В статье представлены результаты исследования влияния занятий физической культурой на показатели здоровья учащихся старших профильных классов. Интегральную оценку параметров здоровья производили по ...методике Л. Г. Апанасенко. Установлено, что учащиеся, дополнительно занимающиеся физической культурой, имеют более высокие показатели здоровья. Исследовали влияние дополнительных занятий физической культурой на морфофункциональные параметры здоровья школьников девятых профильных классов. Полученные значения сравнивали с параметрами здоровья школьников, которые дополнительно физической культурой не занимались. Среди девятиклассников, занимающихся дополнительно физической культурой вне школы, не встречались ученики с избыточной массой тела. Было установлено, что физкультурники – девятиклассники отличаются более высокими параметрами силы кисти, жизненной емкости лёгких на один килограмм массы тела, более экономичным функционированием сердечно – сосудистой системы в условиях относительного физического покоя, а после стандартной физической нагрузки имело место более быстрого ее восстановления. Полученные результаты свидетельствуют о более высоком функциональном состоянии сердечно-сосудистой, дыхательной и нервно-мышечной систем, более высокой физической подготовленности и уровне здоровья девятиклассников, занимающихся дополнительными занятиями физической культуры.
The analysis of existing information on physical activity and fitness as elements of health and well-being reveals that they are achieved particularly effectively in contact with nature. Physical ...education lessons outdoors, as a form of healthy training, have been performed in numerous countries for years, providing a response to the traditional indoor model of this kind of education. The purpose of this paper is to clarify the relationship between the participation of students in outdoor and indoor lesson activities and the change in their physical fitness. 220 students participated in an experimental study. The experimental group, which did exercise usually in open spaces, included 49 boys and 54 girls. The control group, which exercised inside school, consisted of 63 boys and 54 girls. The study period lasted two years and involved the fifth and sixth form of primary school. Experimental group subjects were 11.26 years old (±0.32) during the initial test, and the control group individuals were 11.28 years (±0.32). During the final test, the average ages of experimental group subjects was 12.96 years (±0.32), and 12.98 years (±0.32) in the control group. The International Physical Activity Test was applied in the study. The differences between the levels of particular components of physical fitness were not statistically significant during the initial measurement (
-values ranged from
= 0.340 to
= 0.884). After two years of outdoor physical education lessons, there was revealed a considerable increase in the speed, jumping ability, and aerobic endurance of the students. Statistically significant differences were observed in these three tests, including running speed (
= 0.001), legs power (
= 0.001), and endurance (
= 0.000). The findings encourage one to continue pedagogical experiments regarding physical activity in outdoor natural environments.
Abstract Objective. Children's physical activity (PA) has been studied extensively, but little information is available on those with disabilities. We sought to examine the PA of children with ...disabilities during physical education (PE) and recess while simultaneously documenting environmental conditions. Method. Five schools designed for students with four types of special needs (physical disability, mild intellectual disability, hearing impairment, and visual impairment) participated. We used the System for Observing Fitness Instruction Time (SOFIT) to code the PA of children in grades 4 to 6 during both PE and recess and to document teacher behavior and lesson context in PE. Observations were conducted during 2 school days over a 2-week period. Results. Children accrued little moderate-to-vigorous physical activity (MVPA) during PE (7.8 min) and recess (8.9 min). Activity levels varied across disability types, with differences attributed to lesson context and teacher behavior. Children with physical disabilities were the least active during both PE and recess. Conclusions. Children with disabilities accrue little PA at school. Increased PE frequency and lesson intensity, more PA opportunities during non-structured school time, and collaborations with home and community agencies are needed to reach PA recommendations.
Sažetak
Uvod
Uz razrede s redovnom nastavom, škole u Sloveniji posljednjih petnaestak godina nude i program tzv. sportskih razreda, s naprednim i proširenim nastavnim planom i sadržajem tjelesnog ...odgoja koji najčešće uključuje dva dodatna sata tjedno za ba-vljenje izabranim aktivnostima u okruženju škole. Dodatne sate zajednički vode nastavnik tjelesnog odgoja i nastavnik razredne nastave. Uz to, program nudi i širi izbor sportskih sadržaja, kojima se učenik može baviti i izvan škole. Ovaj program doda-tne sportske nastave uveden je, nažalost, u manje od 7% osnovnih škola u Sloveniji (Jurak, Kovač, & Strel, 2004a). Za razliku od sportskih razreda srednjih škola, ovdje cilj nije usklađivanje školskog rada i sportskih treninga (Jurak, Kovač, Strel, & Starc, 2005), nego ponuda naprednog sadržaja tjelesnog odgoja djeci i roditeljima koji žele više sporta, kao i njihovo usmjeravanje zdravom načinu života (Kovač & Novak, 1998).
