KARDÄ°YORESPÄ°RATUVAR EGZERSÄ°Z TESTLERÄ° ... - Spor Bilim

7.ULUSLARARASI SPOR BİLİMLERİ KONGRESİ27-29 EKİM 2002KONGRE - PANELLERThe establishment of developmentally appropriate and quality HPERSD programs in the mainstream oflife long education should be in mode. At the dawn of the information age, the lifespan of some kinds ofknowledge is decreasing and the importance of lifelong learning increasing in proportion. While primary schooleducation remains a fundamental component of the landscape, education is becoming broad and morediversified and is reflecting a much keener concern with the quality of learning.HPERSD is an indispensable reality for human beings, because health and physical activity are sointegral to a meaningful quality of life. HPERSD is a core element in the human lifespan, from birth to death. Inthis context, it is our role to ensure that HPERSD becomes a valued mainstream ingredient in lifelong education.From a broad perspective, most institutions have evolved for the protection, maintenance and improvement ofthe quality of life, or for other specific interests. These interests rangePage 7. / VII. International Sports Sciences Congressfrom family to governments to the United Nations, from preschool programs to higher education, from specificinterest-based national organizations to international organizations. ICHPER-SD as an education-basedprofessionals‘ organization, is committed to bettering the quality of life for all through education and thepromotion of the benefits of ICHPER-SD programs. We have, therefore, the job to ensure that HPERSDbecomes a core element, not an outcast, in the overall education system – stressing the education of the wholeperson.B. A Consolidated Holistic Institutionalized ApproachFamilies, as the first social institution to facilitate learning, and parents as educators, must lay thegroundwork for movement education for each child through some form of interactive play with significant adults.Play is the ‗work‘ of young children and involves underlying conceptual learning processes of behaviorism andof cognitivism. Every child‘s movement in play serves his/her own level of association or integration ofpsychomotor, cognitive, and affective development – the three interrelated and indivisible domains of self as arealized whole child or person – while stimulating growth of body tissues, muscles, organs, nerves, and bones,which are essential to optimal development and health.One of our prime professional missions is to advocate the importance of preschool teachers andeducators, parents and significant adults in every child‘s life as the first learning facilitators, and to provide themwith developmentally appropriate motor skill instruction to apply those skills for the benefit of the children.Parents and significant adults need to be informed that children should develop their movement experiencesand skills beginning with the pre-school and early childhood period. This core knowledge is build on and refinedthroughout their school years, K-12 and beyond. Children who do not develop their physical skills tend tobecome adults who do not regularly participate in physical activities, and thus become potential victims of asedentary lifestyle and its concomitant dangers.Schools, as the formal educators, bear the responsibility of making sure that every student includingany with a disability receives quality daily physical education instruction taught by a qualified physical educatorwho has acquired and maintained official certification to teach physical education. Communities, as the settingin which families and schools intersect, must provide a conducive environment for an active lifestyle with a goodselection of physical activities and sports offered at public facilities, where children and youth can enjoy,reinforce and demonstrate the lessons taught and learned both at home and at the school. Institutions ofhigher learning provide leadership for physical education and sport and facilitate the search for knowledge inour fields of study by renovating curriculum, providing opportunities and the environment for students to enjoy acontinuous association with an active and healthy lifestyle and physical fitness. Businesses, as the presentemployer of parents and the future employers of students, must contribute financial, human and technicalresources for strengtheningPage 8. / VII. International Sports Sciences Congressschool-based physical education and sport programs. Government, as the overseer and facilitator of theeducation process and a healthy environment, must provide leadership and national policy in making schoolbasedphysical education and sport an indispensable element of education as a whole – Education of theWhole Person.316