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See detailPagalbinis vadovas mokytojams
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

Vykdant BMC-EU projektą (Pagrindinės motorinės kompetencijos Europoje), buvo sukurta naudojimosi pagalbos ir pagalbos priemonių rinkinys, pagrįstas pagrindinių motorinių kompetencijų koncepcija ir duomenų ... [more ▼]

Vykdant BMC-EU projektą (Pagrindinės motorinės kompetencijos Europoje), buvo sukurta naudojimosi pagalbos ir pagalbos priemonių rinkinys, pagrįstas pagrindinių motorinių kompetencijų koncepcija ir duomenų rinkimo rezultatais pirmame projekto etape, ir kuris yra dalis trečio intelektinio produkto. Šiuo priemonių rinkiniu siekiama paskatinti jį įgyvendinti, ypatingai per reguliarias fizinio ugdymo pamokas, adaptuojant prie fizinio ugdymo mokymo turinio ir metodų. Pirmame etape buvo sukurta pagalbos sistema, skirta mokinių pagrindinių motorinių kompetencijų įvertinimui ir siekiant įvertinimo metu nustatyti stipriosioms ir silpnosioms pusėms. Remiantis šia sistema, buvo sukurti pagalbos priemonių rinkiniai, paruošti diegti konkrečiose ugdymo situacijose, kad būtų naudingi mokiniams, kuriems reikia pagalbos vystant pagrindinius motorinius įgūdžius. Pagalbos priemonių rinkinį sudaro MOBAK (pagrindinės motorinės kompetencijos) testų rezultatų aiškinimo gairės, MOBAK paramos sistema, žodynėlis, taip pat pagalbos priemonių rinkinys, apimantis priemones fizinio ugdymo mokytojams, MOBAK užduočių aprašymo kortelės ir MOBAK veiklų kortelės su fizinių veiklų variacijomis, remiantis į kompetenciją orientuotu požiūriu. [less ▲]

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See detailBoîte à outil pour l'enseignant - Support théorique
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

Un cadre théorique de soutien et une boite à outil pédagogique ont été développés dans le cadre du projet BMC-EU (Compétences motrices de base en Europe). Ces documents ont été conçus en tenant compte du ... [more ▼]

Un cadre théorique de soutien et une boite à outil pédagogique ont été développés dans le cadre du projet BMC-EU (Compétences motrices de base en Europe). Ces documents ont été conçus en tenant compte du concept des compétences motrices de base ainsi que des données collectées dans la phase expérimentale (phase 1) du projet. Ils correspondent à l’étape de production intellectuelle n°3. Le cette boîte à outils s’applique principalement dans le cadre des cours d’éducation physique et offre une approche pédagogique permettant d’initier des adaptations de méthode et de contenu pertinentes dans le contexte d’enseignement de l’éducation physique à l’école primaire. Dans la première partie du document, il est expliqué comment passer du diagnostic des compétences motrices de base des élèves, de l’identification de leurs forces et faiblesses à une intervention concrètes et adaptée. Des supports documentaires sous la forme d'une boîte à outils de soutien pédagogique ont été développés dans le respect du cadre théorique de base. Ces supports ont été développés afin d’être facilement être mis en œuvre dans des situations éducatives concrètes visant à soutenir les élèves présentant des faiblesses au niveau de certaines compétences motrices de base. La boîte à outils pour l’enseignant comprend des directives pour l'interprétation des résultats des tests MOBAK (Motorische Basiskompetenzen; traduction allemande pour les compétences motrices de base), le cadre théorique MOBAK, un glossaire, ainsi que la boîte à outils de soutien pédagogique avec du matériel pour les enseignants d'éducation physique sous la forme de fiches décrivant les tests MOBAK et de fiches d'activités MOBAK basées sur des principes de variation des composantes de coordination et sur une approche axée sur le développement des compétences. [less ▲]

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See detailManuale modulare per gli insegnanti
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