Cilj istraživanja bio je utvrditi kako program dodatnih sati tjelesnog odgoja utječe na tjelesni i motorički razvoj djece u dobi od 7 do 10 godina.
Metode
Provedeno je longitudinalno istraživanje u vidu pedagoškog eksperimenta. U istraživanje je uključeno 328 učenika, koji su u 2000. g. započeli s prvom godinom svog školovanja (u dobi od 7 godina). U sljedeće tri godine (2001-2003) prošli su testiranja u svim mjerenim zadacima. Oblikovane su dvije skupine djece iz istih škola: eksperimentalna skupina, koja je uključivala djecu iz sportskih razreda (N=157; 81 dječak i 76 djevojčica) i kontrolna skupina, koja je uključivala djecu iz običnih razreda (N=171; 87 dječaka i 84 djevojčice). To je učinjeno da bi se minimizirao učinak uvjeta rada za tjelesni odgoj koje nude pojedine škole te utjecaj šireg društvenog okruženja na rezultate.
Podaci su prikupljeni u okviru tzv. “Sportsko-obrazovnog kartona” (Športno vzgojni karton) (Strel et al., 1997), koji uključuje prikupljanje podataka na temelju kojih se kroz 19 godina pratio tjelesni i motorički razvoj djece i mladeži u Sloveniji (Strel et al., 2001, 2003, 2004). Korišteni su sljedeći testovi: tjelesna visina, tjelesna težina, kožni nabor nadlaktice, taping rukom, skok udalj s mjesta, poligon natraške, podizanje trupa, pretklon na klupi, izdržaj u visu zgibom, trčanje 60m i trčanje 600m. Također je izračunata vrijednost XT varijable koja predstavlja prosječnu vrijednost svih osam motoričkih zadataka, a usporediva je s cjelokupnom općom populacijom. Testovi su opisani u publikaciji “Sport educational chart”, Strela i suradnika (1997).
T-test za zavisne uzorke koristio se za izračun razlika između pojedinih varijabli za individualne skupine mjerenih ispitanika. T-test za nezavisne uzroke se koristio za izračun razlika između pojedinih varijabli dviju skupina mjerenih ispitanika. Razlike u transformacijskim učincima između dviju skupina izračunate su analizom kovarijance.
Rezultati
Analiza razlika između pojedinih varijabli dviju skupina mjerenih ispitanika pokazuje da su u inici-jalnom testiranju (2000.g.) kod oba spola postojale značajne razlike samo u varijablama taping rukom (p=.003-.019), poligon natraške (p=.000-.008) i po-dizanje trupa (p=.000-.004). Kod dječaka, značajne su razlike između eksperimentalne i kontrolne skupine također utvrđene za varijable tjelesna težina (p=.008), skok udalj s mjesta (p=.006), pretklon na klupi (p=.000) i izdržaj u visu zgibom (p=.005), a kod djevojčica za varijablu trčanje 600m (p=.010). Prosječna vrijednost motoričkih zadataka (XT) po-kazuje da je motorički status učenika sportskih razreda bio iznad (dječaci 53.114, djevojčice 54.533) slovenskog prosjeka (koji iznosi 50.0), dok je moto-rički status učenika običnih razreda bio ispod pro-sjeka (dječaci 47.717, djevojčice 49.695).
Pri završnom testiranju značajne su razlike, za oba spola, u korist učenika sportskih razreda, utvrđene za varijable taping rukom (p=.013-.020), poligon natraške (p=.000), podizanje trupa (p=.002-.020) i trčanje 600m (p=.000). Kod dječaka, značajna je razlika također utvrđena u testovima pretklon na klupi (p=.020) i izdržaj u visu zgibom (p=.024). Razlika u vrijednosti XT se smanjila kao rezultat većih vrijednosti kod djece iz običnih razreda (dječaci 48.435, djevojčice 51.118; sportski razredi: dječaci
52.519 i djevojčice 54.893).
