scholarly journals Specifika pohybové aktivity dětí raného a středního školního věku

2013 ◽  
Vol 7 (1) ◽  
pp. 7-14 ◽  
Author(s):  
Ludmila Miklánková ◽  
Milan Elfmark ◽  
Erik Sigmund
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Primary Schools ◽  
After School ◽  
Activity Levels ◽  
School Age ◽  
Age Group ◽  
Early School ◽  
Standard Classification ◽  
Early School Age

When evaluating the physical activity of children is usually maintained a standard classification ages. Early school age is called relatively wide stage from 6 to 11 (resp.12) old years. In the description and interpretation of data about the PA of children is also important to take account the specifics during ontogeny in this age group and focus on their more detailed study. The aim is comparison of physical activity levels of children of primary schools in the various segments of the day and week 2 in terms of ontogenesis stages of development: early school age and middle school age. Active energy expenditure (kcal × kg-1 × den-1) was obtained by the Caltrac and daily number of steps (kroky × den-1) by pedometers Yamax Digi Walker. Weekly measurements were found in the PA significant differences (p <0,001) between indicators PA monitored files observed in all segments of the day and week. The smallest difference in values was detected at the time after school. For children of middle school age remains AEE value during free time after school the same as in the early school age. On the weekends compared to values lower than at early school age.

scholarly journals Socio-economic characteristics of physical activity of early school-age children

2014 ◽  
pp. 119-128
Author(s):  
Radenko Matic ◽  
Rajko Kuljic ◽  
Nebojsa Maksimovic
Keyword(s):  
Physical Activity ◽  
Primary Schools ◽  
Economic Status ◽  
Economic Environment ◽  
School Age Children ◽  
School Age ◽  
Research Issues ◽  
Early School ◽  
Early School Age ◽  
Novi Sad

This paper analyzes the relations between two chosen research issues: motor behaviour and socio-economic environment of children aged 7-11. In this research were used the information of the respondents from I to IV grade of primary schools in Novi Sad. The sample group consisted of 361 respondents (190 boys and 171 girls). Based on these results, the authors conclude that the opportunities and threats of socio-economic environment that children grow up in, affect their participation in a physical activity. The most important factor of socio-economic status, which determines the participation of children in a physical activity, is sport engagement of their parents.

scholarly journals Intervention Motion Program Of Rhythmic Gymnastics And Its Impact On The Development Of Motor Abilities

2016 ◽  
Vol 12 (14) ◽  
pp. 1
Author(s):  
Barbora Novotna ◽  
Michaela Slovakova
Keyword(s):  
Standardized Tests ◽  
Primary Schools ◽  
Educational Process ◽  
School Age ◽  
Motor Abilities ◽  
School Practice ◽  
Rhythmic Gymnastics ◽  
Early School ◽  
Motor Tests ◽  
Early School Age

The aim of this study is to present the research results of intervention motion program with rhythmic gymnastics´ content on chosen motor abilities of early school age pupils. The program was performed in school within the educational process of physical education. The experiment was realized with selected pupils in the 4th classes at primary schools in Banská Bystrica. The evaluation of motor abilities was realized. Thanks to the chosen standardized tests. The content analysis of motor tests´ results show a significant (p < 0.01) impact of applied motion program on the level of chosen coordination abilities of pupils with recommendation to the school practice.

scholarly journals Assessment of pupils’ physical activity during diverse types of teaching lessons

2018 ◽  
Vol 12 (1) ◽  
pp. 141-148 ◽  
Author(s):  
Marek Trávníček ◽  
Hana Svobodová ◽  
Radek Durna
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Load ◽  
School Age ◽  
Physical Education Lesson ◽  
Education Class ◽  
Early School ◽  
Different Types ◽  
Early School Age ◽  
Metabolic Output

This paper focuses on the physical activity of pupils of early school age during different types of school lessons, i.e. 45 minutes – a frontal teaching lesson, a physical education lesson, and an integrated fieldwork education (IFE) lesson. In the research, we analysed each method of teaching in terms of the number of steps the pupils made and their metabolic rate in MET units. The minor aim was to verify the use of ActiGraph accelerometers by teachers at schools and to provide basic information about the devices to the potential users.The physical education class had the highest volume of movement – 1,202 steps in 45 minutes. However, the IFE with 1,118 steps in 45 minutes may be compared to a class of physical education in terms of the number of steps. The weakest in terms of the steps made and the amount of physical activity was a habitual education class, where students walked an average of 218 steps in 45 minutes. We also tried to find out the intensity of the physical load of pupils of early school age. Again, the physically most demanding form of teaching was the physical education lesson, during which pupils achieved medium physical load above 3 MET. For integrated fieldwork education, the metabolic output was below 3 MET, namely 2.63. The lesson of habitual teaching was characterized by a low-intensity motoric load of 1.81 MET.