Nell’ambito del progetto BMC-EU (Competenze motorie di base in Europa), è stato sviluppato un manuale modulare e un allegato riguardante le competenze motorie di base e ai risultati della raccolta dei ... [more ▼]

Nell’ambito del progetto BMC-EU (Competenze motorie di base in Europa), è stato sviluppato un manuale modulare e un allegato riguardante le competenze motorie di base e ai risultati della raccolta dei dati nella fase 1 del progetto come parte dell’analisi dei risultati nella fase 3. Lo scopo di questo allegato è quello di fungere da strumento per implementare principalmente le lezioni di educazione fisica curriculari, consentendo gli adattamenti dei contenuti e dei metodi in educazione fisica. In una prima fase, è stato sviluppato il framework per ottenere la diagnosi delle competenze motorie di base degli allievi e conoscere i punti di forza e di debolezza identificati nella valutazione attraverso interventi concreti. A tal proposito, sono stati realizzati dei documenti sotto forma di un kit e di un manuale, pronti per essere utilizzati in situazioni didattiche concrete, per sostenere gli allievi con bisogni educativi speciali nelle competenze motorie di base. Il manuale modulare include le linee guida per l'interpretazione dei risultati delle prove MOBAK (Motorische Basiskompetenzen; termine tedesco per le competenze motorie di base), il manuale modulare del MOBAK, un glossario, nonché l’allegato con i materiali per gli insegnanti di educazione fisica sotto forma di scheda descrittiva del MOBAK e schede delle attività basate sui principi di variazione del compito motorio e sull’approccio didattico orientato alla competenza. [less ▲]

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See detailPodporný metodický materiál pre učiteľov
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

V rámci projektu BMC-EU (Základné pohybové kompetencie v Európe) bol v prvej fáze projektu na základe koncepcie základných pohybových kompetencií a výsledkov zberu údajov vypracovaný podporný rámec a ... [more ▼]

V rámci projektu BMC-EU (Základné pohybové kompetencie v Európe) bol v prvej fáze projektu na základe koncepcie základných pohybových kompetencií a výsledkov zberu údajov vypracovaný podporný rámec a modulárny podporný súbor nástrojov ako súčasť intelektuálneho výstupu 3. Cieľom tohto súboru nástrojov je implementovať najmä na úrovni pravidelných hodín telesnej výchovy úpravy týkajúce sa obsahu a metód výučby telesnej výchovy. V prvom kroku sa vyvinul podporný rámec na získanie diagnostiky základných pohybových kompetencií detí a žiakov a silných a slabých stránok identifikovaných pri hodnotení až po konkrétne zásahy. Na základe tohto rámca boli vyvinuté podporné materiály vo forme modulárnej podpornej súpravy nástrojov, pripravené na implementáciu v konkrétnych vzdelávacích situáciách na podporu študentov s ďalšími potrebami v základných pohybových kompetenciách. Modulárna podporná sada nástrojov obsahuje pokyny na interpretáciu výsledkov testov MOBAK (Motorische Basiskompetenzen; nemčina pre základné motorické kompetencie), podporný rámec MOBAK, glosár, ako aj modulárnu podpornú sadu nástrojov s materiálmi pre učiteľov telesnej výchovy vo forme MOBAK, karty opisu úloh a karty aktivít MOBAK založené na princípoch variácie a na prístupe orientovanom na kompetencie. [less ▲]

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See detailΥποστηρικτική εργαλειοθήκη για εκπαιδευτικούς
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

Στο πλαίσιο του έργου BMC-EU (Βασικές Κινητικές Δεξιότητες στην Ευρώπη) αναπτύχθηκε το πλαίσιο υποστήριξης και η υποστηρικτική εργαλειοθήκη βάση του μοντέλου των βασικών κινητικών δεξιοτήτων και των ... [more ▼]

