The Relationship Between Physical Activity and Content of the Physical Education Classes in Lithuanian Schoolchildren of 11 – 12 Years Old. The Pilot Study / Odnos tjelesne aktivnosti i sadržaja nastavnih satova tjelesnog i zdravstvenog odgoja kod litvans

Emeljanovas, Arūnas; Miežienė, Brigita; Putriūtė, Vitalija

doi:10.15516/cje.v17i1.1143

Cited by 8 publications

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“…Hence, maximum active movement time in PE should be a public health priority (3). There is evidence to suggest that students' PA levels vary by PE lesson content (7)(8)(9). Researchers also emphasize the supportive role that PE teachers play in PA motivation both in and out of school (10).…”

Section: Introductionmentioning

confidence: 99%

The Direct and Indirect Relationships Within the Extended Trans-contextual Model for Moderate-to-vigorous Physical Activity

et al. 2021

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Given the low levels of physical activity (PA) in adolescence, there are challenges to increasing students' PA outside of the school setting. Thus, researchers emphasize the supportive role that physical education (PE) teachers can play in PA motivation both in and out of school. The aim of the present study was to examine an expanded trans-contextual model (TCM) model for the transit of teachers' perceived support of students' autonomy in terms of contextual and situational motivation in PE to objectively measured moderate-to-vigorous physical activity (MVPA) in PE across different PE contents as well as to the motivational sequence for, and participation in, subjective MVPA during leisure time. This cross-sectional study involved 283 high school students, of whom 43.9% were boys. The autonomous support students received and other motivational factors and objective measures of MVPA in PE and subjective MVPA in leisure time were measured. The results indicate that support for autonomy was significantly and directly related to needs satisfaction (β = 0.61, p < 0.001) and indirectly to autonomous motivation in PE (β = 0.19, p < 0.001) and leisure time (β = 0.16, p < 0.001), intention in PE (β = 0.03, p < 0.05) and leisure time (β = 0.07, p < 0.001), and leisure time MVPA (β = 0.04, p < 0.001), although not MVPA in PE. Gender was a significant covariate for both MVPA in PE (β = −0.62, p < 0.001) and MVPA in leisure time (β = −0.37, p < 0.001), with higher MVPA in boys than girls. This study filled a gap in the scientific literature by demonstrating the full motivational sequence resulting in actual MVPA in PE classes. It also demonstrated that the main goal of PE of enhancing PA not only in school but also outside of school is working. The main motivator is needs satisfaction based on PE teachers' support.

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Section: Introductionmentioning

confidence: 99%

The Direct and Indirect Relationships Within the Extended Trans-contextual Model for Moderate-to-vigorous Physical Activity

et al. 2021

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“…The main tasks being addressed in physical education of schoolchildren are to optimize children's physical development (Balsevich, 2000;Ilyin, 2003), to improve their motor abilities, to promote and protect their health (Vlasenko, & Nosko, 2000;Emeljanovas, Mieziene, & Putriute, 2015).…”

Section: Introductionmentioning

confidence: 99%

Movement Coordination: Factor Structure of Development in 5th-7th Grade Girls

Іващенко

Prykhodko²,

Cieslicka

2018

Teor. metod. fiz. vihov.

