Ivana Milanović 796: 371.3 Original scientific paper

EFFECTS OF PROGRAMMED PHYSICAL EDUCATION INSTRUCTION AT JUNIOR SCHOOL AGE

Extract from the master thesis entitled: „EFFECTS OF PROGRAMMED PHYSICAL EDUCATION INSTRUCTION AT JUNIOR SCHOOL AGE“, Faculty of Sport and Physical Education, Belgrade, tutor prof. Dragoljub Višnjić, PhD

Physical Culture, Belgrade, 61 (2007), 1-2, p. 57 – 70, tab. 6, ref. 11 Abstract The topic of this study is programmed instruction of physical education, with methodic-organizational form of “obstacle course” as means, and with primary role of enhancing efficiency of teaching process with junior school age pupils. The sample of subjects consisted of male and female pupils of the 3rd and 4th grade of two elementary schools in Belgrade: Elementary school “Milan Dj. Milićević” and “Kralj Petar I”. The overall sample of the subjects comprised 538 pupils. The pupils of elementary school “Milan Dj Milićević” were the sample of the first experimental groupt (Е1) of 126 subjects (52 females and 74 males). The pupils of the 3rd grade of elementary school “Milan Dj Milićević” were in the second experimental group (Е2) of 183 subjects (82 females and 101 males). The first control group (К1) comprised the pupils of the 4th grade of elementary school “Kralj Petar I” with 109 subjects (51 females and 58 males), while the second control group (К2) consisted of pupils of the 3rd grade of elementary school “Kralj Petar I” with 120 subjects (46 females and 74 males). The experimental factor, introduced in the experimental groups, was programed teaching of physical education in which “agility obstacle courses”, as means had primary role in enhancing of teaching process efficiency. The control groups had instructions according to the valid Curriculum of physical education for 3rd grade, i.e. for the 4th grade. The research was carried out in school year 2004/05 across 14 working weeks (3 months). The effects of such programmed teaching of physical education were measured at two variables for assessment of antropometric dimensions and thirteen variables for assessment of motor abilities. The results of the research demonstrated that programmed instruction positively influenced motor abilities in experimental groups pupils. Statistically most important differences, with regard to the results of the control groups pupils, were obtained at the tests for evaluation of sprint velocity, agility, mobility and partially at coordinative abilities. Key words: PHYSICAL EDUCATION / PROGRAMMED TEACHING / MOTOR ABILITIES / JUNIOR SCHOOL AGE

INTRODUCTION

Physical education is a complex educational-training process which institutionally begins in pre-school and lasts up to university institutions. In order to make this process successful it is necessary to realize it continuously and in a quality

way in all phases, from pre-school institutions, in elementary and high schools up to the faculty. Decades have passed before, in our country, it was noticed to what extent is physical education significant at junior school age. Regardless of that

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knowledge, the problem of efficiency of physical education organization at junior school age remains current until nowadays and even today teaching is still at inappropriate level. Great number of papers, published during last decades in professional and scientific journals, proceedings from various professional and scientific meetings, that regard physical education instruction at junior school age. In majority of the papers, especially in those related to efficiency of physical education instruction at junior school age, depending on whether the teaching is carried out by PE or classroom teachers (Radojevic, 1998; Stamatovic, 2001; Markovic, 2002; Bigovic, 2003), the authors claim that such instruction is one of the weakest “links” of a complex PE process. Besides, the same authors indicate that physical education instruction does not influence to the sufficient extent, enhancement and growth of functional and motor abilities, as well as positive psychical condition of pupils, leading to incomplete integral development of pupils. According to these authors, due to various, both subjective and objective reasons, the realization of physical education instruction at junior school age does not result in realization of the predicted aims and tasks, and as particularly stressed, is far behind objective possibilities and real necessities of junior school age pupils.