Στο πλαίσιο του έργου BMC-EU (Βασικές Κινητικές Δεξιότητες στην Ευρώπη) αναπτύχθηκε το πλαίσιο υποστήριξης και η υποστηρικτική εργαλειοθήκη βάση του μοντέλου των βασικών κινητικών δεξιοτήτων και των αποτελεσμάτων από τη συλλογή δεδομένων κατά τη φάση 1 του έργου, το οποίο αποτελεί μέρος της πνευματικής παραγωγής 3. Ο σκοπός της εργαλειοθήκης αυτής είναι να εφαρμοστεί στα μαθήματα φυσικής αγωγής, ώστε να προσαρμοστούν κατάλληλα τόσο το περιεχόμενο όσο και οι μέθοδοι διδασκαλίας της φυσικής αγωγής. Ως πρώτο βήμα, το υποστηρικτικό πλαίσιο αναπτύχθηκε για τη διάγνωση των βασικών κινητικών δεξιοτήτων των μαθητών, καθώς και για την αξιολόγηση των δυνατοτήτων τους, ώστε στη συνέχεια να δημιουργηθούν συγκεκριμένα παρεμβατικά προγράμματα. Με βάση το πλαίσιο αυτό, αναπτύχθηκαν υποστηρικτικά φυλλάδια με τη μορφή της υποστηρικτικής εργαλειοθήκης, έτοιμα προς εφαρμογή σε συγκεκριμένες εκπαιδευτικές συνθήκες για την υποστήριξη μαθητών με πρόσθετες ανάγκες στις βασικές κινητικές δεξιότητες. Η υποστηρικτική εργαλειοθήκη περιλαμβάνει οδηγίες για την ερμηνεία των αποτελεσμάτων του MOBAK (Motorische Basiskompetenzen; Γερμανικά για τις βασικές κινητικές δεξιότητες), το πλαίσιο υποστήριξης ΜΟΒΑΚ, ένα γλωσσάρι, καθώς και την υποστηρικτική εργαλειοθήκη με εργαλεία για καθηγητές φυσικής αγωγής υπό τη μορφή καρτών περιγραφής διαδικασιών και καρτών δραστηριοτήτων ΜΟΒΑΚ, βασισμένα στις αρχές της παραλλαγής των δραστηριοτήτων και σε μία προσέγγιση προσανατολισμένη στις δεξιότητες. [less ▲]

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See detailModulares Support-Toolkit für Lehrkräfte
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

Im Rahmen des BMC-EU-Projekts (Motorische Basiskompetenzen in Europa) wurden ein Unterstützungsrahmen und ein modulares Unterstützungs-Toolkit auf der Grundlage des Konzepts der grundlegenden motorischen ... [more ▼]

Im Rahmen des BMC-EU-Projekts (Motorische Basiskompetenzen in Europa) wurden ein Unterstützungsrahmen und ein modulares Unterstützungs-Toolkit auf der Grundlage des Konzepts der grundlegenden motorischen Kompetenzen und der Ergebnisse der Datenerfassung in Phase 1 des Projekts als Teil des intellektuellen Outputs 3entwickelt. Ziel dieses Toolkits ist es, hauptsächlich auf der Ebene des regulären Sportunterrichts umgesetzt zu werden, um Anpassungen hinsichtlich der Inhalte und Methoden des Sportunterrichts einzuleiten. In einem ersten Schritt wurde der Unterstützungsrahmen entwickelt, um von der Diagnose der grundlegenden motorischen Kompetenzen der Schülerinnen und Schüler1 und der in der Bewertung identifizierten Stärken und Schwächen zu konkreten Interventionen zu gelangen. Basierend auf diesem Rahmen wurden unterstützende Handouts in Form eines modularen Support-Toolkits entwickelt, die in konkreten Bildungssituationen implementiert werden können, um Schüler mit zusätzlichen Anforderungen an motorische Basiskompetenzen zu unterstützen. Das modulare Support-Toolkit enthält Richtlinien für die Interpretation der Testergebnisse von MOBAK (Motorische Basiskompetenzen), das MOBAK-Unterstützungsrahmen, ein Glossar sowie das modulare Support-Toolkit mit Materialien für Sportlehrer in Form von MOBAK Aufgabenbeschreibungskarten und MOBAK-Aktivitätskarten basierend auf Variationsprinzipien und einem kompetenzorientierten Ansatz. [less ▲]

