ࡱ> bjbjqq 4eeT+J J 8NMMMMMMM$nPSNiN7|N999M9M99HIJJ~2L%IMN0N9IS5 S(IJIJS]J|9NN9NSJ S:TEACHING APPROACHES TO PHYSICAL EDUCATION IN HIGHER EDUCATION Jelka Goanik1 1Faculty of Humanities and Social Sciences, Autonomous chair of Kinesiology, Ivana Luia 3, 10000 Zagreb, Republic of Croatia Tvrtko Jakovina2 2Faculty of Humanities and Social Sciences, Department of History, Ivana Luia 3, 10000 Zagreb, Republic of Croatia Igor Topolovac3 3Faculty of Humanities and Social Sciences, Ivana Luia 3, 10000 Zagreb, Republic of Croatia ABSTRACT This paper approaches the physical-health educational field as a factor that supports development and revision of attitudes and conceptions of students at higher education institutions. It emphasizes the importance of recognition and respect for the initial anthropological status of freshmen enrolled in their study program for the programming of Physical Education programs in higher education, which is the last level of studies which includes compulsory Physical Education teaching. Physical Education is determined as a unique educational field with specific teaching forms and methods. The development of teaching practice at higher education institutions is viewed through the prism of its educational value in the time of the prevalence of a sedentary lifestyle and also from the point of view of a revision of one's system of values as well as students' success criteria. It also emphasizes the existence of pluralistic teaching approaches in kinesiological education which are based on the new education paradigm that places students and their individual biopsychosocial and cognitive characteristics in a center of educational process. The paper represents the results of research conducted at three higher education institutions specialized for humanities, social sciences and science and technology in the academic year 2009-10. This type of research was conducted systematically during the last ten years at the Faculty of Humanities and Social Sciences in Zagreb. In order to diagnose the initial anthropological status of every enrolled freshman we use a survey method which aids the creation of Physical Education teaching programs. The research has pointed out to a significant percentage of students at the Faculty of Humanities and Social Sciences in Zagreb who consider that in addition to a compulsory Physical Education teaching in form of exercises there should be a theoretical part of the course that would take the form of lectures containing academic units from the field of kinesiology in accordance with the specifics of their chosen study fields. As a result of all of this, an elective course entitled ''Man and sport'', based on interdisciplinary approach of Physical Education teaching at higher education institutions as well as interdisciplinary correlation was offered. Key words: Physical Education, sport, interdisciplinary teaching approach, higher education INTRODUCTION In the educational system in the Republic of Croatia the educational activity is divided into and organized through various educational fields, one of them being the physical-health educational field. The subject of this field is a complete program of physical and health education of students through four levels of formal education: pre-school, elementary and middle school, high school and college / university. The educational activity is considered from the point of view of a new educational paradigm in terms of cause and effect. It is viewed as a system in which particular subsystems affect the sustainability and efficiency of the teaching process itself. Its efficiency can be fully considered only in relation to achieved teaching outcomes. The main evaluation criterion is its applicability in all areas of human life and action. Thus the physical-health educational field contributes to the development of the personality of every individual student, to his affirmation in social dialogue with his surroundings, as well as to the formation of healthy lifestyle habits and care of his own health and psychophysical development. This Physical Education role is to be viewed in the context of the intellectual development of each individual and its contribution to the overall life and work quality. Thus this educational field occupies an important place in higher education. Physical Education is a compulsory subject through all four educational levels. The higher education is the last level of students' compulsory physical activity. Physical Education teaching takes place in the form of exercises. However, new research indicate the ''...importance of theoretical teaching implementation in Physical Education with the purpose of the promotion of learning with understanding and reflection skills during the activity performance...'' (according to Slater 2005., In: Caput-Jogunica, 2005.). Physical-health educational field in the education system The Croatian educational policy is based on the National Master Curriculum that was adopted in year 2010. It considers the educational activity to be an open system and an inseparable unity in which every educational level contributes to the quality and efficiency of the next level. The purpose of this document is to establish connections between different educational subsystems, to determine the fundamental efficiency criteria and the criteria for evaluating the teaching process. It is characterized by the transition to competency system, as opposed to the emphasiz on the teaching content. The National Master Curriculum presents a basic starting point to create curricula for Physical Education in pre-school, elementary and middle school, high school school and in higher education institutions. The Physical Education curriculum determinates the number of weekly Physical Education teaching periods per each grade. It also regulates teaching aims, educational and functional students' achievements and teaching content per educational fields and units. It is based on the vertical-spiral model which means that students gradually acquire various kinesiological teaching contents in critical time, in accordance with the anthropological, ie. biopsychosocial status of students, that exercise the role of the subject in the teaching process. The place occupied by Physical Education in the National education system shows the real image and the condition of the social and economic status and system of values of the State. It means that the development, significance and sustainability of Physical Education in the educational system of a society are correlated with the system of values, national identity, and the concepts of individual evaluation of every