One of the possible causes of unfavorable position for realization of the PE program is also the situation in which the majority of elementary and high schools in the Republic of Serbia lack the resources for realization of physical education instruction (Nikolić, 2001). Without adequate material conditions, it cannot be spoken about the appropriate results in physical education instruction. Apart from the inadequate situation, the questions is whether the existing syllabuses for this age, since not verified experimentally, are appropriate, whether the right ways and methods were found for their realization, and whether the professionality of teaching staff that carries out instruction in junior classes are at the appropriate level. Physical education in junior classes is carried out by classroom teachers and it is mostly reduced to insufficiently organized classes. Classroom teachers do not hold to the syllabuses in force, and in many classes the spontaneous play of pupils is dominant. It often occurs that physical education classes are replaced by other “more important”

subjects (Krsmanović and Todorović, 1996). If it is understood that physical education instruction at junior school age is in function of prevention and correction of bad body posture and body malformations of pupils, then a question can be made of how such organized PE classroom teaching can contribute prevention of bad body posture and body malformations (Šukov, 1984).

Only the appropriate level of motor abilities enables successful learning of complex motor tasks, skills and habits that are inseparable factor of integral child development (Kukolj et al. 1997). From the aspect of motorics it is necessary to work continuously on development of motor abilities, so as to increase natural level of motor abilities of an individual to higher and higher level (Višnjić, 2004). It is well known that a period that a pupil spends in junior classes (from 7 to 11 years of age) is a very significant period of development of a child who easily adopts motor skills at those years. Besides, this period is also particularly convenient for improvement of motor abilities (sensitive periods in development of motorics).Within the PE classes, the improvement of motor abilities can be influenced by more efficient instruction that must be programmed and monitored.

The intention of this research is to assert the possibilities of more intense application of one of methodic-organizational forms in physical education instruction, “obstacle course” within the existing program contents for 3rd and 4th grade, as well as to demonstrate its influence to increase efficiency of physical education instruction. We presume that programmed instruction shall positively affect motor abilities of junior school age pupils, especially those motor abilities, which according to numerous authors are characterized by greater body response to effects of external impulses, compared to some other intervals of child development.

Although child personality should be regarded integrally, respecting the overall complexity of its bio-psycho-social features, in practice those sub-fields are often observed isolated, for both theoretic-methodological and practical reasons. If observed more broadly, this research tackles, primarily, motor space of children of junior school age because many authors point out that the period of junior school age is specific

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just as an exceptionally sensitive phase for enhancing movement, motion and motor abilities (Koprivica et al., 1994; Kukolj et al., 1997). They consider that positive stimuli of appropriate intensity in this period can result in increased adaptive reactions of the body and that influenced by those stimuli motor abilities get better developed and therefore give good results. Based on the available literature it can be said that it has not been sufficiently studied to which extent the programming of PE instruction affects improvement of development of certain motor abilities in junior classes of elementary school. Besides, few papers tackled problems of methodic-organizational forms that are used in PE classes and the possibilities of their improvement of efficiency of PE classes in junior grades. The subject of this research is programmed physical education instruction, with the methodic-organizational form of “obstacle course” as means, and with primary role in enhancing of teaching process efficiency in junior school age pupils.

The aim of the research is to assert the effects of programmed PE instruction by means of dominant application of methodic-organizational form “obstacle course” in development of motor abilities of pupils of junior school age.

From the formulated subject and aim of the research, the general presumption that programmed physical education instruction with more intense application of “obstacle course” will result in positive influences on development of children motor abilities.

METHOD

Method of work in this research is pedagogical experiment with paralel groups. The experimental factor was programed physical education instruction in which “obstacle courses” as means for solving tasks had primary role in enhancing of teaching process efficiency.

The research was carried out in school year 2004/05 and the experimental part of the research lasted 14 working weeks.

The sample of subjects consisted of 3rd and 4th grade boys and girls of two elementary schools

in Belgrade: Elementary school “Milan Dj. Milićević” and “Kralj Petar I”. The overall sample of the respondents comprised 538 pupils. The pupils of elementary school “Milan Dj Milićević” were the sample of the first experimental group (Е1) of 126 subjects (52 female and 74 male). The pupils of the 3rd grade of elementary school “Milan Dj Milićević” were in the second experimental group (Е2) of 183 subjects (82 female and 101 male). The first control group (К1) comprised the pupils of the 4th grade of elementary school “Kralj Petar I” with 109 respondents (51 females and 58 males), while the second control group (К2) consisted of pupils of the 3rd grade of elementary school “Kralj Petar I” with 120 subjects (46 females and 74 males).