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See detailModular Support Toolkit for Teachers
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

In the frame of the BMC-EU project (Basic motor competencies in Europe), a support framework and a modular support toolkit on the basis of the concept of basic motor competences and the results of the ... [more ▼]

In the frame of the BMC-EU project (Basic motor competencies in Europe), a support framework and a modular support toolkit on the basis of the concept of basic motor competences and the results of the data collection in phase 1 of the project was developed as part of intellectual output 3. The aim of this toolkit is to be implemented mainly at the level of regular physical education lessons to initiate adaptations regarding the content and methods in physical education instruction. In a first step, the support framework was developed for getting from the diagnosis of the students’ basic motor competencies and the strengths and weaknesses identified in the assessment to concrete interventions. Based on this framework, supportive handouts in form of a modular support toolkit were developed, ready to be implemented in concrete educational situations to support students with additional needs in basic motor competencies. The modular support toolkit includes guidelines for the interpretation of MOBAK (Motorische Basiskompetenzen; German for basic motor competencies) test results, the MOBAK support framework, a glossary, as well as the modular support toolkit with materials for physical education teachers in the form of MOBAK task description cards and MOBAK activity cards based on principles of variation and on a competence-oriented approach. [less ▲]

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See detailPhysical Education and School Sport in Luxembourg
Scheuer, Claude UL

in Naul, Roland; Scheuer, Claude (Eds.) Research on Physical Education and School Sport in Europe (2020)

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See detailDimensions and Categories for a Physical Activity Label for Schools in Europe: a Pilot Study in Luxembourg
Heck, Sandra UL; Scheuer, Claude UL

in AUC Kinanthropologica (2020), 56(1), 19-27

In the frame of the European Physical Activity Label for Schools (Eu-PALS, 2020a) project diverse indicators of physical activity, physical education and sport in different European schools have been ... [more ▼]

In the frame of the European Physical Activity Label for Schools (Eu-PALS, 2020a) project diverse indicators of physical activity, physical education and sport in different European schools have been analysed. As a starting point, this paper is presenting the chosen indicators and comparing them to an already existing physical activity label for schools in Luxembourg. The choice of the quality criteria in the Eu-PALS project, which may lead to the awarding of the label, are further discussed by demonstrating the results of a pilot study at four schools in Luxembourg. This national pilot study shows not only to the participating schools in which areas they might need to improve their activities, but allows also more generally to evaluate the indicators and possibly to improve the choice. Finally, with regard to the topic of the CEREPS Conference 2019 in Prague – “Quality criteria and outcome standards for Physical Education and School Sport” – in the frame of which this study has been presented, it is also discussed whether the project contributes to make criteria and outcome standards of physical education and school sport in Europe visible and comparable. [less ▲]

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See detailDiagnostic Competence of Physical Education Teachers
Heck, Sandra UL; Scheuer, Claude UL

in Peters, Michael A. (Ed.) Encyclopedia of Teacher Education (2019)

Diagnostic competence is considered as a central aspect of teacher competence. It generally aims at specifying the needs for support and linking them with pedagogical didactical measures (Niederkofler et ... [more ▼]

