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See detailPhysically Active and Healthy School, Role of Primary Physical Education Teacher
Scheuer, Claude UL; Heck, Sandra UL

in Peters, Michael A. (Ed.) Encyclopedia of Teacher Education (2021)

In times when sedentary lifestyles become more prevalent due to societal changes, establishing physically active and healthy lifestyles is gaining increasing importance. By creating early positive ... [more ▼]

In times when sedentary lifestyles become more prevalent due to societal changes, establishing physically active and healthy lifestyles is gaining increasing importance. By creating early positive experiences for children, especially prior to the age of ten, special attention should be paid to primary schools in order to have a strong influence on the integration of physical activity into the everyday life of every student. Thus, an active school, in which physical activity is placed at its heart, can help establish active and healthy lifestyles and behavior, based on the idea that the best way to increase children’s physical activity is to give them more opportunities to be physically active. This is shown in conceptual frameworks for an Active School, including components such as active breaks and recess; active classroom learning; schoolhouse, schoolyard, and classroom design; active and dynamic sitting; active transport to school; active homework; physical activity-related school events; preschool and after-school clubs and activities; physical education as a learning subject (Scheuer and Bailey 2021). While teacher engagement in general – along with other relevant stakeholders, such as school headteachers, students and their parents – is critical to the successful promotion of physical activity and healthy lifestyle in school settings, teachers teaching physical education should take greater responsibility in this regard for supporting the development of the knowledge, skills, attitudes, and values associated with physically active and healthy lifestyles. As a result, these important aspects should also be considered in physical education teacher education. [less ▲]

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See detailDisentangling Inclusion in Physical Education Lessons: Developing a Resource Toolkit for Teachers
Scheuer, Claude UL; Boot, Erik; Carse, Nicola et al

in Balint, Gheorghe; Antala, Branislav; Carty, Catherine (Eds.) et al Physical Education and Sport for Children and Youth with Special Needs Researches – Best Practices – Situation (2021)

The practices adopted by physical education teachers are critical to the success of true inclusion policies. The Disentangling inclusion in primary physical education project aims to fill the existing gap ... [more ▼]

The practices adopted by physical education teachers are critical to the success of true inclusion policies. The Disentangling inclusion in primary physical education project aims to fill the existing gap of information and resources related to inclusion in primary physical education in one specific platform. As a starting point, a literature review and an online survey were undertaken to map the current situation regarding inclusive primary physical education. Based on their results and the recommendations derived from there, a free open educational resource in the form of a web application, focused on highlighting inclusive physical education strategies, has been developed. It is composed of different thematic modules (e.g. chronic conditions or sensory) highlighting the skills learners possess and challenges they may experience as they access the physical education curriculum. By using the resource, it is expected that a large number of teachers and student teachers will be enabled to diversify their pedagogies in issues related to inclusion in primary physical education. As a further consequence, their pedagogical skills and competences shall be enhanced. [less ▲]

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See detailDisentangling Inclusive Primary Physical Education from the Teachers’ Perspective
Scheuer, Claude UL; Heck, Sandra UL; Marron, Susan et al

in Balint, Gheorghe; Antala, Branislav; Carty, Catherine (Eds.) et al Physical Education and Sport for Children and Youth with Special Needs Researches – Best Practices – Situation (2021)

Teachers have themselves the best insight into the requirements related to including children, especially those with additional needs, in primary physical education. Therefore, a quantitative survey using ... [more ▼]

Teachers have themselves the best insight into the requirements related to including children, especially those with additional needs, in primary physical education. Therefore, a quantitative survey using an online questionnaire was administered to teachers concerned with the implementation of physical education at primary schools in Europe. The overall response rate (N=1206) was relatively high but shows clear differences between the countries. It reports that 58.3% of the children are taught physical education by specialist teachers (against 36.7% by generalist teachers) and that 36.6% of the children are always included in physical education lessons. Generally, over 80.0% of the teachers ranked inclusion in primary physical education as important in their countries and 65.4% rated their competence to include children with additional needs in their physical education lessons as good or very good. Nevertheless, the results also suggest that teachers are not able to include all children in the lesson without further support and a particular emphasis on motor, physical and emotional needs of children is required. Finally, teachers would welcome in particular video case scenarios, templates of visual resources, video and audio recordings of support personnel and guidance on adapting activities. [less ▲]

