Optimization of Physical Fitness Development  for Primary School Learners in Physical  Education Lessons

Background. Nowadays, an urgent social problem in sovereign Kazakhstan, which defines the strategy of social development of our society, is upbringing a new person developed spiritually, morally and physically. Physical fitness of primary school learners as a sphere of scientific-pedagogical knowledge in Kazakhstan Republic has not been fully researched. It conditioned the problem of our investigation – to substantiate theoretically and work out the methodology of optimization of physical fitness development for primary school learners in PE lessons. Theoretical analysis of scientific works suggests that physical fitness of primary school learners as a sphere of scientific-pedagogical knowledge has not been fully investigated. Despite the diversity of issues and theoretical as well as practical pedagogical research, it should be noted that the problem of physical fitness of primary school learners using sport games in PE lessons is still open for theoretical consideration and experimental research.Research aim was to define the most effective methodology of physical fitness of 8–9 year- old boys in PE lessons using elements of football in general education schools. Methods. All in all there were 102 boys. They were divided into 4 groups – 3 experimental groups and 1 control group. During the experiment, 75% of time for teaching technical actions of football was devoted for group E1 , for E2 – 50%, and for E3 – 25%; for physical fitness –25, 50 and 75% respectively. During the experiment, with the help of methods given above, we covered the following aspects: physical development, general physical fitness, special fitness.Results. Analyzing the increase in overall physical fitness for the whole period of the experiment, we observed a significant increase in all of the surveyed groups (p < .05–.001). All the tested groups were approximately of the same level. Conclusions. The study showed that the best option for physical training for primary school children in physical education classes in comprehensive schools was to have 75% of the total lesson time to the development of physical fitness and 25% of the lesson time – to technical training (program C). Physical education classes with elements of football contribute to more intense dynamics of indicators of general and special training of 8–9-year-old boys. Analysis of the studied parameters of fitness and technique of playing football has shown that methods of education and physical qualities of technical preparation, which was given to the third experimental group, contributed to the development of better skills in football.Keywords: physical education lessons, physical, technical fitness, football.

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Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17155532 ◽

2020 ◽

Vol 17 (15) ◽

pp. 5532

Author(s):

Armando Cocca ◽

Jovanny Edmundo Carbajal Baca ◽

Germán Hernández Cruz ◽

Michaela Cocca

Keyword(s):

Physical Education ◽

Physical Fitness ◽

Primary School ◽

School Children ◽

Cognitive Domain ◽

Primary School Children ◽

Control Group ◽

Psychological Benefits ◽

Post Test ◽

Quasi Experimental

Teaching Games for Understanding (TGfU) is one of the pedagogical models used for increasing health through physical education (PE), being associated with several psychological benefits. However, only few studies have studied the effect of TGfU on physical fitness. This study aims at assessing the changes in students’ physical fitness after a six-month TGfU-based program with primary school children. A total of eight schools from the state of Sonora (Mexico) were randomly distributed into experimental (EG) and control group (CG). The final sample consisted of 188 pupils (100 boys, 88 girls; age = 10.22 ± 0.76 years) from the 5th and 6th grade. Employing a quasi-experimental design, physical fitness was assessed by means of the Eurofit test battery. At post-test, EG obtained significantly higher scores than CG in flexibility, abdominals, speed (p < 0.001), handgrip (p = 0.002), low-limb power (p = 0.032), and cardiorespiratory fitness (p = 0.048). Our findings suggest that TGfU can be a valid alternative to traditional methodologies not only when the aim of a PE unit is to stimulate the cognitive domain, but also for the development of physical fitness attributes that may help pupils develop in a comprehensive manner.

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EFFECTIVENESS OF THE USE OF FITNESS TOOLS IN PHYSICAL EDUCATION OF PRIMARY SCHOOL CHILDREN

Перспективные направления в области физической культуры, спорта и туризма ◽

10.36906/fks-2020/68 ◽

2021 ◽

Author(s):

O.A. Chuenko ◽

◽

A.A. Nesteryuk

Keyword(s):

Physical Education ◽

Physical Fitness ◽

Primary School ◽

Extracurricular Activities ◽

School Children ◽

Primary School Children

The article presents the effectiveness of experience in implementing fitness tools in the process of extracurricular activities of primary school children. The effectiveness was expressed in improving the physical fitness of students, their preparation for meeting the standards of the VFSK GTO.

