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Social Aspects of Physical Education and Sport in Schools

100%
Dziubiński Z.
Physical Culture and Sport. Studies and Research
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2011
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vol. 52
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issue 1
49-60
EN
The paper entitled Social Aspects of Physical Education and Sport in Schools follows the tradition of social research on physical culture, focusing on the evolution of physical education and sport in schools. The subject is analysed using terms and theories that are characteristic of sociology, most notably the sociology of physical culture, historical sociology and the sociology of culture. Individual subsections look at physical education and sport from the angle of cultures and societies, analysing them in the context of their presence in different schooling systems. Questions of physical education and sport in schools are presented with regards to the following concepts: institutionalisation of education, pre-modern societies, developing modern societies, and developed modern societies. In the closing section, the paper discusses the situation of physical education and sport in schools during the final phase of modern societies, including in Poland.
2
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Research Papers: Global Index of the Acoustic Quality of Classrooms

88%
Radosz J.
Archives of Acoustics
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2013
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vol. 38
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issue 2
3
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Speech Intelligibility Test for Polish Language – Relation to the Acoustic Properties of Classrooms and Comparison to Other Languages

88%
Radosz J.
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issue 1
4
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F. Nachtegall and Gymnastics in Denmark: Ascertainment History in the Educational System

88%
Chukhlantseva N.
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vol. 43
5-14
EN
The relevance of the study is due to the need to improve the quality of training of future physical education (PE) specialists. Knowledge of the legacy of outstanding teachers is the basis for the formation of professional competencies of PE specialists. The experience of F. Nachtegall, the Scandinavian educator of New Times, the main stages of his activity on the introduction of PE in education, their content and results became an impulse to recognize the importance of physical and moral health of young people as the main object of attention of authorities, benefactors and society during the period under study. The educational reforms initiated by him ensured the availability of PE to all young people, promoted the education of healthy, industrious, useful citizens and led to the institutionalisation of PE. Founding Europe's first gymnastics club and a private gymnastics school for different classes, organising and running a school for training civic gymnastics teachers, and founding a gymnastics college - these are just a small part of Nachtegall's multifaceted activities. Nachtegall's practical experience had an enormous influence on the creation of the organisational, programme, control and methodological foundations for the formation of didactic knowledge on the teaching process of PE.
5
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Japanese and Polish sabre – 20 years after historical confrontation

88%
Cynarski W.
Physical Activity Review
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2013
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vol. 1
10-21
EN
The study concerns Polish fencing (hussar sabre fighting) and Japanese kenjutsu (art of sword). It focuses on forms of their promotion as well as popularization and its scope. In the light of history, theoretical sociology and anthropology of martial arts selected relevant facts are discussed in an attempt to explain the reasons for the changes which have occured. An attempt is also made to compare the progress of the process of institutionalization in the case of both martial arts. Three complementary qualitative research methods were used: a long-term observation in the role of a participant (25 years), content analysis of the literature and the case study. In addition, the author presents the case study of an international seminar on kenjutsu of the Katori Shinto-ryu school organized in Kraków. The date of the seminar coincided with the 20th anniversary of the battle demonstration where a representative of the fencing school fought against W. Zabłocki, a master of the Polish hussar sabre, and the 25th anniversary of practising martial arts of aikibudō and kobudō in Poland (including kenjutsu of the said school). Japanese kenjutsu is much more advanced in comparison to the Polish historical art of fencing in terms of institutionalization and popularization. However, the two-day seminar on old Japanese fencing in Krakow was an example of a cultural meeting, dialogue and educational experience confirming validity of the theory of dialogue between cultures. Polish martial arts as part of the national heritage need to be supported by the state government.
6
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Methods to encourage healthy eating in children: Review of current findings

