scholarly journals Differences in basic motor skills among students at the University of Criminal Investigation and Police Studies regarding Special physical education 1

2020 ◽  
Vol 2 (2) ◽  
pp. 25-36
Author(s):  
Goran Žigić ◽  
Raša Dimitrijević ◽  
Bojan Mitrović
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Isometric Force ◽  
Criminal Investigation ◽  
Dominant Hand ◽  
Maximum Isometric Force ◽  
Student’S T ◽  
The University ◽  
Leg Extensors ◽  
Police Studies

The aim of this research was to determine the differences between the levels of basic motor skills (BMS) at the entrance exam in relation to BMS in the semester exam in Special Physical Education 1 (SPE 1). The sample consisted of 119 students (39 girls and 80 boys) enrolled at the University of Criminal Investigation and Police Studies. Student's t-test was used to determine the differences between the observed variables, while the eta square (e2) was calculated to determine effect size. There was a statistically significant improvement for the maximum isometric force of the fingers of the dominant hand (t = -4.296; p <0.000), the repetitive strength of the forearm extensors (t = -4.218; p <0.000), the repetitive strength of the trunk flexors (t = -4.191; p <0.000) and general aerobic endurance (t = -2.473; p <0.018) in female students, as well as for the explosive strength of the leg extensors (t = -2.246; p <0.028), the repetitive strength of the trunk flexors (t = -5.152; p < 0.000), general aerobic endurance (t = -2.512; p <0.021) and maximum isometric force of the back (t = -14.283; p <0.000) among the students. The results of e2 demonstrated that the effect of SPE 1 classes on most observed motor skills in the students of both sexes was strong.

scholarly journals Analysis of the frequency of verbal and vocal signs in true and false statements

2021 ◽  
Vol 26 (1) ◽  
pp. 7-19
Author(s):  
Valentina Baić ◽  
Zvonimir Ivanović ◽  
Milan Veljković
Keyword(s):  
Response Latency ◽  
Secondary Task ◽  
Speech Rate ◽  
Speech Errors ◽  
Criminal Investigation ◽  
True Statement ◽  
Significant Difference ◽  
Spoken Words ◽  
The University ◽  
Police Studies

The paper presents research aimed at analysing the frequency of verbal and vocal signs in a situation of false and true statements, by introducing a secondary task. The research involved 100 students (47 men and 53 women) of the master's studies of criminal investigation at the University of Criminal Investigation and Police Studies, aged 23-44. Students had the task, based on the observation of twenty selected videos (10 true statements and 10 false statements), to mark the frequency of each individual verbal and vocal sign, on a previously generated and prepared list. The results show that there is a statistically significant difference in terms of the frequency of all verbal and vocal signs in a false or true statement: response latency, speech hesitation, speech errors, speech rate, number of spoken words in the utterance, and length of utterance. Response latency, speech hesitation, and speech errors have higher median values in false utterances than in true ones, while speech rate, number of words spoken, and length of utterance show higher median values in true than false utterances.

Approaches on Physical Education Management and Sports Lessons

2018 ◽  
Vol 7 (4) ◽  
pp. 16-28
Author(s):  
Finichiu Marin
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Human Body ◽  
Physical Condition ◽  
Gifted Students ◽  
Sport Education ◽  
Education Management ◽  
Motor Experience ◽  
Education Activity ◽  
The University

Physical and sports education, as an institutionalized activity, involves choosing from the multitude and variety of exercises of the most effective and appropriate methods and forms that are based on perceptions, pedagogical, physiological and hygienic criteria according to age, sex and educational objectives. An unmistakable reality in the life of the university youth, physical education activity involves a multitude of manifestations and a large number of gifted students, willing to advance their physical condition, motor capacities and motor experience in current and systematic practice of the physical education lessons or through the organization system of the student sporting competitions. The practice of exercising has as its objective, regardless of the place, the way or the methods used, the learning, formation, consolidation or improvement of the concerned skills and motor skills. Physical and sport education addresses predominantly the physical education of the human body, but also establishes social links and culture between the participants. Physical and sport education lessons appear in different forms of organization, contributing to the increase of its emotional character, which in turn determines the development of creativity, the spirit of self-denial, of struggle, and of the team.

scholarly journals THE IMPACT OF THE SPECIAL PHYSICAL EDUCATION ON CHANGING AEROBIC ENDURANCE IN STUDENTS

2020 ◽  
pp. 391
Author(s):  
Miodrag Kocić ◽  
Goran Žigić
Keyword(s):  
Physical Education ◽  
Male Students ◽  
Undergraduate Studies ◽  
Final Measurement ◽  
Significant Change ◽  
Student’S T ◽  
The University ◽  
The Impact ◽  
Dependent Samples ◽  
Initial Measurement

The aim of this research is to determine the changes in aerobic endurance of students achieved after taking part in Special Physical Education 1, general part - SPE 1 program activities realization. The initial and final measurements of aerobic endurance (Cooper’s test of running for 12 minutes) in 119 of students (39 female and 80 male students, aged 19 to 21) of the University of Criminal Investigation and Police Studies in Belgrade-CPU students were carried out during the freshmen year of undergraduate studies at the beginning and the end of the summer semester, i.e., at the entrance exam and after SPE 1 realization. The Student’s t-test for dependent samples was used to determine the significance of the differences between the variables monitored at the initial and the final measurement. The results for the sample of female students (N=39) showed that after teaching SPE 1, a statistically significant change (p<0.018) in the aerobic endurance occurred (M=2288.2±218.27m, Mean±SD; t=-2.473 at the final measurement vs M=2226.8±277.07m, Mean±SD at the initial measurement). The results obtained for the sample of male students (N=80) showed also that after realized teaching SPE 1, a statistically significant change (p<0.021) in the above mentioned variable occurred, also (M=2847.7±185.77m, Mean±SD; t=-2.512 at the final measurement vs M=2747.8 ±237.03m, Mean±SD at the initial measurement). It can be concluded that after the SPE 1 course taught during the freshmen year of undergraduate studies aerobic endurance significantly improved in students of both genders.

