PROMOTION IN THE PHYSICAL EDUCATION LESSON OF THE THEMATIC CONTENTS PREFERRED BY THE STUDENTS

Abstract

In today's society, where the student is more and more vocal in their choices, physical education and sports have lost ground to technology, with students increasingly interested more in computer games than physical and sports activities. In this context, the present study sought to determine some effective methods, solutions, to revive the discipline of physical education and sports. The objectives of the research were to identify the differences in perception between the children and the specialized teachers, regarding their preferences for approaching certain contents of the physical education and sports lesson. In order to find out which subjects are most appreciated by students, a questionnaire was used, targeting 207 teachers of physical education and sports. Also, the questions regarding the topics valued in the physical education and sports lesson were addressed to a number of 81 children between the ages of 11 and 13. Through the use of the questionnaire, the students' preferences in completing the lesson assignments from the school curriculum were observed. After analyzing the recorded data, we can state that the achievement of the lesson's objectives is closely related to the student's degree of satisfaction. Previous studies have shown that an adequate provision of large, bright, airy spaces, in which to stimulate creativity, increase the emotional state and motivation to move both students and those who carry out the educational process, improving learning results. Restrictive sports activities, based on simplistic ways of conducting the lesson, remove the child from movement and even from spending free time in an active way. As a result of this study, it was found that the students did not have a predisposition for a certain motor quality, but chose all the motor qualities and skills in close proportions, while having a greater preference for sports games. The differences in perception between students and teachers were relatively small. The reluctance of teachers regarding children's perception in approaching resistance or strength as lesson topics has not been generally covered by what children want, the variety of contents being essential for children. Such research approaches are very useful, both for a good diagnosis of the lesson from both perspectives, allowing the possibility of intervention regarding the improvement of the perception and the results obtained by the students. What the teachers perceive from the students during the didactic activity and the ease of studets approaching certain contents is a point of interest that needs to be subjected to a wider future research.