The Formative Possibilities of Movement Games as Perceived by the Participants in the Middle School Teaching Process

Abstract

The movement games constitute an important means through which the goals of physical education can be achieved. The aim of this research was to determine, through a sociological approach, what are the main values that influence the pupils’ formation, by identifying their manifestations and their perception regarding the importance of the movement games used in the middle school physical education lesson. The research was conducted between December 2012 and March 2013, on a group of 150 middle school pupils from 5 Bacau schools at which the third year undergraduate students from the Faculty of Movement, Sports, and Health Sciences had their pedagogical practice. The study consisted in conducting an inquiry in a representative group of pupils from pre-university education. It can be said that this scientific endeavour contributes to directing the current management of the instructional process toward actions that are beneficial to a complex training of the middle school pupils. The playful and emulating character of the movement games constitute elements that increase the pupils’ interest for the teaching activity, mobilizing their energy, and emotionally stimulating them.