75%
Moceviciene R., Zaborskis A.
Baltic Journal of Health and Physical Activity
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2013
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vol. 5
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issue 4
274-289
EN
Background: Healthy eating, especially fruit and vegetable consumption, is a major contributor to the prevention of chronic non-communicable diseases. The multiple benefits of healthy food and nutrition in childhood and adolescence reinforce the need for studies encouraging young people to healthy nutrition. The present review increases understanding of what methods (interventions) should be performed to encourage healthy eating in children and adolescents. Material/Methods: A scientific literature review of Medline (Pubmed) database was performed, a total of 615 publications were found. Of these, only 15 papers were selected for the analysis. Results: The multi-component interventions (encouraging of fruit and vegetable consumption was usually combined with physical activity promotion and overweight/obesity control, n=8) could be considered as effective in encouraging healthy nutrition. Findings showed that programs and empowering policies at schools based on scientific evidence can increase consumption of fruit and vegetables among children and adolescents and promote healthier lifestyle as significant changes in healthy eating after intervention were identified in two thirds of projects. Barriers and limitations such as possible difficulties of implementation, duration and density of intervention, however, must be considered and prevented prior to interventions when it is possible because multi-component strategies may not lead to positive eating behaviour changes as intended. Moreover, single strategies such as fruit and vegetable campaigns also appeared to have positive effects on healthy foods consumption by children. Conclusions: The multi-component interventions (combinations of methods to encourage fruit and vegetable consumption, physical activity and overweight or obesity control) can be considered as effective in healthy eating promotion of children and adolescents. However, barriers and limitations (difficulties in implementation, duration and density of an intervention) should be prevented prior the interventions
7
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Środowiskowa ocena ekspozycji dzieci na wolnozmienne pola magnetyczne w budynkach szkolnych z terenu Tychów, usytuowanych w pobliżu transformatorów energetycznych

63%
Zieliński G., Harazin B., Mroczek A., Malinowska-Borowska J., Szołtysik I.
Annales Academiae Medicae Silesiensis
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2012
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vol. 66
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issue 5
54-61
EN
INTRODUCTION In city agglomerations, educational establishments are very often within the vicinity of energy infrastructure such as, power lines, distribution transformers; power distribution rooms, mobile phone base stations and overhead tramway power lines. The levels of magnetic fi elds in the classrooms of such educational establishments are not well known. MATERIAL AND METHODS Ten primary schools from Tychy were chosen for the study, all of which are located within a radius of 100 meters from distribution transformers. The magnetic induction was measured in at least two classrooms, i.e. in the information technology classroom and a humanistics classroom. RESULTS Based on visual inspection, it was ascertained that for two schools, the transformers were installed at a distance of not more than 20 m. In one school the distance is 15 m and in another there was an aerial voltage line at a distance of 20 m. The latter school contained elevators. In the humanistics classroom adjacent to the elevator shaft, an induction level of 110 nT was measured. In one of the three oldest schools tested, which was 125 years old, the measured magnetic induction levels were even higher: in the humanistic classroom – 226 nT and in the computer studies classroom – 59 nT. We also found that for 10 schools, the magnetic induction levels were higher in the information technology classroom than in the humanistics classroom. CONCLUSIONS Transformers installed within the vicinity of school buildings do not infl uence the magnetic induction levels within classrooms and school premises.
PL
WSTĘP W aglomeracjach miejskich bardzo często placówki oświatowe zlokalizowane są w pobliżu infrastruktury energetycznej, takiej jak: przesyłowe linie energetyczne, stacje transformatorowe, rozdzielnie napięć, stacje bazowe telefonii komórkowej, sieci trakcji tramwajowej. Nie są znane poziomy pól magnetycznych w salach lekcyjnych tak usytuowanych budynków szkolnych. Celem podjętych badań była ocena poziomu indukcji magnetycznej w klasach i pracowniach budynków szkolnych usytuowanych w pobliżu stacji transformatorowo-rozdzielczych. MATERIAŁ I METODY Do badań wybrano 10 szkół podstawowych z terenu Tychów, w pobliżu których (w promieniu 100 metrów) zainstalowane były transformatory. Indukcję magnetyczną mierzono co najmniej w dwóch salach lekcyjnych (w pracowni informatycznej i pracowni do przedmiotów humanistycznych). WYNIKI Na podstawie przeprowadzonej wizji lokalnej stwierdzono, że tylko w dwóch szkołach transformatory energetyczne zainstalowane zostały w odległości nieprzekraczającej 20 m. W odległości 15 m od jednej ze szkół zainstalowany był transformator, a w odległości 20 m przebiegała napowietrzna linia elektryczna niskiego napięcia. W szkole tej, wewnątrz budynku, stwierdzono windę towarową. Zmierzony w sali humanistycznej sąsiadującej z tunelem windy poziom indukcji wynosił 110 nT. W jednej z trzech najstarszych badanych szkół (125-letniej) poziomy indukcji magnetycznej były jeszcze wyższe: w klasie humanistycznej 226 nT, a w pracowni informatycznej 59 nT. Wykazano ponadto, że w 6 spośród 10 zbadanych pracowni informatycznych poziomy indukcji magnetycznej były wyższe niż w klasach humanistycznych. WNIOSKI Transformatory zainstalowane w pobliżu budynków szkolnych nie miały wpływu na zmierzoną indukcję magnetyczną w klasach i pomieszczeniach szkolnych.
8
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Wolnozmienne pola elektromagnetyczne w pomieszczeniach szkolnych wybranych placówek oświatowych z terenu Katowic

