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

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 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.

Full Text
See detailA review of selected physical education teacher education texts in German (2019–2020)
Scheuer, Claude

in International Journal of Physical Education (2021), 58(1), 1-12

This review article analyses research articles on the topic of physical education teacher education published in German-speaking scientific journals in the period between January 2019 and December 2020. In total, more than 60 journal issues of the journals Bewegung & Sport, German Journal of Exercise and Sport Research, Sportpädagogik, Sportunterricht, Zeitschrift für Sportpädagogische Forschung, and Zeitschrift für Sportpsychologie were reviewed. The reviewed articles are divided into two categories: physical education teachers’ professionalization, and articles focusing on instructional aspects in physical education. In the first category, 23 articles focusing on topics connected with physical education teacher education were analysed in two sections: (1) initial education of physical education teachers and (2) professionalization of physical education teachers. In the second category, 14 articles providing an overview of some current trends and orientations in physical education didactics relevant for physical education teacher education were analysed: (1) teaching and learning in physical education, (2) inclusive physical education and (3) diagnostic competence of physical education teachers. With 23 articles focusing directly on physical education teacher education, a considerable increase of publications on this topic in comparison to previous periods was identified. Most publications address issues related to initial physical education teacher education.

Full Text
See detailÉducation physique inclusive – Les enseignant(e)s de l’enseignement fondamental luxembourgeois à la loupe
Heck, Sandra; Scheuer, Claude

in Luxembourg Centre for Educational Testing (LUCET); Universität Luxemburg (Uni.lu); Service de Coordination de la Recherche et de l‘Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Rapport nationale sur l'éducation Luxembourg 2021 (2021)

Full Text
See detailBewegungserziehung inklusiv. Luxemburger Grundschullehrkräfte im Fokus
Heck, Sandra; Scheuer, Claude

in Luxembourg Centre for Educational Testing (LUCET); Universität Luxemburg (Uni.lu); Service de Coordination de la Recherche et de l‘Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Full Text
See detailEvaluation of basic motor competencies in primary school in Luxembourg
Scheuer, Claude; Bund, Andreas; Heck, Sandra; Herrmann, Christian

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: 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.

Full Text
See detailDisentangling Inclusive Primary Physical Education from the Teachers’ Perspective
Scheuer, Claude; Heck, Sandra; Marron, Susan; Murphy, Frances; Pitsia, Vasiliki

in Balint, Gheorghe; Antala, Branislav; Carty, Catherine; Mabieme, Jean-Marie Aleokol; Amar, Imar Ben; Kaplanova, Adriana (Eds.) 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 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.

Full Text
See detailA Narrative Literature Review on Inclusive Primary Physical Education
Gallagher, Jackie; Clardy, Aisling; O'Malley, Sarah; Heck, Sandra; Scheuer, Claude

in Balint, Gheorghe; Antala, Branislav; Carty, Catherine; Mabiémé, Jean-Marie Aleokol; Amar, Imar Ben; Kaplanova, Adriana (Eds.) 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 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.

Full Text
See detailDisentangling Inclusion in Physical Education Lessons: Developing a Resource Toolkit for Teachers
Scheuer, Claude; Boot, Erik; Carse, Nicola; Clardy, Aisling; Gallagher, Jackie; Heck, Sandra; Marron, Sandra; Martinez-Alvarez, Lucio; Masarykova, Dana; McMillan, Paul; Murphy, Frances; Steel, Elinor; van Ekdom, Hans; Vecchione, Hannah

in Balint, Gheorghe; Antala, Branislav; Carty, Catherine; Mabieme, Jean-Marie Aleokol; Amar, Imar Ben; Kaplanova, Adriana (Eds.) 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 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.

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

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 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.

