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definition of exercise concepts and physical activity
definasi konsep senaman dan aktiviti fizikal
Dernière mise à jour : 2020-06-06
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sports and curriculum physical activity assessment report for 2020
pelaporan pentaksiran aktiviti jasmani sukan dan kokurikulum tahun 2020
Dernière mise à jour : 2021-06-19
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physical activity, sports and curriculum assessment components (pajsk)
pembentukan modal insan
Dernière mise à jour : 2021-10-04
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helps to inhibit the development of connected neurons in the brain that are vital for physical activity.
membantu meransang perkembangan neuron yang berhubung di dalam otak yang amat penting untuk aktiviti fizikal.
Dernière mise à jour : 2021-10-26
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this is because those who lack physical activity often have a higher heart rate and this causes the heart to work harder and put high pressure on the blood vessels as well as the blood pressure itself.
punca yang terakhir ialah merokok.hal ini demikian kerana kandungan tembakau di dalam rokok bukan sekadar boleh menaikkan tekanan darah malah bahan kimia di dalam rokok tersebut boleh merosakkan lapisan di saluran darah dan menyebabkan saluran menjadi sempit dan meningkatkan risiko untuk mendapat sakit jantung.
Dernière mise à jour : 2022-01-16
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sports consist of physical activities performed for various purposes for competition, fun, development, skill, excellence, etc.
manfaat utama dalam menyertai aktiviti sukan adalah ia dapat meningkatkan tahap kesihatan diri secara fizikal dan juga mental. umum mengetahui bahawa bersukan melibatkan aktiviti fizikal yang menggerakkan otot serta mencabar kecerdasan minda. sebagai contoh, aktiviti berbasikal memerlukan kita mengayuh dan melihat persekitaran sekeliling supaya selamat dan tidak membahayakan © sumber asal informasi dari : https://www.irujukan.my/faedah-bersukan/#:~:text=dari%20sudut%20biologi
Dernière mise à jour : 2023-10-09
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i do not agree with this because in my opinion, physical activity can often control our weight better and live healthier. various activities we can practice such as jogging, playing badminton, hiking and the activities that men like the most are playing football. in addition, we can also have a very healthy and positive mind if we do physical activity. it is also because we have met m
saya tidak bersetuju dengan perkara ini kerana bagi pendapat saya dengan selalunya menjalankan aktiviti fizikal dapat mengawal berat badan kita dengan lebih baik dan hidup dengan lebih sihat. pelbagai aktiviti kita boleh amalkan seperti berjogging,bermain badminton, mendaki dan aktiviti yang paling lelaki suka ialah bermain bola sepak. selain itu kita juga dapat mempunyai fikiran minda yang sangat sihat dan positif jika melakukan aktiviti fizikal. ia juga kerana kita telah memenuhi m
Dernière mise à jour : 2022-06-08
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challenges challenges are game tasks or exercises. depending on genre games can have physical, economical, conceptual, tactical, logistic, exploration and logic challenges (adams, 2009). most of the educational exercises are related with the conceptual and logic challenges. the easiest method to implement game like challenges is to design exercises like quizzes that require active interaction and participation (cheong, cheong, & filippou, 2013). when project or problem-based learning is implemented, students can plan and choose between different strategies. some organise physical activities combined with learning tasks for activating students (e.g., mobile learning guided tours) (hansen, 2005). economical challenges can be related with game-like assignments where students collect items for solving exercises. those items can be used in the next assignments (e.g., materials for crafting) (sheldon, 2011). 2.1 resource accumulation accumulating resources: finding, unlocking, collecting and managing limited resources are the core elements of game economical challenges. examples of economical challenges vary from accumulating resources (also points) to achieving balance in ecosystem or taking care of living things (adams, 2009). teachers can provide in-game “currency” for students for certain achievements. later they can change his currency with items that are useful for solving further challenges (like drawing sets or software licenses) (sheldon, 2011). 2.2 creative play creative play is related with the possibility to design game elements from smaller items like weapons and vehicles to entire game words like game levels. in the construction and management game genre main challenges are based on creativity (adams, 2009). creative play is similar to the problem- or project-based learning or to inquiry-based learning where the starting point (problem or idea) is set but the outcome can be different – depending on the selection of content and methods. competition scoreboard fight big boss challenges resource accumulation creative play decision making 7 2.3 decision making making decisions is central part in all game challenges (costikyan, 2002). even shooting games are related with the decisions like run or attack. in the strategy games all challenges are related with decisions. players are forced to make decisions in order to proceed. decision-making is part of the interaction. in some genres decisionmaking is related with moral choices (ethical aspects of the game). researchers have found that games can teach making decision (prensky, 2007) because they generate safe environment for failing. business simulators are classical examples of using games for learning decision-making through authentic tasks (kiili, 2005). games teach to take risks (prensky, 2007). usually, players fail with the mission several times before they reach to the goal. although teachers have access to educational patterns like three bears, mission impossible and mistake (bergin et al., n.d.) that try to reduce the students’ fear towards failure, traditional schools are punishing and discouraging students for failures with negative grades. 2.4 risk risk is a game element that is most difficult to integrate with the course design. risk can be created with the help of uncertainty. uncertainty can be achieved with the help of luck (or chance or randomness). but it can be generated also with the help of hidden information that will be revealed when player takes risk or generated by the action of the opposite player (adams, 2009). at the same time using the luck in educational conditions can teach the chance seeking (bardone, 2012). in the educational conditions risk can be implemented for example in the format of quiz between two students. risk requires reward. some games are heavily based on randomness (e.g., gambling) but players prefer to believe that their achievements are based on skills (adams, 2009) and not on luck. therefore randomness should be used rarely and with caution. in the educational conditions randomness can be used by rolling the dice for selecting the student who has to make a presentation (sheldon, 2011). decision making safe environment moral and ethics challenges interactions uncertainty luck (chance) unknown information opponent’s actions
Dernière mise à jour : 2020-10-18
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