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2018 | 25 | 3 |

Tytuł artykułu

Motives to take part in therapeutic physical activities of students with disabilities and health problems

Autorzy

Warianty tytułu

Języki publikacji

EN

Abstrakty

EN
As an important part of healthy living, disease prevention and methods of coping with stress physical activity should be a priority subject for students with disabilities and health problems. This research shows that students taking part in therapeutic physical activities (rehabilitation, therapeutic gymnastics and yoga) are mainly focused on health and disease prevention. However, additional important motive, especially for healthier students, is the course completion, which is obligatory. The awareness of the students’ needs and motives towards participating in therapeutic classes may allow to adjust the offer of Departments of Physical Education and Sport at Universities to their actual needs and capabilities.

Słowa kluczowe

Wydawca

-

Rocznik

Tom

25

Numer

3

Opis fizyczny

p.127-130,fig.,ref.

Twórcy

autor
  • School of Physical Education and Sports, Adam Mickiewicz University in Poznan, Poznan, Poland

Bibliografia

  • 1. Barlas A, Kouthouris C. Investigating relationships between motivation and loyalty in the context of physical recreation. Trends Sport Sci. 2016; 1(23): 5-11.
  • 2. Cando JMD, Villacastin LN. Motivation for Physical Activity Participation of Cebu Institute of Technology – University Students. IJSBAR. 2014; 16(2): 97-104.
  • 3. Castañeda C, Zagalaz ML, Arufe V, Campos-Mesa MC. Reasons for the physical activity practice among of sevillian university students. Revista Iberoamericana De Psicología Del Ejercicio Y El Deporte. 2018; 13(1): 79-89.
  • 4. Elliott S. The effect of teacher’s attitude toward inclusion on the practice and success levels of children with and without disabilities in physical education. Int J Special Ed. 2008; 23(3): 48-54.
  • 5. Fajzrahmanova AT. On organization of the inclusive educational environment in higher educational institutions of the Russian Federation. Life Sci J. 2014; 11: 59-62.
  • 6. Frederick C, Ryan R. Differences in motivation for sport and exercise and their relations with participation and mental health. J Sport Behav. 1993; 16: 124-146.
  • 7. Hagger M, Chatzisarantis N. Self-determination theory and the psychology of exercise. Int Rev Sport Ex Psych. 2008; 1(1): 79-103.
  • 8. Kilpatrick M, Hebert EP. College Students’ Motivation for Physical Activity: Differentiating Men’s and Women’s Motives for Sport Participation and Exercise. J Am College Health. 2005; 54(2): 87-94.
  • 9. Kowalik S. Kultura fizyczna osób z niepełnosprawnością (Physical culture of disabled). Gdańsk: Gdańskie Wydawnictwo Psychologiczne; 2009. p. 74.
  • 10. Qi J, Ha AS. Inclusion in physical education: A review of literature. Int J Disabil Development Edu. 2012; 59(3): 257-281.
  • 11. Szumski G. Kształcenie integracyjne niepełnosprawnych (Integrational education for the disabled). Warszawa: Wydawnictwo Naukowe PWN; 2006.
  • 12. Walker B. Intrinsic motivation and self-determination in exercise and sport. Sport Psychologist. 2008; 22(1): 134-135.
  • 13. Wieczorek J, Prusińska V. Działalność Studium Wychowania Fizycznego i Sportu Uniwersytetu im. Adama Mickiewicza w Poznaniu w obszarze kultury fizycznej studentów z niepełnosprawnościami (Physical culture for students with disabilities at School of Physical Education and Sport at Adam Mickiewicz University in Poznań). In: Szczupał B, Kutek-Sładek K, editors. Wielowymiarowość integracji społeczno-zawodowej studentów z niepełnosprawnością. Kraków: Uniwersytet Papieski Jana Pawła II, Wydawnictwo Naukowe; 2015.

Typ dokumentu

Bibliografia

Identyfikatory

Identyfikator YADDA

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