Daily Physical Education and the Impact of a „Handball at School” Project

Abstract

This study identified what effects project Handball at School had on target accuracy amongst primary aged school children (n=293) over a 6 month period, who undertook daily PE in school. They were grouped into 3 experimental schools in which intervention took place and 2 control schools. In order to examine target accuracy, technical form, and time in task, 2 tests were applied. The first test involved students in throwing sponge-handballs 5 times with no break at a target from a stationary straddle stand. The aim of the exercise was to hit a small box using an overarm throw. The other test involved running movement. Target accuracy and technical form improved in test 1 across all age groups. In the more dynamic activity with the preceding run technical form improved across all age groups and positive trends were identified in target accuracy, albeit that only one age group recorded significant improvements. The authors suggest that the results indicate the benefits of the Handball at School as a sport specific intervention programme. There is a cautionary note that adding further complexity or speed with children in these groups may contribute some confounding variables.

Effects of specialized physical education classes and handball training on health-related physical fitness in adolescent girls

“…Inside health, interventions aimed at preventing injuries to adolescent athletes through strength training have proven effective in protecting the athlete's health and physical integrity 41,42 . Several other studies have chosen to apply a school intervention with handball under different contexts aimed directly at performance within the context of specific training [43][44][45] .…”

The role and importance of play in physiotherapy

“…Play is a fundamental human activity through which knowledge, skills and competences are acquired (Bús, 2013;Mező et al, 2018;Mező and Mező, 2023). Games are used in the development of movement (Eigner, 2012;Lívják and Szabó, 2017;Kórik et al, 2022, Kurniawan andHanief 2022), motor skills and physical education (Seres, 2006;Juhász et al, 2017;Sopa and Pomohaci 2021;Mahkamjonovich 2021) and in physiotherapy teaching, recreational (Lenténé et al, 2018;Tătar et al, 2018;Marianna, 2019;Kinczel and Müller, 2020;Hőnyi et al, 2021Ferenczi and Lenténé, 2022) and competitive sports (Buhas et al, 2018;Sopa, 2021;Abdullaey, 2020), and has undisputed merits. Claparéde (1974), in his work "Functional Education", emphasizes that play is the driving force of development, motivating the child to participate in activities that lead to his development.…”