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See detailA Narrative Literature Review on Inclusive Primary Physical Education
Gallagher, Jackie; Clardy, Aisling; O'Malley, Sarah et al

in Balint, Gheorghe; Antala, Branislav; Carty, Catherine (Eds.) et al Physical Education and Sport for Children and Youth with Special Needs Researches – Best Practices – Situation (2021)

The purpose of this narrative literature review is to map the current situation regarding the inclusion of children with additional needs in primary school physical education. By an analysis of relevant ... [more ▼]

The purpose of this narrative literature review is to map the current situation regarding the inclusion of children with additional needs in primary school physical education. By an analysis of relevant articles, reports and grey literature on inclusion, inclusion as a human right, inclusion in physical education, primary school physical education specifically, and strategies that enable inclusion, the article reports on the topic of inclusion in primary physical education. The review provides an overview of inclusion, its varying definitions and the understanding of inclusion as a human right. It also explores the key principles and strategies that inform inclusive education in practice. Although a clear impetus of including students with additional needs into general education classrooms is evidenced in legislative and policy trends, research indicates inconsistency in the amount of time spent in supporting pre-service teachers in the areas of inclusion. A specific focus if the review was on how to include and support children with varying educational needs in physical education. The review thereby underlines the need for inclusivizing primary school physical education by providing concrete practical support. The Disentangling Inclusion in Primary Physical Education project in the frame of which this review has been conducted is responding to this demand. [less ▲]

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See detailEvaluation of basic motor competencies in primary school in Luxembourg
Scheuer, Claude UL; Bund, Andreas UL; Heck, Sandra UL et al

in Popups Université de Liège (2021)

An objective of physical education (PE) is supporting students’ positive motor development. Therefore, it is indispensable for them to be in command of the necessary basic motor competencies (in German ... [more ▼]

An objective of physical education (PE) is supporting students’ positive motor development. Therefore, it is indispensable for them to be in command of the necessary basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) as the prerequisites to be able to participate in the culture of human movement. For the implementation of the MOBAK approach in Luxembourg (MOBAK-LUX), we developed the test instruments MOBAK-LUX-PS for preschoolers, MOBAK-LUX-1 for first graders, MOBAK-LUX-3 for third graders and MOBAK-LUX-5 for fifth graders. These motor tests are conducted on a voluntary basis by interested schools and teachers at the beginning of each school year. In general, about one third of students in the different class levels have support needs in at least one area of basic motor competence. The support needs are prevalent mostly in the area object control and girls generally have lower results than boys, especially in object control. [less ▲]

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See detailCompetence-Orientation in Teaching Physical Education
Heck, Sandra UL; Scheuer, Claude UL

in Peters, Michael A. (Ed.) Encyclopedia of Teacher Education (2020)

In recent years, curriculum development has shifted to competence-oriented approaches in many European countries and beyond. Contents of the respective competence-oriented curricula may vary depending on ... [more ▼]

In recent years, curriculum development has shifted to competence-oriented approaches in many European countries and beyond. Contents of the respective competence-oriented curricula may vary depending on the specific cultural, social and political background, and accordingly also on the individual decision-makers. They may however comprehensively be defined as “a curriculum that emphasizes the complex outcomes of a learning process (i.e. knowledge, skills and attitudes to be applied by learners), rather than mainly focused on what learners are expected to learn about in terms of traditionally defined content” (UNESCO-International Bureau of Education, 2012). Competence-based curricula are thus criteria-based and goals-oriented, flexible and adaptive to students’ and school contexts. They have in common that learning outcomes are considered as an essential evidence of having acquired competencies. Further, they attest to the effectiveness of education systems at delivering quality education and effective learning. What learners can acquire, however, depends not only on a clear definition of intended competencies and learning outcomes. It is also related to questions like how the learning contents are packaged and presented, how they are taught, where they are taught and acquired, how learners are facilitated, and also how their acquisition is verified (UNESCO-International Bureau of Education, 2012). National and regional policies and curricula thus only pave the way to competence-oriented teaching. They can however only be successful if they are accepted and well implemented by the teacher and if they take place in a positive learning environment (UNESCO-International Bureau of Education, 2012). Accordingly, subject didactics in physical education like in any other subject have to cover two roles: contributing to determine educational standards and developing concepts for competence-oriented teaching (Gogoll & Kurz, 2013). Having this double mission in mind, this chapter is opening by exploring what competence-orientation means, first in general and secondly, more specifically, in physical education classes. It continues by transferring the theoretical knowledge into the practical implementation of competence-oriented tasks. To conclude, a critical glance is thrown on the concept of competence-orientation in physical education. [less ▲]