Nakon eliminacije razlike inicijalnog stanja dviju skupina, značajne razlike između dviju skupina na α razini od .05 mogu se uočiti u sljedećim motoričkim varijablama: poligon natraške (p=.001-.047), podi-zanje trupa (p=.000-.048) i trčanje 600m (p=.000-.001). Dječaci su se značajno razlikovali i u tjele-snoj težini (p=.005).
Rasprava i zaključci
Inicijalne razlike u motoričkim sposobnostima ukazuju na to da se u sportske razrede upisuju djeca s boljim motoričkim statusom. Pretpostaviti je da roditelji djece iz sportskih razreda imaju po-zitivniji stav prema sportskom načinu života te da su dovoljno imućni da omoguće i financiraju takav način života.
Veća tjelesna težina dječaka iz sportskih razreda može se objasniti njihovom većom biološkom zrelošću. Istodobno, veće razlike u tjelesnoj težini u usporedbi s tjelesnom masti ukazuju na veću količinu mišićnog tkiva.
Kao što se očekivalo, na kraju četvrte godine školovanja djeca iz običnih kao i iz sportskih razreda imala su veće vrijednosti svih testiranih varijabli u odnosu na početne. Naime, karakteristika proučavanog perioda je pozitivan smjer razvoja svih motoričkih sposobnosti u oba spola, kao i veće vrijednosti sve tri mjerene antropometrijske mjere (Kondrič, 2000; Strel et al., 2001; 2003, 2004).
Na temelju rezultata završnog testiranja mo-glo bi se pretpostaviti da je rad u običnim razredima bio učinkovitiji, no detaljnija analiza daje drukčiju sliku.
Dječaci iz sportskih razreda su tijekom svih godina imali veću tjelesnu težinu od svojih vršnjaka u običnim razredima, no razlika se smanjivala s dobi. Na temelju smanjene razlike u kožnim naborima, može se pretpostaviti da je razlika u tjelesnoj težini manja zbog slabijeg porasta tjelesne masti kod dječaka iz sportskih razreda. Ovo je vrlo važan pokazatelj u svjetlu presječnih (cross-sectional) studija koje ukazuju na rastući postotak djece ove dobi koja su prekomjerne tjelesne težinom i pretila (Bös, 2003; Strel et al., 2001, 2004).
Bolji napredak u koordinaciji pokreta cijelog tijela (test poligon natraške) učenika sportskih razreda ukazuje na bolju kvalitetu vođenja sati, širi opseg motoričkih vještina i odgovarajuću organizaciju rada, što je osiguralo pozitivne promjene u toj motoričkoj sposobnosti (Kovač & Štihec, 1988). Može se pretpostaviti da su učenici sportskih razreda primili drukčije motoričke podražaje, koje su nastavnici prenijeli drukčije, a to upućuje i na višu razinu sportskih vještina.
Veći napredak u testovima podizanje trupa i trčanje 600m može se prvenstveno objasniti većim volumenom vježbanja u smislu više sati nastave tjelesnog odgoja u sportskim razredima. Ovi testovi prikazuju različite oblike izdržljivosti, koji se mogu znatno poboljšati planiranim i primjerenim vježbanjem.
Očekivale su se veće razlike u rezultatima drugih motoričkih varijabli. Nakon analize karakteristika pojedinih dimenzija predstavljenih motoričkim varijablama, vidljivo je da napredak nije poglavito postignut u onim motoričkim sposobnostima koje su velikim dijelom genski zadane (brzina, eksplozivna snaga). U usporedbi s time, u sportskim je razredima napredak postignut ponajviše u onim motoričkim sposobnostima koje se mogu značajno poboljšati vježbom, a za koje je proučavana dobna skupina pokazala naročito negativne promjene u posljednjih nekoliko desetljeća (Bös, 2003; Strel et al., 2004: Rychtecky, 2004). Uz to, postalo je uobičajeno da se u školama sa sportskim razredima postiže viša razina nastave tjelesnog odgoja i u običnim razredima, kao rezultat pozitivnog transfera znanja među nastavnicima (Novak et al., 1990). Nadalje, slabije inicijalno stanje uvijek olakšava postizanje većeg napretka u odnosu na ispitanike s boljim (višim) inicijalnim stanjem. Ti bi čimbenici mogli objasniti manje razlike između učenika običnih i sportskih razreda.