Full Text
See detailA Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out
Lopes, Luis; Santos, Rute; Coelho e Silva, Manuel; Draper, Catherine; Mota, Jorge; Jidovtseff, Boris; Clark, Cain; Schmidt, Mirko; Morgan, Philip; Duncan, Michael; O'Brien, Wesley; Bentsen, Peter; D'Hondt, Eva; Houwen, Suzanne; Stratton, Garret; De Martelaer, Kristine; Scheuer, Claude; Herrmann, Christian; Garcia-Hermoso, Antonio; Ramirez-Velez, Robinson; Palmeira, Antonio; Gerlach, Erin; Rosario, Rafaela; Issartel, Johann; Esteban-Cornejo, Irene; Ruiz, Jonatan; Veldman, Sanne; Zhang, Zhiguang; Colella, Dario; Povoas, Susana; Haibach-Beach, Pamela; Pereira, Joao; McGrane, Bronagh; Saraiva, Joao; Temple, Viviene; Silva, Pedro; Sigmund, Erik; Sousa-Se, Eduarda; Adamakis, Manolis; Moreira, Carla; Utesch, Till; True, Larissa; Cheung, Peggy; Carcamo-Oyarzun, Jaime; Charitou, Sophia; Chillon, Palma; Robazza, Claudio; Silva, Ana; Silva, Danilo; Lima, Rodrigo; Mourao-Carvalhal, Isabel; Khodaverdi, Zeinab; Zequinao, Marcela; Pereira, Beatriz; Prista, Antonio; Agostinis-Sobrinho, Cesar

in International Journal of Environmental Research and Public Health (2020), 18(1), 1-20

Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.

Full Text
See detailHistorical roots and strands of physical education and school sport development in Europe
Naul, Roland; Scheuer, Claude

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

Full Text
See detailResearch on Physical Education and School sport in Europe - Introduction
Naul, Roland; Scheuer, Claude

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

Full Text
See detailComparative analysis of physical education and school sport development and research in Europe
Naul, Roland; Scheuer, Claude

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

See detailResearch on Physical Education and School sport in Europe
Naul, Roland; Scheuer, Claude

Book published by Meyer & Meyer (2020)

The purpose of this anthology is to better understand the many different developments of physical education and school sports after almost two decades of the new 21st century and to better compare the current status of physical education and school sports (PESS) across European countries. For better comparisons a basic set of eight criteria (A-H) have been identified for each chapter of a country review. The book is divided into three parts. Part A includes general items of development of PESS in Europe. Part B comprises 17 different country reviews all written by national experts. Part C documents comparative analysis of the country reviews about national school systems; development of compulsory PESS; aims and objectives of current PESS curricula; promotion of active learning with physical activity; extra-curricular settings at school and outside schools in collaboration with active communities; purpose, structure, aims and objectives of PESS teacher training; current research and findings of PESS studies and finally, recommendations for new EU-based PESS research studies.

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

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 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.

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

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 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.

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

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 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 .

Full Text
See detailTeacher training toolkit
Scheuer, Claude; Heck, Sandra

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) 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

Full Text
See detailΕργαλειοθήκη κατάρτισης για εκπαιδευτικούς
Scheuer, Claude; Heck, Sandra

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 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).

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

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 (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.

Full Text
See detailNástroj pre školenie učiteľov
Scheuer, Claude; Heck, Sandra

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 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.

Full Text
See detailMokytojų rengimo priemonė
Scheuer, Claude; Heck, Sandra

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 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.

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

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 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.

Full Text
See detailManuale di formazione per gli insegnanti
Scheuer, Claude; Heck, Sandra

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 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).

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

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 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.

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

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 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.

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

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, 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.

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

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 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.

Full Text
See detailPagalbinis vadovas mokytojams
Scheuer, Claude; Heck, Sandra

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 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.

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

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 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.

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

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 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.

Full Text
See detailΥποστηρικτική εργαλειοθήκη για εκπαιδευτικούς
Scheuer, Claude; Heck, Sandra

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 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.

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

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 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.

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

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 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.

Full Text
See detailPhysical Education and School Sport in Luxembourg
Scheuer, Claude

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

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

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 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.

