The effects of physical education on changes of basic motor skills of female students in the fifth grade of elementary school

The aim of the research was to determine the effects of specially programmed physical and health education with the application of content from sports games (basketball, volleyball, and handball) in the duration of one semester to qualitative changes in situational motor skills in students in the fifth grade of elementary school. The study included 106 pupils of the V class, aged 10 to 11 years, clinically and mentally healthy, and with no pronounced morphological and locomotor impairments. The sample of respondents was divided into two subgroups, an experimental group (53 pupils), who carried out physical education classes according to the modified plan and program of sports games (basketball, volleyball, and handball) for a semester and a control group (53 pupils) who attended regular classes from physical education according to the current curriculum. In order to determine qualitative changes in situational motor abilities, descriptive statistics, T-test, and factor analysis were used. The results of the factor analysis show that there were statistically significant qualitative changes, and based on the results of t-tests it can be concluded that they are statistically significant at levels less than 1% for the SMKVLS variable, and at levels less than 5% for the variables SMRBLZ and SMRVLS. In the final measurement, there was a change in value and thus a difference in the variables of the SMKBLK after the program of work.

The purpose of the research was to measure how well an educational program helped ASD children with their basic communication and motor skills. In addition to determining the degree of the program's effectiveness in improving children with ASD's basic communication and motor skills after one month of participation. 40 children with ASD were split evenly between two groups of 20 (experimental) and 20 (control). The post-measurement communicative skills scale and basic motor skills mean scores of the control and experimental groups showed substantial statistical differences, favoring the experimental group. The study also revealed substantial statistical differences in the experimental groups mean scores in communication skills and basic motor skills before and after the program's implementation, favoring the dimensional measurement. Additionally, neither the post-test nor the follow-up assessments of the experimental group's communication skills or basic motor skills revealed any statistically significant changes. Keywords: Educational Program, Communication Skills, Basic Motor Skills, ASD

This study aimed at investigating the significant effect of realistic mathematic approach problem solving-based with concrete media towards mathematic achievement in fifth grade of elementary school in Gugus I Kecamatan Banjar Kabupaten Buleleng in academic year 2017/2018. This was a quasi-experimental research utilizing non-equivalent post-test only control group design. There were 134 students from fifth grade Gugus I Kecamatan Banjar Kabupaten Buleleng as the population of this study. The samples of this study were 60 students which consisted of 30 students from fifth grade of SDN 3 Kaliasem as experimental group and 30 students from fifth grade of SDN 3 Temukus as control group. The samples were chosen using random sampling technique. The data of mathematic achievement result collected by using method test with mathematic achievemen tresult test instrument, in from of multiple choice. The obtained data were analysed descriptively and inferentially t-test. The comparison of mean score from experimental and control group reveals that higher score than the control one (19,36>13,70). Hypothesis testing shows that tobserved is higher than t critical value (9,39>2,05) at the level of significance 5%, hence H0 is rejected and H1 is accepted. This indicates that investigating the significant effect of realistic mathematic approach problem solving-based with concrete media towards mathematic achievement in fifth grade of elementary school in Gugus I Kecamatan Banjar Kabupaten Buleleng in academic year 2017/2018.

We assessed the association between socioeconomic status at residential area-level in the 24 wards of Osaka City, differentiated by indices of mean income-related deprivation, and inequalities in childhood obesity and emaciation. Data from representative samples of 26474 schoolchildren (first and fifth grades of elementary school, and third grade of junior high school [i.e. ninth grade of elementary school]) in Osaka City taken from a somatometric check in spring 2016 were analyzed. The cross-sectional association between socioeconomic factors, that is, the census-based annual income of each ward, and the prevalence of childhood overweight/obesity and emaciation, was examined. The prevalence of overweight/obesity in boys and girls in the first and fifth grades of elementary school and the third grade of junior high school was 3.98% and 4.53%, 10.18% and 8.69%, and 7.02% and 5.55%, respectively. The prevalence of emaciation in boys and girls in the first and fifth grades of elementary school, and the third grade of junior high school was 0.14% and 0.10%, 0.46% and 1.06% and 3.95% and 3.05%, respectively. Mean physical value, expressed as % degree of overweight, had a negative correlation with mean annual income of each ward in girls in the first and fifth grades of elementary school, girls in the third grade of junior high school and boys in the first grade of elementary school. Overweight/obesity at school age is greatly affected by poverty. Efforts should be made to prevent emaciation not only in girls, but also in boys, in junior high school.

