scholarly journals Overview of Effect of Game Means on Dynamics of Strength Development in Junior Girls

2017 ◽  
Vol 17 (1) ◽  
pp. 16-20
Author(s):  
T. Yu. Nikitenkova ◽  
S. I. Marchenko
Keyword(s):  
Fourth Graders ◽  
Fourth Grade ◽  
Second Graders ◽  
Third Graders ◽  
Second Grade ◽  
Strength Development ◽  
Moderate Pace ◽  
The Third ◽  
Muscle Groups ◽  
Motion Mode

The research objective is to analyze the effect of game means on the dynamics of strength development in the second-, third- and fourth-grade girls.Materials and methods: the participants in the study were 104 schoolgirls: 32 – second-graders, 32 – third-graders, and 40 – fourth-graders. To achieve the tasks set, the research used the following methods: theoretical analysis and summary of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics.Results: the results of the analysis of variance in correlating the data indicate to what degree various game modes influence the development of strength abilities in the second-, third- and fourth-grade girls. The study observed the strongest effect of the factor in the second-grade girls in the second group – 88.7%, fourth group – 90%, sixth group – 85.4%, and eighth group – 76.4%. The third-grade girls demonstrated the strongest effect of the factor in the eighth group – 82.7%. The fourth-grade girls showed the strongest effect of the motion mode in the sixth group – 74.8% and in the eighth group – 69.7%.Conclusions: It is advisory to use small loads and bodyweight exercises when developing strength abilities in junior girls. Games are performed at a quick and moderate pace. Games should be diverse to involve different muscle groups. The number of games can vary from four to eight depending on the level of physical development and physical preparedness of the schoolers. 

scholarly journals Methods of Strength Development in Boys of Primary School Age Using Active Games

2016 ◽  
pp. 19-27
Author(s):  
С. І. Марченко ◽  
В. А. Іщенко
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Third Grade ◽  
Second Grade ◽  
Strength Development ◽  
School Age ◽  
Primary School Teachers ◽  
The Third ◽  
Effective Development ◽  
Primary School Age

The research objective is to analyze the effect of games on the dynamics of strength development in boys of the second-fourth grades. Research methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Research results. The paper addresses the feasibility of further scientific substantiation for the effect of the number of games, the number of repetitions, the intervals of rest and their interrelation on the change in the strength indicators for boys of primary school age. The study has revealed that strength development requires that the pupils of the second and the third grades perform four games, while the pupils of the fourth grade — five games. The number of repetitions for the pupils of the second grade is one and two, for the pupils of the third grade — two, and for the boys of the fourth grade — three, with 40-second intervals for rest. The most effective development manifests in the second and the fourth grades during 20 classes, and in the third grade —during 30 classes. After that, it is advisable to use other means. The game duration varies from two to five minutes. Conclusions. The results obtained during the experiment give reason to recommend that primary school teachers, coaches and parents use active games in physical education, sports training and individual motor activity of boys of primary school age. These games should aim at developing strength abilities, both purposefully and in complex with regard to the duration and pace (intensity) of their performance.

Things you can try: Holiday plot-dots

1974 ◽  
Vol 21 (2) ◽  
pp. 129-131
Author(s):  
Gary A. Deatsman
Keyword(s):  
Coordinate System ◽  
Second Graders ◽  
Third Graders ◽  
Christmas Tree ◽  
Natural Numbers ◽  
The Third ◽  
Ordered Pairs

Here is an activity that will interest and challenge third graders and advanced second graders. By carefully following written directions, each child plots ordered pairs of natural numbers to get points on a coordinate system. Each point is labeled with a number and when the plotting is done the child has constructed a follow-the-dots puzzle which he can then complete. Directions for three of these “plot-dots” are given here. The first turns out to be a Halloween pumpkin and the second a Christmas tree. The third, which is shown in figure 1, is a Valentine heart.

Research Report: Improving Multiplication Skills

1985 ◽  
Vol 32 (7) ◽  
pp. 52
Author(s):  
Marilyn N. Suydam
Keyword(s):  
Fourth Graders ◽  
Third Graders ◽  
Mathematics Assessment ◽  
Bad News ◽  
Good News ◽  
Research Report ◽  
The Third ◽  
Percentage Points ◽  
Basic Facts ◽  
Better Than

Did you hear that students' knowledge of multiplication basic facts improved decidedly between the second national mathematics assessment in 1978 and the third assessment in 1982 (NAEP 1983)? Average scores of nine-year-olds rose from 60 percent to 66 percent, ranging from 70–85 percent on easier facts to 50–60 percent on harder facts. Fourth graders performed about forty percentage points better than third graders. By age thirteen. scores were 90 percent or above on both assessments. That's the good news. The bad news is that results were not as good for conceptual, computational. or problem-solving items.

