Regular Physical Education Classes Research Articles

소규모 초등학교 학생의 방과후학교 스포츠 활동 경험과 교육적 의미

Objectives The purpose of this study was to examine the after-school sports activity experiences of elementary school students in a small-scale setting and explore the educational implications of these experiences. Methods To achieve this, data were collected from 6 students in grades 3 to 6 who participated in after-school sports activities at a small-scale elementary school during the first semester from March to July 2023. Data col-lection involved participant observation, in-depth interviews, and document analysis. The data were analyzed us-ing iterative comparative analysis, and the credibility of the research was ensured through triangulation, peer dis-cussions, and confirmation from research participants. Results The students' experience in small-scale elementary school after-school sports activities is described as “Reviving the Spark of Small-Scale School Physical Education.” Due to insufficient preparation in regular physical education classes by homeroom teachers, students had lost interest. In response, after-school sports activities served the purpose of fulfilling the lack of physical activity, bridging care gaps, and providing enjoyable leisure time, positively impacting students' holistic development and self-realization. The educational significance is framed as “Illuminating the Torch of Public Education.” The collaborative format of after-school sports activities facilitated interaction between grade levels, fostering exchange among students. It provided opportunities for mutual learning and motivation between juniors and seniors. Additionally, it contributed to reducing private educa-tion expenses, restoring trust in public education, and offering a broad range of sports experiences. Conclusions The after-school sports activities in small-scale elementary schools provide students with oppor-tunities for growth and development on various levels. Therefore, the activation of physical education activities in small-scale elementary schools is necessary.

Effects of slackline training during active breaks and free-time activities break at school on children's attention: a comparison of two-intervention methods

Purpose: To describe the effects of two interventions, regular Physical Education classes plus free active break times and school Physical Education plus Slackline classes during free time, on the attention of schoolchildren. Methods: This is a quasi-experimental study with a quantitative approach. Two groups participated in the interventions: body balance training (Slackline group) (n: 10; age: 7,8±1,93) and free-time activities break (FTA group) (n: 10; age: 7,8±1,22). Attention was assessed using the D-2 test. Repeated measures ANOVA was used. The magnitude of the effect size was estimated by the partial squared eta - η2p. Results: When we analyzed the interactions between time*group, it was not possible to find significant changes attributed to the specificities of the one intervention group, with most results having a medium effect size (η2p≥ 0.06 ≤ 0.25). The results of the paired analysis confirmed that both groups improved the results over time, but the slackline group showed changes with a slightly greater magnitude. Conclusions: Our results demonstrate that in free time, both free physical activities and body balance training are effective for children's attention. However, pairwise analysis revealed that both groups demonstrated improvements over time, with the slackline group showing slightly greater changes in magnitude. Key words: Postural Balance, Physical Education and Training, Exercise, Psychomotor Performance, Cognition

Eight weeks of high-intensity interval vs. sprint interval training effects on overweight and obese adolescents carried out during the cool-down period of physical education classes: randomized controlled trial.

The aim of this study was to evaluate the effect of sprint interval training (SIT) and [high intensive interval training (HIIT)] carried out during the cool-down period of the physical education classes on body composition, blood pressure variables (BP) and pulse rate (PR), and cardiorespiratory fitness of adolescents who are overweight and obese, and to compare the differences in enjoyment in response to SIT vs. HIIT. For this randomized controlled trial, forty-five adolescents were recruited from a high school and were randomly placed into three groups. SIT and HIIT trained for 8 weeks, twice a week, for 12 min/session. Experimental group (EG) 3 was the control, and they maintained their regular physical education class schedule. The SIT group performed 6 sets of 60 s of work (90-95%HRmax) / 60 s of rest (50-55%HRmax), and the HIIT group performed 3 sets of 2 min of work (80-85%HRmax) / 2 min of rest (50-55%HRmax). Both experimental groups showed a significant improvement in fat mass (FM) (%) and trunk FM (kg). In addition, EG2 reported a significance improvement in lean mass (kg), blood pressure BP (mmHG), systolic blood pressure (SBP) (mmHg), diastolic blood pressure (DBP) (mmHg), PR (bpm), and VO2max (ml/kg/min). The present study found that a HIIT protocol performed during the cool-down period of the physical education classes generated adaptations such as improvement in body composition, BP variables and PR, and cardiorespiratory fitness, in overweight and obese adolescents. In contrast, the group of overweight and obese adolescents who performed SIT showed limited benefits, with changes in fat mass only.