Diagnostic competence is considered as a central aspect of teacher competence. It generally aims at specifying the needs for support and linking them with pedagogical didactical measures (Niederkofler et al. 2018; Schrader 2013). Facing the heterogeneity of learning groups, teachers’ diagnostic competences in assessing students’ characteristics and potential are becoming increasingly relevant. The ability to judge students’ prerequisites adequately is generally seen as a vital basis for an instruction adapted to students’ abilities. Up to now, diagnostic competences are considered as a core aspect of teachers’ expertise. While diagnostic competence includes measures of diagnostic accuracy, related to level, rank, and differentiation, it is not determined by a single ability. It, for instance, also embraces the judgment of requirements of learning materials as an essential element for initiating successful learning processes. The better the diagnostic competence is, the better the difficulty of tasks and materials are estimated. This is not only relevant for lesson preparation but also during a lesson while judging scenarios adequately and consequently adapting teaching and learning processes (Ohle and McElvany 2015; Schrader 2013). [less ▲]

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See detailEthical Aspects in Teaching Physical Education
Scheuer, Claude UL; Thill, Jean-Luc

in Peters, Michael A. (Ed.) Encyclopedia of Teacher Education (2019)

Physical Education in schools can contribute positively to children and young people’s development in many ways. Besides the important contribution that Physical Education has on physical and motor ... [more ▼]

Physical Education in schools can contribute positively to children and young people’s development in many ways. Besides the important contribution that Physical Education has on physical and motor development, it can also be an important vehicle for cognitive, personal, social, and emotional development too. Such development is enhanced through informed thinking, caring, and enlightened Physical Education teaching by teachers who are operating within an ethical framework of good practice. Children and young people, as well as their families, should have every confidence that when in school Physical Education teachers treat learners with respect and understanding. Thus, it is of primordial importance that Physical Education teachers promote good practice and procedures by complying to values-related principles while being ever vigilant and aware of their responsibilities toward the children and young people in their care. In this entry, we explore ethical practice in Physical Education from the perspective of ethical teaching and the role the subject can play in contribution to the development of ethical awareness in children and young people. [less ▲]

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See detailThe challenge of HEPA for physical education in Europe
Scheuer, Claude UL

in Scheuer, Claude; Dreiskämper, Dennis (Eds.) Schola Ludens Europaea - papers Dedicated to Roland Naul (2019)

One of the priorities on the political agenda related to sport in the EU over the past years has been health-enhancing physical activity (HEPA). This political priority impacts also physical education (PE ... [more ▼]

One of the priorities on the political agenda related to sport in the EU over the past years has been health-enhancing physical activity (HEPA). This political priority impacts also physical education (PE) as the only school subject where all students are physically active, in a sense that international recommendations on daily physical activity can at least be partly reached. In turn, European associations focusing on PE face challenges to address the priority of HEPA as part of their respective missions. However, HEPA can be considered as a chance for these associations to raise their profile and the profile of PE as a school subject when accentuating their potential to promote HEPA in school settings. In the following, this chapter will focus on HEPA as a relevant political priority for PE in Europe, before focusing on two European associations active in the field of PE: the European Physical Education Association (EUPEA) and the European Council for Physical Education and Youth Sport (CEREPS, Conseil Européen des Recherches en Éducation Physique et Sportive). Roland Naul is an individual member of EUPEA and a founding member of CEREPS. Furthermore, the Willibald-Gebhardt Institute is an institution member of both EUPEA and CEREPS. [less ▲]

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See detailSchola Ludens Europaea - Papers Dedicated to Roland Naul
Scheuer, Claude UL; Dreiskämper, Dennis

Book published by Meyer & Meyer (2019)

This collection of essays celebrates the 70th birthday of Professor Roland Naul. The chapters, written by colleagues and friends, illustrate the development of sport and physical activity research over ... [more ▼]

This collection of essays celebrates the 70th birthday of Professor Roland Naul. The chapters, written by colleagues and friends, illustrate the development of sport and physical activity research over four decades. They give an overview and update of relevant fields that determined the academic work of Roland Naul and new insights. Chapters have been grouped under the following aspects: Roland Naul as Schola Ludens Europaea, with a focus on his special fields of interest and research; general education and sport education including the relationship between sport pedagogy and social pedagogy; old and new challenges for the Olympic Games movement, as described from the perspective of different countries; health-enhancing physical activity (HEPA), a key policy area which Roland Naul has helped shape in the European Union; and finally, sport policy on a local level. This commemorative publication acknowledges the merits of Roland Naul for European studies in physical education and youth sports, as well as for the sport policy context in Europe. [less ▲]