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

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 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).

Full Text
See detailEthical Aspects in Teaching Physical Education
Scheuer, Claude; 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 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.

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

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) 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.

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

See detailSchola Ludens Europaea - Papers Dedicated to Roland Naul
Scheuer, Claude; 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 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.

Full Text
See detailErasmus+-funded HEPA: Promoting projects in Europe
Scheuer, Claude; 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 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.

Full Text
See detailPhysical Education and Teacher Education in Luxembourg
Scheuer, Claude

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

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

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 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.

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

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 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.

Full Text
See detailMotorische Basiskompetenzen Luxemburger Grundschüler und Grundschülerinnen - Ausgewählte Forschungsergebnisse
Scheuer, Claude; Bund, Andreas

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

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

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 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 ».

Full Text
See detailCurrent Challenges for Physical Education. Keynotes, Invited Symposia and Selected Contributions of the 12th FIEP European Congress
Scheuer, Claude; Bund, Andreas; Holzweg, Martin

Book published by Logos Verlag (2018)

At the 12th FIEP European Congress in Luxembourg, leading researchers and educationalists from all over Europe and beyond addressed current challenges and developments in the field of physical education. The present book includes contributions from all keynote speakers, as well as from the invited symposia hosted by international umbrella organizations, such as FIEP, the International Council of Sport Science and Physical Education (ICSSPE), the European Physical Education Association (EUPEA), the European Primary Physical Education Network (EPPEN) or the International Federation for Adapted Physical Activity (IFAPA). Furthermore, selected contributions to the parallel oral sessions and the FIEP New Leaders Program were included. All the contributions focus on the following congress key topics: • Physical Education in Early Childhood and Primary Education • Physical Education in Secondary Education • Physical Literacy • Physical Education Teacher Education • Physical Education and Physical Activity in Active School Communities • Intercultural Learning and Inclusion in Physical Education • Physical Education and New Technologies

Full Text
See detailThe vision and mission of CEREPS, a European council of research in physical education and physical activity
Scheuer, Claude; Naul, Roland

in Scheuer, Claude; Bund, Andreas; Holzweg, Martin (Eds.) Current Challenges for Physical Education. Keynotes, Invited Symposia and Selected Contributions of the 12th FIEP European Congress (2018)

Full Text
See detailDevelopment and validation of a survey instrument for detecting basic motor competencies in elementary school children
Scheuer, Claude; Bund, Andreas; Becker, Werner; Herrmann, Christian

in Cogent Education (2017)

Basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) are motor performance dispositions formulated as minimum standards that empower children to participate in the culture of human movement. In opposition to movement-specific and process-oriented fundamental movement skills assessing the quality of movement execution, basic motor competencies are context-specific and product-oriented and focus on the mastery of minimum motor demands. Consequently, the promotion of basic motor competencies is a central goal of physical education, as they are essential prerequisites to be able to develop a physically active lifestyle. For the diagnosis of basic motor competencies, teachers need valid survey instruments that can help them to adapt their didactic-methodical action. For this purpose, a test battery for the assessment of the basic motor competencies of third graders was developed (MOBAK-3) and subjected to empirical validation (N = 399; 50.4% female; M = 8.45 years, SD = .52). The exploratory structural equation modeling indicates a structure with three factors named “Locomotion,” “Object-control” and “Moving in water”. This structure could be confirmed in the confirmatory factor analysis (CFI = .998; RMSEA = .009)

Full Text
See detailUntersuchungen motorischer Basisqualifikationen bei luxemburgischen Kindern im Grundschulalter: Entwicklung und Analyse von Testaufgaben
Scheuer, Claude

Doctoral thesis (2017)

Full Text
See detailMotorische Basisqualifikationen in Luxemburg
Scheuer, Claude; Bund, Andreas; Rethorst, Sabine; Lindemann, Uta

Scientific Conference (2015, November)

