Vol. 1 No. 1 (2018)

Articles

A STUDY ON WORD ASSOCIATION WHEN TEACHING THE THEORETICAL RULES OF VOLLEYBALL IN PHYSICAL EDUCATION

Published 2018-09-14 — Updated on 2021-04-16
Authors
Zsuzsa Nagy
Debreceni Egyetem, Humán Tudományok Doktori Iskola, University of Debrecen, Doctoral School for Human Sciences
, Anetta Éva Müller
University of Debrecen
View
hu
Keywords
physical education word association theoretical classes volleyball
How to Cite
Selected stlye: APA
Nagy, Z., & Müller , A. Éva. (2021). A STUDY ON WORD ASSOCIATION WHEN TEACHING THE THEORETICAL RULES OF VOLLEYBALL IN PHYSICAL EDUCATION. Stadium - Hungarian Journal of Sport Sciences, 1(1). https://doi.org/10.36439/SHJS/2018/1/10
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Copyright (c) 2018 Zsuzsa Nagy, Anetta Éva Müller

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Physical Education as a subject – much like other subjects – has its own literary and educational content and the primary goal is the transference of that knowledge. In this respect, it is but one subject. At the same time it is unique, being the only subject dedicated to improving the body and the physique, yet “when we talk about the internal values of physical education, we only refer to its own literary and educational content. The meaning of this phrase includes the system of movement-based activities as well as the related intellectual knowledge” (RÉTSÁGI, 2011). During a Physical Education lesson students learn and practice movement-based activities, the importance of which is to improve their motor abilities, physical fitness (MÜLLER et al., 2013. MÜLLER et al., 2017) and mental health (BORBÉLY – MÜLLER, 2008). It may facilitate the prevention of numerous deformities or ailments, thus contributing to the preserving and of one’s health (MOSONYI et al., 2013., MÜLLER, 2015). For the past few years, multinational food companies (e.g. Danone and Nestlé) have also realized this, as they began to promote various programmes to support the regular physical activities of schoolchildren (RÁTHONYI – ODOR – RÁTHONYI, 2016). Physical Education in schools can only be considered effective if students come to appreciate and begin to feel the need for regular physical activities. For that purpose PE lessons are needed to be filled with content that is serious, requires effort (i.e. it should be a challenge that inspires improvement), but at the same time, it provides every student with feelings of success and enjoyment. This work, which at many times adapts to vastly different students (i.e. differentiates), is the duty of sports specialists and PE teachers (H. EKLER, 2013).

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