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Multi-Teaching Styles Approach and Active Reflection: Effectiveness in Improving Fitness Level, Motor Competence, Enjoyment, Amount of Physical Activity, and Effects on the Perception of Physical Education Lessons in Primary School Children

Sustainability ◽

10.3390/su11020405 ◽

2019 ◽

Vol 11 (2) ◽

pp. 405 ◽

Cited By ~ 9

Author(s):

Pietro Invernizzi ◽

Matteo Crotti ◽

Andrea Bosio ◽

Luca Cavaggioni ◽

Giampietro Alberti ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Primary School ◽

School Children ◽

Teaching Styles ◽

Primary School Children ◽

Control Group ◽

Motor Competence ◽

Fitness Level ◽

Positive Effects

Physical education (PE) researchers sustain that the teaching styles adopted by PE teachers play a key role in defining children’s positive experiences during lessons and have a relevant impact on their psychophysical health. However, a limited number of studies has examined the effect of teaching styles on these aspects. The aim of this study was to investigate the effectiveness of an integrated approach mainly based on integration of multi-teaching styles and active reflection (MTA) on the fitness level, motor competence, enjoyment, self-perception, amount of physical activity (PA), and children’s perception of PE, in Italian primary school children. Participants were 121 children from three elementary schools. Children were randomly assigned into two groups: (a) an intervention group (IG) that received PE lessons based on MTA provided by specifically trained PE students, and (b) a control group (CG) that received standard PE lessons (S-PE) from primary school classroom teachers. Both groups engaged in two PE lessons per week lasting 1 h each for 12 weeks. The findings revealed an increase in the children’s fitness level, motor competence, enjoyment and amount of PA in the IG compared to those in the CG. Furthermore, the children of the IG spent more time being engaged on a task, reflecting on it, and wasted less time during PE compared to the children of the CG. Finally, the children of the IG reported higher levels of satisfaction with PE lessons and teaching styles compared to children of the CG. Integration of different teaching styles lead by specifically trained educators can be suggested as a valuable strategy to provide learning experiences of children of primary school to have positive effects on their physical literacy development promoting healthy lifestyles.

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Satisfacción en las clases de Educación Física y la intencionalidad de ser activo en niños del nivel de primaria (Satisfaction in the Physical Education classroom and intention to be physically active in Primary school children)

Retos ◽

10.47197/retos.v37i37.69027 ◽

2019 ◽

pp. 33-40

Author(s):

María Del Carmen Zueck Enríquez ◽

Adrián Alonso Ramírez García ◽

Judith Margarita Rodríguez Villalobos ◽

Hugo Eduardo Irigoyen Gutiérrez

Keyword(s):

Physical Education ◽

Primary School ◽

Intervention Program ◽

Great Influence ◽

Primary School Children ◽

Control Group ◽

School Students ◽

Physically Active ◽

The Impact ◽

Experimental Group

La investigación demuestra la gran influencia de la clase de educación física (EF) en los alumnos del nivel de primaria en sus niveles de satisfacción e intención a la práctica física y que permita una adherencia y estilos de vida saludable. El propósito de este estudio fue identificar el impacto en el grado de satisfacción, intención a la práctica del alumno. Se optó por un enfoque mixto, cuantitativo-cualitativo concurrente en el cual se utiliza una recolección de datos en forma paralela a través de encuestas y observaciones participantes, con un grupo experimental que aplicó un programa de intervención y un grupo testigo con sus actividades normales durante un semestre, para el análisis de los datos se realizó una triangulación múltiple. Se encontró que los niveles de satisfacción, intencionalidad a la práctica fue mayor en los grupos que tuvieron una clase debidamente planeada, El grupo experimental tiene significativamente mayor gusto por la clase (p < .001) e intención de ser físicamente activo, en tres de las cinco preguntas se encontraron diferencias significativas en Además de Educación Física me gusta practicar deporte” (p < .034), Además de Educación Física formar parte de un club (p < .024) y Además de Educación Física mantenerme activo (p < .020).Abstract. The present research highlights the great influence of the physical education (PE) subject on primary school students’ satisfaction and intention to be physically active, which determines healthy adherence and lifestyle. The purpose of this study was to identify the impact of PE on students’ degree of satisfaction and intention to engage in physical activity (PA). We opted for a mixed quantitative-qualitative approach with data being collected both through surveys and observation of participants. An experimental group followed an intervention program, whereas a control group engaged in the pre-established activities during a semester. Multiple triangulation was run for the analysis of the data. The experimental group had significantly greater interest in the class (p < .001) and intention to be physically active; significant differences were found in three of the five questions as follows: in Besides Physical Education I like to practice sport (p < .034), Besides Physical Education I like to be part of a club (p < .024), and Besides Physical Education I like to stay active (p < .020).

