Physical ability is a comprehensive indicator of a person’s general functional state and motor abilities, which also depend on the level of development and manifestation of the primary motor skills. ...The study aims to determine students’ physical ability levels at the junior high school stage of education. Methods: research and analysis of literary sources on the problem and research conducted through the national system for assessing students’ physical ability, which included the following tests: 30-meter running, standing long jump, throwing a medicine ball, 200-meter shuttle run, and T-test. Fifty-three students, aged 12-13 years from 119 Secondary School ‘Acad. Mihail Arnaudov’ in the city of Sofia, were studied. All statistical operations were carried out by mathematical-statistical processing with SPSS.22 by applying variation analysis and statistical hypothesis testing. Results: The state of the physical ability of the examined students in this junior high school is at a good level. Conclusion: More attention should be paid to developing motor skills and their sensitive periods in physical education and sport lessons.
Cet article examine les principes à partir desquels les filles et les garçons en viennent à distinguer les différents niveaux des relations amicales, et la place qu'y joue la sincérité. Il montre ...tout d'abord que la sincérité n'est pas attendue pour toutes les relations affectives. Elle concerne principalement les relations amicales les plus proches, celles qui comptent le plus aux yeux des enfants. Il montre ensuite que la sincérité repose, le plus souvent, sur deux exigences : l'implication et la réciprocité d'une part, et « être vrai », d'autre part. Si ces deux principes sont présents chez les un·es et les autres, ils se conjuguent différemment selon leur genre et leur origine sociale.
Familiar and expected gender patterns help us to understand boys but often constrict our understanding of any given boy. Writing in a wonderfully robust and engaging voice, Ken Corbett argues for a ...new psychology of masculinity, one that is not strictly dependent on normative expectation. As he writes in his introduction, "no two boys, no two boyhoods are the same." InBoy HoodsCorbett seeks to release boys from the grip of expectation as Mary Pipher did for girls inReviving Ophelia.
Corbett grounds his understanding of masculinity in his clinical practice and in a dynamic reading of feminist and queer theories. New social ideals are being articulated. New possibilities for recognition are in play. How is a boy made between the body, the family, and the culture? Does a boy grow by identifying with his father, or by separating from his mother? Can we continue to presume that masculinity is made at home? Corbett uses case studies to defy stereotypes, depicting masculinity as various and complex. He examines the roles that parental and cultural anxiety play in development, and he argues for a more nuanced approach to cross-gendered fantasy and experience, one that does not mistake social consensus for well-being. Corbett challenges us at last to a fresh consideration of gender, with profound implications for understanding all boys.
Jungen als Bildungsverlierer: So werden sie im öffentlichen wie auch im wissenschaftlichen Diskurs derzeit primär wahrgenommen. Zu erklären ist diese Zuschreibung vor dem Hintergrund von Befunden ...z.B. hinsichtlich des prozentualen Anteils an weiterführenden Schularten, erreichten Schulabschlüssen, aber auch den Ergebnissen in internationalen und nationalen Schulleistungsuntersuchungen. Eine besondere Rolle nehmen die männlichen Heranwachsenden ein, deren Lebenswirklichkeit von Risikolagen, wie etwa elterlicher Arbeitslosigkeit, Bildungsferne, oder einem Zuwanderungshintergrund geprägt wird. Der Autor setzt sich daher mit der Frage auseinander, welche Faktoren eine erwartungswidrig bildungserfolgreiche Entwicklung trotz negativer Rahmenbedingungen begünstigen. Auf Basis autobiografisch-narrativer Interviews werden die handlungsleitenden Orientierungen von Jungen und jungen Männern herausgearbeitet, die erfolgreich an formalen und non-formalen Bildungssettings partizipieren.; Boys as underachievers in school: This is how they are currently perceived in public and academic discourse. This attribution can be explained against the background of findings, for example, regarding the percentage of boys attending secondary schools or the school-leaving qualifications achieved. The author asks which factors favour a development that is contrary to expectations and successful in terms of education, despite negative framework conditions. On the basis of autobiographical narrative interviews, orientations guiding male adolescents' actions are elaborated.
During the Covid-19 pandemic, choral singing has been either completely prohibited or regulated with safety measures due to increased transmission risks. However, the impact of larger inter-singer ...spacings on the performance and educational process in boys’ choirs is unclear. This study analyzed recordings of six groups of five singers each from two boys’ choirs aged 7 to 16 who sang Beethoven’s Ode to Joy while standing on an arc with a 4 m radius and an inter-subject spacing of 0.5 to 3 m. The effects of singers’ masks, distance, group age, and relative position on the timing of articulation and fundamental frequency were investigated, along with the amount, rate, and sign of pitch drift and loudness.
The ANOCOVA results showed that onsets were robust to the tested factors, while errors in fundamental frequency tended to decrease with increasing age/experience. Loudness was affected by distance, mask, and relative position, with increasing loudness as spacing decreased. Understanding influencing factors can inform recommendations for choral singing and education.
During the Covid-19 pandemic, choirs had to apply safety measures such as distances and wearing masks. For children’s choirs, there is no knowledge of their reaction to these measures, regarding ...their age and experience. This study aimed to investigate boys choir singers’ perceptions of the measures, regarding wellbeing and feasibility, as well as the quality of the performance outcomes.
Six groups were put together, assembling five singers of the same age (7–16 years, before voice change) and experience level. The boys sang one verse of the same song at inter-subject distances of 3, 1.5, 0.5, 0.5 m plus wearing a mask and again 3 m. Afterward they filled out questionnaires concerning difficulty, irritation, hearing themselves and their neighbors, and if they could imagine singing regularly in the respective setting. Fifteen parents were asked to fill out questionnaires about their opinions about choir safety measures during the pandemic. Six anonymous boys choir experts rated the randomized recordings of all tasks regarding homogenous sound quality, rhythmical precision, and uniform intonation.
Even though most of the children preferred smaller distances, they were open to all kinds of settings. The answers given were very specific to the individuals. Masks were voted out by a majority of the subjects. Parents found choir singing very important for their children and did in majority neither fear infection of their children, nor mind precautions. The experts rated the performance outcomes of the largest distance (3 m) as best in most of the cases.
Different interspatial settings do not harm the children and adolescents and could be introduced as a beneficial approach to give them a broader listening experience and to make them flexible, alert, adaptable, and resilient singers. Singers’ masks are only recommended for compelling circumstances.
Few studies have sought to understand the childhood play experiences of Black boys in early childhood education (ECE), and a majority of those that investigate them often socially construct Black ...boys' play as criminal, dangerous, and monstrous. Considering the dangers of hegemonic masculinity and femininity or the racial and gendered power and privilege White boys and girls bring to societal spaces including playgrounds, little is known about how such power influences the experiences of Black boys who play with them. In this conceptual paper, I draw on critical race theory (CRT) to trouble the criminalization of Black boys' childhood play and hegemonic White masculinity and femininity, which can prove violent and dehumanizing to Black boys. As such, I suggest that similar to the school-to-prison pipeline (STPP), Black boys may become victims of what I call the school playground-to-prison pipeline (SPTPP) as a consequence of White children's accusations, fears, misperceptions, and misreadings of Black boys' play. Recommendations are provided for teacher and ECE to better support Black boys and the cross-cultural play interactions between them and White children.
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