In the first two weeks of the planned research program initial was performed and experimental and control groups were fixed. Beside measurement of body height – BH, body mass BM and motor abilities, motor skills and abilities of the pupils were tested when covering some contents from the 1st and 2nd grade of elementary school aimed to design the obstacle courses whose content is in compliance with abilities and skills of the pupils from the experimental groups. The pupils were assessed via predicted motor tasks (Milanović, 2006, supplement 3). Based on the obtained results, determined by an expert commission consisting of three PE professors, the prepared variations of “obstacle course” were corrected according to the expressed pupils’ abilities for realization of those tasks.

After that, the experimental factor was introduced into experimental groups. That factor was an especially programmed physical education instruction in which “agility obstacle course” represented the most important means of physical education. It meant that in the experimental group (Е1) the teaching was carried out according to the existing Curriculum for the 4th grade of elementary school complemented with realization of program tasks with more intensive application of “agility obstacle course”. In the second experimental group (Е2) it was worked according to the valid Curriculum for the 3rd grade of elementary school complemented with realization of program tasks with more intensive application of “agility obstacle course”. The experimental teaching was carried out by PE professors in both 3rd and 4th grade.

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In the first control group (К1), the teaching was carried out according to the existing Curriculum for the 4th grade and the teaching was performed by PE professors. While in the second control group (К2), the teaching was carried out according to the valid Curriculum for the 3rd grade, but the teaching process was realized by the classroom teachers.

In the following two weeks, according to the planned program, the pupils of experimental groups were introduced to the planned working method. That period was a transitional phase in adaptation to such programmed instruction (Milanović, 2006, supplement 2). At the beginning of the second month the implementation of the planned experimental program was initiated. The working principle was the following (the example for the 3rd grade):

In the course of the first week of the second month (3 PE classes during one working week) at the first class of that week in basic phase, the pupils worked on a new teaching unit. As for the introductory and preparatory phase of the class, they were carried out without any special changes with regard to standard variants that have already been implemented in PE instruction (therefore we shall not describe the way of working in those phases).

In the second class of the basic phase, the contents taught in the previous class were practiced and “agility obstacle course” was applied according to determined sequence (for example obstacle course 3, etc.), that in its structure, besides other things, had certain forms of movement that pupils were introduced in the previous class. In the third class the same “agility obstacle course” was applied and the task was to complete the obstacle course as quickly as possible. At that class (most frequently) for those students that could not manage to complete some of motor tasks, for any reason, a shortened version of “agility obstacle course” was introduced which we marked for example - obstacle course 3 (А). That way, a differential approach to instruction is enabled.

In the course of the second week, the organization of the first class was very similar to the third class of the previous week, and then in the second class the pupils in the basic phase of the class

had an elementary or relay games. In the third class “agility obstacle course” was applied, for example obstacle course 3 (B) which by its structure was very similar i.e. with some minor changes with regard to the previously applied obstacle course 3, but it had the same purpose as in the previous variant.

The classes in the following two weeks had the same structure and principle of organization, only that in the first class new contents were being covered, and then the order of things would be the same with two new variants of obstacle course, corresponding in their structure to new contents. Thus, at least two teaching units have been covered during one month.

If we analyze the contents of the Curriculum for the 3rd grade it can be seen that they do not comprise large number of highly complex movements which require longer training period. Therefore, it can be said that more intensive application of “agility obstacle course” did not prevent instruction of new contents, but, on the contrary. it contributed its consolidation, enabling at the same time practicing of the previously trained contents. Additionally, PE instruction at this age does not necessarily dedicate great number of lessons for assessment. The assessment performed in the course of some of the obstacle courses, while the pupils were waiting for their turn. Mostly, that time in between repetition was used for some additional exercise that would practice some of the trained contents, or for some exercises that would be active rest between the repetitions etc.

Sample of variables and the way of their measuring

When determining variables a care was taken of subjects age. All the tests used were the standardized ones. They were carried out in compliance with the standard test instructions.