The Effect of a Table Tennis Exercise Program With a Task-Oriented Approach on Visual Perception and Motor Performance of Adolescents With Developmental Coordination Disorder.

In this study we investigated the effects of an 8-week table tennis exercise program with a task-oriented approach on visual perception and motor performance of 31 adolescents with developmental coordination disorder (DCD). The participants were identified by their teachers as having greater difficulty than their peers (450 students from three Korean middle schools) in physical education (PE) classes. On the Bruininks-Oseretsky Test of Motor Proficiency-2, these adolescents scored below the 15th percentile and showed difficulties in performing daily life activities due to motor performance problems; they did not have physical defects, intellectual or neurological impairments, or Attention Deficit Hyperactivity Disorder. Of 98 prospective adolescents with PE difficulties, we obtained personal assent and parents' informed consent from 54, and 31 of these met screening criteria for DCD through the Developmental Coordination Disorder Questionnaire-Korean. This final group was divided in non-random fashion (based on the proximal geographic grouping of the children's schools) between an experimental group (n = 16) and a control group (n = 15). The experimental group participated in the 8-week task-oriented table tennis training program with three 90-minute sessions per week, while the control group only participated in regular PE classes twice per week. We measured participants' visual perception and motor performance in the same environment before and after the intervention program. Participants' visual perception was significantly more improved in the experimental group than the control group, with specific improved skills in visual-motor search, visual-motor speed, figure-ground, and visual closure; copying and perceptual constancy skills did not improve significantly. In addition, total motor performance and motor sub-skills, including fine manual control, manual coordination, body coordination, strength, and agility were significantly more improved in the experimental group than in the control group. Thus, our task-oriented table tennis exercise program was of greater assistance than general PE classes for improving visual perception and motor performance in adolescents at risk of DCD.

Effect of Parachute Training on Heart Rate and Blood Pressure among Physical Education Students

This research aimed to investigate the impact of parachute training on heart rate and blood pressure among a group of 30 students from the Department of Physical Education at Annamalai University, Tamil Nadu, aged between 18 and 24 years. The participants were divided into two groups: the parachute training group (Group I) and the control group (Group II), each comprising fifteen subjects. Group I underwent a twelve-week training program, three days a week, while Group II served as a control with no specific training regimen beyond their regular physical education classes. Pre- and post-training assessments of resting heart rate, systolic and diastolic blood pressure were conducted using the radial pulse method and sphygmomanometer. Analysis of covariance (ANCOVA) was employed to determine significant differences between the groups, with a significance level of 0.05. The findings indicated that twelve weeks of parachute training, three days per week, resulted in a significant enhancement in both resting heart rate, systolic and diastolic blood pressure among the physical education students compared to the control group.

A 16-week school-based intervention improves physical fitness in Slovenian children: a randomized controlled trial.