O objetivo dessa pesquisa foi testar um programa de Educação Física na Educação Infantil, visando verificar o impacto de um ensino sistematizado nas unidades de conteúdo, a saber: a) habilidades motoras básicas; b) conhecimento das partes do corpo; c) noção de educação física. Foi feita uma comparação entre duas turmas, compostas por 35 crianças de quatro anos, de uma escola da Rede Municipal de Educação Infantil de São Paulo. Uma das turmas, denominada grupo experimental, teve aulas de educação física com duração de 50 minutos, duas vezes por semana, enquanto a outra, denominada grupo controle, não participou de aulas de educação física. Os dois grupos foram submetidos a cinco testes: três de habilidades motoras básicas (saltar, arremessar e equilíbrio), um sobre o reconhecimento das partes do corpo e uma entrevista visando avaliar a noção do que é educação física. A mesma avaliação foi realizada novamente ao final do programa, após seis meses letivos. Nos testes de habilidades básicas, as crianças foram classificadas em estados de desenvolvimento (GALLAHUE & OZMUN, 2001). Na identificação das partes do corpo foi realizada uma estatística descritiva sobre as respostas. A entrevista sobre a noção de educação física foi interpretada mediante análise de conteúdo (TRIVIÑOS, 1987). Os resultados evidenciaram mudanças significantes e positivas nos dois grupos para as habilidades de saltar e equilí- brio, indicando influência do processo maturacional e de experiências extra aulas de educação física e não a influência do programa. Na habilidade de arremessar, verificou-se mudanças significantes e positivas nos dois grupos com superioridade para o grupo experimental, indicando efeito do programa. Em relação aos conteúdos conceituais o grupo experimental apresentou aprendizagem superior à do grupo controle na noção de educação física. Na identificação das partes do corpo, os dois grupos demonstraram aprendizagem, sendo que o grupo experimental foi superior que o grupo controle em um dos componentes. Os resultados demonstram a necessidade de se considerar o tempo de prática necessário ao desenvolvimento das habilidades motoras básicas, remetendo-se a perspectiva do aprender a aprender. Além disso, verifica-se a importância de se considerar os conteúdos em educação física escolar, não só na dimensão procedimental, mas também nas dimensões conceitual e atitudinal.

Purpose: Determining the state of the student and his situational-motor skills, and their comparison, enables the teacher to control his work in an immediate manner, and he programmes and implements well planned and additional contents in order to realize the set goals. In order to achieve these functions, it is necessary to determine the current state of the students, as well as the state after the implemented specific contents and programs. The aim of the research was to determine the partial changes (differences) of situational-motor abilities that were created under the influence of a four-month program of basketball, volleyball and handball in the pupils of the fifth grades of elementary school. Material: The study included N = 106 class V students, aged 10 to 11 years. The sample of respondents was divided into two subgroups, an experimental group (53 students), who conducted physical and health education classes according to the modified plan and program of sports games (basketball, volleyball and handball) for a half-year and control group (53 students) who attended regular classes from physical and health culture according to the current curriculum. 9 variables were used to assess situational-motor abilities. Descriptive statistics and discriminatory analysis were used to determine the changes (differences) in situational-motor skills. Results: The results of the research at the descriptive level showed certain differences between the groups in the final versus the initial measurements on the individual variables of situational motors. Based on the results of the discriminatory analysis, the relative contribution of each of the variables of the situational motor in the final measurement is seen. The SMKVLS (Running the ball with your hand in the slalom) and SMRBLZ (Throwing the ball against the wall for 30 seconds) variables are the biggest contributors, and the smallest SMOGCPM (Aiming the goal over the net from the basic stand) and SMOSD (Lower frontal serve). Conclusions: Physical and health culture in schools has the primary task of influencing positive transformation processes in all dimensions of students by applying appropriate content.