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See detailBoîte à outils pour la formation des enseignants
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

Dans le cadre du projet BMC-EU (Compétences motrices de base en Europe), une boîte à outils pour la formation des enseignants reprenant le concept de formation ainsi qu’un manuel d'utilisation (BMC-EU ... [more ▼]

Dans le cadre du projet BMC-EU (Compétences motrices de base en Europe), une boîte à outils pour la formation des enseignants reprenant le concept de formation ainsi qu’un manuel d'utilisation (BMC-EU production intellectuelle 4) a été développée afin de soutenir la mise en œuvre de la formation aux tests MOBAK (boîte à outils pour l’enseignant-support théorique) la base du concept de compétences motrices de base (BMC-EU production intellectuelle 3 ; Scheuer & Heck, 2020). L'objectif de cette boîte à outils de soutien est d'être mis en œuvre principalement au niveau des cours réguliers d'éducation physique pour aider les enseignants d’éducation physique à adapter leurs contenus et leurs méthodes d'enseignement. La boîte à outils pour la formation des enseignants présente les éléments à mettre en œuvre lors de formations d'enseignants. Celles-ci sont structurées en une partie théorique et une partie pratique. Dans un premier temps, les enseignants sont familiarisés avec le concept MOBAK, la mesure, la procédure de test, le traitement des données et l’évaluation ainsi qu'avec l'interprétation des résultats du test. Dans une deuxième partie, ils apprennent à passer du diagnostic des compétences motrices de base des élèves et des forces et faiblesses identifiées dans l'évaluation à des interventions concrètes en utilisant le cadre de soutien MOBAK et les documents qui l'accompagnent sous la forme d'un support théorique (boîte à outils pour l’enseignant), prêt à être mis en œuvre dans des situations éducatives concrètes pour soutenir les élèves ayant des besoins supplémentaires en compétences motrices de base. Étant donné que la boîte à outils pour la formation des enseignants vise à soutenir et à faciliter la mise en œuvre de la formation théorique des enseignants de soutien modulaire pour les enseignants (Scheuer et Heck, 2020), il sera fait référence au concept et au construit des tests MOBAK (Herrmann, 2018), et au manuel de test MOBAK tout au long de ce document. [less ▲]

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See detailΕργαλειοθήκη κατάρτισης 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 μία εργαλειοθήκη κατάρτισης για εκπαιδευτικούς, αποτελούμενη από τη γενική πρακτική ιδέα και ένα συνοδευτικό εγχειρίδιο ... [more ▼]

Στο πλαίσιο του έργου BMC-EU (Βασικές Κινητικές Δεξιότητες στην Ευρώπη), αναπτύχθηκε μία εργαλειοθήκη κατάρτισης για εκπαιδευτικούς, αποτελούμενη από τη γενική πρακτική ιδέα και ένα συνοδευτικό εγχειρίδιο χρήστη (BMC-EU πνευματική παραγωγή 4), για να υποστηρίξει την εφαρμογή της υποστηρικτικής εργαλειοθήκης με βάση την έννοια των βασικών κινητικών δεξιοτήτων (BMC-EU πνευματική παραγωγή 3; Scheuer & Heck, 2020). 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. Η εργαλειοθήκη κατάρτισης για εκπαιδευτικούς περιέχει υλικό για τη δημιουργία πρακτικών προγραμμάτων για εκπαιδευτικούς δομημένα τόσο σε θεωρητικό, όσο και πρακτικό επίπεδο. Αρχικά, οι εκπαιδευτικοί εξοικειώνονται με την έννοια του ΜΟΒΑΚ, τις μετρήσεις, τη διαδικασία της εξέτασης, την επεξεργασία των δεδομένων και την αξιολόγηση, καθώς και με την ερμηνεία των αποτελεσμάτων. Στη συνέχεια, μαθαίνουν πώς να μεταβούν από τη διάγνωση των βασικών κινητικών δεξιοτήτων και τον εντοπισμό των αντίστοιχων ικανοτήτων των μαθητών, στον σχεδιασμό και την υλοποίηση συγκεκριμένων παρεμβάσεων με τη χρήση του υποστηρικτικού πλαισίου ΜΟΒΑΚ και των συνοδευτικών υποστηρικτικών φυλλαδίων, που είναι έτοιμα προς εφαρμογή σε συγκεκριμένες εκπαιδευτικές συνθήκες για την υποστήριξη μαθητών με πρόσθετες ανάγκες στις βασικές κινητικές δεξιότητες. Η εργαλειοθήκη κατάρτισης για εκπαιδευτικούς έχει ως σκοπό να υποστηρίξει και να διευκολύνει την εφαρμογή της Υποστηρικτικής εργαλειοθήκης για εκπαιδευτικούς (Scheuer & Heck, 2020), που βασίζεται στην έννοια και τις μετρήσεις ΜΟΒΑΚ (Herrmann, 2018). [less ▲]