Introduction: The aim of this study was to evaluate the effects of a 16-week school-based physical activity (PA) intervention on physical fitness (PF) (speed, hand-eye coordination, flexibility) of 8- to 9-year-olds. Methods: A total of seventy-eight boys and girls (boys: n = 45, aged 8.4 ± 4.9years; girls: n = 42, aged 8.6 ± 0.5years) from a school in Slovenia were randomly assigned to either a group with an after-school PA program (EXP) or a control group (CON) that participated exclusively in mandatory physical education (PE). The EXP group engaged in the extracurricular PA program for 60 min twice a week for 16 weeks, concurrent with regular PE classes. The program primarily involved elementary PE games that included elements of athletics (e.g., skipping, push- off running, hopping, crossstepping, and jumping) and gymnastics (e.g., handstand, forward roll, backward roll, hand support jumps, squat jump on a vault box, climbing on horizontal bars, incline benches and ropes, crawling, and jumping rope). Standardized tests appropriate for this age group were used to assess PF, including the sit and reach test (SAR), the 30-meter sprint, and the alternate hand wall toss test at distances of 1.0 and 2.0 m (AHWT 1.0 and 2.0). Results: There was a significant group-time interaction for SAR test (EXP group increase: +1.6 cm, +6.3%; CON group decrease: -0.1cm, -0.4%; p < 0.001, ηp2 = 0.361), and the 30m sprint (EXP group improvement: -0.4 s, -6.3%; CON group decrease: +0.1 s, +1.6%; p < 0.001, ηp2 = 0.193). Similarly, the EXP group improved by +2.1 points (+25.6%) in the 1.0 m wall throw with the alternating hand, while the CON group showed only minimal changes (-0.2 points, -2.4%; p < 0.001, ηp2 = 0.545). No significant interaction was found for the 2.0m toss (EXP and CON group both -0.1 points, -2.6%; p = 0.888, ηp2 = 0.001). Post-hoc analyses with paired t-tests revealed that the EXP group showed significant improvements in SAR test (p < 0.001), 30 m sprint (p < 0.001) and AHWT 1.0 test (p < 0.001), while the CON group showed no significant changes in SAR test (p = 0.533), 30 m sprint (p = 0.150), AHWT 1.0 test (p = 0.186) and AHWT 2.0 test (p = 0.430). Discussion: The results of the study showed that the extracurricular program with only two additional weekly sessions significantly improved the components of PF in 8- to 9-year olds. Significant improvements were observed in the areas of flexibility, speed and coordination, as shown in the SAR test, 30-meter sprint and 1.0-meter handwall toss tests. However, no similar improvements were observed in the 2.0-meter handwall toss, which illustrates the specific areas of impact of the program.

Involvement of students of agricultural universities in physical education based on their needs in motion activity

The article examines the issue of involving students of agricultural universities in physical education, taking into account their needs in physical activity. Important aspects of this process are analyzed, including individual needs and interests of students, creating favorable conditions for physical activity, monitoring and supporting students in their physical activity, as well as cooperation between the university administration and student organizations. The article aims to study the formation of students' motivation to engage in physical education based on taking into account their needs in motor activity. The analysis and generalization of literary data, methods of pedagogical observation, surveys, and a pedagogical experiment were used in the research. 180 students of the 1st and 2nd years took part in the experiment, who were divided into a control group, where they were engaged in physical education according to the system of the general program, and an experimental group, in which physical education classes were conducted with students based on taking into account their needs in motor activity. The motivational and value attitude of students towards physical education classes was determined and the following components were identified: motor, emotional-volitional and cognitive. The criteria for evaluating the development of the motor component was the level of development of physical qualities; emotional-volitional - students' satisfaction with physical education classes; cognitive - manifestation of activity and interest in regular physical education classes. Work with students in the experimental group changed their attitude to physical education. Together with the motivational and value components of the attitude, the levels of students' needs in motor activity were determined: passive-negative; indifferently unstable; positively stable. In the course of the study, it was established that the conduct of classes taking into account the needs of students in motor activity positively changed their attitude to physical education and sports, and attendance at classes improved.

