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Health Education in the Teacher Training Perspective - The Areas of Changes

100%
Malinowska J.
Human Movement
|
2010
|
vol. 11
|
issue 1
71-80
EN
Purpose. To question the possibility of following the Education for change model in contemporary schools is, in fact, to question the teachers' professionalism and readiness to introduce changes. Professionalism involves a constant building up of processual knowledge based on academic education. It allows the teacher to build up the necessary competence to function effectively in open educational situations. The term vocation is limited to a set of closed, predefined skills which one can acquire by modeling and repetition. These are patterns of behavior in schematically perceived school situations. This view of the teacher's role limits the possibilities for the modification of those patterns. Basic procedures. I discuss the readiness of teachers in terms of their professional knowledge as well as in the context of the (im)possibility of realizing the tasks and goals of health education. I focus on the structure of this general, professional and normative knowledge. Due to its quality changes can be introduced in the educational process. This is connected to the question of understanding, and forms the basis for the teacher's conscious decisions. Results. The issues which the teacher has to confront with his or her professional knowledge are subjective in character. They relate to the creation of good relations between the teacher and the pupil. They are connected to the learning environment which, in turn, conditions the pupil's own level of activity and involvement. In this article I also discuss the conditions related to the building up of the pupil's senses of subjectivity and competence. Conclusions. Based on the above, I point out three complementary areas for the necessary changes in the preparation of health educators. The change goes from the perception of oneself as an object steered from the outside to the perception of oneself as an active subject of the occurring changes.
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The Locus of Control and the Sense of Personal Competence in Young Athletes Practicing Martial Arts

88%
Rutkowska K., Klimczak J.
Polish Journal of Sport and Tourism
|
2012
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vol. 19
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issue 4
271-275
EN
Introduction. The locus of control and the sense of competence are the psychological resources relevant to the taking-up and continuation of actions in certain situations. They are important regulating factors of the relationships between the man and the environment. It seems that, in such a specific field as martial arts are, these characteristics are useful and their identification and targeted strengthening desirable. The aim of the research presented in this paper was to gather knowledge about the sense of competence and self-control of young people practicing martial arts, as well as the relationship between these variables. Materials and methods. A total of 39 people aged 14-19 years participated in this research. All of them practiced martial arts. They had an average of more than two years training. Data were collected through the (KBPK) Locus of control Questionnaire (by G. and A. Krasowicz Kurzyp-Wojnarski) and the Personal Competence Scale KompOs (by Z. Juczyñski), and a questionnaire designed specifically for this research. Results. Statistical analyses conducted for the study have showed that the respondents represent a transient sense of locus of control, and average levels of personal competence in the field of strength and perseverance. Out of the measured variables, the locus of control in the event of success and a sense of strength were relatively highest. These variables also proved to be interdependent. Analysis also allowed for identification of many other relationships between the variables. Conclusions. Our findings may provide a clue for a possible modification of programs mentally preparing young athletes for martial arts sports. They may also act as suggestions sensitise trainers to specific psychosocial needs of young athletes.
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