For assessment of physical development, the measured variables were: body height (TV) and body mass (TM). For assessment of coordinative abilities the following tests were applied: ball throwing to a wall (МОLZID), agility with a bar (MOKPAL), modified Sozanski test (SOZANS). For evaluation of agility: club running 3x10 м

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(ČТ3x10м). For estimation of power: standing long jump (МSDМ), veritical jump (VЈ) and 1 kilo medicine ball throwing (МBT). For assessment of dynamic endurance in power: Lying-sitting for 30 sec. (МLS30). For assessment of static endurance in power: grip endurance hang (МVUZG). For assessment of sprint velocity: 10-meter running with flying start (МТ10мL). For assessment of flexibiltity: forward bend in sitting position (МDPS). For assessment of aerobic endurance: shuttle run (ŠATLRUN) and for assessment of balance: test on balance beam (STRAVN).

Measurmentof BH and BW was done according to regular standardized procedure. The same is valid for the following tests: МOLZID, МОKPAL, МVUZG and МBМ. According to the protocols taken from the battery of tests "Еurofit", the following tests were measured: МSDМ, МLS30, МDPS, ŠATLRUN and STRAVN. By applying the computerized system of photo cells and according to the appropriate protocol the following tests were measured: SOZANS, ČТ3x10м and МТ10мL. Measurmentof vertical high jump (VЈ) with arm swing was done with computerized "ERGOJUMP" system.

Statistic data processing

In data processing the statistic program for calculation of the following central and dispersive parameters was applied: arithmetic mean (x), standard deviation (Sd), minimal result (min), maximal result (max), and coefficient of variation (CV%). For determination of the differences between the groups in certain variables a single factor analysis of variance (ANOVA) with repetition was used.

RESULTS AND DISCUSSION

Descriptive statistical indexes from initial and final measurement

Tables 1 and 2 display the basic statistic indexes: arithmetic mean (М), standard deviation (Sd), coefficient of variation (CV%) and minimal

(Min) and maximal values (Max) from initial and final measuring.

Differences between the control and experimental groups at initial measurement

Table 3 displays differences between the control and experimental group of 3rd grade males and females at initial measuring.

Test (ČТ3x10м) assessing motor ability of agility a statistically significant difference was obtained in results of both males and females in favor of the control group (К2). A statistical significance of differences of 3rd grade boys is on the level p= 0.0458 /M (E2)= 10,03 s; М (К2)=9.68 s/. statistical significance of differences of 3rd grade girls is on the level p= 0.0029 / М (Е2)= 10.607 s; М (К2)= 10.009 s/.

Test (МDPS) assessing flexibility with 3rd grade boys demonstrated no statistically significant differences in results between the control (К2) and experimental group (Е2) at the initial measuring. However, with 3rd grade girls statistically significant differences were found in favor of the experimental group (Е2). Statistic significance of the results is at the level p= 0.0356 / М (Е2)= 11.139 cm; М (К2)= 6.683 cm./.

The assessing of coordination, via tests (МОКPАL) and (SОZАNS) demonstrated no statistically significant differences between the control and experimental group of 3rd grade pupils. At the test (МОLIZID) with 3rd grade pupils there were no statistically significant differences in the results between the control and experimental group. With girls of 3rd grade at the same test (МОLZID) the results have shown that there are statistically significant differences in favor of the control group. Statistic significance of differences is at the level p= 0.0151; М (Е2)= 9.575 point; М (К2)= 11.381 point.

Table 4 displays differences between the control and experimental groups of 4th grade pupils at the initial measuring.