Kao odgovor na dobivene nalaze, preporuča se sljedeće: učestalija suradnja između nastavnika tjelesnog odgoja i nastavnika razredne nastave u nastavi tjelesnog odgoja, organizacija primjerenih programa dodatnog obrazovanja nastavnika o razvojnim karakteristikama djece u dobi od 7 do 10 godina, fleksibilna organizacija sportskih razreda zbog promijenjenih zahtjeva školskog rasporeda i sustavnije planiranje nastave za sportske razrede.
Celotno besedilo
Dostopno za:
DOBA, FSPLJ, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Objective: The aim of this research is to analyse the use of the practical component within the online PE lesson during the Covid-19 pandemic. Design: A number of 400 PE teachers from 9 counties of ...Romania were interviewed in connection with the online PE lesson during the Covid-19 pandemic. Thus, the proposed questionnaire contains two parts: one in which demographic data is requested and one containing 14 items requesting the specialized opinion regarding the online PE lesson. The likert scale was used in order to construct 5 answer options for each of the 14 items. Results: Teachers who said they approach these elements "Very Much" or "A lot" are below 3.6%. Those who answered that they approach them "Enough" are still quite few when it comes to learning/strengthening motor skills specific to sports games (8%), but their number increases when it comes to speed (17.3%) and endurance (22.8%). One may also notice that the sum of the percentages “A Little” + “Not at all” of the teachers who answered that they approach these three elements is over 71%. (77.6% speed, 71.5% endurance, 97.3% motor skills specific to sports games). Conclusion: Teachers’ answers indicate the fact that, in the online PE lesson, motor skills are developed, with an increased emphasis on strength, dexterity and flexibility.
School-based physical activity (PA), including activity during physical education (PE) lessons and after-school hours, is a possible opportunity for increasing children’s daily PA. The purposes of ...this study were (a) to compare children’s school-based PA levels during PE lessons and after-school hours and (b) to examine whether there is a difference in children’s PA behaviour (moderate-to-vigorous physical activity (MVPA)) and sedentary behaviour on a day which includes school-based PA (i.e. PE class or after-school sports class). The participants were 242 children (mean age = 8.7, SD = 1.6) from five primary schools in Hong Kong. Children’s PA levels were measured using an accelerometer (ActiGraph GT3X) for four school days, and the data were used to derive the duration (min) of MVPA and sedentary behaviour using age-specific criteria. The PA data were grouped according to the school-based PA opportunities, i.e. (a) with a PE lesson (PE day); (b) with an after-school sport class (AFS day); or (c) without school-based PA (N-Act day). The results indicated that the groups differed significantly in daily MVPA F (2,108) = 16.62, p < .00 and MVPA during school hours F (2,108) = 36.22, p < .00. There was no significant difference in children’s sedentary behaviour with school-based PA participation. The present study confirmed the contribution of school-based PA opportunities to children’s MVPA in the school day, while sedentary behaviour may not necessarily be reduced.
Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system ...has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers' provision of PE and PL opportunities within a cluster of suburban primary schools.
Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach's role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.
Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; −3.5 min/lesson; β = 1.69; SE = 0.76; p = .05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β = 1.14, SE = 0.58, p = .05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p < .05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school 'culture' of physical activity.
Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.
Trial registration:
Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.
Objective: The aim of this research is to analyse the use of the practical component within the online PE lesson during the Covid-19 pandemic. Design: A number of 400 PE teachers from 9 counties of ...Romania were interviewed in connection with the online PE lesson during the Covid-19 pandemic. Thus, the proposed questionnaire contains two parts: one in which demographic data is requested and one containing 14 items requesting the specialized opinion regarding the online PE lesson. The likert scale was used in order to construct 5 answer options for each of the 14 items. Results: Teachers who said they approach these elements "Very Much" or "A lot" are below 3.6%. Those who answered that they approach them "Enough" are still quite few when it comes to learning/strengthening motor skills specific to sports games (8%), but their number increases when it comes to speed (17.3%) and endurance (22.8%). One may also notice that the sum of the percentages “A Little” + “Not at all” of the teachers who answered that they approach these three elements is over 71%. (77.6% speed, 71.5% endurance, 97.3% motor skills specific to sports games). Conclusion: Teachers’ answers indicate the fact that, in the online PE lesson, motor skills are developed, with an increased emphasis on strength, dexterity and flexibility.