scholarly journals Pedagogical Strategies for Gross and Fine Motor Skills Learning Through Physical Education: Intervention in Students with Hearing Impairment

2020 ◽  
Vol 26 (4) ◽  
pp. 567-570
Author(s):  
Paulina Yesica OCHOA MARTÍNEZ
Keyword(s):  
Physical Education ◽  
Hearing Impairment ◽  
Motor Skills ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Pedagogical Strategies ◽  
Before And After ◽  
Student’S T ◽  
Skills Learning ◽  
Old Men

ABSTRACT: The objective of this study was to evaluate the effect of a program that used pedagogical strategies for gross and fine motor skills learning through Physical Education in students with hearing impairment. Fifteen students diagnosed with hearing impairment, with 7.7 ± .3 years old (men n = 9 and women n = 6), took part in a five-month program of 40 Physical Education sessions with pedagogical strategies for gross and fine motor skills learning, in which they communicated through the Mexican Sign Language. The Battelle Developmental Inventory was utilized before and after the program to measure tests of body coordination, locomotion, fine motor skills and perceptual ability, which determine gross and fine motor skills scores. Statistical analysis was performed using the student’s t-test for related samples, reporting significant differences in the gross motor skills score (p = .001) and fine motor skills score (p = .001) before and after the intervention. The percentage change was of 21.1 Δ% and 19.2 Δ% respectively. Participation for five months in a Physical Education program positively influences gross and fine motor skills coordination in students with hearing impairment.

Injury to skeletal muscle fibers of mice following lengthening contractions

1985 ◽  
Vol 59 (1) ◽  
pp. 119-126 ◽  
Author(s):  
K. K. McCully ◽  
J. A. Faulkner
Keyword(s):  
Skeletal Muscle ◽  
Isometric Force ◽  
Muscle Fibers ◽  
Lengthening Contractions ◽  
Control Value ◽  
Skeletal Muscle Fibers ◽  
Maximum Isometric Force ◽  
Distal Tendon ◽  
Shortening Contractions

We tested the hypothesis that lengthening contractions result in greater injury to skeletal muscle fibers than isometric or shortening contractions. Mice were anesthetized with pentobarbital sodium and secured to a platform maintained at 37 degrees C. The distal tendon of the extensor digitorum longus muscle was attached to a servomotor. A protocol consisting of isometric, shortening, or lengthening contractions was performed. After the contraction protocol the distal tendon was reattached, incisions were closed, and the mice were allowed to recover. The muscles were removed after 1–30 days, and maximum isometric force (Po) was measured in vitro at 37 degrees C. Three days after isometric and shortening contractions and sham operations, histological appearance was not different from control and Po was 80% of the control value. Three days after lengthening contractions, histological sections showed that 37 +/- 4% of muscle fibers degenerated and Po was 22 +/- 3% of the control value. Muscle regeneration, first seen at 4 days, was nearly complete by 30 days, when Po was 84 +/- 3% of the control value. We conclude that, with the protocol used, lengthening, but not isometric or shortening contractions, caused significant injury to muscle fibers.

RELATIONS OF MOTOR ABILITY OF BALANCE AND SUCCESS OF PERFORMANCE OF GYMNASTICS ELEMENTS ON THE FLOOR EXERCISE

sportlogia ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 34-43
Author(s):  
Saša Jovanović ◽  
◽  
Snežana Bijelić ◽  
Adriana Ljubojević ◽  
Dalibor Fulurija ◽  
...  
Keyword(s):  
Physical Education ◽  
Prediction Model ◽  
Motor Skills ◽  
Predictive Value ◽  
Predictor Variable ◽  
The Other ◽  
Motor Ability ◽  
Training Methodology ◽  
Balance Ability ◽  
The Relationship

The purpose of this study is to investigate the relationship between motor ability for balance and the performance of selected gymnastic elements on the floor in students aged 7-8 years, to provide an overview of the current motor status of the respondents at this age, and to develop suggestions for possible changes in the curriculum at this age, and to develop suggestions for supplementing training methodology. Training of selected gymnastics elements was conducted on a sample of 42 subjects who had no previous experience in performing gymnastics elements during regular physical education classes, and the predictor variable was tested using four tests assessing motor balance ability. The tests assessing motor balance ability showed a statistically significant predictive value for the performance of all three gymnastics exercises. It is noticeable that the value of the prediction model increased the more complex an item was derived, indicating the complexity of the motor balance space and the high and stable level of the same in the subjects at the time of testing. Regarding the tests used, it can be noted that the test FLAM was significantly involved in the prediction of performance success in all three gymnastic elements, while the other two tests showed their predictive value in the execution of the hand stand. On the other hand, the study shows that the gymnastic elements used should be used in physical education classes to contribute to the promotion and development of all motor skills of students and as part of the preparation for the execution of more complex elements on the floor and apparatus in higher grades.

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