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008			220802s2022 gw a o |||| 0|eng d
020			_a9783658386795
024	7		_a10.1007/978-3-658-38679-5 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB2331 _b2022 EB
100	1		_aRupp, Robert _eautor _9688949
245	1	0	_aPhysically Active University Teaching : _bIntroduction to the Heidelberg Model of Physically Active Teaching _cby Robert Rupp, Chiara Dold, Jens Bucksch
250			_a1st edition 2022
264		1	_aWiesbaden _bSpringer International Publishing _c2022
300			_a1 recurso en línea (XIII, 41 páginas) _b4 ilustraciones, 2 ilustraciones a color
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
490	0		_aSpringer Essentials _x2731-3115
505	0		_aMovement activation in university teaching is worthwhile -- Changing sedentary behaviour - theoretical considerations -- Heidelberg Model of Moving Teaching -- Practical examples.
520			_aIn this essential, the authors present an innovative teaching-learning concept that uses the potential of physical activity as an approach to make university teaching more motivating, more efficient for learning and more conducive to health. Based on current findings in health, work and learning research, the Heidelberg Model of Physically Active Teaching presents a proven approach that combines university teaching-learning processes with light physical (micro) activities - such as standing up or walking around - in a way that saves learning time and is close to the learning object. This gives students the opportunity to abandon the continuous sitting posture during teaching and to actively engage with the subject matter both cognitively and physically. The essential contains practice-stimulating recommendations and concrete examples of implementation for a physically activating design of university teaching. The content · Being physically active during university teaching is worthwhile · Changing sedentary behaviour - theoretical considerations · The Heidelberg Model of Physically Active Teaching · Practical examples The target groups · University lecturers and lecturers in continuing and further education · Teaching staff, health managers and quality assurance officers.
988			_aSpringer_Psychology_2022
650		7	_2embne _9182279 _aEnseñanza superior _xDidáctica
700	1		_aDold, Chiara _eautor _9688950
700	1		_aBucksch, Jens _d1974- _eautor _9688951
776	0	8	_iPrinted edition: _z9783658386788
776	0	8	_iPrinted edition: _z9783658386801
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-658-38679-5 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b10/2023 _dz _eb _zSI