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ABSTRACT Objectives: the influence of physical activity in physical education lessons on the attention indicators of schoolchildren. Material and Methods: 141 students, aged 15-16, who studied in the 9th grade, took part in the experiment. The main research method was the "Trondyke Test", which determines the level of attention development of students. The test was used before and after the physical education lesson 1 time per month for 5 months. Results: students who did not engage in physical education in the lesson were not able to significantly improve their performance in the test, which indicates a possible adaptation to the test after its first performance before the lesson. Students who were engaged in physical exercises could significantly increase the test results. Conclusion: the results obtained determine the effectiveness of the influence of a physical education lesson at school on the indicators of students attention. This study will serve as an additional motivation for students to engage in physical culture, since the impact of physical exercises has a positive effect not only on the development of physical qualities, but also on the attention of schoolchildren. Level of Evidence III; Retrospective Comparative Study.
RESUMEN Objetivos: la influencia de la actividad física en las clases de educación física en los indicadores de atención de los escolares. Material y métodos: Participaron en el experimento 141 escolares, de 15-16 años, que cursaban el noveno grado. El principal método de investigación fue la "Prueba de Trondyke", que determina el nivel de desarrollo de la atención de los escolares. La prueba se usó antes y después de la lección de educación física una vez al mes durante 5 meses. Resultados: los jóvenes que no participaron en educación física en la lección no pudieron mejorar significativamente su rendimiento en la prueba, lo que indica una posible adaptación a la prueba después de su primera actuación antes de la lección. Los escolares que realizaban ejercicios físicos pudieron aumentar significativamente los resultados de la prueba. Conclusión: los resultados obtenidos determinan la efectividad de la influencia de una lección de educación física en la escuela sobre los indicadores de atención de los escolares. Este estudio servirá como una motivación adicional para que los estudiantes participen en la cultura física, ya que el impacto de los ejercicios físicos tiene un efecto positivo no solo en el desarrollo de las cualidades físicas, sino también en la atención de los escolares. Nivel de Evidencia III; Estudio Comparativo Retrospectivo.
RESUMO Objetivos: a influência da atividade física nas aulas de Educação Física nos indicadores de atenção dos escolares. Material e métodos: participaram do experimento 141 escolares, de 15 a 16 anos, que estudaram na 9a série. O principal método de pesquisa foi o "teste de Trondyke", que determina o nível de desenvolvimento da atenção dos escolares. O teste foi utilizado antes e depois da aula de Educação Física uma vez por mês durante 5 meses. Resultados: Os estudantes que não praticaram Educação Física na aula não conseguiram melhorar significativamente seu desempenho no teste, o que indica uma possível adaptação ao teste após sua primeira apresentação antes da aula. Os estudantes que estavam envolvidas em exercícios físicos foram capazes de aumentar significativamente os resultados do teste. Conclusão: os resultados obtidos determinam a eficácia da influência de uma aula de Educação Física na escola nos indicadores de atenção das crianças. Este estudo servirá como uma motivação adicional para os estudantes se envolverem na cultura física, uma vez que o impacto dos exercícios físicos tem um efeito positivo não apenas no desenvolvimento das qualidades físicas, mas também na atenção dos alunos. Nível de Evidência III; Estudo Comparativo Retrospectivo.
ABSTRACT
Abstract Aim: To determine the influence of the «Burpee¼ exercise on the indicators of endurance and stability of attention in children aged 15-16. Methods: the pedagogical experiment was carried out based on a comprehensive school, in the city of Kirov, Russia. The study involved children 15-16 years old in the amount of 52 people. Children from the experimental group additionally performed the "Burpee" exercise. Endurance in children was determined by the test "2000 m", and the stability of attention was determined by the test "Bourdon test". The study used Excel and BioStat to determine Student's t-test. Results: After the pedagogical experiment, the indicators in the control group in the "2000 m" test improved by 1.9% (p > 0.05), and in the "Bourdon test" by 5.9% (p > 0.05). In the experimental group, the performance improved significantly in the "2000 m" test by 9% (p < 0.05) and in the "Bourdon test" by 20% (p < 0.05). Conclusion: if 15-16-year-old schoolchildren perform the "Burpee" exercise in physical education classes, then the indicators of endurance and stability of attention will improve significantly.
Subject(s)
Humans , Adolescent , Physical Education and Training/methods , Physical Endurance , Attention , ExerciseABSTRACT
The purpose of the study: To study the impact of the exercise «Classic’s» on the general coordination abilities of school children and their ability to balance. Method: The main method of studying the issue is a pedagogical experiment. In the course of the study exercise, «Classics» supplemented the standard program of physical education. Second-graders from the regular school took part in the study. Result: The change performance of the general coordinating abilities of junior school children and their ability to balance. Children in CG, the improvements were not significant, but in the EG the indices improved significantly in both the control tests. Conclusion: Insufficient motor and coordination activity of younger school children is a problem. New ideas should complement the existing physical education program at school. If perform the exercise «Classic’s» in the classroom for physical culture at school, it will improve the performance of not only coordination abilities, but also the ability to balance the school children 8-9 years, increase interest in physical education lessons at school.
