Motor Abilities: Peculiarities of Strength Effort Assessment  in Boys Aged 11–13

Іващенко, О. В.; Nosko, Mykola; Cieślicka, Mirosława; Malyshev, D. A.

doi:10.17309/tmfv.2019.1.05

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…The modes of alternating exercises and rest intervals are considered as a factor that influences the effectiveness of teaching (Burstein et al, 2021;Ivashchenko et al, 2017;Ivashchenko et al, 2015). A dosed load is also used when developing movement control skills (Ivashchenko et al, 2019) and motor abilities Marchenko et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Pattern Recognition: Effectiveness of Teaching Boys Aged 15 a Cartwheel

Ivanov

Іващенко

Bartík

2021

Journal of Learning Theory and Methodology

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The purpose of the study was to determine the impact of the number of repetitions on the effectiveness of teaching boys aged 15 a cartwheel. Materials and methods. The study participants were 20 boys aged 15. 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 solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of trainingtasks; pedagogical experiment, methods of mathematical statistics, discriminant analysis. Results. The assumption was made about a significant influence of the modes of alternating exercise repetitions and the rest interval on the effectiveness of motor skills development in boys aged 15. The study found that 6 sets 1 time each with a rest interval of 60 s are more effective than 6 sets 2 times each with a rest interval of 60 s when teaching the ability to assess movement performance by time (p < 0.001). And with the first exercise mode, fewer repetitions are needed to master the entire cartwheel. This is due to the fact that differentiation of time characteristics requires immediate information about the movement performance after each repetition. Conclusions. Based on the analysis of group centroids, it was found that 6 repetitions of the exercise (6 sets 1 time each with a rest interval of 60 s) significantly influence the cartwheel skill development in boys aged 15 during physical education classes. The results of group classification show that 95.0% of the original grouped observations were classified correctly.

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Section: Introductionmentioning

confidence: 99%

Pattern Recognition: Effectiveness of Teaching Boys Aged 15 a Cartwheel

Ivanov

Іващенко

Bartík

2021

Journal of Learning Theory and Methodology

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“…Likewise with the report from Solomons, Kraak, Kidd & Africa [10], in his research that using RPA on 54 rugby players showed that their biomotors increased significantly. Another study revealed that rhythmic physical activity can be an effective way to improve fundamental movement skills [17], and strength [21]. There had been extensive international research on RPA.…”

Section: Introductionmentioning

confidence: 99%

Rhythmic physical activity to improve the motor abilities of junior students-athlete in gymnastics: randomized control trial

Resita,

Widiastuti,

Setiakarnawijaya

et al. 2023

Fiz Pol

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This study aims to investigate the effect of Rhythmic Physical Activity (RPA) on enhancing the motor abilities of junior athlete-students enrolled in gymnastics courses at the university level. Materials and Methods. This study employed a randomized control trial method conducted over an 11-week period. A total of 29 junior athlete-students from Singaperbangsa State University Karawang (Indonesia) in their first year were involved. They were divided into the CON (n = 14) and RPA (n = 15) groups. Instruments to measure motor abilities included the standing long jump, handgrip strength, seated straddle stretch, foot tapping, and an obstacle course taken in reverse. Paired sample t-tests were employed to examine the differences in motor abilities scores at both the baseline and post-intervention stages for the CON and RPA groups. Results. The primary findings indicated that RPA significantly impacted motor ability components. These components were the standing long jump (p ≤ 0.05, d = −1.97), handgrip strength (p ≤ 0.05, d = −2.30), seated straddle stretch (p ≤ 0.05, d = −1.02), foot tapping (p ≤ 0.05, d = −2.00), and the reverse obstacle course (p ≤ 0.05, d = −1.26). For the CON group, the results related to the standing long jump (p ≥ 0.05, d = −0.26), handgrip strength (p ≥ 0.05, d = −0.13), seated straddle stretch (p ≤ 0.05, d = −0.66), foot tapping (p ≥ 0.05, d = 0.12), and reverse obstacle course (p ≥ 0.05, d = −0.21). Conclusions. The results underscore the significance of employing RPA to bolster the motor abilities of junior student-athletes in their first year at the university level.

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“…Forming motor skills (Ivashchenko, Berezhna, & Cieślicka, 2020;Khudolii, Iermakov, & Bartik, 2020;Petrov, Khudolii, & Cieślicka, 2020), developing motor abilities (Khudolii, Ivashchenko, Iermakov, Veremeenko, & Lopatiev, 2019;Marchenko & Bezpalko, 2020;Ivashchenko, Mirosława, Nosko, & Malyshev, 2019), and increasing motor activity (Fisher, Reilly, Kelly, Montgomery, Williamson, Paton, & Grant, 2005;Fernández-Valero, Soto-Sánchez, Páez, Leyton-Dinamarca, Kain, Hurtado, & Reyes-Amigo, 2021;Nurulfa, Lubis, Dlis, Aninggar, & Mamesah, 2021) are the main tasks of school physical education and have a positive effect on the health of school students (Vandoni, Codella, Pippi, Pellino, Lovecchio, Marin, Silvestri, Gatti, Magenes, Regalbuto, Fabiano, Zuccotti, & Calcaterra, 2021;Villafaina, Fuentes-García, Leon-Llamas, & Collado-Mateo, 2021;Vlasova, 2020).…”

Section: Introductionmentioning

confidence: 99%

Pattern Recognition: The Specific Features of Teaching the Standing Long Jump to 14-Year-Old Girls

Zima

Іващенко

2022

Teor. metod. fiz. vihov.

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The study's purpose was to determine the specific features of the effect of the number of repetitions and rest intervals on the effectiveness of the standing long jump training program for 14-year-old girls. Materials and methods. The study participants were 40 girls aged 14. The study participants were informed about all the features of the experiment and gave their consent to participate therein. The study used methods of analysis of scientific and methodological literature, observation, pedagogical experiment, and methods of mathematical statistics. The pedagogical experiment was designed as a full factorial experiment with a 2к factorial design. The effect of the number of repetitions (6 to 12 times) and the rest interval (60 to 120 s) on the effectiveness of the standing long jump training program for 14-year-old girls was investigated. Discriminant analysis was used for data analysis. Results. The analysis of the experimental data showed that the modes of alternating physical exercise performance and rest intervals have a statistically significant effect on the formation of the motor skill of standing long jump in 14-year-old girls (p < 0.001). It is after the third exercise performance mode that the girls spent the smallest total number of repetitions required for the formation of the standing long jump skill. Thus, the 1st, 4th and 6th series of training tasks are learned faster after the third exercise performance mode, the 3rd series of training tasks is learned faster after the second exercise performance mode, and the 2nd and 5th series of training tasks are learned faster after the fourth exercise performance mode (p<0.001). Conclusions. It was established that the mode of alternating exercises in 3 sets of 2 repetitions with a rest interval of 120 s is classified as the most rational. A specific feature of the formation of the motor skill is that each of the modes can be considered as a priority for one or another motor task. In the investigation of the learning process, discriminant analysis makes it possible to classify work modes and determine the relationship between the motor tasks within the training program.

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Motor Abilities: Peculiarities of Strength Effort Assessment in Boys Aged 11–13

Cited by 5 publications

References 7 publications

Pattern Recognition: Effectiveness of Teaching Boys Aged 15 a Cartwheel

Pattern Recognition: Effectiveness of Teaching Boys Aged 15 a Cartwheel

Rhythmic physical activity to improve the motor abilities of junior students-athlete in gymnastics: randomized control trial

Pattern Recognition: The Specific Features of Teaching the Standing Long Jump to 14-Year-Old Girls

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