Restoring the physiological and psychoinformation balance of a schoolboy: treatment and prevention of scoliosis

Keywords: school scoliosis, deep back muscles, physical education, the “Gorbunok” exercise machine, scoliosis prevention, physical education lessons. Introduction and purpose of the study. One of the urgent problems of modern orthopedics is the prevention of scoliosis. Scoliotic disease is characterized by multiplanar deformity of the spine with damage to internal organs and body systems. Scoliosis is detected mainly at the age of 10 to 15 years. The hypothesis of the authors of the study is the assumption that the use of the “Humpbacked” simulator in high school conditions will significantly strengthen the deep muscles of the back in schoolchildren. The aim of the study is to study the possibility of simple and affordable prevention of school scoliosis using the “Gorbunok” simulator in a secondary school. Materials and methods. Simulator “Gorbunok”(inventors O.A.Korol, A.V. Fedorich), (patent UA 69579); an experimental group, consisting of 52 schoolchildren of senior and secondary school age with severe musculoskeletal disorders; complex physical activity, including systematic exercises on the “Gorbunok” simulator during physical education lessons; visual and palpation assessment of the degree of scoliosis and the degree of development of the muscles surrounding the spine. Results. As a result of the use of the “Gorbunok” simulator and a set of exercises in a complex of physical loads at physical education lessons during the school year, all 52 students improved their overall physical development. And in 24 students (49%), a significant strengthening of the muscular corset of the spine was recorded. In this group of 52 schoolchildren, there was not a single case of scoliosis progression. Conclusions. The practical use of the “Gorbunok” simulator in a complex of physical activities in physical education lessons for children of senior and middle school age shows an unprecedented result in terms of efficiency: children not only prevent the development of school scoliosis, but also significantly strengthen the muscular corset of the spine, which significantly increases the adaptive capabilities of the musculoskeletal system. - the motor apparatus of schoolchildren.

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Analysis of Quantitative Change of Motor Child Indicators of Secondary School Students Under The Influence of Regular Physical Education // Analiza kvantitativnih promjena pokazatelja motoričkih znanja učenika srednje škole pod uticajem redovne nastave tjelesnog odgoja

Спортске науке и здравље - АПЕИРОН ◽

10.7251/ssh1801042b ◽

2018 ◽

Vol 15 (1) ◽

Author(s):

Senad Bajrić ◽

Osmo Bajrić ◽

Velibor Srdić ◽

Saša Jovanović

Keyword(s):

Physical Education ◽

Elementary Education ◽

Secondary School ◽

Motor Skills ◽

Secondary School Students ◽

Measurement Data ◽

Global Changes ◽

School Students ◽

School Year ◽

Quantitative Changes

The research was conducted on a sample of 166 students of „Secondary Technical School Travnik”, first and second malegrade who regularly attended elementary education during the 2016/2017 school year. A total of 15 variables were used in the research to assess the level of motor skills (three variables for assessing the motor skills of basketball, volleyball, handball, volleyball and athletics).The main aim of the research was to determine the quantitative changes of the motor skills of secondary school students through the longitudinal study in one school year duration under the influence of the program contents of regular physical education. Quantitative changes in motor skills and analysis of differences between initial and final measurements were determined by analysis of changes under the difference model and SSDIF analysis (Bonacin, 2004). By projecting measurement data, a hypothetical measurement matrix is defined, and by explicating the set of linear displacements on the association matrix, a structural vector is described describing quantitative changes, taking into account the relations of initial variables.The results of the SSDIF analysis indicate that a one-year curriculum of physical education has caused statistically significant changes in motor skills at the global level (p = 0.000). According to the results of the quantitative global changes, they are not particularly significant and extend across a whole set of analyzed variables. The greater the number of variables that contribute to these quantitative changes, but the contributions of some variables to the discriminating function are relatively small, which means that the effects produced are mild, without dramatic changes, and virtually all variables contribute positively.

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Perceived Competence of Schoolchildren in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.16.3.324 ◽

1997 ◽

Vol 16 (3) ◽

pp. 324-339 ◽

Cited By ~ 23

Author(s):

Beverley McKiddie ◽

Ian W. Maynard

Keyword(s):

Physical Education ◽

Secondary School ◽

Multivariate Analyses ◽

Perceived Competence ◽

Developmental Differences ◽

Sources Of Information ◽

Physical Competence ◽

School Year ◽

Physical Education Lesson ◽

Age Dependent

The primary aim of this study was to examine developmental differences in children's evaluation of their physical competence within the physical education lesson. Participants (N = 160) from two groups in secondary school (Year 7 and Year 10) completed two questionnaires that measured their levels of perceived competence and the criteria used to assess competence. The actual level of a participant’s physical competence was ascertained through teacher evaluation. Univariate and multivariate analyses of data disclosed three main findings. First, children’s accuracy in evaluating their own competence increases with age. Second, the sources of information children use to judge their ability is also age-dependent. Gender differences also emerged, indicating that overall males exhibited a greater preference for game outcome/ease of learning new skills as criteria to judge their competence. Third, the information sources children use in competency judgments was directly linked to the accuracy of these judgments.