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Background: If you add the basic program of physical culture in the school with new physical exercise, the effectiveness of lessons for younger school children in physical culture will increase. Aim of the study: Development, testing, and study of the influence of the exercise «Classic’s» on the indicators of coordination abilities. Subjects and methods: The study lasted 9 months. 50 children attended it. Boys and girls 8-9 years old, who study in the second grade in a regular school engaged in physical education 2 times a week for 40 minutes. The study used tests Shuttle run 3 × 10 m and Jumping rope. Analysis of the results was perform using the software bio-stat 2009 and Microsoft excel 2016. The parametric criterion (t-student) was used, the result was considered reliable at p>0.05. Results: Before the study, the difference between the tests in the EG and the CG was not significant. After the end of the pedagogical experiment, the results changed in both groups. In CG in the test Shuttle run indicators improved from 10.1 ± 0.9 sec to 9.7 ± 0.5 sec (p<0.05). In the test, jumping rope performance also improved, but only by 4.7%. In the EG, in which children in the classroom additionally performed the exercise «Classic’s», indicators have improved significantly in both tests. In the Shuttle run test, the values improved from 10.5 ± 0.8 sec to 8.5 ± 0.5 sec (p<0.05). In the test, jumping rope performance also improved significantly by 16.1%. Such results may indicate the effectiveness of the proposed physical exercise and its use in physical education classes at school. Conclusion and recommendations: If you use the exercise «Classic’s» in physical education classes at school, the indicators of coordination abilities will improve and school children will increase their interest in physical education.
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Background: The differentiated coordination training of children (7-8 years) improves the results not only of coordination abilities but also indicators of switching the attention of children who were training with the type of nervous system. Aim of the study: To identify the effect of coordination training on the development of coordination abilities of younger school children in physical education classes and to determine its impact on the ability to switching attention in children with different strengths of the nervous system. Subjects and methods: In total, 60 children aged 7-8 years participated in the study. The level of development of the ability to switching attention was determined by the “numbers” test. The strength of the nervous system was determined according to the method of “Tapping-test”. The mathematical and statistical processing of the results was carried out with the help of the T-Student. Results: After 7 months of the pedagogical experiment, new results were obtained. Children from KG have improved their performance in the ability to switching attention to 2.1 s, (p>0.05), at the same time, the indicators in the test “Shuttle run 3 × 10 m” deteriorated from 10.3 ± 0.6 s. to 10.4 ± 0.6 s. (p>0.05). Children from EG-1 improved the performance in the test “Shuttle run 3 × 10 m” on 0.2 s. (p>0.05). At the same time, the indicators of switching attention also improved from 48.7 ± 4.1 s. to 45.4 ± 3.9 s. (p>0.05). Conclusion and recommendations: If in physical education class school children are trained in motor coordination, then the indicators in the development of coordination abilities will improve and the indicators of ability to shift attention will increase, especially those who are engaged in a differentiated method based on the strength of the nervous system.
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Background: Coordination training of younger school children increases the level of coordination abilities and improves the performance of short-term and long-term memory, especially if physical education classes with children use a differentiated approach, which is based on the strength of the nervous system. Aim of the study: To determine the effect of coordination training on the development of short-term and long-term memory in younger school children with different typologies. Subjects and methods: The study involved children 7-8 years old from a regular school. Prior to the study, all school children were differentiated into 3 groups of 20 people. Results: During the 7 months of the study, the following changes in indicators occurred. In KG, school children worsened their performance in the test “shuttle run” from 10.3 ± 0.6 to 10.4 ± 0.6 (p>0.05) and in the test for long-term memory, the result deteriorated by 0.1 (p>0.05). In the short-term memory test, the results improved slightly from 6.1 ± 0.5 to 6.3 ± 0.4 (p>0.05). In EG-1 performance in all tests were improved. Short-term memory improved by 0.8 (p>0.05) and long-term memory improved by 0.6 (p>0.05). The EG-2 indicators have improved significantly in all tests. In short-term memory tests, the values were higher by 3.5 (p<0.05) and long-term memory improved by 2 points (p<0.05). Conclusion and recommendations: If physical education classes in children of 7-8 years develop coordination of movements, the indicators of coordination abilities improved and indicators of the properties of memory also increased, especially in those children who were engaged in differentiated taking into account the strength of the nervous system.