Educating through the physical in sport for peace
The unique qualities of physical activity and games can serve as an enjoyable and constructive context in which students are presented with challenges and learning opportunities. Notably, the UN (2003) has recognized the unique qualities of sport education as a “school for life” that goes beyond mere teaching of physical skills. According to the special UN task force, “sport provides a forum to learn skills such as discipline, confidence and leadership and it teaches core principles such as tolerance, co-operation and respect. Sport teaches the value of effort and how to manage victory, as well as defeat” (p. 5). Consistent with this notion we present the concept of “Educating through the Physical” as promoting educational objectives that are extrinsic to those of movement.
Social skill training in natural play settings
Abstract Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the physical model is a social skills training program delivered in natural settings of physical activity and play. Designed for elementary special education teachers and physical education teachers, this article introduces the Educating Through the Physical Model and illuminates its merit as a natural-setting social skills intervention. Primarily the article extends theory to practice by sharing a sample of activities that can be implemented to target 12 behavioral goals that are included in the model for enhancing students’ social skills.
Keywords social skills, EBD, physical activity, play, applied behavior analysis
Aljadeff-Abergel, E., & Ayvazo, S., Eldar, E. (2012). Social skills training in natural play settings – Educating through the Physical theory to practice. Intervention in School and Clinic, 48(2), 76-86.
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The effects of antecedent manipulation on misbehavior during playground game
We studied the effect of antecedent manipulation on misbehavior within a playground game, aiming to create an opportunity to practice, rather than avoid, challenging situations.
Eldar, E., & Elran, E. (2010). The effects of antecedent manipulation on misbehavior during a playground game. Journal of Behavioral Health and Medicine, 1, 53-63
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Educating through the physical – Rationale
This paper presents a rationale for why educating for pro-social skills through physical education-related activities and offers examples to aid teachers and clinicians in tailoring their environments towards the acquisition of pro-social skills.
Eldar, E., Ayvazo, S. (2009). Educating through the physical – Rationale. Education & Treatment of Children, 13, 471-486.
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A Unique Physical Education Curriculum – Supporting Classroom Management
This study emphasized the uniqueness of physical education (PE) as a constructive context in which students are presented with practice opportunities, enabling them to improve learning and social skills. Specifically, it examined the contribution of a physical education program in improving classroom management and students’ behavior.
Eldar, E., Hirschmann, M., & Elran, E. (2008). A Unique Physical Education Curriculum – Supporting Classroom Management. Journal of Behavior Analysis in Health, Sports, Fitness and Medicine. 1(2), 103–116.
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Educating through the physical – behavioral interpretation
The purpose of this paper is to provide the conceptual framework of ‘Educating through the Physical’. This framework is grounded in the theory of Behavior Analysis and the principles of that science provide the guidelines for application and for the use of various procedures. The paper presents the rationale for ‘Educating through the Physical’ by identifying the unique qualities of activity and games, while providing behavioral interpretation for their merit.
Eldar, E. (2008). Educating through the physical-behavioral interpretation. Physical Education & Sport Pedagogy, 13:3, 215-229.
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Educating Through the Physical – Procedures and Implementation
The unique features of physical activity and play highlight it as a constructive context for attaining behavioral goals such as self-control and social skills. Strenuous activity, competition adherence to rules, team play, frustration and joy are all characteristics inherent in sport that make it aperfect “school for life”. This paper presents a model of Educating through the Physical, in which behavioral goals are achieved and mastered within the context of physical activity and then generalized across other settings and individuals.
Eldar, E. (2006). Educating Through the Physical – Procedures and Implementation. International Journal of Behavioral and Consultation Therapy, 2, 399-415.
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Are You Square? A Game for Developing Self-Control and Social Skills
This article presents the rationale for the game and describes its implementation. Appropriate equipment and rules are offeref with adaptation ideas for a variety of educational goals and settings.
Eldar, E., Morris, D., Da Costa, R., & Wolf, T. (2006). Are You Square? A Game for Developing Self-Control and Social Skills. Strategies, 19, 17-21.
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Papers below are in Hebrew
משחק הריבוע המתואר בחוברת זו מדגיש את היתרון של החינוך הגופני כהקשר תומך לשיפור התנהגות ולמידה. המשחק מאפשר יצירה של מצבים התנהגותיים מגוונים (מניפולציות) דרך שליטה מכסימלית על הקשרם (אלדר, 2002). למשחק מסגרת מבוקרת היכולה להיות מעוצבת למטרות של אימון התנהגותי כמו שליטה עצמית, וכן לרכישת מיומנויות ספורטיביות ומיומנויות למידה. הבסיס התיאורתי של משחק הריבוע נובע מעקרונות “ניתוח יישומי של התנהגות”.
Eldar, E., De-Costa, R., Talmor, R., Fishman, S. (2002 – Hebrew). The “Are you Square?” game handbook.Netanya, Israel:Zinman College.
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חינוך לספורט (Sport Education) – מתכונת אחרת לשיעורי החינוך הגופני
השתתפות בתחרויות ספורט במסגרת בית-הספר היא בדרך כלל נחלתם של מעטים בלבד. מנגד, חוקרים רבים מדגישים היום את הבנת האסטרטגיה והטקטיקה של משחקי הספורט כיעד מרכזי בתכניות הלימודים בחינות גופני. לכך יש להוסיף את פיתוח רוח התחרות: ההזדהות עם הקבוצה, האחריות, השאיפה לניצחון, הריגוש והטקסיות המלווים תחרויות ספורט בבתי הספר והחסרים בתכניות הקיימות. נסיון מעניין של יישום מודל החינוך לספורט על פי מטרות ועקרונות אלה נעשה בבית ספר “גבעת גונן” בירושלים. על הצלחת המודל ותרומתו להקניית “תרבות ספורט” – במאמר זה.
Ingels, V., & Eldar E. (1997 – Hebrew). Sport education – another framework for physical education. Hahinukh Hagufani Vehasport, 42, 5-8.
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תרומת החינוך הגופני להתפתחות הילד ולהישגיו
מטרת המאמר לעודד מודעות בקרב אנשי חינוך לחשיבותה של פעילות גופנית בהתפתחות הכללית של הילד. במאמר נסקרת ספרות תאורטית ואמפירית מתחומים שונים הקשורים לחינוך גופני, בעיקר בנוגע לגיל הרך (גן וכיתות יסוד).
Raviv, S., Eldar, E., Nabel, N., & Lidor, R. (1995). The contribution of physical education to child development and achievement. Megamot, 35, 465-488. Hebrew
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חינוך דרך פעילות גופנית – רציונל התנהגותי והליכים ליישום
המודל החינוכי המוצג בפרק זה מדגיש את יכולת הלמידה ואת השינוי בהתנהגות של ילדים בכל שלב התפתחותי שבו הם נמצאים. הבסיס התיאורטי נובע מעקרונות “ניתוח יישומי של התנהגות”. הדגשת ההתנסות כבסיס לשינוי ולהתפתחות מאפשרת שיפור יכולות בכל גיל ובכל יכולת מאובחנת.
Eldar, E. (2004 – Hebrew). Educating through Physical Education – Behavioral Rationale and Procedures. In Lidor, R., & Feigin, N. (Eds.). Is it Only Sport? The Educational Context of Sport and Physical Education in the School and Community (pp. 135-172). Tel Aviv, Israel: Ramot.
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