individual's success in that society. Assumptions of development and teaching approaches of Physical Education in higher education Physical Education has to be observed in the context of knowledge society and world-wide globalization, human activity development and expansion of concepts of self-understanding, as well as understanding the entire world. In that way Physical Education presents a distinct educational field that applies specific forms and working methods in order to contribute to specific educational and functional teaching aimes. Physical Education development at higher education institutions can be viewed through its educational dimension in the current era of sedentary lifestyle and through its contribution to the revision of value systems and success criteria of individual and society in general. Because of that the objectives of Physical Education teaching essentially do not change, but there is a change in the teaching approach in kinesiology education. Teaching approaches in kinesiological education at higher education institutions are different and they are based on psychological and social characteristics and the personality of every subject that is included in the educational system. These characteristics are related to their preferences, interests and attitudes that have the main role in programming of kinesiological contents and activities in Physical Education teaching. On the other hand, working conditions enable the quality of kinesiology contents implementation in teaching. In this way the teaching is multistructural and multifunctional. To be able to successfully conduct their classes, Physical Education teachers must show flexibility and initiative, which assumes and supports team work and programming of the entire kinesiology education at higher education institutions. METHODS Programming of Physical Education teaching is based on diagnosing the initial status of the freshman student population enrolled at Faculty of Humanities and Social Sciences in Zagreb over the period of 10 years. During the enrollment in the first year of undergraduate university study the freshmen students fill in a survey which is not anonymous. By means of this survey their personal data (name, family name, age, gender) is collected and a number of additional factors are diagnosed: urban/rural characteristics, education level of parents/breadwinner, physical activity in primary and secondary school, sports activity during compulsory twelve-year schooling, swimming skills self-assessment and initial motivation, attitudes and awareness in physical activity, health condition (problems, smoking habits, height, weight), personal opinion of the Physical Education course status at universities (obligatoriness, ECTS credits, forms of teaching), preferences toward kinesiological activities, and a test on general knowledge of kinesiological contents is administered. One of the questions students are required to answer is the following question: What should the Physical Education course consist of? There are 3 options offered: Exercises only; Lectures only; Exercises and lectures The data was gathered by means of the survey in the academic year 2009/10 at the Faculty of Humanities and Social Sciences, Faculty of Science and The Polytecnic of Zagreb. Table 1 shows the sample at 3 higher education institutions in academic year 2009/10. Table 1. Distribution and percentage of freshman students at 3 higher education institutions in academic year 2009/10 grouped by gender and total. Academic yearFaculty of Humanities and Social Sciences ZagrebFaculty of Science ZagrebThe Polytecnic of Zagrebf / %f / %f / %M%F%M%F%M%F%2009./10.23328,757871,318837,831062,214378,63921,4(811498182 The following are the students' answers concerning Physical Education contents at higher education institutions. RESULTS Frequency of results for academic year 2009/10 Table 2. Distribution and percentage of freshman students at 3 higher education institutions in academic year 2009/10 grouped by gender and answer about Physical Education course content. Physical Education course content2009/10Faculty of Humanities and Social Sciences ZagrebFaculty of Science ZagrebThe Polytechnic of Zagrebf / %f / %f / %M%F%M%F%M%F%Only exercises11549,431054,014375,322572,36547,42257,9Only lectures146,0264,542,151,632,225,3Practice and lectures10444,623841,54322,68126,06950,41436,8233100,0574100,0190100,0311100,0137100,038100,0 Table 3. Distribution and percentage of total population of freshman students at 3 higher education institutions in academic year 2009/10 grouped by answer about Physical Education course content. Physical Education course content2009./10.Faculty of Humanities and Social Sciences ZagrebFaculty of Science ZagrebThe Polytecnic of Zagrebf%f%f%Only exercises42452,636673,38749,7Only lectures405,091,852,9Practice and lectures34242,412424,88347,4806100,0499100,0175100,0 Differences among groups Table 4. Results of Mann-Whitney U test for total population of freshman students at 3 higher education institutions in academic year 2009/10  based on grouping by gender. Variable2009/10Faculty of Humanities and Social Sciences ZagrebFaculty of Science ZagrebThe Polytechnic of ZagrebStatistical parametersUZpUZpUZpPhysical Education course content63419,0-0,9890,32559828286,50,550,5835162283,0-1,160,247 Table 5. Results of Kruskal-Wallis ANOVA test for total population of freshman students at 3 higher education institutions in academic year 2009/10 based on grouping by counties. Variable2009/10Faculty of Humanities and Social Sciences ZagrebFaculty of Science ZagrebThe Polytechnic of ZagrebStatistical parametersHpHpHpPhysical Education course content25,970,166920,20,44430,001,000Significance*p<0,05 Table 6. Results of Kruskal-Wallis ANOVA test for total population of freshman students at 3 higher education institutions in academic year 2009/10 based on grouping by gender and counties. Variable2009/10Faculty of Humanities and Social Sciences ZagrebFaculty of Science ZagrebThe Polytechnic of ZagrebStatistical parametersMFMFMFHpHpHpHpHpHpPhysical Education course content22,870,243031,650,0473*21,80,295818,00,58620,001,0000,001,000Significance*p<0,05 All higher education institutions total Table 7. Results of Kruskal-Wallis ANOVA test for total population in academic year 2009/10 based on grouping by higher education institution. Variable2009/10Statistical parametersHpPhysical Education course content59,3280,0000*Significance*p<0,05 Table 8. Results of Kruskal-Wallis ANOVA test for total population in academic year 2009/10 based on grouping by higher education institution and gender. Variable2009/10Statistical