Full Text
See detailA review of the assessment of basic motor qualifications and competencies in school
Herrmann, Christian; Bund, Andreas; Gerlach, Erin; Kurz, Dietrich; Lindemann, Uta; Rethorst, Sabine; Scheuer, Claude; Seiler, Sarah; Pühse, Uwe

in International Journal of Physical Education (2015), 52(3), 2-13

See detailThe History of Physical Education in Luxembourg
Scheuer, Claude

in Zivanovic, Nenad; Pavlovic, Petar; Antala, Branislav; Pantelic Babic, Kristina (Eds.) History of Physical Education in Europe. Volume I (2015)

Physical education was established in Luxembourg in the 19th century by the Germans Euler and Stammer, based on the ideas and conceptions of Spieß. At that time, lessons in gymnastics were first held on an optional basis (1848), then compulsory for preparatory classes (1860), and finally compulsory for classes of lower secondary school (1892). Back then, Gymnastics were recognized as a subject mainly because of their recreative quality compared to intellectual activities. In 1908/1909, physical education became compulsory in all school grades at all levels. Objectives, content, and methods were inspired by the Belgian example and postulated the rational method of the Swede Per Hendrik Ling. This concept did not experience significant changes until the beginning of the 1970s, when the Ministry of Education defined two major strands in the physical education curriculum: basic activities and sport-oriented activities. This curriculum had different parts for boys and girls, with a focus on traditional cooperative games for boys and rhythm and dance activities for girls. It was only in 1980 that the dualistic, utilitarian, and rational conceptions of the 19th century were replaced by a new curriculum based on actual scientific and pedagogical findings. This process led to a sport-oriented concept – similar to the concepts in place in German-speaking countries at that time – which was implemented in 1985 and remained in place until 2009, considering physical activities with educating, competitive, exhilarant, and prophylactic aims. A new and very innovative curriculum concept was finally implemented in 2009.

See detailA review of selected physical education teacher education texts in Germen (2013-2014)
Scheuer, Claude

in International Journal of Physical Education (2015), 52(1), 10-20

Full Text
See detailMOBAQ-LUX8 – Elaboration of competence-oriented test items for 8year-old luxembourgish students
Scheuer, Claude; Bund, Andreas; Becker, Werner

in Journal of the International Federation of Physical Education (2014, February), 83

Full Text
See detailInnovative concepts in Physical Education in Luxembourg
Scheuer, Claude

in Chin, Ming-kai; Edginton, Christopher (Eds.) Physical Education and Health. Global Perspectives and Best Practice (2014)

Physical education (PE) in Luxembourg is currently characterized by two major developments: the implementation of a new competence-oriented curriculum in PE and the implementation of several measures in the context of a national action plan to promote the physical activity of Luxembourgish children and youth. Since September 2009, a new curriculum based on the German concept of Educating Sports lessons has been applied in secondary schools in Luxembourg. This core curriculum provides expected minimal competencies in six competence areas, which can be achieved in seven movement fields. Further important characteristics of the new curriculum are the general comprehensive nature of the described competencies and the subject-related competence model based on PE activities. In the context of a national action plan to promote the physical activity of children and youth in Luxembourg, the Ministry of Education started to develop and implement the concept of basic motor qualifications. Thus, consolidated findings on the status of these qualifications among students aged 8 to 12 can be realized, and students with special needs in motor qualifications can be identified. A specific support plan to help these students improve their qualifications will be developed in accordance to the results.

