the prevention of weight gain and depression or anxiety (Wuest Fisette, 2012). Basic movement skills that are developed through Physical Education programs are the foundations of almost all sporting and physical activities. Booth suggests that ‘there is evidence that those who have developed a strong foundation in fundamental movement skills are more likely to be active, both during childhood and later in life’ (Okely et al, 2001). Motorlogical benefits can also be seen through Physical Education in the form of developing important movement skills, which are needed throughout day-to-day life. Such movement skills include: flexibility, agility, strength, speed and hand-eye coordination. Through a relevant and efficient Physical Education program, students have the potential to develop skills and technique, which may provide possible career pathways later in life. The sociological benefits of Physical Education provide students with the tools to become an active and influential member of society. Physical education theorist, Svoboda states that ‘numerous studies have demonstrated that appropriately structured and presented activities can make a contribution to the development of pro-social behavior’ (Shephard, 1997). Students who participate in physical education have the opportunity to develop important social skills while working in a collaborative environment; this is the fundamental for building and maintaining friendships and relationships through life. Evidence suggests the Physical Education has the potential to bring individuals from a variety of social and economic backgrounds together in a shared interest. This ultimately offers a sense of belonging to a team of club, provides the opportunity to develop values and competencies, and helps develop social networks (Bailey, 2005). Academic benefits and positive behavioral improvements can also be attributed to Physical Education. A study in France during the early 1950’s found that children who participated in regular physical activity showed fewer disciplinary problems and had greater capacity for concentration. In more recent studies, evidence indicates that again these students showed positive behavioral improvements are now also showing improvements in academic performance (Shephard, 1997). In addition to the physiological and sociological benefits of Physical Education, students can also psychologically benefits from regular physical activity. Wuest and Fisette suggest that ‘participation in exercise promotes positive thought and feelings. These serve to counteract negative thoughts and feelings as well as mood states associated with depression and anxiety’ (Wuest Fisette, 2012). Psychological benefits of participating in physical activity include: a reduced state of anxiety, improved mood and emotions, alleviating symptoms associated with mild depression and an improvement towards social interactions and relationships. A positive relationship between exercise and psychological states is clearly evident, with various research showing different explanations on how this relationship occurs. Physical Education is an imperative foundation in the development of all students. Physical Education provides the social and physiological constructs on how to not only become an active, connected member of society, but how to also lead a healthy and active life while reducing the risk of serious illnesses. Furthermore, in reducing the likelihood of developing mental illnesses such as depression and anxiety. Physical Education also carries significant psychological benefits. Physical Education has the potential to make substantial contributions to the education, development and wellbeing of all students. In each area discussed; physiological, sociological and psychological, there is evidence that proves Physical Education can have a positive and profound effect. Reference: Bailey, R, (2005), Evaluating the relationship between physical education, sport and social inclusion, Educational Review, pp. 71-90. Okely, A. , Booth, M. , Patterson, J., (2001), Relationship of physical activity to fundamental movement skills among adolescents, Medicine Science Sport Exercise, pp 1899 – 1904. Shephard, R. , and Trudeau, F. , (1997), Physical Education, School Physical activity, school sports and academic performance, Pediatric Exercise Science, pp 113 -126. Telama, R. , Yang, X. , Laakso, L. , and Viikari, J, (1997), Physical activity in childhood and adolescence as predictor of physical activity in young adulthood, Journal of Shool Health, pp 317 – 323. Wuest, D. A, and Fisette, J. L, (2012), Foundation of Physical Education, Exercise Science and Sports, 18th ed, McGraw-Hill, New York.

Kilns In Japan essays

Kilns In Japan essays There are many different types of kilns in the world. To specify a few, there are electric kilns, kilns that use oil, gas, coal or propane as fuel, and there are wood burning kilns. The technique used to fire the potter greatly influences the results of that firing. For example, if a potter wanted natural ash glazes, then the preferable type of kiln would be a wood-burning one, because the ash would attach to a piece, melt onto it, and create a glaze that is impossible to attain any other way. In most situations, the type of kiln used is just as important as the materials that go into it. The Japanese believe that only 85% of the firing process is controlled by them, the other 15% is up to the Kama No Kami; the kiln god. The kiln god manipulates such things as the weather, the environment of the kiln, and the condition of the wood being fired. If the firing goes wrong, then it is because the kiln god was not pleased with the potters. Usually, before a firing, the potters sacrifice something to the kiln god in return for fortunate outcome. In Japan, there are many different kinds of traditional kilns being used; however, there are two kilns that are most prized. The Anagama kiln and the Naborigama kiln are the two most valued kilns. Their functionality is incredible, and they have been around for a very long time. Before the Anagama or Naborigama kiln, the Japanese method of firing pieces of pottery was very simple. They used open pits, outdoor bonfires, and anyplace that could sustain a substantial amount of heat. These pieces of pottery were known as low-fired earthenware, because the temperature of their firing usually never exceeded around 700 degrees. The Jomon and Yayoi styles of pottery are linked to these methods of firing. The Anagama kiln is the oldest style of kiln in Japan, and was the first wood burning kiln to be used. It was originally from Korea, and was introduced ...

Meaning of Concepts Essay Example | Topics and Well Written Essays - 500 words

Meaning of Concepts - Essay Example The values must cover all of the possible outcomes of the event, while the total probabilities must sum to exactly 1, or 100%. For example, a single coin flip can take values ‘Heads or Tails’ with a probability of exactly 1/2 for each; these two values and two probabilities make up the probability distribution of the single coin flipping event. For example, a dart thrown at a dartboard has essentially zero probability of landing at a specific point, since a point is vanishingly small, but it has some probability of landing within a given area. The probability of landing within the small area of the bulls’ eye would (hopefully) be greater than landing on an equivalent area elsewhere on the board. A smooth function that describes the probability of landing anywhere on the dartboard is the probability distribution of the dart throwing event. The integral of the probability density function (pdf) over the entire area of the dartboard (and, perhaps, the wall surrounding it) must be equal to 1, since each dart must land somewhere. The normal distribution, also called the Gaussian distribution. In it each member of the family may be defined by two parameters, location and scale: the mean ("average", ÃŽ ¼) and variance (standard deviation squared) ÏÆ'2, respectively. Type I error, also known as an â€Å"error of the first kind†, â€Å"ÃŽ ± error†, or a â€Å"false positive†, the error of rejecting a null hypothesis when it is actually true. It occurs when we are observing a difference when in truth there is none. Type II error, also known as an â€Å"error of the second kind†, â€Å"ÃŽ ² error†, or a â€Å"false negative†, the error of failing to reject a null hypothesis when the alternative hypothesis is the true state of nature. In other words, this is the error of failing to observe a difference when in truth there is one. This type of error can only occur when the statistician fails to reject the null hypothesis. The