In this study, the authors aimed to establish the intra- and inter-rater reliability of the Star Excursion Balance Test (SEBT) in two different age groups (6-9 years and 10-13 years) of school boys. ...The participants in this study were 42 primary school boys, aged from 6-13 years (9.71±2.00). For the intra-rater and inter-rater reliability of SEBT, school boys aged 6-9 years showed fair to excellent reliability (ICC = 0.58-0.90; SEM = 11.14-27.36; SDD = 4.02-9.87 ) in all directional reaches except posterolateral direction (ICC = 0.20) while school boys aged 10-13 years showed good reliability (ICC = 0.72-0.87; SEM = 2.97-7.63; SDD = 8.22-21.15). In conclusion, SEBT showed good intra-rater and inter-rater reliability in anterior, posteromedial and posterolateral directional reaches in school boys aged 6-13 years old but not in inter-rater reliability in posterolateral directional reach of school boys aged 6-9 years old. The findings suggest that SEBT is a reliable and practical test to assess dynamic balance in school boys aged from 10 to 13 years old in school setting.
목적 이 연구의 목적은 스포츠중계수업모형 기반 체육수업을 개발하여 적용하고 창의성과 인성에 미치는 효과를 분석하는 것이다. 방법 이 수업에 참여한 학생들은 경기도 S고등학교 1학년 5개 반 172명(남:94명, 여:78)이었다. 연구 자료는 양적 자료와 질적 자료가 동시에 수집되었다. 양적 자료는 창의성 검사-중고등 학생용(이경화, 유경훈, 2012)을 ...통해 수업 전후의 창의성 검사자료를 수집하였고, 질적 자료는 수업 후 실시된 개방형 설문조사/면담을 통해 자료를 수집하였다. 자료 분석은 창의성 양적 검사자료에 대해 대응표본 t검정을 실행하였으며, 질적 자료에 대해서는 창의성과 인성을 주제로 질적 내용분석을 실행하였다. 결과 협력적 문제해결력 함양을 목적으로 한 스포츠중계수업모형에 기반 한 탁구(26차시)와 배구단원(20차시) 체육수업이 1·2학기에 걸쳐 개발·적용되었으며, 적용결과 창의성 검사에서는 창의적 성격과 창의적 능력 모두에서 유의미하게 긍정적으로 변화하였으며, 개방형 설문/면담 분석에서는 14개의 창의성 요소와 10개의 인성 요소가 추출되었다. 결론 본 연구는 학교 현장에서 협력적 문제해결력을 목적으로 개발·적용되고 있는 스포츠중계수업모형 적용 체육수업이 실제 학생들의 창의성과 인성함양에 효과적이라는 것을 혼합연구방법을 통해 확인하였다는 연구적 의미가 있으며, 논의에서는 협력적 문제해결력 함양 수업 방법의 구현에서 스포츠중계수업모형 기반 체육수업의 개발 및 적용과 효과성이 논의 되었다.
Purpose The purpose of this study was (1) to develop and to apply the PE classes based on Sportscasting Model on Creativity and Character and (2) to analyze the effects of PE classes on Creativity and Character. Methods Participants were 10 th high school students(N=172) who had not experienced PE classes on Sportsasting Model. Data were collected using An Integrated Creativity Test(Lee & Lew, 2012), open-ended questionnaires and in-depth interviews with students. The data were analyzed through paired samples t-test and qualitative content analysis. Results Results showed that (1) Table-tennis and volleyball lessons on Sportscasting Model were developed and applied, and (2) significant differences were observed in creative thinking and creative personality of students` creativity scores after lessons. And 14 creativity factors and 10 character factors were drawn from the analysis of questionnaires and interviews. Conclusion And to conclude, Sportcasting Model is efficient in developing creativity and character. Discussions were provided in terms of the development and application of PE classes based on Sportsasting Model and the effectiveness of Sportscasting Model.
PDF
