الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 174
control. The model was capable of predicting 67% of the variation in instructors’ intention to teach
online.
(3) Hermassi, S.; Ketelhut, S.; Konukman, F.; Ayari, M.A.; Al-Marri,S.; Al Rawahi, N.;
Bouhafs, E.G.; Nigg,C.R.; Schwesig, R. (2024). Differences in Physical Activity, Sedentary
Behavior, Health-Related Physical Performance Indices and Academic Achievement: A
Comparative Study of Normal-Weight and Obese Children in Qatar. Journal of Clinical Medicine.
2024, 13, 1057.
ﺳﮭﯿﻞ ھﺮﻣﺎﺳﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(4) Hermassi, S., Konukman, F., Al-Marri S. S., Hayes L. D., Bartels T, Schwesig, R. (2024).
Associations between biological maturation, physical performance, postural control, and
mathematical achievement in youth soccer players. PLoS ONE 19(3): e0298301
. ﺳﮭﯿﻞ ھﺮﻣﺎﺳﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(5) Hermassi, S., Ketelhut, S., Konukman, F., Sellami, M., Al-Marri, S., Nigg, C. R., Schwesig,
R. (2024). Comparative Analysis of Physical Activity, Performance-Related Health,and Academic
Achievements in11-to-13-Year-Old Schoolchildren in Qatar. Healthcare, 12, 588.
ﺳﮭﯿﻞ ھﺮﻣﺎﺳﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(6) Filiz, B., Şimşek, S., Unlu, H., & Konukman, F., & Sortwell, A. (2024). Teaching
Developmentally Appropriate Physical Activities for Planned Active Breaks in Schools. Journal
of Physical Education, Recreation & Dance,95(40), 51-52.
Considering that global physical activity levels in young children continue to decline, planned
breaks during the school day provide a unique opportunity to promote the importance of physical
activity while also increasing student engagement in movement activities. This article provides
information on the benefits of and recommendations for active breaks.
(7) Sortwell, A., Bastian, C. T., Konukman, F., O’Brien , K., Soukaina, H., Trimble, K. (2023)
Planning and Pedagogical Considerations for Teaching Children with Autism Spectrum Disorder
in Physical Education. Kinesiology Review,13(2), 302-313.
Around the world, autism spectrum disorder (ASD) is a prevalent neurodevelopmental condition.
It is linked to a wide range of deficiencies across multiple domains, including restrictive and
repetitive behaviors that impair interaction or engagement with others. School-aged children with
ASD face challenges that make physical activity more difficult. To address challenges associated
with ASD, physical education interventions need to be tailored to the child's needs and abilities.
Despite advances in research on children with ASD in physical education, adopting contemporary
approaches is yet to be the norm. This review aimed to examine the literature on intervention
models to improve the physical activity skills of children with ASD and to suggest practical
considerations for delivering an effective physical education program and lessons. The
recommendations provided in this review support teachers in applying strategies that maximize
meaningful learning opportunities for children with ASD and use effective pedagogies that meet
their needs.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