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Desarrollo de la Inteligencia Emocional en la adolescencia: un estudio transversal y longitudinal

Anales de Psicología ◽

10.6018/analesps.33.2.251831 ◽

2017 ◽

Vol 33 (2) ◽

pp. 327 ◽

Cited By ~ 1

Author(s):

Igor Esnaola ◽

Lorena Revuelta ◽

Iker Ros ◽

Marta Sarasa

Keyword(s):

Emotional Intelligence ◽

Secondary School ◽

Cross Sectional Study ◽

School Age ◽

Sectional Study ◽

Cross Sectional ◽

Sample Group ◽

School Year ◽

Emotional Quotient Inventory ◽

Different Dimensions

The aim of this study was to analyse the development of the different dimensions of emotional intelligence in adolescents over one school year and in a cross-sectional study involving 484 adolescents of both sexes from the six school years between year 1 of Spanish secondary school (age 12-13) and year 2 of the Spanish Baccalaureate (age 17-18). Participants were administered the Spanish version of the <em>Emotional Quotient Inventory: Young Version Short </em>(Caraballo & Villegas, 2001). Consistently with most previous research, the findings indicate that, except for the <em>stress management</em> dimension in the female sample group, none of the dimensions of emotional intelligence undergo substantial changes in relation to age.

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Attitudes of secondary school students towards physical culture, physical education lessons and exercises

Health Promotion & Physical Activity ◽

10.5604/01.3001.0013.2756 ◽

2019 ◽

Vol 7 (2) ◽

pp. 23-29

Author(s):

Eligiusz Madejski ◽

Adrian Jaros ◽

Roger Madejski

Keyword(s):

Physical Education ◽

Secondary School ◽

Secondary School Students ◽

Basic Research ◽

Physical Culture ◽

School Students ◽

School Year ◽

Positive Attitudes ◽

Students Attitudes ◽

Youth Attitudes

Introduction: Forming positive attitudes of students towards physical culture is the most important task of the school and the physical education teacher. The aim of the study was to determine the attitudes of secondary school students towards physical culture, PE lessons and exercises. Material and methods: The research was conducted in the school year 2015/2016 among secondary school students in the Niepołomice commune. A total of 238 students were examined, including 103 girls and 135 boys. The basic research method was a diagnostic survey and the tool was the questionnaire to study youth attitudes towards physical culture by S. Strzyżewski. Results: The research showed an average level of students’ attitudes towards physical culture. Most students (61.4%) would participate in physical education lessons, even if they were optional. A large group of respondents (50.4%) believe that it would be necessary to increase the number of physical education hours at school. Boys enjoyed exercise more often than girls. They also felt a greater need to play ball games. Conclusions: Students’ attitudes towards physical culture, PE lessons and physical exercises were satisfying. The gender of the respondents differentiated the results in many areas where the percentages were higher in boys. It would be advisable to involve more physical education teachers in forming students’ desirable attitudes towards physical culture.

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The Gender Approach in the Physical Education System

Physical education sport and health culture in modern society ◽

10.29038/2220-7481-2017-01-12-17 ◽

2017 ◽

pp. 12-17

Author(s):

Mykhail Dudko ◽

Inna Khrypko ◽

Natalia Bishevets

Keyword(s):

Gender Differences ◽

Physical Education ◽

Secondary School ◽

Motor Activity ◽

General Education ◽

Educational Process ◽

Global Changes ◽

School Age ◽

The Difference ◽

And Gender

Because of global changes in gender roles the ideas of gender education gradually penetrate into educational establishments. However, on the lessons of physical education students study in accordance with general programs of state requirements for the level of general education despite gender differences. It is necessary to study the differences of organization educational process in accordance to gender, the introduction of which, will help students to the full self–realization in the institute. The purpose of the research – is to summarize the data of the main gender differences that should be consider in physical educational process of students. The analysis of literature sources about the difference in gender educational process of pupils of different ages showed that there is a gender imbalance in attending motor activity during extra–curricular time and differences in self–assessment of own possibilities. Beginning from the secondary school age, girls and boys have different sports preferences and motives for attending physical education lessons. It has been clarified that the gender approach in physical culture – is the process of physical education of young students according to their motor preferences and motivational attitudes depending on gender with a view to better meeting their needs. Regardless of gender, younger schoolchildren prefer to spontaneous gaming and good grades become the main motivation for the classes. Beginning from the secondary school age, boys become to prefer martial arts and game sports and girls would choose health–improving types of fitness. The desire to increasing the level of physical training motivate boys to visit classes and for girls is to reduce body weight and improve the figure. It is necessary to consider systematized data about motor activity priorities and motivational attitudes to visit classes of physical education in accordance with age and gender.

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STRATEGIES TO TEACH AN HYPERACTIVE PUPIL IN THE PHYSICAL EDUCATION CLASSES: A STUDY WITH A PRE-SERVICE TEACHER

Problems of Education in the 21st Century ◽

10.33225/pec/12.42.19 ◽

2012 ◽

Vol 42 (1) ◽

pp. 19-28

Author(s):

Fábio Castro ◽

Paula Batista ◽

Susana Soares

Keyword(s):

Physical Education ◽

Single Case ◽

Classroom Context ◽

General Behaviour ◽

Teacher Strategies ◽

School Year ◽

Work Strategies ◽

Individual Feedback ◽

Pre Service Teacher ◽

Positive Results

Some disorders may affect the teaching process in physical education classes. In the present work an action-research study was conducted in order to know how two work with a single case of a hyperactive pupil in physical education classes. Based in literature, some work strategies were defined and used by a pre-service physical education teacher. Strategies were the adoption of evaluative positive and individual feedback, which had positive results in the self-observation and in the compromise with the exercises; a calm voice, that resulted positive for pupil individually, but not when in interaction with class; an increased responsibility for tasks, that did not work as expected, because the general behaviour of the class was not good too; pupil showed more commitment with the competition, when compared with cooperation tasks; the valorisation of the work in pairs was more positive than the work in group; attribution of gradual autonomy showed that more time and more specific skills of teaching are needed beyond one school year. In conclusion, it seems to be necessary to adapt specific strategies for Physical education, once the most were in the context of other disciplines taught in a classroom context that is very different from gym. Key words: hyperactivity, physical education, strategies.

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