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The knowledge-based approach of the PE subject involves the achievement of a mix between a theoretical and a practical component. This approach aims to provide the student with the necessary theoretical notions for an in-depth understanding of the role that practical activity plays in maintaining health. In this way, PE becomes a meaningful school subject for the student. Aim: This paper aims at testing the following hypotheses, built on the conclusions of previous studies: (1) PE teachers consider the theoretical content as less important than the practical one; (2) teachers would rather not deal with the implementation of theoretical content. Method: A data collection tool was devised taking as reference a group of 210 PE teachers, selected by mixed randomization from 7 counties of Romania. The obtained data were then analysed using the statistical programming language R (see 4.1.3). Results and discussions: Teachers value practical content more (4.948) than theoretical content (4.082). And we find this difference even after analysing the data according to the seniority of the teachers within the department. The lowest value is recorded when teachers were asked for their opinion related to the necessity of a PE textbook (3.063). Conclusions and future implications: The two components (theoretical and practical) are not equally appreciated by specialized teachers. This fact highlights the need to emphasise the role of theoretical knowledge within the PE lesson in the training of future teachers. [ABSTRACT FROM AUTHOR]

The present paper presents the theoretical aspects related to the topic of psychomotricity and the way in which it is reflected in the domain-specific literature worldwide. The purpose of the study was to clarify the concepts, to identify specific classifications for the different application areas of psychomotricity, to generalize the components of psychomotricity and to identify evaluation methods for psychomotricity belonging to several domains. The study was carried out with the help of traditional means, in libraries and in the online environment. We accessed international databases that are acknowledged for the field of Sport Science and Physical Education in Romania. These databases are also acknowledged by other related research domains. 637 specialized bibliographic references were identified, out of which 584 online sources. In the present analysis we described the common aspects found in 50 bibliographic sources as well as definitions and concepts about psychomotor activity, stages of motor development and components of psychomotor activity and some psychomotor evaluation methods. The conclusion of the study is that the field of psychomotricity is very wide. The multidimensional approach of this subject is found in various fields of activity such as medicine, psychology, physiology, recreational or educational activities organized within a formal framework. Depending on the particular features of the psychomotor exercises, the educational values take multiple forms. The results in some domains interfere with those in other domains by the way in which the transfer between the motor and the cognitive components, between the physical and the psychological components is performed or vice versa. [ABSTRACT FROM AUTHOR]

In the present paper we aimed at presenting the new secondary school curriculum for Physical Education and Sport in Romanian education and the changes proposed by it in relation to the previous curriculum. The new curriculum was developed in 2017 while the previous document regulated PE practical activities since 2009. For this we performed the conceptual comparative analysis of the content elements and of the assessment system. From a conceptual point of view, the general competencies formulated in the new curriculum still focus on using physical exercise as a means of maintaining health. The content elements are mostly represented by specific skills in sports disciplines. The content elements do not have a different connection to conceptual objectives. Content requirements are fully taken from the previous curriculum. The new curriculum proposes a new assessment system. It is based on the testing of general competence and is in line with the conceptual objectives. The new assessment system relies on the previous performance-based assessment system, although performance scales have not been developed. This makes it difficult to apply the new assessment system. The new curriculum proposes as a total novelty element the use of the PE textbook as a support for the theoretical notions that can be found in the practical activity. [ABSTRACT FROM AUTHOR]