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

C 2014

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

VLČEK, Petr

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

Language

English

Type of outcome

Kapitola resp. kapitoly v odborné knize

Field of Study

50300 5.3 Education

Country of publisher

Germany

Confidentiality degree

není předmětem státního či obchodního tajemství

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

Abstract

ORIG CZ

V originále

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.

In Czech

Příspěvek se zabývá kvalitou tělesné výchovy

Citovat

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.

@inbook{1203527,
   author = {Vlček, Petr},
   address = {Berlín},
   booktitle = {Physical Education - quality in Management and Teaching},
   keywords = {quality of physical education; goals of physical education; approach to physical education; physical education curricula},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Berlín},
   isbn = {978-3-8325-3802-6},
   pages = {30-46},
   publisher = {Logos Verlag Berlin},
   title = {Congruence between projected and realized curricula as a factor of physical education quality},
   year = {2014}
}

TY  - CHAP
ID  - 1203527
AU  - Vlček, Petr
PY  - 2014
TI  - Congruence between projected and realized curricula as a factor of physical education quality
VL  - sv. 10
PB  - Logos Verlag Berlin
CY  - Berlín
SN  - 9783832538026
KW  - quality of physical education
KW  - goals of physical education
KW  - approach to physical education
KW  - physical education curricula
N2  - 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.
ER  -

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

Detailed Information on Publication Record