Congruence between projected and realized curricula as a factor of physical education quality

VLČEK, Petr. Congruence between projected and realized curricula as a factor of physical education quality. In Physical Education - quality in Management and Teaching. Berlín: Logos Verlag Berlin, 2014, p. 30-46. sv. 10. ISBN 978-3-8325-3802-6.

Basic information

• Original name: Congruence between projected and realized curricula as a factor of physical education quality
• Name in Czech: Jednotnost mezi projektovaným a realizovaným kurikulem jako faktor kvality v tělesné výchově
• Authors: VLČEK, Petr (203 Czech Republic, guarantor, belonging to the institution).
• Edition: Berlín, Physical Education - quality in Management and Teaching, p. 30-46, 17 pp. sv. 10, 2014.
• Publisher: Logos Verlag Berlin

Other information

• Original language: English
• Type of outcome: Chapter(s) of a specialized book
• Field of Study: 50300 5.3 Education
• Country of publisher: Germany
• Confidentiality degree: is not subject to a state or trade secret
• Publication form: printed version "print"
• RIV identification code: RIV/00216224:14410/14:00076941
• Organization unit: Faculty of Education
• ISBN: 978-3-8325-3802-6
• Keywords (in Czech): kvalita vzdělávání v tělesné výchově; koncepce tělesné výchovy; cíl tělesné výchovy; kurikulum tělesné výchovy; revize kurikula; projektované kurikulum; realizované kurikulum; životní hodnoty
• Keywords in English: quality of physical education; goals of physical education; approach to physical education; physical education curricula
• Tags: International impact, Reviewed

Abstract

The current transformations in the educational systems are often associated with the term quality. A number of collocations are used, such as quality of education, quality of school, quality of curricula, quality of instruction etc. The quality of a particular school subject is often discussed, and logically, the aim of the reforming process is to raise the quality in these educational subjects. However, the quality in education as a scientific issue is not thoroughly elaborated from the theoretical point of view. Thus in the paper we present some perspectives on the evaluation of the educational quality in the context of physical education. We introduce some factors that influence the quality of education and we point out the changes resulting from applying different physical education approaches and values. On the basis of the educational quality model designed by Egger et al. (2002) and on the basis of our research, we try to identify the factors which we consider to be crucial for the quality of physical education and compare them with the current situation in the countries in Eastern Europe, especially in the Czech Republic.

Abstract (in Czech)

Příspěvek se zabývá kvalitou tělesné výchovy