Abstract
The purpose of the study was to determine the priority of motor skills in the motor fitness structure of 8-year-old girls. Materials and methods. The study participants were 40 8-year-old girls. The children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. The study used the following research methods: analysis of scientific and methodological literature, pedagogical observations, testing of motor fitness, probabilistic approach to assessing the learning process, methods of mathematical statistics. In the experiment, the study controlled the level of proficiency in the following exercises: “Shoulder stand”, “Bridge from supine position”, “One leg swing upward circle”. Results. The level of fitness of the 8-year-old girls is homogeneous by the development of “agility”, “movement coordination”, “speed strength”, and “endurance”; inhomogeneous – by the development of flexibility, arm strength, vestibular stability, and the level of proficiency. The most informative indicators that determine the level of the 8-year-old girls’ motor fitness are: No. 14 “One leg swing upward circle, level of proficiency” (r = 0.890); No. 7 “Mixed hang rope pull-ups, times” (r = 0.889); No. 13 “Bridge from supine position, level of proficiency” (r = 0.842). Conclusions. Based on factor analysis, it was found that the level of proficiency in exercises influences the variation of testing results, and the development of motor skills is a priority in the educational process at primary school. The level of proficiency in the exercises “Shoulder stand” and “One leg swing upward circle” shows that the exercises are difficult for 8-year-old girls to perform. Based on the data analysis, it can be argued that the comprehensive development of motor abilities ensures the formation of motor skills, and the improvement of the level of development of 8-year-old girls’ arm flexors and vestibular stability will positively influence the educational process effectiveness.
Highlights
IntroductionThe studies by Krutsevych (2012), Krutsevych, Napadii, and Trachuk (2014) elaborated on the concept of improving secondary school physical education programs and periodizing schoolchildren’s physical training in the educational process
The studies by Krutsevych (2012), Krutsevych, Napadii, and Trachuk (2014) elaborated on the concept of improving secondary school physical education programs and periodizing schoolchildren’s physical training in the educational process.Particular attention is paid to the physical education of primary schoolchildren (Krivolapchuk & Chernova, 2019; Ivashchenko, 2020; Khudolii, Iermakov, & Bartik, 2020)
It was found that the level of proficiency in exercises influences the variation of testing results, and the development of motor skills is a priority in the educational process at primary school
Summary
The studies by Krutsevych (2012), Krutsevych, Napadii, and Trachuk (2014) elaborated on the concept of improving secondary school physical education programs and periodizing schoolchildren’s physical training in the educational process. Particular attention is paid to the physical education of primary schoolchildren (Krivolapchuk & Chernova, 2019; Ivashchenko, 2020; Khudolii, Iermakov, & Bartik, 2020). Studies considered the issues of children’s age-related development (Krivolapchuk, Chernova, & Gerasimova, 2020); Krivolapchuk, Gerasimova, Myshiakov, & Chicherin, 2020), learning process (Khudolii, Ivashchenko, & Chernenko, 2013; Khudolii, & Chernenko, 2013), motor abilities development (Chernenko, 2009; Titarenko, 2010; Khudolii & Titarenko, 2012). Further research is needed to determine the priority of motor skills development in the primary school educational environment
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