The Development of Endurance Through Prolonged Running and Its Effect on the Attention of 9-10-Year-Olds

Abstract

The aim is to assess the impact of prolonged running on the endurance and attention indicators of children aged 9-10 years in physical education classes at school. The pedagogical experiment was conducted for 4 months based on the secondary general educational school 60 (Kirov, Russia), 120 schoolchildren from the third grade took part in it. 34 physical education lessons were held in each class. Schoolchildren from the control group were engaged in a standard physical education program for younger schoolchildren. The children from the experimental group also worked within the framework of the usual program, but during each lesson, they performed a long run of 6 minutes. Overall endurance was assessed using the K Cooper (6 minutes) test and the attention of schoolchildren was assessed by the "Schulte Tables" test. Both tests were performed before and after the pedagogical experiment. Prior to the study, there were no significant differences between classes in both tests (p>0.05). After the end of the study, the performance of children in the control group improved in the endurance test by 6.8% and 7.2% (p>0.05), and in the experimental group improved by 24.9% and 18.9% (p<0.05). In the attention test, the indicators of the control group increased by 10.1% and 8.6% (p>0.05), and in the experimental group by 25.2% and 31.2% (p<0.05). Long-running can be introduced into the physical education program at school to improve the endurance and attention of schoolchildren aged 9-10 years.