parametersMFHpHpPhysical Education course content59,320,0000*59,320,0000*Significance*p<0,05 DISCUSSION The data shown in the tables above indicate how freshman students perceive the Physical Education teaching on higher education institutions in general. The Physical Education teaching forms that the students will consider desirable depend on their positive experiences in Physical Education teaching during their obligatory education as well as on the overall value system which includes the perception of the human being as active being with a need and desire for everyday physical activity. Different teaching practices of kinesiology education and different social contexts in which freshman students were educated determine positive or negative conditions for students' optimal physical education. A high percentage of students from all 3 higher education institutions consider that Physical Education teaching should be in the form of both exercises and lectures. The presumption is that the students who want to have both lectures and practice included in Physical Education all have positive experiences regarding their physical activity and they also consider it to be of great importance to their intellectual development. The results of Mann-Whitney U test (Table 4) show that there is no statistically significant difference in answers regarding the Physical Education course content between man and female population of students on any of three observed higher education institutions. Table 5 shows that there is no any statistically significant difference in answers regarding the Physical Education course content between students from different counties regardless of gender on any of three observed higher education institutions. Kruskal-Wallis ANOVA test (Table 6) also show that there is no statistically significant difference in answers concerning the Physical Education course content between students from different counties on any of three observed higher education institutions, whether they be male students or female students. Considering the Physical Education content there is statistically significant difference in answers between students from different counties only in the segment of female students at Faculty of Humanities and Social Sciences in Zagreb. From the results of Kruskal-Wallis ANOVA test (Table 7) it can be seen for the total population of students regardless of gender that there is statistically significant difference in answers regarding Physical Education course content between higher education institutions. Considering the total population of students of all three higher education institutions differentiated by gender, the results of Kruskal-Wallis ANOVA test (Table 8) show that there is statistically significant difference in answers to both questions on male population as well as on female population (p<0,05). Regarding the totality of the results, the interdisciplinary course Man and sports has been introduced in the Faculty of Humanities and Social Sciences curriculum. The contents and the methods involve different fields from areas of humanities and social sciences studied by the target student group. Man and sports course The elective and interdisciplinary course Man and sports offers an inquiry in sports as a phenomenon and tries to point out to its importance for a modern man, its impact on everyday life, politics, art of modern society, the modern man's need for understanding the events of sports and the sport itself as phenomenon. The course, however, also attemps to develop the understanding of the importance of sport activities for the health of society on the whole. By using the professional skills of different profile scientists from Faculty of Humanities and Social Sciences and similar institutions, its scope is to allow for an interdisciplinary approach to the sports to understand the attempts by various politicians to use sports success, to strengthen national cohesion, to show the psychology of mass aggresion on staduims, to explain the phenomenon of subcultural groups, to understand the specific language of sports areas, but also to demonstrate that, from the beginning of civilization, man was always eager to explore his body limits and potential and had always seeked to reach a higher level of skill and performance, become faster and stronger. This instruction of this elective course is assigned to different departments: department of history, psychology, art history, Croatian Studies and philosophy, the Autonomous Chair of Kinesiology and the Institute for Foklore in Zagreb. The course contents are derived from the fields of sociology, history, psychology, philosophy, art history, kinesiology and from croatian studies. In the course of one semester students are introduced the basic information about the history of the olympics, use of sports for political purposes (Olympic Games in London and Moscow), football wars; history of sports architecture, the body cult, and the art fascination by the figure of a sportsman, sport ethics and philosophy of body; followed by group psychology, athlete motivation, the role of psychologist in the sports development. The students also get an insight, from the sociological point of view, into the role of the public, the realtionship between sports and popular cultures and nationalism, along with one lecture dedicated to the language of sports newspaper as well as additional content regarding proper nutrition, dopping, etc. This course is aimed at upper years students of undergraduate and graduate university studies based on the Bologna Declaration. CONCLUSION Long-term research and the diagnosis of initial status of enrolled freshman students on Faculty of Humanities and Social Sciences allowed the appreciation of the fact that besides compulsory Physical Education teaching, students would also benefit from an interdisciplinary optional course ''Man and sports''. The aim of this course is to introduce its students with sports as a phenomenon, to its role in a society and its importance for modern man as well as its influences on everyday life, politics, art, culture and other aspects of modern society. It also has the aim to promote among the students the understanding of the importance of sports activity regarding health and overall personal development. With its variety of content drawn from numerous fields it also allows for the educational practice that is coordinated with students' preferences and it enables the development and the revision of attitudes and conceptions that guard their professional and intellectual integrity. 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