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See detailManuale di formazione 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 ulteriore documento utile alla formazione degli insegnanti, che consiste in un manuale di formazione (output ... [more ▼]

Nell’ambito del progetto BMC-EU (Competenze motorie di base in Europa), è stato sviluppato un ulteriore documento utile alla formazione degli insegnanti, che consiste in un manuale di formazione (output intellettuale BMC-EU 4), al fine di implementare il manuale modulare riguardante le competenze motorie di base (produzione intellettuale BMC-EU 3; Scheuer & Heck, 2020). Lo scopo di questo manuale è quello di ampliare i contenuti delle lezioni curriculari di educazione fisica, per proporre gli adattamenti riguardanti le attività ed i metodi. Il manuale contiene i materiali per implementare il processo di formazione degli insegnanti ed è strutturato in una parte teorica e una pratica. In una prima parte, gli insegnanti acquisiscono familiarità con la struttura del MOBAK, la misurazione, l’attuazione delle prove, l’elaborazione e e la valutazione dei dati, nonché con l'interpretazione dei risultati delle prove. In una seconda parte, imparano ad acquisire informazioni sulle competenze motorie di base degli allievi e sui punti di forza e di debolezza identificati nella valutazione. Inoltre, mediante proposte operative presenti nel manuale modulare del MOBAK e negli allegati, è possibile implementare i contesti di apprendimento per sostenere gli allievi con bisogni educativi speciali nelle competenze motorie di base. Il presente manuale per la formazione degli insegnanti è finalizzato a sostenere ed integrare il manuale modulare (Scheuer & Heck, 2020), basato sulla struttura e sui livelli del MOBAK (Herrmann, 2018). [less ▲]

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See detailToolkit für die Fortbildung von Sportlehrkräften
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

Im Rahmen des BMC-EU Projekts (Basic Motor Competencies in Europe) wurde ein Toolkit für die Fortbildung von Sportlehrkräften entwickelt, welches aus einem Fortbildungskonzept inklusive eines Handbuchs ... [more ▼]

Im Rahmen des BMC-EU Projekts (Basic Motor Competencies in Europe) wurde ein Toolkit für die Fortbildung von Sportlehrkräften entwickelt, welches aus einem Fortbildungskonzept inklusive eines Handbuchs (BMC-EU intellectual output 4) besteht. Die Entwicklung dieses Fortbildungskonzepts soll dazu beitragen, dass das modulare Support Toolkit auf der Basis des Konzepts der motorischen Basiskompetenzen (BMC-EU intellectual output 3; Scheuer & Heck, 2020) eingesetzt wird. Das Ziel dieses Support Toolkits ist hauptsächlich der Einsatz auf der Ebene des regulären Sportunterrichts um die Anpassungen, welche den Inhalt und die Methoden des Unterrichtens betreffen, voranzutreiben. Das Toolkit für die Fortbildung von Lehrkräften beinhaltet Materialen, die für die Durchführung einer strukturierten Lehrerfortbildung sowohl im theoretischen als auch im praktischen Teil benötigt werden. Im ersten Schritt werden die Lehrkräfte mit dem MOBAK Konzept, der Datenerhebung, der Testdurchführung, der Datenverarbeitung und –evaluation sowie mit der Interpretation der Testergebnisse vertraut gemacht. Im zweiten Schritt lernen die Lehrkräfte wie sie auf die Stärken und Schwächen ihrer Schülerinnen und Schüler, welche die Ergebnisse aus den Tests zu den motorischen Basiskompetenzen zeigen, fördern können, indem sie das MOBAK Support Toolkit verwenden. Dieses Toolkit kann direkt in konkrete Unterrichtsszenarien eingesetzt werden, um die Schülerinnen und Schüler mit zusätzlichem Förderbedarf in den motorischen Kompetenzen zu unterstützen. Da das Toolkit für die Fortbildung von Lehrkräfte darauf abzielt, die Durchführung des modularen Support Toolkits für Lehrkräfte (Scheuer & Heck, 2020) basierend auf dem MOBAK Konzept (Herrmann, 2018) zu unterstützen und zu ermöglichen, wird in diesem Dokument immer wieder auf das Support Toolkit und das MOBAK Testmanual verwiesen. [less ▲]

