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1

Can integrative physical education improve physical development of schoolchildren? With a kind of emptiness?

100%

Bodnar I., Duk T., Oleh M., Hoshovska L.

Physical Activity Review

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2018

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vol. 6

1-7

EN

Elaboration of the concept of inclusive education demands the continu ation of the research in order to clarify its effectiveness under various conditions and with different contingent. The research objective was to compare the effect of segregative and integrative physical education classes (PE) upon physical development indicators in the apparently healthy middle secondary school age students and the students with minor health problems. Two separate groups of schoolchildren (N=1417, aged 10 -15) underwent a medical examination. One group of students attended segregative phys ical education classes, for the other group physical education classes were conducted integratively according to the students’ health status. The ratio of the total number of physical development significant growth rates in the sets of segregative and int egrative mode of PE classes indicates a slightly higher efficiency of integrated PE classes as compared to segregative ones, which was confirmed statistically.

2

The Level of Physical Development and Physical Fitness in 6-7-Year-Old Children from School and Pre-School Institutions in Gdansk

88%

Resiak M., Niedzielska A.

Baltic Journal of Health and Physical Activity

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2011

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vol. 3

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issue 4

286-292

EN

Background: Interest in the development of a 6-7-year-old child derives among other things from the necessity to evaluate child's readiness to take up a regular educational process. Physical development and physical fitness of the child are components of school maturity.The purpose of the study was to show similarities and differences in the level of physical development and fitness of children attending school and pre-school institutions in the years 2005-2009 in Gdansk.Material/Methods: 15,578 children (8,006 boys and 7,572 girls) from Gdansk were subject to research in the years 2005-2009. The measurements of the height, body mass and 5 skin folds were carried out. BMI and %BF were calculated. To determine the physical fitness level, the following tests were applied: sit and reach, standing broad jump, sit-ups and a 3-min step-test.Results: In pre-schools children higher values of body height were observed in the investigated period (2005-2009) but, at the same time, there were no differences in body mass between children from pre-schools and schools. Nor did the children differ in the amount of fat deposition. In the fitness level the biggest differences between the results achieved by children from schools and pre-schools were noted in the test of standing broad jump on both feet. Both boys and girls from pre-schools got higher scores in this test and their post-effort HR was lower in comparison with their peers from schools.Conclusions: Differences in the level of physical fitness, especially its manifestations depending on everyday physical activity, reflect well on conditions created for children in pre-schools.

3

The efficacy of Self Determination Theory-based interventions in increasing students' physical activity: A systematic review

88%

Juwono I. D., Szabo A.

Physical Activity Review

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2020

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vol. 1

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issue 8

74-86

EN

Recent studies suggest that students fail to meet the international guidelines for physical activity. Therefore, an increased number of physical activity interventions attempt to change this trend. The current paper reviews the intervention studies which were based on the Self-Determination Theory (SDT). Three databases (PsycINFO, Medline, and SPORTDiscus) were scrutinized in the current review, which yielded 437 potential articles. Employing the recommended selection based on the population, intervention, comparators, and outcome (PICO), 14 articles could be included in the narrative analysis. The results showed that interventions based on the SDT were very heterogeneously operationalized in these studies. Despite different interventions, the results suggest that SDT-based interventions have the potential to increase students' physical activity through both, autonomy and supportive environment. Teachers' professional development in implementing SDT-based physical activity interventions for students is highly recommended.

4

School Environment versus Home Environment - Comparison of Selected Parameters of Children Physical Activity

88%

Herbert J.

Central European Journal of Sport Sciences and Medicine

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2018

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vol. 22

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issue 2

79-87

EN

In recent years research have shown a significant decrease in physical activity (PA) among young population. Increasingly carried out diagnosis of physical activity at different stages of our lives, with particular regard to children and adolescents indicates that with age, level of physical activity, especially in leisure time is reduced. The purpose of the research is to compare the selected parameters of physical activity during one day among students aged 6-8 years old. The study was conducted with use of the accelerometer ActiGraph WGT3X on group of 54 children (30 - school and 24 - kindergarten). Analysis shows that for such parameters as MET's, Vigorous, Total MVPA and Steps Counts one observed difference between the stay at school and sometimes school has statistical significance (p < 0,05). On the basis of the studies carried out it is shown that the school environment helps to increase physical activity among children in school and the fact is that these children are more active.

5

Problem-Solving Skills of High School Students Exercising Regularly in Sport Teams

88%

Senduran F., Amman T.

