Untitled

Abstract

The Italian project "Sport di Classe" is supported and implemented at national level by several organizations for promoting physical education and physical activity in the primary schools. The aim of this research was to examine the effect of the project on the development of fundamental motor skills by taking into account the level of motion in extra-time activities of the sampled participants and their gender. The research involves 100 children (57 males and 43 females; mean age: 10 years old). A proxy-report version of the CLASS questionnaires was used to estimate how children spent their extra-school time. According to these data, children were grouped into two levels of motion (i.e., High and Low) and, for each group by gender, paired-samples t-test was performed for assessing the actual motor competence developmental level pre-and post-project. The males who have been included in the low level of motion group had a significant improvement in locomotion and in gross-motor development quotient scores (most-likely and very likely positive effect, respectively). A contrary effect it was estimated for the females: only the girls included in the high-level motion group showed significant and very likely positive effect of the treatment in their locomotion scores. These results highlight the effect of the analysed physical education project, although the relative positive results on the selected participants is not sufficient to overcame the problems about the worsening in children's FMS that the literature always underlines.

Determinarea nivelului dezvoltării capacității motrice la elevii din ciclul primar

“…Este bine cunoscut faptul că abilitățile motorii fundamentale sunt legate de activitatea fizică și practicarea sportului. În Italia, precum și în alte țări europene, lecțiile de educație fizică la nivelul școlii primare nu sunt atribuite profesorilor bine pregătiți, nu sunt efectuate în mod regulat, iar efectul unor astfel de lecții asupra dezvoltării unui nivel adecvat de abilități motorii fundamentale este semnificativ limitat de acordul părinților și profesorilor în evaluarea dezvoltării motrice brute a elevilor [12,13]. Problema optimizării procesului de învățare a școlarilor este relevantă atât pentru Ucraina, cât și pentru alte țări europene.…”

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

“…Usually, researchers emphasise aspects of students' critical thinking skills (Barak & Yuan, 2021;Shin et al, 2021), cooperation (Pinter & C isar, 2018), creativity (Albar & Southcott, 2021;de Oliveira Biazus & Mahtari, 2022;Hanif et al, 2019;Salehudin et al, 2020;Ummah et al, 2019), motivation (Belagra & Draoui, 2018;Guo et al, 2020;Hernandez-Mangas & Alvarez, 2021;Hira & Anderson, 2021;Nicola s & Ramos, 2020;Oh et al, 2020), learning outcome (Alamri, 2021;Aliriad, 2021;Ngereja et al, 2020;Rohm et al, 2021;Simonton et al, 2021), project assignments (Morrison et al, 2021;Revelle et al, 2020), student engagement in learning (Almulla, 2020;Crespí et al, 2022;Greenier, 2020;Markula & Aksela, 2022;Umar & Ko, 2022;Wang, 2020;Wilson, 2021), teacher and student communication patterns in learning (Febiyanti et al, 2021;Oliver et al, 2020), learning evaluation (de la Torre-Neches et al, 2020;Sgro et al, 2019), and social aspects (Beier et al, 2019;Hidayat, 2020;Mahasneh & Alwan, 2018), which have also developed significantly developed with the use of this PJBL model. However, in several aspects, research related to the enjoyment of student learning in physical education is still very lacking.…”

Professional development program for physical education teachers in Indonesia

“…Through motion, students can be educated to enhance their potential. In this regard, subjects that are relevant to education through motion are sports and physical health education (Sgro et al, 2019).…”