This paper aims to contribute to greater involvement of elementary school children in sports and physical activity in the leisure time. The paper first discusses the theoretic bases concerning leisure time activities structure; the patterns of family leisure, and the importance of sports and physical activities in both groups. Empirical research aims to gain insight into the current patterns of elementary school children’ and their families’ leisure time, and the frequency of sports and physical activity in their free time; also it examines the differences in orientation towards sports and physical activities between children from urban and rural surroundings and between two age groups (4th grade and 7th grade students), and finally it studies a correlation between family leisure patterns and students’ own leisure choices. The research encompassed 189 students of urban and rural areas of the municipality of Leskovac. The students were examined by a 5-point Likert type scale and a questionnaire. Data processing was performed by the SPSS program. The main results led to the conclusions that: Families and schools have to play a significant role in awareness raising about the importance of physical activity and sports engagement within the student’s’ unstructured leisure time; There is a need to support rural schools in developing and sustaining school sports; and finally, Family involvement in sports and recreational activities has to be supported in order to make a model for students’ greater involvement into sports and physical activities.
.The study was conducted with the goal to determine the effects of explosive strength training on the transformation of motor skills and functional abilities during regular physical education classes, among students of primary schools. The sample of examinees consisted of 64 pupils from Niš, 14 years old. Experimental group comprised of 32 examinees, selected for the training of experimental model of explosive strength in the main part of regular physical education classes, three times per week, in duration of 45 minutes, for the period of eight weeks. One half of these classes was dedicated to regular PE curriculum, while the other half to an experimental program of explosive strength, in duration of eight weeks. Control group also comprised of 32 examinees, who attended regular physical education classes, three times per week in duration of 45 minutes, for the period of eight weeks. Following motor skill were assessed: coordination (two tests), sprint speed (two tests), repetitive strength (two tests), and explosive strength (two tests). Following functional abilities were assessed: pulse frequency after physical activity, Margaria test, and vital lung capacity. For processing of data, variance and covariance analysis were applied. Study results showed that experimental group of examinees achieved better results in motor skills and functional abilities, as well as that there were statistically significant effects at the final testing
Рад је проистекао из докторске дисертације Васпитна функција основне школе, Филозофски факултет, Универзитет у Приштини са привременим седиштем у Косо вској Митровици УДК 37.02 37.018.2 -оригинални научни рад -
Learning is a continuous and progressive process which brings changes in the students. During this process, children with different personality respond differently to certain situations, so it is absolutely clear that internal factors drive individuals to act. These internal factors are called motives. This paper is an attempt to discuss some of the important aspects of how motivation affects successful learning, and answer the following questions: why is motivation a key factor in the teaching process, how does the social environment affect motivation, does grading motivate learning, and how does reinforcement affect successful learning? Along with a review of relevant scientific papers which have studied motivation as a factor affecting the teaching and education process, we will discuss various aspects of motivation, the importance of teaching material as a motivational tool and social factors and their effect on students’ motivation to learn. It is very important to focus on students’ intrinsic motivation during the process of knowledge acquisition and successful learning. Intrinsic motivation does not act independently, it is combined with other factors which allow individuals to acquire knowledge, and teacher motivation can be an important ally in achieving this goal.
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