Lietuvos visuomenė pamažu iš pramoninio lygmens pereina į žinių amžių. Šis perėjimas neišvengiamai susijęs su gyvenimo būdo, žmonių santykių kaita. Ne vien materialinių vertybių gausinimas, o ypač intelektinė kūryba bei ži-niomis grindžiama veikla jau veda ir vis aktyviau ves į priekį dabartinę šalies visuomenę. Šiame sparčiai kintančių technologijų amžiuje mokinys atranda daugiau veiklos sričių, labiau vertina intelektinę veiklą ir gebėjimus. Didelė mokinių dalis mažiau laiko ir pastangų skiria fi zinei veiklai, ypač sportavimui. Yra mokinių, kurie praktikuoja fi zinę saviugdą, bet ne visi turi reikiamų žinių, aiškius sportavimo tikslus ir motyvus, t. y. sąmoningą kryptingos ir tikslingos fi zinės veiklos pagrindimą. Taigi atsiranda kūno kultūros žinių optimalaus turinio, jų poveikio sąmoningam supratimui ir fi ziniam parengtumui paieškos problema.Tyrimo tikslas — ištirti trečios gimnazijos klasės abiejų lyčių mokinių nuomonę apie kūno kultūros žinias ir jų poreikį per kūno kultūros pamokas bei eksperimentu pagrįsti šių žinių poveikį tiriamųjų gimnazistų fi zinio parengtumo kaitai.Pedagoginis eksperimentas atliktas vienos Vilniaus gimnazijos penkiose trečiose klasėse. Penkis mėnesius tirtos 58 merginos ir 35 vaikinai. Eksperimento pradžioje ir pabaigoje tiriamieji apklausti raštu, 5 testais fi ksuotas jų fi zinis parengtumas. Be įprastų kūno kultūros žinių teikimo per kūno kultūros pamokas dviejose eksperimentinio poveikio klasėse dar papildomai vestos 4 teorinės kūno kultūros pamokos sausio ir vasario mėnesiais (kas antrą savaitę). Per pirmas dvi pamokas nagrinėtas krepšinio ir tinklinio, per kitas dvi — gimnastikos sporto šakų istorija ir klasifi -kavimas, aptarta jų nauda mokiniui. K grupės klasėse atskirų teorinių pamokų nebuvo. Be to, prieš ar po sportinių žaidimų, gimnastikos pratimų, lengvosios atletikos rungčių abiejų grupių tiriamiesiems buvo teikiama šiek tiek žinių (2—3 min) apie judesių mokomąją paskirtį, jų biomechaninę struktūrą, socialinę užduočių reikšmę. Nustatytas skirtumo tarp mokinių atsakymų patikimumas. Grupių aritmetinių fi zinio parengtumo rodiklių skirtumas įvertintas pagal Stjudento (t) kriterijų.Tyrimo rezultatai rodo, kad prieš tyrimą ir po jo daugiau nei pusė abiejų grupių tiriamųjų buvo ir liko tos nuomonės, kad atskiros teorinės kūno kultūros pamokos nereikalingos. Jiems atrodė, kad turimų sporto šakų ir sveikatinimo žinių pakanka, nes ir taip jomis retai pasinaudoja. Dauguma mokinių nepageidavo kūno kultūros vadovėlio. Po eksperi-mentinio poveikio labiau pagerėjo merginų, o ne vaikinų fi zinis parengtumas: dalis abiejų grupių tiriamųjų viršijo Lietuvos kūno kultūros išsilavinimo standartų lygmenį.Apibendrinant galima teigti, kad mokinių kūno kultūros žinios yra prastos ir jų apimties jie nenori plėsti. Būtina ieškoti mokiniams artimesnių temų ir daugiau žinių pradėti teikti jau žemesnėse klasėse. Papildomos sporto šakos žinios nedaug pagerino tiriamųjų fi zinį parengtumą.
