Experimentation order in factorial designs: new findings

Bartík

2018

The study objective is to determine physical exercises modes when developing motor skills in girls aged 14. Materials and methods. The participants in the study were 40 girls aged 14. To achieve the objective set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, methods of mathematical experiment planning, discriminant analysis. Results. The first canonical function explains 73.3% of the variation in results, the second function – 21.6%, which indicates their high informativity (r1=0.898; r2=0.743). The analysis of canonical functions highlights the statistical significance of the first and second canonical functions (λ1=.067; р1=0.001; λ2=0.346; р2=0.001). The first and second functions have a high discriminative ability and value of interpretation with respect to the general totality. The number of repetitions for mastering the first and fourth series of training tasks has the largest contribution to the first canonical function. This indicates that the exercises for developing motor abilities and teaching to control movement time and muscular effort influence the effectiveness of teaching a press headstand and handstand. The number of repetitions for mastering the second and third series of training tasks has the largest contribution to the second canonical function. This indicates that starting and ending positions, and actions without which the exercise performance is impossible influence the effectiveness of teaching a press headstand and handstand. Conclusions. The discriminant function structure coefficients show that the training program effectiveness is determined by selecting the series of training tasks and their performance modes. To choose the most rational mode of exercises of the series of tasks when teaching girls aged 14 a press headstand and handstand, the first discriminant function can be used with an emphasis on the most informative variables.

Section: Fig 1 Graphic Representation Of the Classification Resultssupporting

confidence: 67%

Pattern Recognition: Physical Exercises Modes During Motor Skills Development in Girls Aged 14

Капкан

Bartík

2018

“…According to García-Moya, Moreno, and Jiménez-Iglesias (2012), Wang, Karns, and Meredith (2003), the use of factorial designs in studies involving adolescents and children increases the objectivity of evaluation of their development indicators. The effectiveness of using a full 2 k type factorial experiment, the objectivity of data obtained through factorial designs are confirmed by the data of Correa et al (2009Correa et al ( , 2012, Ivashchenko, Khudolii, Iermakov, Chernenko, and Honcharenko (2018).…”

Section: Discussionmentioning

confidence: 65%

Motor Skills Development: Optimization of Teaching Boys Aged 14

Капкан

Bartík

et al. 2019

The study objective is to substantiate the modes of alternation of physical exercises and rest intervals in the process of teaching series of tasks aimed at motor skills development in boys aged 14 years. Materials and methods. The participants in the study were 40 boys aged 14. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To achieve the objective set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, methods of mathematical experiment planning. Results. The results of the analysis of variance and regression models show that the optimal mode of performing series of training tasks is within the range of 6-12 exercise repetitions with rest intervals of 60-120 seconds. In the proposed matrix of factorial design, the selected step of factor variation is sufficient to study the impact of different modes of physical exercises on the effectiveness of teaching children and adolescents. Conclusions. A 22 type experiment made it possible to examine the multifactorial structure of the process of teaching boys aged 14, using the program of algorithmic instructions, to specify the optimal balance between factors for their use when teaching physical exercises during physical education classes. The best options for teaching series of tasks to boys aged 14 during physical education classes are: series 1 — 12 repetitions, rest interval of 120 s; series 2 — 12 repetitions, rest interval of 60 s; series 3 — 6 repetitions, rest interval of 60 s; series 4 — 12 repetitions, rest interval of 60 s; series 5 — 12 repetitions, rest interval of 120 s; series 6 — 6 repetitions, rest interval of 60 s.

“…The study confirmed the effectiveness of using factorial designs to obtain objective data on the dynamics of training effects in primary school pupils (Ivashchenko et al, 2018;). Factorial designs make it possible to neutralize the influence of unknown factors and increase the efficiency of research (Correa, Grima, & Tort-Martorell, 2009, 2012.…”

Section: Discussionmentioning

confidence: 99%

Strength Abilities: Assessment of Training Effects of Strength Loads in Boys Aged 8 Years

Єрмаков

Іващенко

et al. 2020

The purpose of this paper is to determine the impact of strength training modes on the dynamics of training effects in 8-year-old boys. Materials and methods. The study participants were 48 boys aged 8. The experiment was performed using a 22 factorial design. The study implemented the first variant of the combined method for developing arm and shoulder muscles (station І), strength of abdominal muscles (station ІІ), strength of back muscles (station ІІІ), and strength of leg muscles (station IV). The study materials were processed using the IBM SPSS 22 statistical analysis program. Discriminant analysis was performed. The study examined the impact of four variants of strength load on the immediate training effect (ITE1) after performing exercises at four stations, the immediate training effect (ITE2) after training, and the delayed training effect (DTE) 24 hours after training. Results. The findings indicate that each of the variants of strength load can be effectively used depending on educational objectives of both one or a series of physical education lessons, and also show that the ITE and DTE of strength training depend on the initial level of fitness and the total amount of strength training in a physical education lesson. Conclusions. The findings point to the possibility of using a discriminant function to assess and predict the development of strength in 8-year-old boys. The study confirmed the effectiveness of using factorial designs to obtain objective data on the dynamics of training effects in primary school pupils.