THE EFFECTS OF AN 8-WEEK BALL GAME INTERVENTION ON THE MOTOR ABILITIES OF 6-7-YEAR-OLDS

In the early childhood stages of development, ball games prove to be a crucial catalyst for improving motor abilities by actively engaging children in various physical movements that promote improved coordination, balance, and spatial awareness, while supporting important social interactions and cognitive skills essential for comprehensive growth. This study examines the effects of an 8-week ball game intervention program (tennis, football, basketball etc.) on the motor abilities of 6- to 7-year-old children (n = 47) in their regular physical education classes. The experimental group (n = 24) participated in 45-minute sessions twice weekly, while the control group (n = 23) received no additional organized physical activities. The hypotheses underlying the study suggest that the experimental group participating in the 45-minute sessions of the structured ball game program twice a week will show statistically significant improvements in these motor abilities compared to the control group.Motor abilities were assessed using the BOT-2 subtests for fine motor integration, manual dexterity, balance, and bilateral coordination and were assessed both before and after the intervention period in both groups. The BOT-2 subtests are standardized measures developed to comprehensively assess specific motor abilities. They were selected for their proven reliability and validity in assessing the motor abilities affected by the intervention and provide a solid basis for the outcome analysis of the study. Data was subjected to repeated-measures ANOVA analysis using a 2×2 design, with partial eta squared (η) used to assess the difference between the EXP and CON groups. Results showed remarkable improvements in fine motor integration (p = 0.016), general fine motor skills (0.021), bilateral coordination (0.004), balance (0.000), and body coordination (0.000) among participants in the intervention group. This study highlights the transformative potential of just two additional weekly sessions of various ball games to improve motor abilities in 6- to 7-year-olds.

Efficiency of an Alternative Physical Education Program for the Lower Grades of Elementary School Children.

(1) Introduction: This research was conducted with the aim of assessing whether an alternative physical education (PE) program could effectively substitute for the traditional PE curriculum and aid in accomplishing the essential goals and objectives of PE among younger elementary school children. (2) Materials and Methods: This longitudinal 6-month study included third-grade elementary school children of both genders, who were healthy, lived in urban areas, and were involved in an alternative PE program, as well as the regular PE classes. The sample of participants comprised 214 students, with 105 participants in the experimental group and 109 participants in the control group, who underwent pre- and post-intervention measurements. For the purposes of this study, 11 variables were applied to assess the parameters of growth and development, motor abilities, and physical and health education. MANCOVA and ANCOVA methods were used to determine the effects resulting from the alternative and regular PE programs, and differences between the groups, respectively. The data are reported as the mean and standard deviations, and were analyzed using the statistical package SPSS version 20.0 (SPSS Inc., Armonk, NY, USA). (3) Results: Based on the research results obtained for motor abilities and physical and health education, it was concluded that both the alternative and regular PE programs had positive effects in achieving the goals and objectives of PE, but without statistical significance at the multivariate and univariate levels. The differences between the two groups were found to be negligible (effect size, ES < 0.2). (4) Discussion: Sports and PE have distinct objectives and approaches. While sports emphasize competition and winning, PE aims to impart fundamental skills and knowledge, prioritizing inclusivity among younger students. Success in PE is measured by the number of students meeting these goals, potentially affecting both talented and struggling learners. (5) Conclusions: The results obtained from the conducted research indicate that both the alternative PE program and the regular PE program influence changes in motor abilities and physical and health education to a limited extent. The alternative PE program proposed in this study, with its modifications to the structure of existing, regular PE program, can fully replace the latter in schools that do not meet the required spatial and material standards.

School-Based TGfU Volleyball Intervention Improves Physical Fitness and Body Composition in Primary School Students: A Cluster-Randomized Trial.