The second half of the 20th and the beginning of the 21st centuries mark the third and the beginning of the fourth technical revolutions, which have changed the socio-economic and household conditions of humans, and have an unambiguous impact on the health, physical and mental capacities of all persons, especially children and teenagers. Hence, there is a growing demand for scientific studies that would help to answer the main question – how can young and elderly people be motivated to change their lifestyle seeking to ensure physical activity? This is especially significant when exploring the motivation, value-based orientations and provisions of children and teenagers. The problem is formulated as a question – how can the lack of physical activity, which is particularly significant for a growing organism in childhood, adolesce and mature age, be compensated? The object of the research is the educational factors determining teenagers’ physical activity and sport orientation. The aim of the research is to explore the factors determining the physical activity and the choice of a sport branch of the fifth-tenth grade boys. According to the research conducted by Raskilas (2011), boys play computer games 18.8 hours on average per week in Lithuania. The results of our research comply with the findings of the aforesaid author. Most learners spend 2–3 hours per day in front of the computer or TV; however, the time spent in front of the TV or computer increases with age. This may be conditioned by the abundance of information on the internet and learning load related to the tasks of other school subjects. Strukčinskienė et al. (2011) maintains that approximately 16.5% of school boys walk outside for more than an hour a day. 40.6% of the boys walk outside for more than half an hour per day. More than a third of the respondents (33.3%) walk outside for less than 15 minutes per day. Pano and Marcola’s (2011) research findings reveal that the main reason preventing from sports is the lack of time. 59% of the respondents claim having no time for doing sports. The authors indicate another important reason that prevents 14–18-year-old boys from doing sports, namely the shortage of nearby sport centres. Such a tendency is also confirmed by our research. The research carried out by Smalinskaitė (2002), which aims at revealing the reasons that prevent the cultivation of different sport branches, demonstrates that the learners’ attitude to sports has the greatest impact, since the majority of the repondents (18.8% of boys, and 32.7% of girls) claim having no desire to do sports. Besides, they do not have enough time (6.6% of boys and 18.1% of girls). The current research reveals that the majority of teenagers (boys) believe that they are relatively physically active and nothing prevents them from being active. However, a number of reasons are revealed that prevent the teenagers from physical activity and confirm the findings of other authors’ studies. They include laziness, lack of time, lack of concreteness in parents’ approach to sports, the belief that learners are not physically fit enough, as well as health problems. Smalinskaitė (2002) also reveals why learners cultivate a selected branch of sports, i.e. the motifs for their sport activity. It appears that the main motifs why the learners undertake sports include their willingness to develop character (18.7%), as well as health promotion and care of appearance (18.2% of all the respondents). Pano and Marcola’s (2012) research demonstrates that 41.29% of the respondents do sports as they wish to improve their physical appearance, whereas 27.31% claim that they want to have a good time. While doing sports, teenagers also strive to improve their physical activity (23%), improve their health (24.94%), control their weight (20.86%) and stay with friends (20.64%). The results of our research confirm that the main and most important factors determining teenage boys to do sports is their willingness to stay healthy, to achieve good results in sports and to do something meaningful in their leisure time. Such reasons as willingness to be attractive, recognised and famous, as well as a wish to enter the national team are rare. According to the results of the current research, the boys claim that their parents are glad that the children meaningfully spend their free time doing sports and believe that they can achieve good results in sports. However, a minor part of parents still claim that the physical load for their children is too big, as well as too much time is allotted to doing sports, whereas sport facilities are poor. Nevertheless, it is assumed that parents perceive the benefit and significance of sports for their children. The carried out research allows generalising the value-based provisions and attitudes of teenagers towards the reasons affecting their physical activity. The obtained results deal with the learner needs in the system of non-formal physical education, as well as reveal the necessity to further explore various motifs for physical activity and development of motivation for sports in both the system of education and family. The analysis of the research results reveals that the learners of grades 5–10 do not have firm attitudes regarding the diversity and choice of motifs for physical activity, as well as opportunities for sport activity. According to the learners that do sports, parents and teachers of physical training do not have a decisive impact on the choice of sport activity, which leads to the conclusion that the impact of these factors should be promoted at this age. The analysis of the questionnaire survey results reveals the peculiarities of the period of adolescence that is influenced by the processes of growing and development. It is assumed that at this period, learner activities can be promoted by educating parents and teachers, deepening their knowledge about and competencies of teenagers’ physical education, as well as considering the peculiarities of teenagers’ biological and psychological maturation.