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See detailDiagnosis and Monitoring of Basic Motor Competencies among Third-Graders in Luxembourg. An Assessment Tool for Teachers
Scheuer, Claude UL; Bund, Andreas UL; Herrmann, Christian

in Measurement in Physical Education and Exercise Science (2019), 23(3), 258-271

Basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) are performance dispositions empowering children to participate in the movement culture. For the diagnosis of basic motor ... [more ▼]

Basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) are performance dispositions empowering children to participate in the movement culture. For the diagnosis of basic motor competencies, a test instrument consisting of 15 test items for assessing third graders’ basic motor competencies was developed (MOBAK-LUX-3) and validated empirically. Basic motor competencies were operationalized as test items in the form of basic motor qualifications, which are cultural tools formulated as a minimum standard. Data (MOBAK-LUX-3, age, gender, migration background, weight, height, sport club membership, weekly physical activity) were collected in 2015 amongst third-graders in elementary school in Luxembourg (N = 488; 50.4% female; M age = 8.8 years, SD = .51). A confirmatory factor analysis confirmed a four-factor structure (locomotion, object control, moving in water, object locomotion; CFI = .94; TLI = .92; RMSEA = .036; WRMR = 0.89). Five classes with different competence profiles were determined through latent class analysis. The MOBAK-LUX-3 test instrument satisfies test theory requirements and can be used to determinate motor competence profiles. [less ▲]

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See detailErasmus+-funded HEPA: Promoting projects in Europe
Scheuer, Claude UL; Repond, Rose-Marie; Holzweg, Martin

in Scheuer, Claude; Dreiskämper, Dennis (Eds.) Schola Ludens Europaea - Papers Dedicated to Roland Naul (2019)

The European Physical Education Association (EUPEA) was founded in 1991 in Brussels and brings together as the umbrella organization of the national Physical Education Associations in Europe members from ... [more ▼]

The European Physical Education Association (EUPEA) was founded in 1991 in Brussels and brings together as the umbrella organization of the national Physical Education Associations in Europe members from more than 30 European countries Europe. The mission of EUPEA is focusing on the promotion of and the advocacy for physical education in Europe, described in the Declaration of Madrid from 1991, amended in Brussels 2011, with the main slogan ‘No Education without Physical Education’. From 2014 to 2015, EUPEA started its activities in European projects in two Preparatory Actions for European Partnerships on Sport: ● The Pro Safe Sport project (PSS) coordinated by the Enlarged Partial Agreement for Sport (EPAS) of the Council of Europe, elaborating guidance, recommendations and training to sport administrators and coaches on physical, psychological and social well-being in sport. ● Recall: Games of the Past – Sports for Today, a project coordinated by TAFISA and supported by 12 partner organizations coming from all over Europe, aiming to reintroduce traditional sports and games into the daily lives of young people as a means to tackle social challenges of today. Since the implementation of the new Erasmus+ programme by the European Commission in 2014, one of EUPEA’s core strategies to implement its mission is to participate in European projects based on collaborative partnerships. [less ▲]

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See detailPhysical Education and Teacher Education in Luxembourg
Scheuer, Claude UL

in MacPhail, Anne; Tannehill, Deborah; Avsar, Züleyah (Eds.) European Physical Education Teacher Education Practices: Initial, Induction, and Professional Development (2019)

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See detailMotor tests for primary school aged children: A systematic review
Scheuer, Claude UL; Herrmann, Christian; Bund, Andreas UL

in Journal of Sports Sciences (2019)