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See detailSada nástrojů pro školení učitelů
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

V rámci projektu BMC-EU (Základní pohybové kompetence v Evropě) byla vyvinuta sada nástrojů pro školení učitelů, skládající se z koncepce školení učitelů a doprovodné uživatelské příručky (intelektuální ... [more ▼]

V rámci projektu BMC-EU (Základní pohybové kompetence v Evropě) byla vyvinuta sada nástrojů pro školení učitelů, skládající se z koncepce školení učitelů a doprovodné uživatelské příručky (intelektuální výstup BMC-EU 4) za účelem podpory implementace modulární podpůrné sady nástrojů na základě konceptu základních pohybových kompetencí (intelektuální výstup BMC-EU 3; Scheuer & Heck, 2020). Cílem této podpůrné sady nástrojů je zavedení do praxe především na úrovni pravidelných hodin tělesné výchovy tak, aby bylo možno začít s přizpůsobováním obsahu a metod výuky tělesné výchovy. Sada nástrojů pro školení učitelů obsahuje materiály pro realizaci školení rozdělené do teoretické a praktické části. V první části jsou učitelé seznámeni s konceptem MOBAK, měřením, testovacím postupem, zpracováním a vyhodnocováním dat a s interpretací výsledků testů. Ve druhé části se naučí, jak dospět od diagnostiky základních pohybových kompetencí studentů a od silných a slabých stránek identifikovaných při hodnocení k tomu, jak konkrétně zasáhnout pomocí podpůrného rámce MOBAK a doprovodných podpůrných materiálů ve formě modulární podpůrné sady nástrojů, která je připravena k zavádění do praxe v konkrétních vzdělávacích situacích za účelem podpory studentů s dalšími potřebami v základních pohybových kompetencích. Vzhledem k tomu, že sada nástrojů pro školení učitelů má za cíl podporovat a usnadňovat implementaci Modulární podpůrné sady pro učitele (Scheuer & Heck, 2020) založenou na konceptu a měření MOBAK (Herrmann, 2018), v celém tomto dokumentu se na podpůrnou sadu nástrojů a na testovací příručku MOBAK odkazuje. [less ▲]

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See detailKit modular de ferramentas para suporte aos professores
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

No quadro do projeto BMC-EU (Competências motoras básicas na Europa), foi desenvolvida um kit modular de ferramentas de suporte para os professores para o desenvolvimento das competências motoras básicas ... [more ▼]

No quadro do projeto BMC-EU (Competências motoras básicas na Europa), foi desenvolvida um kit modular de ferramentas de suporte para os professores para o desenvolvimento das competências motoras básicas, baseado nos resultados da colheita de dados realizada na fase 1 do projeto, como parte do seu output intelectual 3. O objetivo deste kit de ferramentas é ser implementado principalmente ao nível das aulas regulares de Educação Física, para apoiar as decisões dos professores em relação ao conteúdo e aos métodos no ensino de Educação Física. Numa primeira etapa, a estrutura de suporte foi desenvolvida para permitir avaliar e realizar o diagnóstico das competências motoras básicas dos alunos nos seus pontos fortes e fracos, e apoiar intervenções concretas. Como base dessa estrutura, foram desenvolvidos folhetos de suporte sob a forma de um kit modular de ferramentas de suporte, prontos para serem implementados em situações educacionais concretas, para apoiar o desenvolvimento de algumas competências básicas dos alunos. O kit modular de ferramentas de suporte inclui as diretrizes para a interpretação dos resultados dos testes MOBAK (Motorische Basiskompetenzen; expressão alemã para competências motoras básicas), que são a estrutura de suporte do MOBAK, um glossário, bem como o kit modular de ferramentas de suporte com materiais para professores de Educação Física sob a forma de cartões com a descrição das tarefas do forma de MOBAK e de cartões de atividade MOBAK baseados em princípios da variação e de uma abordagem por competências. [less ▲]