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PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

REVISTA DA ASSOCIAÇÃO BRASILEIRA DE ATIVIDADE MOTORA ADAPTADA ◽

10.36311/2674-8681.2016.v17n1.02.p9 ◽

2016 ◽

Vol 17 (1) ◽

Author(s):

Martin E. BLOCK ◽

Eun Hye KWON ◽

Sean HEALY

Keyword(s):

Physical Education ◽

Online Education ◽

General Education ◽

Students With Disabilities ◽

Adapted Physical Education ◽

Physical Educators ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

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The Imola Active Breaks study: a new strategy in child public health to reduce sedentary

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.381 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

A Masini ◽

S Marini ◽

D Gori ◽

M Montalti ◽

M Lanari ◽

...

Keyword(s):

Public Health ◽

Primary School ◽

Action Plan ◽

Vigorous Physical Activity ◽

Total Sample ◽

Primary School Children ◽

Control Group ◽

Good Strategy ◽

New Strategy ◽

Active Breaks

Abstract Background Physical inactivity is worldwide considered one of the biggest public health problems of the 21st century. WHO recommended in children, at least 60 minute of Moderate Vigorous Physical activity (MVPA) per day, but low percentages comply with guidelines. Considering that children spend many hours at school, classroom is the ideal setting to increase their PA. Active Breaks (AB) are a 5-15-minute bouts of PA led by the teachers during academic lessons. The aim of the Imola AB study is to implement a 1-year intervention based on AB (10min/3per-day) in primary school as a new strategy to reduce inactivity. We present the baseline results. Methods Quasi-experimental pre-post study in 6-10aged primary school children, in Imola(Italy).We evaluated PA level with Actigraph accelerometers: time (in minutes) spent in MVPA Weekly and Daily (W-MVPA; D-MVPA) and Weekly Sedentary behaviours (W-SB). Results We recruited 152 children: N = 110 in Active Breaks experimental group (AB) and N = 42 in control group (CG). Actigraph's analysis showed that 42,5% of children in the ABG vs 31.0% in the CG reach the WHO recommendation (p=ns). We investigated baseline differences between groups using ANOVA dividing children by grade. In 3-4 grades: W-MVPA (AB = 318.3±15.5 vs CG = 310.4±98.0 p = 0.78); D-MVPA (AB = 53.0±20.3 vs CG = 51.8±16.3 p = 0.79);W-SB (AB = 6,687.5±375.3 vs CG = 6,754.7±281.0 p = 0.45). In 1grade: W-MVPA (AB = 376.1±127.9 vs CG = 300.3±120.0 p = 0.02); D-MVPA (AB = 62.7±21.3 vs CG = 50.0±20.0 p = 0.02); W-SB (AB = 6,436.0±496.0 vs CG = 6,373.3 ±1,532.0 p = 0.7). Conclusions Only the 39.2% of the total sample met the 60-minute/day of MVPA recommended. We found no significant baseline differences in PA level measured by Actigraph between CG and AB, excepted in 1 grade. The intervention implemented in the Imola AB study could be a good strategy to reduce sedentary in children and reach the WHO recommendation, thus contributing to the aims of the new Global Action Plan on PA 2018-2030. Key messages Less than 50% reach the WHO recommendations of PA. AB implemented in the Imola Study could be a public health school-based strategy to reduce sedentary and increase healthy behavior in children. Active breaks (AB) are emerging as a good strategy to increase the PA level, reducing the time in sedentary habits.

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The relationship of sportsmanship and components of the training load of students-athletes (for example, middle-distance running).