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Table 1. Descriptive and statistic indexes for 3rd and 4th grade pupils

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Table 2. Descriptive statistic indexes for 3rd and 4th grade girls

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Table 3. Differences between the control and experimental group of 3rd grade males and females at initial measuring

with no significant differences Significant differences

TESTS males females males females

TM, TV, MSDM, VJ, MBM, MLS30,MVUZG, MT10mL, STRAVN, MOKPAL, SOZANS, ŠATLRUN

no no

ČT3x10 M (E2) = 10,03 s M (K2) = 9.68 s

p= 0.045

M (E2) = 10.607 s M (K2) = 10.009 s

p= 0.002

MDPS no M (E2) = 11.139 cm

M (K2) = 6.683 cm p= 0.05

MLOZID no M (E2) = 9.575 point

M (K2) = 11.381 point p= 0.015

Table 4. Differences between the control and experimental group of 4th grade males and females at initial measuring

with no significant differences significant differences

TESTS males females Males

TM, TV, MSDM, VJ, MBM, MLS30,MVUZG, STRAVN, SOZANS, ŠATLRUN

NO NO

MT10mL NO M (E1) = 2.234 s M (K1) = 2.398 s

p= 0.022

MLOZID NO M (E1) = 12.571 point

M (K1) = 14.905 point p= 0.006

MOKPAL NO M (E1) = 8.354s M (K1) = 9.943 s

p= 0.029

ČT3x10 M (E1) = 9.662 s M (K1) = 9.122 s

p= 0.009

M (E1) = 10.396 s M (K1) = 9.67 s

p= 0.001

MDPS M (E1) = 7.83 cm

M (K1) = 2.551 cm p= 0.003

M (E1) = 9.95 cm M (K1) = 5.312 cm

p= 0.012

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Differences between the control and experimental groups at final measuring

At the test (МТ10мL) assessing sprint velocity, statistically significant differences were found in 4th grade boys in favor of the experimental group (Е1). Statistical significance of differences is at the level of p= 0.0224, M (E1)= 2,234 s; М (К1)= 2.398 s. In girls of 4th grade there were no statistical significance of differences in results of the observed groups (Е1 vs К1).

Table 5 displays differences between the control and experimental group of 3rd grade boys and girls at final measuring.

At the test (МТ10мL) which was used to evaluate sprint velocity statistically significant differences appeared in 3rd grade boys in favor of the experimental group (Е2). Statistical significance is on the level p= 0.000 / М (Е2) = 1.921 s; М (К2)= 2.174 s/. As for 3rd grade girls statistically significant differences were identified in favor of the experimental group (Е2). Statistical significance is on the level p= 0.000 / М (Е2)= 2.005 s ; M (K2)= 2.285 s/.

At the test (ČТ3x10м) estimating the motor ability of agility a statistically significant difference was obtained in the results with both boys and girls in favor of control group (К1). statistical significance of differences of 4th grade was on the level p= 0.0098 / М (Е1)= 9.662 s; М (К1)= 9.122 s/. statistical significance of differences of 4th grade girls was on the level p= 0.0017 / М (Е1)= 10.396 s; М (К1)= 9.67 s/. At the test (МDPS) assessing flexibility the

results demonstrated that there were statistically significant differences between the control and experimental group of 3rd grade pupils. Statistically significant differences with 3rd grade pupils were in favor of the experimental group (Е2). Statistical significance is on the level p= 0.000 / М (Е2)= 6.483 cm; М (К1)= 2.551cm./. At the same test in 3rd grade girls statistically significant differences appeared in favor of the experimental group. Statistical significance is on the level p= 0.001 / М (Е2)= 9.95 cm; М (К2)= 5.312 cm.

At the test (МDPS) assessing flexibility the results have demonstrated that there were statistically significant differences between the control and experimental groups of 4th grade pupils. Statistically significant differences with 4th grade boys in favor of the experimental group (Е1). Statistical significance in girls was on the level p= 0.0038 / М (Е1)= 6.483 cm; М (К1)= 2.551cm/. With 4th grade girls statistically significant differences are in favor of experimental group. Statistical significance of differences is on the level p= 0.0127 / М (Е1)= 9.95 cm; М (К1)= 5.312 cm/. At the test (МОКPAL) assessing

coordination in 3rd grade boys there were no statistically significant differences in results between the experimental (Е2) and control (К2) group. In 3rd grade girls statistically significant differences between the control and experimental group were identified in favour of the experimental group (Е2). Statistical significance is on the level p= 0.021 / М (Е2)= 6.443 s; М (К2)= 8.503 s/.