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See detailMokytojų rengimo priemonė
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

Vykdant BMC-EU projektą "Basic motor competencies in Europe" buvo sukurta mokytojų rengimo priemonė, susidedanti iš mokytojų rengimo sampratos ir vartotojo vadovo (BMC-EU intelektinės veiklos rezultatas ... [more ▼]

Vykdant BMC-EU projektą "Basic motor competencies in Europe" buvo sukurta mokytojų rengimo priemonė, susidedanti iš mokytojų rengimo sampratos ir vartotojo vadovo (BMC-EU intelektinės veiklos rezultatas Nr. 4), kurios tikslas - remiantis motorinių kompetencijų koncepcija padėti įgyvendinti modulinę palaikymo priemonę (BMC-EU intelektinės veiklos rezultatas Nr. 3; Scheuer ir Heck, 2020). Palaikymo priemonė skirta įprastoms kūno kultūros pamokoms, kurių metu skatinami turinio ir metodų pokyčiai ir jų taikymai. Mokytojų rengimo priemonėje pateikiama teorinė ir praktinė medžiaga. Pirmiausia mokytojai supažindinami su MOBAK koncepcija, matavimais, testavimo procedūra, duomenų apdorojimu ir vertinimu bei rezultatų aiškinimu. Antroje dalyje paaiškinama, kaip turimas žinias apie pagrindines moksleivių motorines kompetencijas ir vertinant išryškėjusias jų stipriąsias bei silpnąsias puses panaudoti praktiškai taikant MOBAK paramos sistemą ir kitą pagalbinę medžiagą konkrečiose mokymo situacijose atsižvelgiant į moksleivių poreikius ir pagrindines motorines kompetencijas. Kadangi mokytojų rengimo priemone siekiama palengvinti modulinės palaikymo priemonės mokytojams (Scheuer & Heck, 2020) įgyvendinimą remiantis MOBAK koncepcija ir matavimais (Herrmann, 2018), leidinyje dažnai mnima paramos sistema ir MOBAK vadovas. [less ▲]

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See detailFerramenta de apoio à Formação de Professores
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

No enquadramento do projeto BMC-EU (Competências motoras básicas na Europa), a ferramenta para a formação de professores consistindo num conceito de formação de professores juntamente com um manual de ... [more ▼]

No enquadramento do projeto BMC-EU (Competências motoras básicas na Europa), a ferramenta para a formação de professores consistindo num conceito de formação de professores juntamente com um manual de utilização (BMC-EU intellectual output 4) foi desenvolvido de modo a apoiar a implementação do kit modular de ferramentas para suporte aos professores considerando o conceito de competências motoras básicas (BMC-EU intellectual output 3; Scheuer & Heck, 2020). O objetivo deste kit de ferramentas de suporte é ser implementado principalmente ao nível da educação física regular para iniciar adaptações relativas ao conteúdo e métodos na instrução da educação física. A ferramenta de apoio à formação de professores contém materiais para implementar a formação de professores estruturada, com uma parte teórica e outra prática. Num primeiro passo, os professores estão familiarizados com o conceito MOBAK, medição, procedimentos do teste, tratamento dos dados e avaliação assim como com a interpretação dos resultados do teste. Numa segunda parte eles aprendem como diagnosticar as competências motoras básicas dos alunos e as forças e fraquezas identificadas na avaliação para concretizar intervenções usando o quadro de referência de suporte MOBAK e as fichas que acompanham o Kit de suporte, prontos para serem implementados em situações educativas concretas para apoiar estudantes com necessidades acrescidas nas competências motoras básicas. Como a ferramenta para a formação de professores visa apoiar e facilitar a implementação do Kit modular de ferramentas para suporte aos professores (Scheuer & Heck, 2020) baseado no conceito e medição do MOBAK (Herrmann, 2018), ao longo deste manual são fornecidas referências para suportar o kit de apoio e o manual do teste MOBAK . [less ▲]

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See detailToolkit voor de brede motorische ontwikkeling
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

In het kader van het BMC-EU-project (Basismotorische competentie in Europa) is een toolkit voor de training van docenten en een toolkit voor de brede motorische ontwikkeling ontwikkeld. Dit is ontwikkeld ... [more ▼]

