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INSTITUTIONAL BREAKS OF THE ACTIVITY-BASED APPROACH IN PHYSICAL EDUCATION

Theory and Practice of Educating and Upbringing , UDC: 372.8 DOI: 10.25688/2076-9121.2023.17.1.05

Authors

  • Adamsky Alexander I. PhD in Pedagogy
  • Lvovsky Vladimir Aleksandrovich PhD in Psychology, Associate Professor

Annotation

The article deals with the problem of the relationship “norm – activity”, on one or another way of solving which depends on the development of the system of physical education. The generation of new modes of activity requires the institutionalization of new norms, a significant change in the educational program, in which developmental education should be implemented. The article discusses in detail such issues as: the relationship between learning and development, the implementation of physical education, taking into account the zone of proximal development, new didactic principles and their application to teaching physics in primary school. A research program has been outlined to search for opportunities to overcome the institutional gap of the activity approach in physical education
Tags:
activity , activity approach , didactic principles , educational policy , individualization , norm , physical education , training and development

How to link insert

Adamsky, A. I. & Lvovsky, V. A. (2023). INSTITUTIONAL BREAKS OF THE ACTIVITY-BASED APPROACH IN PHYSICAL EDUCATION Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 17(1), 96. https://doi.org/10.25688/2076-9121.2023.17.1.05
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