This study aimed to explore whether a 16-week Teaching Games for Understanding (TGfU) volleyball intervention could improve primary school students' physical fitness and body composition. Eighty-eight primary school students (age 13.3 ± 0.3 years) were randomized to a TGfU volleyball intervention group (VG) or a control group (CG). The CG attended three regular physical education (PE) classes per week, while the VG attended two regular PE classes and a TGfU volleyball intervention that was implemented in the third PE class. Body composition components (body weight, body mass index, skinfold thickness, body fat percentage, and muscle mass percentage) and physical fitness (flexibility, vertical jumps (squat and countermovement jump-SJ/CMJ), 30 m sprint, agility, and cardiorespiratory fitness) assessments were performed pre-and post-intervention period. Significant interaction effects between VG and CG and pre- and post-test were found for the sum of five skinfolds (p < 0.0005, ŋp2 = 0.168), body fat % (p < 0.0005, ŋp2 = 0.200), muscle mass % (p < 0.0005, ŋp2 = 0.247), SJ (p = 0.002, ŋp2 = 0.103), CMJ (p = 0.001, ŋp2 = 0.120), 30 m sprint (p = 0.019, ŋp2 = 0.062), agility T-test (p < 0.0005, ŋp2 = 0.238), and VO2max (p < 0.0005, ŋp2 = 0.253). Further examination revealed a greater improvement among VG students compared to CG students in certain body composition and physical fitness outcomes. Implementing a TGfU volleyball intervention in the physical education curriculum appears to have effective stimuli for reducing adiposity and promoting physical fitness levels in seventh-grade primary school students.

Does incorporating high intensity interval training in physical education classes improve fitness outcomes of students? A cluster randomized controlled trial

The aim of this study was to determine the efficacy of a high intensity interval training (HIIT) intervention lasting 12 weeks on fitness (cardiorespiratory fitness, muscular strength, muscular endurance, power, speed, flexibility, and balance) and adiposity of 10- to 15-year-old students implemented during their physical education (PE). The focus of this study was to compare two approaches to increasing fitness level among school-aged children, one approach focusing on regular PE sessions in accordance with the curriculum and another one on regular PE classes augmented by HIIT. A cluster-randomized controlled trial was conducted (February-May 2022, Zagreb, Croatia). The total number of students across both groups was 207. General linear models were used to compare fitness and adiposity changes in both groups based on Eurofit test battery. A significant effect of the HIIT intervention was present for the 20-meter shuttle run test (p = 0.001; d = 0.31). The effect of the intervention compared to the control was estimated as an additional 181.2 m, 95 %CI (70.4 to 292.0). An additional intention-to-treat (ITT) analysis showed that the effect of the HIIT intervention on 20-meter shuttle run test remained statistically significant (p = 0.011), though the magnitude of the estimated effect was reduced from 181.2 m; SE = 55.4 to 119.6 m; SE = 46.4. Whilst it appears HIIT had the opposite of the expected effect on body fat percentiles, the effect on body composition was inconsistent. The intervention is registered at the Australian New Zealand Clinical Trials Registry (ANZCTR) [ACTRN12622000209796].

The influence of elective martial arts classes on the stress resistance students of the NSMU

This article examines the relationship between the level of development of resistance to psychophysiological stress and elective martial arts classes among students of the Northern State Medical University. The authors analyzed the essence and structure of adaptation mechanisms to stressful situations, as well as the role of resistance to stress during the learning process. The purpose of the study is: to evaluate the effectiveness of martial arts classes in comparison with physical education classes. The study was conducted in the form of a survey among two groups of students of the Northern State Medical University: those who regularly attended elective martial arts classes, and a control group (students attending regular physical education classes). In total, 64 students of the 3rd and 4th courses of medical and pediatric faculties aged from 20 to 22 years took part in the study. To conduct a survey among students, the Lemur-Tessier-Fillion "Psychological Stress Scale" (PSM-25) was used, which helps to assess stressful feelings by various indicators. As the results of the survey presented in the article showed, students who engage in martial arts on a regular basis have low and medium levels of stress, whereas students of the control group are more characterized by a high level.