In het kader van het BMC-EU-project (Basismotorische competentie in Europa) is een toolkit voor de training van docenten en een toolkit voor de brede motorische ontwikkeling ontwikkeld. Dit is ontwikkeld op basis van het concept basismotorische competenties en de resultaten van de gegevensverzameling in fase 1 van het project als onderdeel van intellectuele output 3. Het doel van deze toolkit is om de inhoud en methoden van de reguliere lessen lichamelijke opvoeding aan te passen aan de (motorische) behoeften van de kinderen. In een eerste stap is het hulpaanbod ontwikkeld. Dit is ontwikkeld op basis van de diagnose van de motorische basiscompetenties van de kinderen en de sterke en zwakke punten die bij de beoordeling zijn geïdentificeerd. Dit vormde het raamwerk voor de ondersteunende hand-outs in deze toolkit. De toolkit kan direct geïmplementeerd worden in concrete onderwijssituaties. Kinderen met aanvullende behoeften in basismotorische competenties kunnen hiermee worden ondersteund. De toolkit bevat verschillende onderdelen: - Richtlijnen voor de interpretatie van MOBAK-testresultaten (Motorische Basiskompetenzen; Duits voor basismotorische competenties). - De MOBAK-toolkit. - Een verklarende woordenlijst. - De modulaire supporttoolkit met materiaal voor leraren lichamelijke opvoeding in de vorm van MOBAK activiteiten-kaarten. - MOBAK-activiteitenkaarten gebaseerd op variatieprincipes en op een competentiegerichte aanpak. [less ▲]

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See detailVzorová sada podpůrných nástrojů pro učitele
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

V rámci projektu BMC-EU (Základní pohybové kompetence v Evropě) byl na základě koncepce základních pohybových kompetencí a výsledků sběru dat vytvořen rámec podpory a vzorová sada nástrojů (výsledek první ... [more ▼]

V rámci projektu BMC-EU (Základní pohybové kompetence v Evropě) byl na základě koncepce základních pohybových kompetencí a výsledků sběru dat vytvořen rámec podpory a vzorová sada nástrojů (výsledek první fáze projektu – intelektuální výstup 3). Účelem této sady je nabídnout variabilní přístup k metodice tělesné výchovy. V první fázi projektu byl vytvořen podpůrný rámec pro diagnostiku základních pohybových kompetencí žáků, jejich silných a slabých stránek z pohledu základních pohybových způsobilostí. Na základě tohoto rámce byly vyvinuty podklady ve formě vzorové podpůrné sady (didaktických) materiálů, připravených k implementaci v konkrétních vzdělávacích situacích, jejichž účelem je rozvoj základních pohybových kompetencí diagnostikovaných žáků. Vzorová podpůrná sada nástrojů obsahuje pokyny pro interpretaci výsledků testů MOBAK (Motorische Basiskompetenzen), podpůrný rámec MOBAK, glosář a vzorovou podpůrnou sadu nástrojů s materiály pro učitele tělesné výchovy ve formě karet MOBAK. Karty MOBAK popisují činnosti a aktivity dle principů variace (rozličnosti podnětů) a jsou založeny na přístupu orientovaném na kompetence. [less ▲]

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See detailToolkit voor de training van docenten
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

In het kader van het BMC-EU project (Basismotorische competenties in Europa) heeft men op basis van het concept van basismotorische competenties (BMC-EU intellectuele output), een toolkit voor de training ... [more ▼]

In het kader van het BMC-EU project (Basismotorische competenties in Europa) heeft men op basis van het concept van basismotorische competenties (BMC-EU intellectuele output), een toolkit voor de training van docenten ontwikkeld met daarbij een bijbehorende gebruikershandleiding. Het doel van deze toolkit is voornamelijk om op het niveau van de reguliere lessen lichamelijke opvoeding aanpassingen te initiëren die van toepassing zijn op de inhoud en methoden in de lichamelijke opvoeding. De training voor docenten is opgedeeld in een praktisch en theoretisch deel. Allereerst worden leraren vertrouwd gemaakt met het MOBAK concept, de meting, testprocedure, de gegevensverwerking en evaluatie, evenals met de interpretatie van de testresultaten. In een tweede deel leren ze hoe ze van de diagnose van de basismotorische competenties van studenten en de sterke en zwakke punten die bij de beoordeling zijn geïdentificeerd, kunnen komen tot concrete interventies. Dit kan door het MOBAK kader en de bijbehorende hand-outs te gebruiken in de vorm van een modulaire ondersteunende toolkit. Deze toolkit kan ingezet worden in concrete onderwijssituaties om kinderen met aanvullende behoeften in basismotorische competenties te ondersteunen. Aangezien de training voor docenten de uitvoering van de toolkit voor de brede motorische ontwikkeling (Scheuer & Heck, 2020), gebaseerd op het MOBAK-concept en meting (Herrmann, 2018), wil ondersteunen en vergemakkelijken, wordt in dit document verwezen naar de ondersteunende toolkit en de MOBAK-testhandleiding. [less ▲]