Health, sport, rehabilitation ◽

10.34142/hsr.2019.05.01.09 ◽

2019 ◽

Vol 5 (1) ◽

pp. 84

Author(s):

N.І. Neporadna

Keyword(s):

Physical Education ◽

Physical Fitness ◽

Respiratory System ◽

Physical Development ◽

Training Load ◽

Movement Speed ◽

Control Group ◽

Preliminary Training ◽

Leading Role ◽

Physical Abilities

The purpose of the work is to identify the influence of various components of the training load on the improvement of sportsmanship of athletes at the stages of preliminary training and initial specialization. Research methods. Students at the age of 17, who were engaged in the athletics section and performed regulatory tests at the level of the third sports category, were divided into 2 groups: experimental and control (10 people each). The students of the experimental group were trained in the author's 6-component training load program. The students of the control group were engaged in a program developed at the Research Institute of Physical Education and Sport. Investigated indicators of physical development (height, body weight, functional reserves of the cardio-respiratory system) and physical fitness (endurance, speed and power indicators) every 6 months for 5 years. Results. The developed program, which is implemented at the stages of preliminary training and initial specialization of athletes, provides for the development of specially oriented physical abilities and allows you to increase the level of sportsmanship. This is indicated by the dynamics of the obtained positive results of testing basic anthropometric data and indicators of physical training of students-athletes. It is also necessary to take into account the direction of development of physical abilities, based on the development of the main indicators of the cardio-respiratory system and the leading role of the mechanisms influencing the regulation of the level of general endurance, movement speed and strength characteristics in the whole organism. The program provides for a systematic, but gradual complication of physical activity, determines the appropriate conditions for the implementation of the basic principle of physical education in higher educational institutions and developmental training for students-athletes of various qualifications. Conclusion. The results of 5-year testing of students-athletes after the introduction of the author's program in the training process, indicate pronounced positive changes in physical development and physical fitness, expressed in increasing the level of their sportsmanship and achievement of sports results corresponding to the first sports category.

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THE EFFECTS OF THE ARTHISTIC GYMNASTICS PROGRAM ON PHYSICAL FITNESS OF ADOLESCENTS

Facta Universitatis Series Physical Education and Sport ◽

10.22190/fupes190413034m ◽

2019 ◽

pp. 385

Author(s):

Marija Miletić ◽

Hadži Saša Ilić ◽

Miljan Jeremić ◽

Milutin Parlić ◽

Igor Ilić ◽

...

Keyword(s):

Physical Education ◽

Physical Fitness ◽

Vertical Jump ◽

Experimental Period ◽

Main Phase ◽

Control Group ◽

Measuring Instruments ◽

Standing Long Jump ◽

Long Jump ◽

Discriminatory Analysis

The aim of the research is to determine the effects of the arthistic gymnastics program on the Physical fitness of adolescents. The sample of participants consisted of 28 participants, males, aged 14 years ± 6 months, seventh grade of "Bubanjski Heroji" elementary school in Niš. The sample was divided into two subgroups. The experimental group (EG) consisted of 14 participants who, during the experimental period, realized the program of artistic gymnastics during the main phase of a physical education class, ten weeks in two classes of 45 minutes. The control group (CG) consisted of 14 participants who during the experimental period realized the program contents of regular physical education in the main phase of physical education. The sample of motorized measuring instruments consisted of three variables of explosive power (standing long jump, triple jump off the site and vertical jump) and three variants of sprint run (20m flat out with a flying start flat out with a flying start, 30m flat out with a flying start flat out with a flying start and 50m flat out with a flying start flat out with a flying start). The program "Statistica" 8.0 for Windows was used, for calculation of basic statistics, canonical discriminatory analysis and multivariate analysis of covariates. The results of the study showed that there are statistically significant effects of the use of the artistic gymnastics exercises in the main part of the physical education course on the Physical fitness of the adolescent of the EG at the end of the experimental period.

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The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

Britain International of Linguistics Arts and Education (BIoLAE) Journal ◽

10.33258/biolae.v2i2.271 ◽

2020 ◽

Vol 2 (2) ◽

pp. 590-597

Author(s):

Galih Prasetyo ◽

Suroto ◽

Dwi Cahyo Kartiko

Keyword(s):

Physical Activity ◽

High School ◽

High School Students ◽

Physical Education ◽

Physical Fitness ◽

Design Research ◽

Control Group ◽

Vocational High School ◽

School Students ◽

The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

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