Zahiriddin muhammad bobur nomidagi andijon davlat universiteti ingliz tili grammatikasi kafedrasi

[This second paragraph develops an articulated understanding of what Taylor’s article argues in relation to negative high school gym experiences] Taylor continues to draw upon the research conducted by Iowa State University to highlight a potentially serious outcome of negative high school gym experiences. He writes: “Respondents who expressed the strongest negative memories of gym class, and in particular those who said they were repeatedly picked last for teams, were also more likely to live sedentary lives and avoid physical activity as adults.” As Taylor emphasizes, this is an urgent concern, considering the rise of obesity in North America.[The next sentence shows that there is a recognition that Taylor considers the factors involved, and how he is careful not to make sweeping conclusions] He is careful not to draw a direct causal relationship, however. He considers the possibility that “respondents who dislike physical activity in the first place are more likely to have unpleasant memories of gym class,” and are therefore most likely to live sedentary lives regardless of their negative memories. That said, as Taylor reports, new methods are envisioning what gym class could look like, to make it less to do with “traditional, humiliation-rich skills such as shooting hoops, wrestling or gymnastics” and more to do with “personal interests and overall fitness levels.” Supporters of this new conception of gym class call it “physical literacy,” which aims to teach students life-long skills that support healthy, active lifestyles. Taylor does contend, however, that it is not smooth sailing ahead necessarily, since “the same complaints about gym class seem to linger” even for current students and recent grads. [Note how the next sentence frames carefully Taylor’s use of another person as evidence]He cites Melanie Davis, the executive directory of an advocacy group, Physical and Health Education Canada, who believes that this ongoing dislike of gym class is reflective of a “lack of respect” for gym as a subject, as it is usually considered secondary to more academic courses. Taylor critiques the lack of attention gym class gets across Canada, apart from the “gold standard” set by Manitoba. “The province’s definition of credit-worthy physical activity,” reports Taylor “is surprisingly broad and welcoming. Senior students can select from a wide array of approved out-of-classroom activities including hip-hop dancing, back-packing, golf, pilates, biking and even lawn mowing.” The article smoothly connects [use of adjectives like “smoothly connects” illustrates positive judgment of Taylor’s article] Taylor’s personal experience to others’ experiences, draws upon credible research and expertise to discuss the problematic outcomes of traditional gym class, and finally, illustrates a viable alternative in what gym class, or credits, could look like that would promote lifelong healthy habits in secondary students.