The purpose of this study, the effect of the situated game teaching model through setplays, which is an innovative model, on basic motor skills was investigated. In addition to the applications within the scope of the current curriculum, educational games applied for 8 weeks were conducted with situated game teaching model through setplays and their effects on basic motor skills were examined. Experimental and control groups included 62 2nd grade students in the 2020-2021 academic year. For 8 weeks, children were made to play with situated game teaching model through setplays 2 days a week and 40 minutes each. The short form of the second version of the Bruininks-Oseretsky Motor Proficiency Test (BOT-2) was used as a measurement tool. Prior to the applications, the first tests of both the experimental group and the control group were taken, and after the applications, the final tests of both groups were taken. After the normality test, repeated measures ANOVA and SIMPLE EFFECTS tests were applied for mixed measures at α=0.05 significance level to determine whether there was a difference between the basic motor development levels depending on the program applied to the study groups and the duration of the study. A statistically significant difference was found between the 6 subtests of BOT-2 (Fine Motor Sensitivity and Integrity, Balance, Running Speed and Agility, Hand-Arm Coordination, Power) and Total Motor Compound values. As a result, educational games applied and situated game teaching model through setplays positively affect basic motor skill levels. Keywords: Situated game teaching, model, setplays, motor development, physical education.

This study aimed to examine the effects of basketballtraining in adolescents with intellectual disabilities ontheir basic motor abilities, speed, strength, balance, andcoordination. For this aim 70 boys (aged 16 – 19 years)who were attending one of four Special Education Centresin Zagreb and Karlovac, all classified as light or mild IDaccording to their intelligence quotient of ≤ 70, were dividedinto two groups which underwent 6 months of supervisedphysical activity program. The experimental group (EG,N=34) had three times a week one hour of special basketballtraining, while the control group (CG, N=36) had threeregular physical education classes prescribed by the planand program of the Ministry of Science and Education ofthe Republic of Croatia. Both groups were tested with abattery of 12 tests to evaluate their basic motor abilities atthe start and the end of the experiment.The final results of the study led to the conclusion thatthe size of the changes from the initial to the final stateis different for the groups that were subjected to differenttreatments. The group subjected to basketball trainingshowed a greater sensitivity to kinesiology treatment, thatis, this treatment produced a greater effect on the subjects’basic motor skills than physical education treatment.Physical education did not lead to significant changes inthe number of monitored abilities, which of course leads tothe question of the regularity of the conception, that is, thecontent and modalities of physical education.

본 연구는 기본운동능력 중심의 신체활동이 유아의 기초체력과 자기효능감에 미치는 영향을 알아보고, 유아교육현장에서 활용 가능한 효과적인 신체활동 운영 방안을 제안하고자 하는데 그 목적이 있다. 본 연구의 대상은 강원도 소재의 공립 유치원에 재원 중인 4세 유아 28명이다. 실험집단은 기본운동능력 중심 신체활동 전후에, 통제집단은 자유놀이 중심 바깥놀이 전후에 기초체력과 자기효능감을 측정하여 비교하였다. 본 연구의 결과, 첫째, 기본운동능력 중심 신체활동을 실시한 실험집단의 유아들이 통제집단의 유아들에 비해 기초체력 요소인 유연성, 지구력, 평형성, 민첩성에서 통계적으로 유의미한 향상을 보였다. 둘째, 기본운동능력 중심 신체활동을 실시한 실험집단의 유아들이 통제집단의 유아들에 비해 자기효능감의 하위요소인 인지적 자기효능감과 신체적 자기효능감에서 통계적으로 유의미한 향상을 보였다. 따라서 본 연구 결과를 통해 기본운동능력 중심의 신체활동이 유아의 기초체력과 자기효능감에 긍정적인 영향을 미치는 것으로 나타나 교육 현장에서 의미 있는 교수 방법의 하나로활용해 볼 가치가 있음을 시사한다.The purpose of this study is to investigate the effects of physical activities centered on basic motor skill on young children’s basic physical strength and self-efficacy, and to propose an effective method of operating physical activity that can be used in the field of early childhood education. The subjects of this study were 28 4-year-old children enrolled in a public kindergarten in Gangwon-do. The basic physical strength and self-efficacy were measured and compared before and after physical activity centered on basic motor skill for the experimental group, and before and after free play centered outside play for the control group. The results of this study are summarized as follows. Firstly, the children in the experimental group who participated basic motor skill-centered physical activities showed statistically significant improvement in basic physical strength factors such as flexibility, endurance, balance, and agility compared to the children in the control group. Secondly, the children in the experimental group who participated basic motor skill-centered physical activity showed statistically significant improvement in cognitive and physical self-efficacy, which are sub-factors of self-efficacy, compared to the children in the control group. Therefore, the results of this study suggest that physical activity centered on basic motor skill has a positive effect on children's basic physical strength and self-efficacy, implying that it is one of the meaningful teaching methods in the educational field.