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The study objective is to determine the structure of coordination abilities development in 5 th -7 th grade girls. materials and methods. The participants in the study were 5 th grade girls (n = 20), 6 th grade girls (n = 23), 7 th grade girls (n = 19). The study used the following methods: analysis and collation of scientific and methodological literature, general scientific methods of theoretical level, such as analogy, analysis, synthesis, abstraction, induction, as well as general scientific methods of empirical level: observation, testing, experiment. To evaluate motor preparedness, the study recorded the results of motor tests, body height and weight. The IBM SPSS 20 statistical analysis software was used to process the study materials. A factor analysis was performed, for which the study used principal component analysis with the rotation method: Variamax with Kaiser Normalization. results. The analysis of similarities shows that the most informative tests in the structure of motor preparedness of the 5 th grade girls are the following: test 11 "Evaluation of the ability for vestibular (statokinetic) stability. Running with turns" (.884), test 9 "Static equilibrium evaluation by E. Ya. Bondarevsky's method" (.826), test 6 "Evaluation of the sense of movement speed in sprinting" (.824); of the 6 th grade girls -test 11 "Evaluation of the ability for vestibular (statokinetic) stability. Running with turns" (0.884), test 9 "Static equilibrium evaluation by E. Ya. Bondarevsky's method" (.826), test 6 "Evaluation of the sense of movement speed in sprinting" (.824); of the 7 th grade girls -test 8 "Evaluation of the ability to differentiate movement speed (reproduction accuracy of running speed at 90% intensity of maximum)" (.902), test 11 "Evaluation of the ability for vestibular (statokinetic) stability. Running with turns" (.900), test 1 "30 m running (s)" (.869). conclusions. In the structure of coordination abilities of the 5 th -7 th grade girls, the most informative components are the sense and differentiation of running speed, vestibular stability in exercises that require static and dynamic equilibrium. To carry out pedagogical control of coordination preparedness of 5 th -7 th grade girls, the study recommends using the following tests: test 11 "Evaluation of the ability for vestibular (statokinetic) stability. Running with turns", test 9 "Static equilibrium evaluation by E. Ya. Bondarevsky's method", test 6 "Evaluation of the sense of movement speed in sprinting".

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“…Jedna od ključnih strategija za unapređenje kvalitete nastave tjelesne i zdravstvene kulture jest provedba dobro osmišljenog kurikula, koji za cilj ima maksimalno povećanje tjelesne aktivnosti na nastavi i angažiranost djece (Emeljanovas, Mieziene, & Putriute, 2015). S tim u vezi jedna je od mogućnosti za povećanje tjelesne aktivnosti i učinkovitosti nastave tjelesne i zdravstvene kulture primjena grupnih fitness programa.…”

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“…One of the key strategies for improving the quality of PE is implementation of a well-designed curriculum aiming to maximally increase physical activities in classes and engagement of children (Emeljanovas, Mieziene, & Putriute, 2015). With regard to this, one of the ways to increase physical activity and efficiency of PE classes is the application of group fitness programmes.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Applying Innovative Curriculum in Physical Education Classes / Učinkovitost primjene inovativnih programskih sadržaja u nastavi tjelesne i zdravstvene kulture

Mandarić

Jovančević²,

Halasi

et al. 2018

Croatian Journal of Education

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The aim of this research was to identify the effect of programmed classes of step aerobics in 7 th grade female pupils. The research was conducted on the sample of 63 seventh-grade female pupils, divided into the experimental (n=32) and control (n=31) target groups. The effects of step aerobics were observed in the area of motor abilities (16 variables) and cardio-respiratory functions (3 variables). The step aerobics classes lasting eight weeks and conducted within regular PE classes represented the experimental factor. ANOVA 2x2 results indicate that step aerobics classes statistically significantly contributed to the improvement of 15 variables of the experimental group compared to the control group in the area of motor abilities and all variables in the area of cardio-respiratory functions. The greatest improvement was detected in non-rhythmic drumming (F=263.43; p<0.001), hand and feet drumming (F=103.83; p<0.001) and maximum oxygen consumption (F=104.29; p<0.001). Based on the obtained results, we can conclude that step aerobics classes, as an innovative programme component, have practical use in teaching aiming to distribute exercise in a precise manner and to achieve objectives and tasks of physical education.

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The Relationship Between Physical Activity and Content of the Physical Education Classes in Lithuanian Schoolchildren of 11 – 12 Years Old. The Pilot Study / Odnos tjelesne aktivnosti i sadržaja nastavnih satova tjelesnog i zdravstvenog odgoja kod litvans

Cited by 8 publications

References 0 publications

The Direct and Indirect Relationships Within the Extended Trans-contextual Model for Moderate-to-vigorous Physical Activity

The Direct and Indirect Relationships Within the Extended Trans-contextual Model for Moderate-to-vigorous Physical Activity

Movement Coordination: Factor Structure of Development in 5th-7th Grade Girls

The Effectiveness of Applying Innovative Curriculum in Physical Education Classes / Učinkovitost primjene inovativnih programskih sadržaja u nastavi tjelesne i zdravstvene kulture

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