Reflections and Symmetrya–a Second-Grade Miniunit

1987 ◽  
Vol 35 (2) ◽  
pp. 8-11
Author(s):  
Ernest Woodward ◽  
Patsy G. Buckner
Keyword(s):  
Elementary School ◽  
Small Groups ◽  
Grade Level ◽  
Second Graders ◽  
Second Grade ◽  
Group Of Seven ◽  
The Third ◽  
Below Grade Level ◽  
Fort Campbell

At Marshall Elementary School, Fort Campbell, Kentucky, students are assigned to small groups for instruction on specific mathematics topics. Assignments to these groups are made on the basis of when students are “ready” for a particular topic. The five-day mini unit described in this article was taught to a group of seven second graders and one third grader. The second graders were slightly above grade level and the third grader was slightly below grade level.

scholarly journals MEMBACA BERIMBANG DALAM MENINGKATKAN MINAT MEMBACA SISWA SEKOLAH DASAR DI KOTA MEDAN

2018 ◽  
Vol 24 (1) ◽  
pp. 516
Author(s):  
Arnita Arnita ◽  
Rosmaini Rosmaini ◽  
Yulita Molliq
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Reading Ability ◽  
Second Graders ◽  
Third Graders ◽  
Second Grade ◽  
Low Grade ◽  
Reading Activity ◽  
Reading Teaching ◽  
Reading Interest

AbstrakHampir 90% siswa kelas rendah terutama kelas satu dan dua di SDN 066055 belum mampu membaca dengan baik dan lebih dari 50% siswa kelas tiga belum paham dengan apa yang dibacanya. Sementara kemampuan membaca siswa di SD IT Ulul Ilmi lebih baik dibanding SDN 066055, hampir 90% siswa kelas satu dan duanya mampu membaca dan lebih dari 50% siswa kelas tiganya paham dengan apa yang dibacanya. Namun strategi guru dalam mengajarkan membaca pada kedua sekolah tersebut masih konvensional. Dimana guru masih mengajarkan membaca dengan cara mengeja, abjad, suku kata tanpa ada variasi. Kemampuan anak juga berbeda-beda, ada anak yang mampu membaca tapi tidak paham dengan apa yang dibacanya. Bahkan ada anak yang belum mampu membaca dalam makna yang sebenarnya. Perbedaan kemampuan anak ini mengakibatkan perlunya pendekatan yang berbeda pula. Minimnya pengetahuan guru tentang teknik pengajaran membaca mengakibatkan banyak anak hanya mampu membaca dalam artian hanya mengeluarkan bunyi saja. Hal tersebut disebabkan sedikitnya guru yang mempunyai pengalaman dalam pelatihan-pelatihan yang berkaitan dengan inovasi pembelajaran khusunya pembelajaran membaca pada kelas rendah sekolah dasar. Oleh karena itu perlu dilakukan inovasi untuk meningkatkan minat membaca anak, sehingga dapat menumbuhkan sikap positif anak dalam belajar khususnya membaca, dengan mengadakan kegiatan membaca berimbang pada guru-guru SD di kota Medan.Kata Kunci: Membaca berimbang, Minat membaca, Sekolah DasarAbstract Nearly 90% of low grade students, especially first and second grade in SDN 066055 have not been able to read well and more than 50% of third graders have not understood what they read. While students' reading ability in SD Ulul Ilmi is better than SDN 066055, almost 90% of first and second graders are able to read and more than 50% of third graders are familiar with what they read. But the teacher's strategy in teaching reading on both schools is still conventional. Where teachers still teach reading by spelling, alphabet, syllables without any variation. The ability of children is also different, there are children who are able to read but do not understand what he read. There are even children who have not been able to read in the true meaning. Differences in the ability of these children lead to the need for different approaches. The lack of knowledge of teachers about reading teaching techniques resulted in many children only able to read in the sense that only the sounds. This is due to the lack of teachers who have experience in trainings related to learning innovation, especially reading learning in low grade elementary school. Therefore it is necessary to innovate to increase interest in reading children, so that it can grow a positive attitude of children in learning especially reading, by holding a balanced reading activity in elementary school teachers in the city of Medan. Keywords: Reading balance, reading interest, elementary school