This research aims to improve basic locomotor movement skills in grade 5 elementary school students through active learning interventions based on traditional games. In this research, researchers used a quasi-experimental research design with stratified random sampling. Two groups of students were selected, where one group was given active learning intervention, while the other group was a control group that received conventional learning. The research instruments used included basic movement skills tests, student response questionnaires, participant observation, and field notes. The collected data was analyzed using descriptive statistical methods and the T test to compare the differences between the two groups before and after the learning intervention. The statistical calculation method used was the T test, which was used to compare the differences between the experimental group and the control group in terms of improvement in basic locomotor movement skills after the intervention. By using the T test, researchers can evaluate whether there are significant differences between the two groups and whether traditional game-based active learning interventions are effective in improving the basic movement skills of grade 5 elementary school students. The research results show that traditional game-based active learning interventions have a significant positive impact in improving basic locomotor movement skills in grade 5 students. This shows the important potential of interactive and fun learning methods in improving the quality of learning and the development of students' motor skills. In conclusion, active learning interventions based on traditional games can be effective in improving basic locomotor movement skills in grade 5 elementary school students. This research provides important implications for the development of a more inclusive and student-centered curriculum at the elementary school level.

Background and aims: In the construction of primary schools' basic motor skills sensory integration sports model, the study also entered a new teaching concept model, which is the original physical education curriculum model to deepen the reform, highlighting the health goals of the construction of the curriculum model, the value of which includes physical health, improve mental health, and enhance social resilience of a training model. This paper aims to help Chinese primary school students improve sensory integration disorder and basic motor skills ability in the lower grades of primary school, a physical education model of basic motor skills in primary schools was constructed. Materials and methods: In this study, the questionnaire method and expert interview method were used to collect data from 50 teachers and 1000 first-grade students, and a sample of 390 students and 50 teachers were selected to study the current status of basic motor skills and sensory integration ability of primary school first-grade students and then used Delphi technology, focus groups, and Connoisseurship to determine the basic motor skills sensory integration physical education teaching model in primary schools. Results: The study shows that the experts participating in the study recognize the integration of sensory integration teaching mode and basic motor skills teaching mode, and the basic motor skills sensory integration physical education teaching mode in primary schools is consistent with the standard concept of Chinese physical education and health curriculum, which is an expansion and extension of the teaching content of physical education courses to help students' all-round physical and mental development. Conclusions: The study underscores experts' validation of integrating sensory and motor skills teaching in Chinese primary school physical education. This innovative approach aligns with holistic curriculum goals, promoting students' comprehensive physical and mental development.

Introduction: The use of animated videos in physical education learning in primary schools has great potential in improving students' motivation and motor skills. The background of this study stems from the problem of low levels of student participation in physical education lessons, which is often caused by students' lack of motivation and understanding of the physical movements being taught. Objective: To overcome this problem, this study aims to evaluate the effectiveness of using animated videos in increasing motivation as well as basic motor skills of lower grade elementary school students. Methodology: The method used in this study was a true experimental design with two groups, namely the experimental group that used animated videos as learning media and the control group that did not use this media. Data were collected through motor skill tests and motivation questionnaires, then analysed using the N-Gain test to measure the difference between pre-test and post-test results. Results: The results showed that the use of animated videos significantly contributed to improving basic motor skills as well as students' motivation to participate in physical education activities. Animated videos allow students to see and understand physical movements more clearly, which makes it easier for them to practice them. In addition, attractive animated videos are also able to increase students' level of engagement in the lesson. Conclusions: In conclusion, the application of animated videos in physical education learning is effective for improving students' motivation and basic motor skills. Therefore, the use of this technology can be an effective solution in improving the quality of physical education in primary schools.

This study was aimed at investigating whether or not there was a significant effect of the implementation of Big Book as media on reading comprehension achievement of the fifth grade students. This study was conducted in SD Laboratorium Undiksha Singaraja in the form of an experimental research with post-Test only Control Group Design. The population was the fifth grade in which two classes were selected as the sample of the study. Then, the samples were decided as the experimental group and control group by using lottery. The experimental group was taught by using Big Book as media and the control group was taught by using conventional media. The data were analyzed by using t-test through SPSS 17.0. The result of the data analysis showed that students in experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 85.51 while the mean score of the control group was 75.56. The result of the t-test also showed that the value of Sig (2-tailed) 0.000 was less than 0.05. It can be concluded that there was a significant difference of reading comprehension achievement between students treated with big book as media and those treated using conventional media at fifth grade of elementary school in SD Laboratorium Undiksha Singaraja.