See detailQuality in physical education: an overview from the perspective of physical education teacher associations
Scheuer, Claude; Holzweg, Martin

in Scheuer, Claude; Antala, Branislav; Holzweg, Martin (Eds.) Physical Education: Quality in Management and Teaching (2014)

In the frame of the general discussion about quality in physical education, it is a first step to determine the factors or criteria that are subject to have an influence on the quality of physical education. Several authors give various structures for equivalent factors, as e. g. Altrichter and Buhren (1997), Egger (2002) or Serwe (2008). Generally, a similar structure can be identified by differentiating between structure, process and product factors having an impact on quality physical education. Besides this, these factors can work on different levels of the school system, namely the system level, the school level and the classroom level, whilst specific factors can impact on more than one level at a time. The view on these determining factors then can come from different perspectives: a practical perspective, a political perspective and a scientific perspective. In this article, the focus lies on the perspective of several physical education teacher associations in – mainly – Europe on quality physical education. Several guidelines, positions statements and recommendations of these associations have been examined in order to identify their position in relation with different factors impacting quality physical education. This was done simultaneously by differentiating between structural, process and product factors on one side and between factors on the system level, school level and classroom level on the other side.

See detailPhysical Education: Quality in Management and Teaching
Scheuer, Claude; Antala, Branislav; Holzweg, Martin

Book published by Logos (2014)

Full Text
See detailExtracurricular sports in European schools: A descriptive study
Marques, Adilson; Holzweg, Martin; Scheuer, Claude; Repond, Rose-Marie; Correia, Catarina; Espiritio Santo, Raquel; Onofre, Marcos

in International Sports Studies (2014), 36(1), 63-70

Full Text
See detailMOBAQ-LUX 8: Elaboration of competence-oriented test items for 8 year old luxembourgish students
Scheuer, Claude; Bund, Andreas; Becker, Werner

in Zapletalova, Ludmilla (Ed.) Physical Education and Sports. Perspective of Children and Youth in Europe (2013, September)

See detailA review of selected physical education teacher education texts in Germen (2011-2012)
Scheuer, Claude

in International Journal of Physical Education (2013), 50(1), 2-12

See detailSports didactics and instructional theory of sport - A review of German journal publications (2010-2011)
Holzweg, Martin; Budde, Henning; Scheuer, Claude

in International Journal of Physical Education (2012), XLIX(1), 2-12

See detailPhysical education and sport in Europe: From individual reality to collective desirability (Part 2)
Onofre, Marcos; Marques, A.; Moreira, R.; Holzweg, Martin; Repond, Rose-Marie; Scheuer, Claude

in International Journal of Physical Education (2012), XLIX(3), 17-30

See detailPhysical education and sport in Europe: From individual reality to collective desirability (Part 1)
Onofre, Marcos; Marques, A.; Moreira, R.; Holzweg, Martin; Repond, Rose-Marie; Scheuer, Claude

in International Journal of Physical Education (2012), XLIX(2), 31-35

See detailStandards und Kompetenzen – das Beispiel Luxemburg
Scheuer, Claude; Schumacher, Claude

in Sportpädagogik (2008), 32(3), 30-33

See detailSportliche Aktivität, Fitness und Wohlbefinden Luxemburger Schülerinnen und Schüler.
Wydra, Georg; Scheuer, Claude; Winchenbach, Heike; Schwarz, Markus

in Sportunterricht (2005), 54

Es wird eine empirische Untersuchung vorgestellt, bei der die Frage beantwortet werden soll, ob sich die Fitness luxemburger Schülerinnen und Schüler in den letzten zwei Jahrzehnten verschlechtert hat. Hierzu wurden sportmotorische Tests durchgeführt und mit Normwerten aus dem Jahr 1985 verglichen. Es zeigen sich hoch signifikante schlechtere Fitnesswerte der luxemburger Jungen und Mädchen. Die Fitnesswerte von rund drei Viertel der Mädchen können als schlecht bezeichnet werden. Nur die 14-jährigen Jungen erreichen die Normwerte. Die Fitness hängt dabei nicht von der Zahl der angegebenen Sportstunden pro Woche ab. Einen hoch signifikanten Einfluss hat hingegen die Zugehörigkeit zu einem Sportverein. Es zeigen sich des Weiteren Auswirkungen auf die Gesundheit. Die fitteren Kinder haben ein hoch signifikant besseres allgemeines Wohlbefinden als die weniger leistungsfähigen.