63%
Zieliński G., Harazin B., Hirsz A., Salamon D., Siennicka A., Szołtysik I., Zagórski M.
Annales Academiae Medicae Silesiensis
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2009
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vol. 63
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issue 6
60-68
EN
INTRODUCTION There are various magnetic fi eld sources of unknown induction levels installed in schools. The aim of this research, is to evaluate level of magnetic induction in classrooms and workrooms of chosen schools in Katowice area. MATERIAL AND METHODS Magnetic induction measurements were taken in 10 primary schools, 12 middle schools and 4 secondary schools in Katowice area. Magnetic induction was measured in at least two classrooms i.e. in a computer science classroom and in a humanities subject classroom. Induction level was inspected by means of spot measurement. RESULTS In most schools, which were evaluated, magnetic induction level did not exceed 50 nT. Measurements taken in middle schools and secondary schools showed higher magnetic induction values in computer science classrooms in comparison to humanities subject classrooms. Mainly of year production and technical condition of installed computer equipment infl uenced magnetic induction level measured in computer science classrooms. Older computers generated higher levels of magnetic induction, in comparison to new equipment. In a part of one primary school, which was 120 years old, in humanities subject classrooms, measured magnetic induction was higher then 150 nT. In another primary school localized in highly industrialized area near coal mine, magnetic induction inspected in computer science classrooms was higher, then 400 nT, whereas induction level in humanities subject classrooms of this school oscillated around 100 nT. The highest levels of magnetic induction were measured in two schools, in which transformers were installed. The measured level of magnetic induction in one of the above mentioned schools was 200 nT. CONCLUSIONS Because diff erent magnetic induction levels are strictly related to the computer equipment type, the level of exposure of children and youth to magnetic induction should be evaluated, after installing the equipment.
PL
WSTĘP W budynkach szkolnych instalowane są różnego rodzaju źródła pól magnetycznych o nieznanych poziomach indukcji. Celem podjętych badań jest ocena poziomu indukcji magnetycznej w klasach i pracowniach szkolnych wybranych placówek oświatowych z terenu Katowic. MATERIAŁ I METODY Pomiary indukcji magnetycznej wykonano w 10 szkołach podstawowych, 12 gimnazjach i 4 liceach z terenu Katowic. Indukcja magnetyczna mierzona była w każdej szkole w co najmniej dwóch salach, tj. w pracowni informatycznej i pracowni do przedmiotów humanistycznych. WYNIKI W większości szkół poziom indukcji magnetycznej nie przekraczał 50 nT. Ujawniono wyższe wartości indukcji magnetycznej w pracowniach informatycznych w porównaniu do sal, w których odbywały się zajęcia z przedmiotów humanistycznych. Na poziom indukcji magnetycznej zmierzonej w pracowniach informatycznych miał wpływ stan techniczny zainstalowanego w nich sprzętu komputerowego, a także ich rok produkcji. Starsze komputery generowały wyższe poziomy indukcji magnetycznej w porównaniu do sprzętu nowego. W jednej ze szkół podstawowych w części budynku, którego wiek wynosił około 120 lat, w salach humanistycznych, zmierzona indukcja magnetyczna przekraczała 150 nT. W innej szkole podstawowej zlokalizowanej w silnie zindustrializowanym terenie przykopalnianym zmierzona w pracowniach informatycznych indukcja magnetyczna przekraczała 400 nT, a w salach humanistycznych tej szkoły, osiągała poziom 100 nT. Najwyższe poziomy indukcji magnetycznej zmierzono w dwóch szkołach, w których zainstalowane były transformatory, indukcja w salach lekcyjnych jednej z tych szkół osiągała wartość 200 nT. WNIOSKI Zróżnicowane poziomy indukcji magnetycznej wiążą się z rodzajem sprzętu komputerowego znajdującego się na wyposażeniu w pracowniach informatycznych, dlatego po ich zainstalowaniu należy ocenić poziom ekspozycji dzieci i młodzieży na pole magnetyczne.
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