The effects of different organizing models of the physical education classes in secondary school

Abstract

A 14-week experiment was conducted on a sample of 48 subjects (25 boys) aged 18.5 years (±6 months) aimed to check the impact of two specific models of physical education classes to motor abilities, attitudes towards physical education and the active workout time. Three groups were formed and each had a different treatment. In the first experimental group (9 boys and 8 girls), one standard class of physical education (PE) was replaced by one lesson of theoretical teaching. The second experimental group (8 boys and 7 girls) had two physical education classes in the opposite shift, which were extended from the standard 45 to 60 minutes and different modern fitness programs were applied to them. The control group (8 boys and 8 girls) had a normal school schedule and two standard PE per week. The effects of the treatments were evaluated by comparing the numerical data from the pre-test and post-test. The results of the statistical analysis revealed that the groups at the beginning of the experiment were homogeneous (not differ in any variable). In both experimental groups, more positive attitudes towards PE were formed during the experiment. A significant improvement in motor abilities was achieved only in the second experimental group that had extended classes in the opposite shift. At the same time, there were no statistically significant changes in any variable in the control group. The longest active workout time achieved in the second experimental group when elements of modern fitness programs used.