THE DEVELOPMENT OF CONDITIONAL MOTOR SKILLS BY MEANS OF COURSES AND APPLICATIVE CIRCUITS IN 6th GRADE GIRLS DURING THE PHYSICAL EDUCATION CLASS

Iconomescu T.; Mocanu G.; Talaghir L.

doi:10.14529/hsm170406

T. Iconomescu “Dunarea de Jos” University, Galati, Romania http://orcid.org/0000-0001-5780-4403 ticonomescu@ugal.ro
G. Mocanu “Dunarea de Jos” University, Galati, Romania http://orcid.org/0000-0002-4763-4700 gmocanu@ugal.ro
L. Talaghir “Dunarea de Jos” University, Galati, Romania http://orcid.org/0000-0002-3133-9192 gtalaghir@ugal.ro

DOI: https://doi.org/10.14529/hsm170406

Keywords: Conditional motor skills, differential dosage, physical fitness, effort capacity, attractive exercises

Abstract

Background. The process of developing motor skills in secondary education has, over time, experienced constant improvement concerns from the part of specialists who plan and manage the physical education activities for this age group. Optimizing physical training during puberty is a much more difficult endeavour than during adulthood. Acquiring new motor skills, their correct management and guidance, as well as their application in motor mastery stages, are dependent on the development degree of conditional skills such as speed, strength, resistance, on their forms of manifestation and on their combination. Aim. The aim of our research was to develop motor skills in 6th grade girls by means of applicative courses and to compare the effectiveness of experimental and classical curricula. Methods. During school year 2016–2017, we applied an experimental curriculum on the experimental group, which focused on a number of 32 applicative courses, divided on the learning units. Out of these learning units, 8 courses are dedicated to the motor skill speed, 10 courses to the development of different types of strength, 6 to the motor skill resistance and 8 concentrate on the combinations speed-coordination or strengthresistance. Results. The interpretation of the difference of signification between the averages of the two groups – for the final tests – indicates a slight progress of girls form the experimental group, in all the trials used. Nevertheless, there were statistically significant differences only for 3 of the 13 trials. Conclusions. The insignificant differences between the two independent groups obtained at most final tests indicate the fact that the use of applicative courses is not better than the classical methodology used to develop conditional motor skills. It is indicated to continue the study on larger secondary school groups, both in the rural and in the urban environment, so that the results obtained could be representative at a national level and the conclusions drawn could be pertinent.

References

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References on translit

1. Bota E. [Contribution of the Game in the Development of Motor Skills During the Physical Education Class]. Timisoara Physical Education and Rehabilitation Journal, 2016, vol. 6, no. 11, pp. 59–63.
2. Colibaba D.E. Praxiologie si proiectare curriculara in educatie fizica si sport. [Praxology and Curricular Design in Physical Education and Sports] Craiova, Universitaria Publ., 2007, pp. 55–59.
3. Colvin A., Markos N., Walker P. Teaching Fundamental Motor Skills 3rd Edition, Champaign, IL: Human Kinetics Publ., 2016. 312 p.
4. Chen W., Mason S., Hypnar A., Bennett A. [Assessing Motor Skill Competency in Elementary School Students: A Three-Year Study]. Journal of Sport Science & Medicine, 2016, vol. 15, no. 1, pp. 102–110.
5. Curriculum Grade 5-8: Physical Education and Sport. Available at: http://programe.ise.ro/Portals/1/Curriculum/2017-progr/75-Educatie%20fizica%20si%20sport.pdf (accessed 12.05.2017).
6. Hardy L.L., O'Hara B.J., Rogers K., St George A., Bauman A. [Contribution of Organized and Nonorganized Activity to Children's Motor Skills and Fitness]. Journal of School Health, 2014, vol. 84, no. 11, pp. 690–696.
7. Koc H., Tekin A., Aykora E. [Impact of Physical Education Classes on Selected Motor Skills of Children]. Middle-East Journal of Scientific Research, 2012, vol. 11, no. 3, pp. 386–390.
8. Lammle C., Kobel S., Wartha O., Wirt T., Steinacker J.M. [Intervention Effects of a School-Based Health Promotion Program on Children’s Motor Skills]. J Public Health, 2016, vol. 24, pp. 185–192.
9. Lyakh V., Sadowski J., Witkowski Z. [Development of Coordination Motor Abilities (CMA) in the System of Long-Term Preparation of Athletes]. Pol. J. Sport Turism, 2011, vol. 18, pp. 187–191.
10. Milosevic Z., Vukovic J., Maksimovic N., Matic R. [The Correlation between Physical Characteristics and Motor Skills of Female Secondary School Pupils]. Sport Mont, 2016, vol. 14, no. 2, pp. 35–38.
11. Mohnsen B.S. Teaching middle school physical education: a standards-based approach for grades 5–8, 3rd ed., Champaign, IL: Human Kinetics, 2008. 584 p.
12. Nobre G.C., Bandeira P.F.R., Valentini N.C. [The Relationship between General Perceived Motor Competence, Perceived Competence Relative to Motor Skill and Actual Motor Competence in Children]. J. Phys. Educ. [online]. 2016, vol. 27, pp. 1–12. Available at: < http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2448-24552016000100140&lng=en&nrm=iso>. Epub Mar 02, 2017. (accessed 12.07.2017).
13. Raudsepp L., Pall P. [The Relationship between Fundamental Motor Skills and Outside-School Physical Activity of Elementary School Children]. Pediatr Exerc Sci., 2006, vol. 18, no. 4, pp. 426–435.
14. Rengasamy S. [A Physical Fitness Intervention Program Within a Physical Education Class on Selected Health-Related Fitness Among Secondary School Students]. International Conference on new Horizons in Education INTE 2012, Procedia-Social and Behavioral Sciences, 2012, vol. 55, pp. 1104–1112.
15. Scarlat E., Scarlat M.B. Indrumar de educatie fizica scolara, Didactica si pedagogica. [School Physical Education, Teaching and Pedagogy]. Bucuresti, Didactica si Pedagogica Publ., 2006, pp. 26–28.
16. Silverman S., Mercier K. [Teaching for Physical Literacy: Implications to Instructional Design and PETE]. Journal of Sport and Health Science, vol. 4, 2015, pp. 150–155.
17. Soares D.B., Porto E., Marco A., Salgado Azoni C.A., Capelatto I.V. [Influence of the Physical Activity on Motor Performance of Children with Learning Difficulties]. Rev. CEFAC, 2015, vol. 17, no. 4, pp. 1132–1142.
18. Stanescu M. Didactica educatiei fizice [Didactics of Physical Education]. Bucuresti, Universitara Publ., 2013. 271 p.
19. Talaghir L.G., Mindrescu V., Ion-Ene M. [Study Regarding the Use of Movement Games and Relays in Order to Improve Primary Students’ Strength Qualities]. SHS Web Conference, ERPA International Congresses on Education, 2017, vol. 37, pp. 1–7.
20. Vesna B., Iva B., Darko K. [Model of Tests for Assessment of Sprint Running Proficiency]. Science, Movement and Health, 2012, vol. XII, no. 2, pp. 115–120.
21. Wattie N., Tietjens M., Schorer J., Ghanbari M.C., Strauss B., Seidel I., Baker J. [Does Relative Age Influence Motor Test Performance of Fourth Grade Pupils?]. European Physical Education Review, 2014, vol. 20, no. 3, pp. 398–406.