Effect of 8-Week Circuit Training on the Development of Different Forms of Muscle Strength in Physical Education

The aim of the research was to determine the effect of an 8-week circuit training program on explosive strength and strength endurance in physical education classes intended for high school students. The research included 60 students of two second-grade high school classes. Both classes attended regular physical education classes, where, within the main part of the class, one class had a special program for developing strength through circuit training (circuit group), while the other one had no modifications to the regular physical education program (control group). The classes were randomly marked as circuit group (n = 28) and control group (n = 32). Five strength tests were used in the study: squat jump, countermovement jump, squats, push-ups, and sit-ups. The results showed that the 8-week strength development program organized as circuit training contributed to a significant improvement in strength. The results of all tests showed a significant effect of training on students’ strength. It has been determined that short-term circuit training in physical education classes is an effective way to develop students’ physical performance.

HYGIENIC FEATURES OF NUTRITION OF GIRLS WITH EXCESS BODY WEIGHT DURING HEALTHY SHAPING CLASSES

The article theoretically and experimentally substantiates the hygienic value of nutrition during health shaping classes aimed at normalizing body weight in the studied persons. The main goal of the proposed method was to normalize the weight of female students, strengthen their health, increase interest and involve female students in regular physical education and health classes through the use of shaping tools. The need to make certain corrections in the diet of female students, considering the physiological needs of their bodies, observing the hygienic requirements for the rational nutrition of the subjects, was established. An own version of the correction of the actual diet of the researched subjects is given, using the example of the daily diet of female students, taking into account the identified shortcomings. A comparative analysis of the anthropometric indicators of the studied female students was carried out. The anthropometric research data obtained at the beginning of the experiment, namely the determination and analysis of body weight, body mass index, waist-thigh index, abdominal circumference, body fat content by body mass index level, revealed the presence of excess body weight in the studied female students. The analysis of the data obtained in the course of scientific research made it possible to draw the following conclusions. Deficiencies in the nutrition of the studied girls were revealed. The need to make certain corrections in the diet of female students, considering the physiological needs of their bodies, observing the hygienic requirements for the rational nutrition of the subjects, was established. An own version of the correction of the actual diet of the researched subjects is presented, using the example of the daily diet of female students, considering the identified shortcomings. The effectiveness of the use of shaping classes with the observance of nutritional correction of female students who have excess body weight has been confirmed experimentally, which was manifested in positive dynamics in the anthropometric indicators of girls. We observe positive changes in indicators: body weight; total thickness of subcutaneous fat folds; body fat content according to body mass index.

FUNCTIONAL TRAINING VS. PHYSICAL EDUCATION CLASSES: THE EFFECTS ON PHYSICAL PERFORMANCE IN PRIMARY SCHOOL GIRLS

This study aimed to determine the effects of two training methods on the strength and mobility of trunk muscles in primary school girls. The sample of participants included 596 girls aged 11 to 15. The participants were randomly assigned to two groups: 1) an experimental group (n = 314) that performed a functional training (FT) program; 2) a control group (n = 282) that performed regular Physical Education (PE) classes. The experimental program was implemented during regular PE classes over a period of 16 weeks, where 3 training sessions were conducted per week, lasting 45 minutes each. The FitnessGram battery of tests was used to estimate the strength and mobility of trunk muscles at the initial and the final measurement. The following tests were used: Curl up, Incline push-ups, and dynamic and static Trunk lift tests. The results of the two-factor ANOVA showed significant (p &lt; 0.001) improvements in each test for both groups. The magnitude of the effect size ranged from medium to large and differed between the methods in all tests except for abdominal muscle strength. These findings indicate that both training programs are beneficial for developing trunk muscle strength and mobility in primary school girls. Future research should consider investigating differences between the methods in primary school students.