هدف البحث إلى التعرف على أثر بيئة التعلم المعکوس القائمة على مساعدات التذکر في علاج مشکلات تعلم القراءة لدى تلاميذ المرحلة الابتدائية من ذوي صعوبات التعلم، وذلک من خلال تحديد مهارات القراءة الجهرية اللازم توافرها لدى تلاميذ الصف الخامس الابتدائي ومن ثم تحديد مشکلات تعلم القراءة لديهم لعلاجها، وتم تطبيق أدوات البحث على عينة مکونة من (75 ) تلميذا من تلاميذ الصف الخامس الابتدائي بالمرحلة الابتدائية، وتم تقسيم العينة إلى ثلاث مجموعات، عدد کل مجموعة (25) تلميذا، المجموعة التجريبية الأولى( استخدمت التعلم المعکوس مع مساعدة التذکر التوليف القصصي)، والمجموعة التجريبية الثانية ( استخدمت التعلم المعکوس مع مساعدة التذکر الخرائط المفاهيمية)، والمجموعة الثالثة مجموعة ضابطة استخدمت طريقة التدريس السائدة التقليدية، وتم تطبيق أدوات البحث المتمثلة في اختبار تحصيلي، وبطاقة الملاحظة على المجموعات الثلاث قبليا وبعديا، واستخدمت الباحثة نموذج تصميم الدسوقي (2012) ومنصة التعلم الإلکترونية إدمودو(Edmodo)، وقد توصلت الباحثة إلى وجود أثر لتطبيق البحث وأن هناک فرق دال احصائيا بين متوسطات درجات المجموعتين التجريبيتين الأولى والثانية والمجموعة الضابطة في التطبيق البعدي في کل من الاختبار التحصيلي، وبطاقة الملاحظة لمهارات القراءة الجهرية لصالح المجموعتين التجريبيتين بدرجة تفوق المجموعة الضابطة. The aim of the research is to identify the impact of the flipped learning environment based on memory aids in treating the problems of reading learning among elementary school students with learning difficulties, by identifying the skills of reading aloud that are necessary for the fifth grade pupils and then identifying the problems of reading learning they have to sole, the research tools were applied to a sample of (75) pupils from the fifth grade of elementary school at the elementary level, and the sample was divided into three groups, the number of each group is (25) pupils. The first experimental group (used flipped learning with the aid of recollection the story synthesis), the second experimental group (used flipped learning with the aid of recollection the concept maps), and the third group was a control group that used the traditional dominant teaching method. The research tools represented in the achievement test and the observation card were applied to the three groups before and after. The researcher found that there is an impact of the application of the research and that there is a statistically significant difference between the mean scores of the first and second experimental groups and the control group in the post application in both the achievement test and the observation card for the skills of reading aloud in favor of the two experimental groups to a degree than the control group.

ObjectiveThis study aimed to develop functional badminton games for preschool children and investigate their efficacy in promoting basic motor skills and sensory integration.MethodsSixty children aged 5–6 years were randomly assigned to an experimental group or a control group. The experimental group received a 12-week intervention consisting of functional badminton games, while the control group participated in regular physical activities. Measures of physical fitness, basic motor skills, and sensory integration were assessed at baseline and post-intervention.ResultsThe control group demonstrated significant improvements in the grip test, 15-meter steeplechase test, sit-and-reach test, standing long jump, locomotor subtest, ball skills subtest, and proprioception (P < 0.01). The experimental group demonstrated significant enhancements in BMI, grip test, 15-meter steeplechase test, sit-and-reach test, standing long jump, vestibular function, tactile defensiveness, proprioception (P < 0.01). All basic motor skill indicators in the experimental group exhibited significant improvements (P < 0.01) with large effect sizes (d > 0.80). Between-group comparisons revealed that the experimental group achieved significantly greater improvements in locomotor subtest, ball skills subtest, and vestibular function(P < 0.0167).ConclusionFunctional badminton games effectively enhance physical fitness, promote healthier BMI, and improve basic motor skills and sensory integration in preschool children. While regular physical activities also improve physical fitness, basic motor skills and proprioception, but they demonstrate limited effects on balance, BMI, vestibular function, tactile defensiveness, and learning ability. The findings indicate that functional badminton games are superior to conventional physical activities in enhancing basic motor skills and sensory integration, representing a valuable approach for promoting motor development in preschool children.