scholarly journals Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades

2018 ◽  
Vol 84 (3) ◽  
pp. 298-311 ◽  
Author(s):  
Tuire Koponen ◽  
Mikko Aro ◽  
Anna-Maija Poikkeus ◽  
Pekka Niemi ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Fourth Graders ◽  
Strong Stability ◽  
Second Graders ◽  
Second Grade ◽  
Close Monitoring ◽  
Math Skills ◽  
Reading And Math ◽  
Low Performance ◽  
The Stability ◽  
Dysfluent Reading

We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample ( N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong stability of comorbid difficulties after the second grade and underscore the need for close monitoring of, and support for, both skills as opposed to just one.

As People Get Older, They Get Taller: An Integrated Unit on Measurement, Linear Relationships, and Data Analysis

2004 ◽  
Vol 10 (7) ◽  
pp. 344-351
Author(s):  
Elana Joram ◽  
Christina Hartman ◽  
Paul R. Trafton
Keyword(s):  
Fourth Graders ◽  
Linear Measurement ◽  
Second Graders ◽  
Measurement Unit ◽  
Second Grade ◽  
Second Grade Students ◽  
Linear Relationships ◽  
Measurement Units ◽  
Instructional Plans ◽  
The Relationship

When we planned an investigation in which second-grade students would examine the relationship between their own heights and those of fourth graders, we expected that the second graders would have some intuitions about the way in which height changes with age. We hoped to build on these intuitions through measuring and graphing activities. Our conversations about designing this unit began as the teacher, Chris, started to teach a unit on linear measurement. By the time we finalized our instructional plans, Chris was ready to conclude the measurement unit. Our work, therefore, was an extension of what she had taught on linear measurement; students were familiar with linear measurement units and measuring with a standard instrument.

Researching a Spelling Method with Third and Fourth Graders

1984 ◽  
Vol 55 (1) ◽  
pp. 180-182
Author(s):  
James Carlin ◽  
Frank Kodman ◽  
Charles W. Moore
Keyword(s):  
Traditional Method ◽  
Basic Skills ◽  
Fourth Graders ◽  
Third Graders ◽  
New Method ◽  
Analysis Of Covariance ◽  
Reading Scores ◽  
The Third ◽  
Comprehensive Test

This study compared a new method for acquisition of spelling with a traditional method over 9 wk. for 181 third and 188 fourth graders. The covariates were pre-spelling, post-mathematics, and post-reading scores. Analysis of covariance showed statistically significant improvement in the raw scores on the Comprehensive Test of Basic Skills for the fourth graders but not for the third graders.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

Internalizing Behavior During the Transition from Childhood to Adolescence

2010 ◽  
Vol 26 (3) ◽  
pp. 187-193 ◽  
Author(s):  
Marc Vierhaus ◽  
Arnold Lohaus ◽  
Indra Shah
Keyword(s):  
Research Design ◽  
Internalizing Symptoms ◽  
Fourth Graders ◽  
Cross Sectional Study ◽  
Second Graders ◽  
Internalizing Behavior ◽  
Longitudinal Assessment ◽  
Sectional Study ◽  
Cross Sectional ◽  
The One

This investigation focuses on the question whether assessments of the development of internalizing behavior from childhood to adolescence are affected by the kind of research design (longitudinal versus cross-sectional). Two longitudinal samples of 432 second-graders and 366 fourth graders participated in a longitudinal study with subsequent measurements taken 1, 2, and 3 years later. A third sample consisting of 849 children covering the same range of grades participated in a cross-sectional study. The results show that the development of internalizing symptoms in girls – but not in boys – varies systematically with the research design. In girls, there is a decrease of internalizing symptoms (especially between the first two timepoints) in the longitudinal assessment, which may reflect, for example, the influence of strain during the first testing situation. Both longitudinal trajectories converge to a common trajectory from grade 2 to grade 7 when controlling for this “novelty-distress effect.” Moreover, when we control this effect, the slight but significant decrease characterizing the common trajectory becomes similar to the one obtained in the cross-sectional study. Therefore, trajectories based on longitudinal assessments may suggest more changes with regard to internalizing symptoms over time than actually take place, while trajectories based on cross-sectional data may be characterized by an increased level of internalizing symptoms. Theoretical and practical implications of these results are discussed.

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