Changes in the morphological and functional indicators of students in response to dosed physical activity

Purpose: to determine the features of changes in the morphological and functional indicators of students in response to a dosed physical load. Material &amp; Methods: practically healthy students of 18±0.7 years of I-II courses of study (n=40) who did not regularly go in for sports in the past and present took part in the study. They were divided into test groups according to the following principle: group 1 (n=20) included students involved in playing sports (sports games and their elements); group 2 (n=20) included students involved in acyclic/cyclic types of physical culture and sports activities (types of athletics). Research methods: theoretical methods of pedagogical research; testing; hardware methods; mathematical and statistical. Results: the features of adaptation of the functional systems of the body of students to regular physical culture and sports classes by different types of motor activity of a predominant orientation were determined: gaming (sports games and their elements, mini-sports games); cyclic (types of athletics). It was revealed that as a result of regular classes according to training programs, both in terms of types of physical culture and sports, predominantly cyclic / acyclic (types of athletics), and game types (sports games and their elements), there is an improvement in the level of working capacity and endurance of students already in a two-month period. The reactions of the students' organism in response to the dosed physical activity of the Martin-Kushelevsky test at the end of the study allow us to assert an increase in the level of functioning and reserves of the cardiovascular system of the subjects as characteristics of the adaptation of the morphological and functional structures of the body to programmed regular physical exercises. However, when comparing the indicators of the studied groups, no significant differences were found. Consequently, the influence of predominantly different types of training loads is similar. This helps to deepen the understanding of the influence of academic physical education classes on the body of students. Consequently, the main determinant of increasing the level of adaptation to physical activity among students is the regularity of classes, while observing the pedagogical and specific sports principles of their construction. At the same time, the main goal of such classes should be to increase the level of general endurance as a characteristic of the level of physical health. Conclusions: morphological and functional changes in the body of students in the amount provided for by the program of physical education of higher education do not depend on the predominant nature of motor activity. As a result of the two-month training program, an improvement in the functional state of the students' body was revealed. However, this does not apply to the integral indicators of the functioning of the cardiovascular system. To improve the morphological and functional indicators of students, it is necessary to increase the time of regular physical education classes, regardless of the nature of motor activity.

Effects of Coordinative Exercise on Sustained Attention and Perceptual Discrimination in Elementary School Physical Education

ABSTRACTPurpose: This study examined the effects of coordinative exercise on children’s sustained attention and perceptual discrimination in a school-based physical education (SBPE) setting. Methods: Seventy-three children received an intervention of moderate-to-vigorous intensity coordinative exercise, and 75 children participated in a moderate-to-vigorous intensity physical activity as part of a regular physical education class. Two neuropsychological tests of executive function (EF) were used to assess attention and perceptual discrimination functions before and after each treatment. Results: The results found that coordinative exercise significantly improved the performances on sustained attention and perceptual discrimination, as evidenced by enhanced response accuracy and improved speed of responding. Specifically, higher progressions in task performance were seen following coordinative exercise relative to regular physical activity. Conclusion: These findings suggest that coordinative exercise could enable more robust improvements in sustained attention and perceptual discrimination among children. Overall, we conclude that structured coordinative exercise, implemented in SBPE settings, may be a promising alternative to promote children’s cognitive abilities.

Оценка развития силы у студентов в аграрном вузе

The article discusses the role of the development of physical quality «strength». The value of strength for the health and training process is analyzed. The importance and necessity of the development of strength, strength abilities, which determines the level of physical health, functional capabilities, is substantiated. The importance of physical culture for comprehensive and harmonious development is revealed. The results of the control standards according to the requirements of the university, strength indicators in accordance with the requirements of the GTO standards are analyzed. The search for effective means and methods of physical culture in the physical training of students is analyzed. The article gives an assessment of the development of the strength of students of an agricultural university. Research methods. In the course of the study, a comparative analysis of the data obtained was carried out. The search, analysis, generalization of methodological literature was used, the method of control tests was used. The study was conducted for 3 years, from 2018–2021. The study involved 63 young men aged 18–24 years. The successful implementation of the control standards and requirements of the GTO standards was noted. The results of the study. The overall assessment of the development of strength among students of an agricultural university is expressed in positive dynamics. According to the results of the study, the average level of strength development was recorded, the average readiness of the subjects to pass the GTO standards, in particular in the aspect of strength training. Analysis of the results according to the GTO standards for strength showed that the majority of students pass for the gold and silver GTO badge, an increase in the results for the bronze badge was recorded, a decrease in the number of students who did not pass the standard was noted. The majority of students who passed by 5 and 4 points according to the university program were identified, an increase was noted in those who passed by 3 points, the presence of some students who did not fulfill the requirements of the university program. Conclusions. The level of readiness of students to fulfill the norms and requirements of the GTO complex at the average level. The average level of physical fitness was recorded. Regular physical education classes with the use of strength-oriented exercises contribute to the development and improvement of physical qualities, harmonious physical development, increasing the functional capabilities of the body, achieving a high level of physical fitness necessary for the successful fulfillment of the regulatory requirements of the VFSK GTO, university.