The age of adolescence (11–17 years of age) is characterized by the most intensive development of all organism functions and systems. The greatest heterochronicity of physical development and different functional systems of an organism is noted in this period. Therefore, it is of top significance to explore the changes of learners‘ physical and functional fitness at this age and determine tentative referential scales of their indicators. The aim of the research is to investigate physical development of teenagers (boys) of different age groups, their physical and functional fitness, as well as to design referential scales of the obtained indicators. The object of the research is physical development as well as physical and functional fitness of 5–10th form teenage boys (11–17 year old). Physical development (height (cm), weight (kg)) and physical fitness of the boys (205 boys of 5–10th forms) were determined in terms of EUROFIT fitness tests (2002). The results of physical development research and their comparative analysis showed that a substantial growth in height and weight was observed in forms 7 and 9. The height of 5–10 form boys changed insignificantly throughout the decade and approximated the average: however, the average of the body mass considerably increased and was higher than provided in EUROFIT (2002) or designed height and mass charts of child growth (Tutkuvienė, 1995). Hence, it is assumed that such an increase in the aforesaid indicator results was determined by the processes incurred in the period of the most intensive development. The research findings in physical fitness demonstrated that the results of 10 × 5 meter Shuttle Run most significantly increased in form 8 and complied with the results achieved by boys, who were two years older. However, later the results were stabilized and changed insignificantly, whereas the dissemination of results was rather low. Explosive leg power (Standing Broad Jump) and the results of hand dynamometry increased in form 7. The results of both explosive and static hand power were similar or insignificantly higher in comparison with the ones of EUROFIT (2002). The results of the endurance of abdominal muscles (Sit-ups test) improved in forms 7 and 9; the results in all surveyed forms appeared to exceed or equal the ones of EUROFIT (2002). The boys’ balance (Flamingo Balance test) and flexibility (Sit- and-Reach test) decreased in form 7 and increased in form 9. However, the research results showed that the data on the balance and flexibility of the surveyed boys approximated or insignificantly exceeded the ones provided in EUROFIT (2002). The greatest increase in the test results of physical development and fitness were observed in forms 7 and 9. However, these results approximated or insignificantly surpassed the results of EUROFIT (2002), with an exception of the growth in body mass and improvement in balance and shuttle run. Presumably, such results were obtained due to the most intensive puberty processes and their conditioned discrepancies, such as acceleration and retardation outcomes, between biological and calendar age. The investigated physical development, physical and functional fitness, their changes in the period of adolescence, as well as the design referential scales enable teachers and sports couches to accurately assess physical and functional conditions, as well as improve the process of (self-) development in pursuance for greater results of physical education.
Lietuvos edukologijos universitetas, Sporto ir sveikatos fakultetas, Kūno kultūros teorijos ir sveikatos ugdymo katedra, Studentų g. 39, 08106 Vilnius,
The ultimate aim of self-control is to focus attention on physical, spiritual, and social health. Self-control abilities facilitate the improvement of mental balance and mental health, assist the development of academic skills and knowledge, and shape inner harmony of a child. Physical education at a junior school age is one of the underused possibilities for the development of selfcontrol abilities. J. Liukkonen (2007), B. Zimmerman, A. Kitsantas (2005) claim that use of the self-control strategy during physical education classes allows a person to control emotions and effectively improve one's physical abilities. Research aim-to reveal the effect of self-control model on self-control and physical abilities of junior school learners at the age of 10-11. Research methods: literature review, pedagogical experiment, qualitative content analysis. Analysis of research results is based on a pedagogical experiment conducted during 2011-2012 with IV grade learners of general education schools in Klaipeda, Kaunas and Raseiniai (Lithuania) cities. Qualitative research had a sample of 24 experimental group learners. The fundamental manifest and latent content meaning and defined data categories attest to the positive dynamics of the following self-control abilities: ability to assess the parameters of physical fitness, ability to understand one's physical activity, ability to apply different self-control strategies, ability to apply psychosocial self-control abilities in practice, motivation for improving one's physical abilities, and satisfaction due to emotional and behavioral self-control. KEYWORDS: self-control, physical education, junior school learners. Ability learning in game situations Reflection and verbal assessment of activity Application of the ability in everyday life situations STAGES OF EDUCATION
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.