Motor testing in education has gained in relevance in light of recent developments in educational systems (Köller & Baumert, 2012). The purpose of this systematic review was to identify studies using ... [more ▼]

Motor testing in education has gained in relevance in light of recent developments in educational systems (Köller & Baumert, 2012). The purpose of this systematic review was to identify studies using motor tests in primary school children aged 4 to 12 years and to synthetize information about the quality and application of the test instruments used. A systematic review of 910 records identified by a search of nine databases yielded 144 papers reporting motor testing in primary school age children,including 25 articles reporting on the quality of 20 test instruments. In the selected articles, tests grounded on the constructs of “motor abilities” and/or “motor skills” are the most frequent and are mostly used for monitoring purposes or for impact research. Tests based on the construct “motor competencies” have become popular only recently, being relevant for educational motor testing due to their curricular validity. The test instruments have been investigated towards their validity and reliability to different extents. However, for several test instruments factorial validity has not been established and more validation studies are needed to improve their psychometric quality especially if used in educational contexts. [less ▲]

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See detailA review of selected physical education teacher education texts in German (2017-2018)
Scheuer, Claude UL

in International Journal of Physical Education (2019), 56(1), 2-10

This review article is based on research articles in several scientific journals published in German over the past two years (January 2017 to December 2018). Short descriptions of the reviewed journals ... [more ▼]

This review article is based on research articles in several scientific journals published in German over the past two years (January 2017 to December 2018). Short descriptions of the reviewed journals are provided in the review published in IJPE issue 1/2008 (Holzweg, & Budde, 2008) and are not repeated in this article. In total, more than 60 journal issues were reviewed: ten issues of Bewegung & Sport (previously known under the title Bewegungserziehung), eight issues of the German Journal of Exercise and Sport Research (previously known under the title Sportwissenschaft), ten issues of Sportpädagogik, 24 issues of Sportunterricht, eight issues of Zeitschrift für Sportpädagogische Forschung, as well as six issues of Zeitschrift für Sportpsychologie. All articles published in the above journals in the respective period relating to physical education teacher education were taken into account in the present review article. The reviewed articles are divided into two categories: one focusing on physical education teachers’ professionalization, and the other focusing on instructional aspects in physical education. [less ▲]

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See detailCompétences motrices de base des élèves du fondamental au Luxembourg
Scheuer, Claude UL; Bund, Andreas UL

in Rapport national sur l'éducation au Luxembourg 2018 (2018)

L'examen systématique des compétences des élèves prend de plus en plus d'impor-tance dans le domaine de l'éducation. Dans le domaine de l'éducation à la motricité, l'approche MOBAK (Motorische ... [more ▼]

L'examen systématique des compétences des élèves prend de plus en plus d'impor-tance dans le domaine de l'éducation. Dans le domaine de l'éducation à la motricité, l'approche MOBAK (Motorische Basiskompetenzen) s'est imposée dans l'évaluation des compétences motrices de base. Les outils de test MOBAK, développés pour la classe de première (cycle 2.1) et la classe de troisième (cycle 3.1) par l'Université du Luxembourg sur mandat du SCRIPT, sont régulièrement utilisés sur une base volontaire au niveau national depuis l'année scolaire 2014/2015. Les résultats de ces enquêtes montrent qu'environ un tiers des élèves du Luxembourg a besoin de soutien dans au moins une compétence motrice. Les filles réussissent moins bien que les garçons, en particu-lier dans le domaine « Manipulation d'un objet ». [less ▲]

Detailed reference viewed: 65 (2 UL)
Full Text
See detailMotorische Basiskompetenzen Luxemburger Grundschüler und Grundschülerinnen - Ausgewählte Forschungsergebnisse
Scheuer, Claude UL; Bund, Andreas UL

in Luxembourg Center for Educational Testing (LUCET) (Ed.) Nationaler Bildungsbericht (2018)

Detailed reference viewed: 64 (10 UL)