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See detailTeacher training toolkit
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 teacher training toolkit consisting of a teacher training concept with an accompanying user manual (BMC-EU intellectual output 4 ... [more ▼]

In the frame of the BMC-EU project (Basic motor competencies in Europe), a teacher training toolkit consisting of a teacher training concept with an accompanying user manual (BMC-EU intellectual output 4) was developed in order to support the implementation of the modular support toolkit on the basis of the concept of basic motor competences (BMC-EU intellectual output 3; Scheuer & Heck, 2020). The aim of this support 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. The teacher training toolkit contains materials to implement teacher trainings structured in a theoretical and a practical part. In a first step, teachers are familiarized with the MOBAK concept, measurement, test procedure, data procession and evaluation as well as with the interpretation of test results. In a second part, they learn how to get from the diagnosis of the students’ basic motor competencies and the strengths and weaknesses identified in the assessment to concrete interventions by using the MOBAK support framework and the accompanying supportive handouts in form of a modular support toolkit, ready to be implemented in concrete educational situations to support students with additional needs in basic motor competencies. As the teacher training toolkit aims to support and facilitate the implementation of the Modular support toolkit for teachers (Scheuer & Heck, 2020) based on the MOBAK concept and measurement (Herrmann, 2018), reference to the support toolkit and the MOBAK Test manual is given throughout this document [less ▲]

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See detailNástroj pre školenie učiteľov
Scheuer, Claude UL; Heck, Sandra UL

E-print/Working paper (2020)

V rámci projektu BMC-EU (Základné pohybové kompetencie v Európe) bol vytvorený súbor nástrojov odbornej prípravy učiteľov pozostávajúci z koncepcie odbornej prípravy učiteľov so sprievodným návodom na ... [more ▼]

V rámci projektu BMC-EU (Základné pohybové kompetencie v Európe) bol vytvorený súbor nástrojov odbornej prípravy učiteľov pozostávajúci z koncepcie odbornej prípravy učiteľov so sprievodným návodom na použitie (intelektuálny výstup BMC-EU 4), s cieľom podporiť využitie podporného metodického materiálu na základe koncepcie základných pohybových kompetencií (intelektuálny výstup BMC-EU 3; Scheuer & Heck, 2020). Cieľom tohto podporného materiálu je iniciovať na úrovni pravidelných hodín telesnej a športovej výchovy úpravy týkajúce sa obsahu a metód výučby telesnej a športovej výchovy. Nástroj pre školenie učiteľov obsahuje materiály na realizáciu školení učiteľov štruktúrovaných v teoretickej a praktickej časti. V prvom kroku sú učitelia oboznámení s koncepciou MOBAK, meraním, testovacím postupom, spracovaním a vyhodnotením údajov, ako aj s interpretáciou výsledkov testov. V druhej časti sa naučia, ako získať informácie z diagnostiky základných pohybových kompetencií žiakov a ich silných a slabých stránok identifikovaných pri hodnotení. Tiež sa naučia pracovať s pomocou podporného rámca MOBAK a sprievodných podporných nástrojov vo forme podpornej metodickej príručky, pripravenej na implementáciu v konkrétnych vzdelávacích situáciách na podporu žiakov s ďalšími potrebami v základných pohybových kompetenciách. Keďže cieľom súboru nástrojov prípravy učiteľov je podporiť a uľahčiť implementáciu metodickej príručky pre učiteľov (Scheuer & Heck, 2020) založenej na koncepte a meraní MOBAK (Herrmann, 2018), odkaz na podpornú metodickú príručku MOBAK je uvedený v tomto dokumente. [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 ▲]

Detailed reference viewed: 69 (6 UL)