Physical Culture and Sport. Studies and Research

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2015

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vol. 67

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issue 1

42-52

EN

In this article, the effect of regular sport activities on the problem-solving approaches performed by high school students when they encountered said problem was analyzed. Six hundred male high school students participated in the study (Mage=15.45 years, age range: 14-17 years). The Problem-Solving Inventory (PSI) was used to evaluate students’ problem-solving solutions. Student-athletes were selected from the students who took charge in school teams, exercised for 6 days a week, provided that this exercise did not exceed 1 h 30 min, and who also participated in competitions. Mann-Whitney U test, which is nonparametrictest, was used to examine two samples (athlete, & non-athlete) and Kruskal-Wallis one-way analysis was used to make intergroup (branches of sport) examinations. According to the findings that were obtained, a significant difference was found among selfconfident approach values of athlete and non-athlete students (U=45.0, p=0.008). A significant difference was observed among assessor approach values of athlete and non-athlete students (U=46.2, p=0.033). The students who did sports regularly were more self-confident than those who did not do sports regularly and were of the same age when they encountered a problem, and student-athletes evaluated the phase of solving the problem and results that they obtained more carefully than those who did not do sport regularly and were of the same age. Student-athletes believed that they would solve the problem that they encountered. Further, student athletes preferred using a systematic method while solving a problem and making a decision more often than those who were not athletes and were of the same age.

6

History and Present Time of Physical Education

88%

Seman F.

Physical Culture and Sport. Studies and Research

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2009

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vol. 47

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issue 1

73-78

EN

The first mention of standards for physical education in Slovakia refers to the Ratio education reform. This took effect on the territory of Hungary since 1777. Caring for physical education was one of the aims of the school. The requirement of compulsory school physical education is raised the first time by the poet Jan Kollar. Another Hungarian reform in the mid-19th century included physical education among the optional subjects, and this subject is taught in some cities. Physical education became a compulsory subject in 1868. Physical education was taught according to the Spiess system and the hours were for more classes or somewhere just for boys. Physical education teachers have been trained since 1871 in Budapest. A significant promoter of physical education was Ivan Branislav Zoch, author of the first Slovak textbook on physical education (1873). The level of physical education increased after the formation of Czechoslovakia in 1918. Physical education was a compulsory subject in schools other than universities (since 1938). Since 1939, in Slovakia the future teachers of physical education were trained in the Physical Education Institute of the Slovak University. The Physical Education Institute underwent a number of organizational changes. In 1960 it was converted into the Institute of Physical Education and Sports, Comenius University in Bratislava, and its direct successor is the Faculty of Physical Education and Sports, Comenius University in Bratislava. Beyond this, the physical education teachers are also trained in other institutions in Slovakia.

7

Association Between Sports Participation and Sedentary Behavior During School Recess Among Brazilian Adolescents

88%

Santos Silva D. A., Santos Silva R. J. d.

Journal of Human Kinetics

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2015

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vol. 45

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issue 1

225-232

EN

The aim of this study was to examine the association between sports participation and sedentary behavior during school recess among Brazilian adolescents. This study included 2,243 adolescents aged 13-18 years (16.2 ± 1.1), 62.2% females and 37.8% males, enrolled in public high schools in Aracaju, Northeastern Brazil. Sedentary behavior during school recess and sport participation was self-reported. Several factors were examined, including sex, age, skin color, socioeconomic status, maternal education and physical activity level. Sixty percent of adolescents had sedentary behavior during school recess and 57.7% of adolescents reported that they did not participate in any team sport. Additionally, adolescents who did not practice any team sport were 40% more likely (OR: 1.4, 95% CI: 1.1, 1.8) to be sedentary during school recess compared to those who participated in two or more team sports. It is recommended that schools encourage students to engage in sports activities and promote more physical activity during school recess to reduce the sedentary behavior and increase physical activity levels in youth.

8

Noise Exposure of School Teachers – Exposure Levels and Health Effects

75%

Hadzi-Nikolova M., Mirakovski D., Zdravkovska M., Angelovska B., Doneva N.

Archives of Acoustics

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2013

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vol. 38

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issue 2

Refine search results

Can integrative physical education improve physical development of schoolchildren? With a kind of emptiness?

The Level of Physical Development and Physical Fitness in 6-7-Year-Old Children from School and Pre-School Institutions in Gdansk

The efficacy of Self Determination Theory-based interventions in increasing students' physical activity: A systematic review

School Environment versus Home Environment - Comparison of Selected Parameters of Children Physical Activity

Problem-Solving Skills of High School Students Exercising Regularly in Sport Teams

History and Present Time of Physical Education

Association Between Sports Participation and Sedentary Behavior During School Recess Among Brazilian Adolescents

Noise Exposure of School Teachers – Exposure Levels and Health Effects