scholarly journals THE ASSESSMENT OF PHYSICAL EFFICIENCY IN PRIMARY SCHOOL STUDENTS

2021 ◽  
pp. 23-31
Author(s):  
Anna Kostiukow ◽  
Marta Kaniowska ◽  
Włodzimierz Samborski
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Motor Skills ◽  
Positive Impact ◽  
Training Group ◽  
Efficiency Index ◽  
Abdominal Muscle ◽  
Primary School Students ◽  
School Students ◽  
Arm Strength

Introduction Physical efficiency determines ability to undertake various every-day activities. The greater it is, the better a person’s quality of life and health becomes. Aim The aim of the study was the characterization of motor skills in primary school students from the 7th and 8th classes, and to compare individuals training volleyball with those who participated only in physical education classes. Material and methods The research material included 76 individuals, 41 of whom were from the training group and 35 from ordinary classes of the 7th and 8th classes of primary school. The method was the Physical Efficiency Index created by Zuchora, by means of which speed, jumping ability, arm strength, abdominal muscle strength, flexibility and stamina were evaluated. In addition, the students’ parents completed the author’s questionnaire about their own and their children’s physical activity and eating habits. Results and conclusion The training group obtained 21 points on average and the group that did not train volleyball – 17. Despite this difference, both classes qualified for an average good mark – in the volleyball classes, over 50% got good or very good marks, whereas in the ordinary classes, more than 50% received good or satisfactory marks. In the individual trials, statistically significant (α ≥ 0.05) differences were found in the jumping ability, arm strength and stamina. Students of sports classes demonstrate better physical efficiency and the biggest differences are visible in the area of stamina. Regular physical activity has a positive impact on the students’ efficiency and fitness. Keywords: primary school pupils, physical activity, physical efficiency, motor skills

scholarly journals Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Ana Rita Matias ◽  
Damian Pawlik ◽  
Agnieszka Kruszwicka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Schooling Process ◽  
Experimental Group ◽  
Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

A school excursion to a museum can promote physical activity in children by integrating movement into curricular activities

2017 ◽  
Vol 25 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Lærke Mygind ◽  
Tine Kryger ◽  
Gry Sidenius ◽  
Jasper Schipperijn ◽  
Peter Bentsen
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Sedentary Time ◽  
School Curriculum ◽  
Primary School Students ◽  
Light Physical Activity ◽  
School Students ◽  
Regular School ◽  
Institutional Settings ◽  
School Day

Since children spend a large proportion of their time in institutional settings such as schools, health promotion researchers have identified this as an important setting to promote physical activity (PA). Apart from physical education, PA could be integrated into the school curriculum in other ways. Therefore, the aim of this study was to examine whether a school excursion to a museum can increase primary school students’ PA and reduce sedentary time. One hundred and ten primary school students aged 12–13, from three Danish schools, wore accelerometers for four consecutive days, of which one consisted of an excursion day to a museum. While an increase in light physical activity and reduction in the amount of sedentary time was observed, students did not spend more time in moderate to vigorous PA (MVPA) during the visit to the museum than on a regular school day. However, over the full excursion day, the students accumulated more MVPA. One school used active transportation to and from the museum, which contributed to significantly more MVPA compared to the other schools. An excursion to a museum significantly reduced sedentary time, but was in itself not sufficient to increase MVPA.

Classroom-based high-intensity interval activity improves off-task behaviour in primary school students

2014 ◽  
Vol 39 (12) ◽  
pp. 1332-1337 ◽  
Author(s):  
Jasmin K. Ma ◽  
Lucy Le Mare ◽  
Brendon J. Gurd
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
High Intensity ◽  
Primary School Students ◽  
School Students ◽  
Acute Bout ◽  
Interval Exercise ◽  
Regular Class ◽  
Classroom Behaviour ◽  
High Intensity Interval

This study examined the effects of an acute bout of brief, high-intensity interval exercise on off-task classroom behaviour in primary school students. A grade 4 class (n = 24) and a grade 2 class (n = 20) were exposed to either a no-activity break or an active break that consisted of “FUNtervals”, a high-intensity interval protocol, on alternating days for 3 weeks. No-activity days consisted of a 10-min inactive break while FUNterval days consisted of a 4-min FUNterval completed within a 10-min break from regular class activities. Off-task behaviour was observed for 50 min after each no-activity/FUNterval break, with the amount of time students spent off-task (motor, passive, and verbal behaviour) being recorded. When comparing no-activity breaks with FUNtervals the grade 4 class demonstrated reductions in both passive (no activity = 29% ± 13% vs. FUNterval = 25% ± 13%, p < 0.05, effect size (ES) = 0.31) and motor (no activity = 31% ± 16% vs. FUNterval = 24% ± 13%, p < 0.01, ES = 0.48) off-task behaviour following FUNtervals. Similarly, in the grade 2 class, passive (no activity = 23% ± 14% vs. FUNterval = 14% ± 10%, p < 0.01, ES = 0.74), verbal (no activity = 8% ± 8% vs. FUNterval = 5% ± 5%, p < 0.05, ES = 0.45), and motor (no activity = 29% ± 17% vs. FUNterval = 14% ± 10%, p < 0.01, ES = 1.076) off-task behaviours were reduced following FUNtervals. In both classrooms the effects of physical activity were greatest in those students demonstrating the highest rates of off-task behaviour on no-activity days. These data demonstrate that very brief high-intensity bouts of exercise can improve off-task behaviour in grade 2 and 4 students, particularly in students with high rates of such behaviour.

Acute physical activity and delayed attention in primary school students

2014 ◽  
Vol 25 (3) ◽  
pp. e331-e338 ◽  
Author(s):  
M. C. Gallotta ◽  
G. P. Emerenziani ◽  
E. Franciosi ◽  
M. Meucci ◽  
L. Guidetti ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary School Students ◽  
School Students
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