Analysis of postural disorders with preschool and school children at the regional level

The aim of this work is to collect relevant research from Montenegro and the region, and their adequate analysis and making meaningful conclusions. The selection of works was made on the basis of issues related to the postural status of preschool and school children and youth. The shortlist included 30 works, which dealt with diagnosing postural status, determining the effects of targeted corrective programs, examining differences in posture in children from urban and rural areas (as well as gender) and discovering the interdependence of deformities with certain segments of anthropological status (usually morphological characteristics).The following conclusions were made: according to almost all the results obtained, the postural status is significantly disturbed and endangered in a large number of children; observed changes in the segments of the locomotor system are mostly of the initial stage, ie. functional type; positive changes in posture have been observed under the influence of applied preventive and corrective exercise programs; equal vulnerability of postural status was found among children from urban and rural areas; the greatest differences in posture between the sexes occur during puberty, and they are detected predominantly on the spinal column; changes in the locomotor system are mostly related to the parameters of the longitudinal dimensionality of the skeleton. The obtained results indicate the need for the implementation of studies that would include the diagnosis and application of experimental exercise programs, in order to gain new experiences and knowledge when applying corrective gymnastics exercises in regular physical education classes.

Integrating Regular Exergaming Sessions in the ExerCube into a School Setting Increases Physical Fitness in Elementary School Children: A Randomized Controlled Trial.

This study aimed to investigate the effects of a school-based exergame intervention on anthropometric parameters and physical fitness. Fifty-eight students (10.4 ± 0.8 years; 48% girls) were randomized into an intervention (IG) and a control (CG) group. Both groups participated in regular physical education classes during the three-month intervention period. The IG additionally received a 20-minute exergame intervention twice per week. At baseline and following the intervention period, body mass index (BMI) and waist-to-height ratio (WHtR) were assessed. Furthermore, a sprint test (ST), a countermovement jump test (CMJ), and a shuttle run test (SRT) were performed. Due to prescribed quarantine measures, only 34 students (18 IG; 16 CG) were included in the final analysis. A significant group–time interaction was determined in CMJ performance (p < 0.001; η2 = 0.403), with a significant increase (+2.6 ± 2.4 cm; p < 0.001; η2 = 0.315) in the IG and a significant decrease (−2.0 ± 3.1 cm; p = 0.009; η2 = 0.190) in the CG. Furthermore, ST performance significantly improved in the IG (−0.03 ± 0.08 s; p = 0.012; η2 = 0.180) but not in the CG (0.13 ± 0.16 s; p = 0.460; η2 = 0.017), revealing significant interaction effects (p = 0.02; η2 = 0.157). Significant group–time interaction was observed for the SRT (p = 0.046; η2 = 0.122), with a significant increase (+87.8 ± 98.9 m; p = 0.028; η2 = 0.147) in the IG and no changes (−29.4 ± 219.7 m; p = 0.485; η2 = 0.016) in the CG. Concerning BMI (p = 0.157; η2 = 0.063) and WHtR (p = 0.063; η2 = 0.114), no significant interaction effects were detected. School-based exergaming is a suitable tool to influence students’ physical fitness positively.