The effect of aerobic running on children's thinking and endurance

Abstract

The aim is to assess the impact of prolonged running on the endurance and thinking indicators of children aged 9-10 years in physical education classes at school. Methods – the pedagogical experiment was conducted for 4 months on the basis of the secondary general educational school 60 (Kirov, Russia), 120 schoolchildren from the third grades took part in it. 34 physical education lessons were held in each class. Schoolchildren from the control group were engaged in a standard physical education program for younger schoolchildren. The children from the experimental group also worked within the framework of the usual program, but during each lesson they performed a long run of 6 minutes. Overall endurance was assessed using the K Cooper (6 minutes) test, the students' thinking was evaluated by the "Simple Analogies" test. Both tests were performed before and after the pedagogical experiment. Results – before the start of the study, there were no significant differences between classes in both tests (p>0.05). After the end of the study, the performance of children in the control group improved in the endurance test by 6.8% and 7.2% (p>0.05), and in the experimental group improved by 24.9% and 18.9% (p<0.05). In the thinking test, the indicators of the control group increased by 7.3% and 8.4% (p>0.05), and in the experimental group by 24.8% and 23.5% (p<0.05). Conclusion – long running can be introduced into the physical education program at school to improve endurance performance and thinking of schoolchildren 9-10 years old. Keywords: Health, Physical culture, Aerobic abilities, Physical qualities, Psychodiagnostics, School curriculum.