Association of after-school physical activity levels and organized physical activity participation in Hong Kong children

2012 ◽  
Vol 18 (2) ◽  
pp. 182-190 ◽  
Author(s):  
Peggy PY Cheung
Keyword(s):  
Physical Activity ◽  
Hong Kong ◽  
Light Intensity ◽  
Primary Schools ◽  
Intervention Strategy ◽  
After School ◽  
Intensity Level ◽  
Activity Levels ◽  
Factorial Anova ◽  
School Period

The aims of this study were to 1) describe the children’s physical activity (PA) patterns during the after-school period and 2) to compare the type and intensity of activity during the after-school period of children with or without participation in organized PA programmes. The participants were 456 children from four primary schools in Hong Kong. Self-administered questionnaires were used to measure the PA pattern and intensity level of the children during the after-school period. Independent t-test and factorial ANOVA was used for data analysis. Results indicated that children engaged substantial time in light intensity PA during the after-school period. Children who participated in organized PA programmes spent fewer time blocks on light intensity PA and more time blocks in vigorous PA. The boys spent more time blocks on high intensity PA than the girls. A structured PA programme during the after-school period is a potential intervention strategy to increase children’s PA participation without using up the time intended for children’s homework.

Physical activity of early school-age children in Poland during classes in the time of the COVID-19 pandemic

2021 ◽  
pp. 1-13
Author(s):  
Stanisława Nazaruk ◽  
Joanna Marchel ◽  
Aleksandra Kruszewska ◽  
Ewa Tokarewicz
Keyword(s):  
Physical Activity ◽  
School Age Children ◽  
School Age ◽  
Early School ◽  
Early School Age

scholarly journals POSSIBILITIES OF TEACHERS FOR MONITORING, DETECTING AND RECORDING OF INDIVIDUAL CHARACTERISTICS OF STUDENTS IN EARLY SCHOOL AGE

2015 ◽  
Vol 3 (1) ◽  
pp. 93-98
Author(s):  
Tatjana Koteva-Mojsovska
Keyword(s):  
Primary Schools ◽  
Individual Characteristics ◽  
Quality Education ◽  
School Age Children ◽  
School Age ◽  
Learning Approaches ◽  
Early School ◽  
Early School Age ◽  
The Individual ◽  
School Period

The monitoring and recording of the individual characteristics of children are very important for the development of quality education. Also the views of the teachers about the differences in the development, the potentials and the affinities of the children in the early school period are especially important. The quality education process in the modern school should be adapted to the individual potentials of the children. The children are individuals with their own integrity and characteristics. (Johnston and Halocha, 2010). They have individual pace and develop individual approaches in the learning process. This individual pace in the development of the children requires the teachers to regularly monitor and record the individual characteristics and differences of the children, monitoring the children’s interests, planning instruction which will adapt to the different learning approaches and the different pace of progress of the students.Setting out from this paradigm, this paper, which is based on a realized research, aims to offer findings about the treatment of the individual characteristics of the early school-age children in our country. According to this, we carried out a research in four primary schools in Skopje, which showed us that the teachers lack the appropriate conditions and possibilities to monitor and record the individual characteristics and the specific differences of the students in the early school period.

scholarly journals Familial Correlates of Leisure Time Activities among Polish Early School-Age Children: A Cross-Sectional Study

2021 ◽  
Vol 18 (7) ◽  
pp. 3704
Author(s):  
Anna Kawalec ◽  
Krystyna Pawlas
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Cross Sectional Study ◽  
School Age Children ◽  
School Age ◽  
Cross Sectional ◽  
Early School ◽  
Early School Age

The after-school period may play a critical role in the accumulation of children’s physical activity and sedentary time. The study aimed to characterize familial correlates of early school-age children’s leisure time activities. A cross-sectional study was conducted among a group of 223 children (mean age 8.7 ± 0.5) and their parents. The percentage of children with daily leisure time physical activity (LTPA) >1 h was 23.32%, and with daily screen time <2 h was 32.74%. The average children’s leisure time physical activity was significantly higher on weekend days than on weekdays (114.85 vs. 89.43 min, p = 0.005). Similarly, the average screen time was higher on weekend days than on weekdays (95.50 vs. 66.10 min, p < 0.001). The multivariate regression analysis revealed that independent predictors of children’s leisure time physical activity were the father’s education level and the father’s occupational status, whereas at least one parent with higher education correlated negatively with children’s longer screen time. The study showed that children’s leisure time activities are associated with parental education and differ significantly between weekdays and weekend days. These findings underline the need for screening for unfavorable health behaviors among early school-age children, and indicate that health promotion programs should be oriented on both parents and children aiming to improve parental health consciousness, reduce screen time and increase physical activity, especially during the weekend.

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