At the tests assessing coordination, at the test (МОLIZID), in 4th grade pupils there were no statistically significant differences in 4th grade pupils between the control and experimental group. In 4th grade girls at this same test (МОLIZID) the results have shown that there were statistically significant differences in favor of the control group. Statistical significance of differences is on the level p= 0.0062 / М (Е1)= 12.571 point; М (К1)= 14.905 point. At the test (МОKPAL) in 4th grade boys, statistically significant differences were found in favor of the experimental group. Statistical significance of differences is on the level p= 0.0294 / М (Е1)= 8.354 s; М (К1)= 9.943 s/. In 4th grade girls statistically significant differences between the control and experimental group at the test (МОKPAL) were not identified.

Table 6 displays differences between the control and experimental group of 4th grade boys and girls at the final measuring.

At the test of vertical jump (VЈ) statistically significant differences appeared in 4th grade boys in favor of the experimental group (Е1). Statistical significance of differences is on the level p= 0.379 /М (Е1)= 28.42 cm; М (К1)= 25.13 cm/. In girls no statistically significant differences were identified in the results at final measurement (VЈ).

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Table 5. Differences between the control and experimental group of 3rd grade boys and girls at final measuring

with no significant differences Significant differences

TESTS Males females Males

ТV, ТМ, МSDМ, МBМ, МLS30, МVUZG,ČТ3x10М, SТRAVN,МLОZID, SОZANS, ŠAТLRUN

NO NO

МDPS М (Е2) = 7.734 cm М (К2) = 5.236 cm

p= 0.006

М (Е2) = 11.14 cm М (К2) = 7.29 cm

p= 0.001

МТ10мL М (Е2) = 1.921 s М (К2) = 2.174 s

p= 0.000

М(Е2) = 2.005 s Мф (К2) = 2.285 s

p= 0.000

МОКPAL NO М(Е2) = 6.443 s М(К2) = 8.503 s

p= 0.021

At the test lying – sitting for 30 s (МLS30)

assessing dynamic endurance in power in 4th grade boys statistically significant differences appeared in favor of the experimental group (Е1). Statistical significance of differences is on the level p= 0.0458, М (Е1)= 23,04 points; М (К1)= 20,71 points. In 4th grade girls at final measurement no statistically significant differences were found in the results of the observed groups (Е1 vs К1).

At the test for evaluation of static endurance in power (МVUZG) in 4th grade boys no statistically significant differences were identified in the results of the observed groups (Е1 vs К1). Statistically significant differences appeared in 4th grade girls in favor of the experimental group (Е1). Statistical significance is on the level p= 0.039, М (Е1)= 33.84 s; М (К1)= 22.02 s.

At the test assessing sprint speed (МТ10мL) statistically significant differences were found in 4th grade boys in favor of the experimental group (Е1). Statistical significance is on the level p= 0.000, М (Е1)=1.798 s; М (К1)=2.075 s. In girls at this same test statistically significant differences were found in favor of the experimental group (Е1). Statistical

significance is on the level p= 0.000, М (Е1)= 1.889 s; М (К1)= 2.154 s.

At the test evaluating motor ability of agility (ČТ3x10м) statistically significant differences of results were obtained in favor of the experimental group of boys (Е1). Statistical significance is on the level p=0.01, М (Е1)= 8.682 s; М (К1)= 9.214 s. In 4th grade girls there were no statistically significant differences in results between the observed groups (Е1 vs К1).

By evaluting flexibility via МDPS test, statistically significant differences in the results between the control and experimental groups were identified in favour of the experimental group (Е1) in both boys and girls. Statistical significance in boys is on the level p= 0.000, М (Е1)= 7,85 cm; М (К1)= 3.244 cm. Statistical significance in girls is on the level p= 0.005, М (Е1)= 11.425 cm; М (К1)= 7.45 cm.

At the test evaluating coordination (МОКPAL) in 4th grade boys there were statistically significant differences in the results between the experimental (Е1) and control (К1) group in favor of the experimental group. Statistical significance is on the level p= 0.000, М (Е1)= 6.192 s; М (К1)= 8.502 s. In 4th grade girls

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no statistically significant differences were obtained between the control and experimental group at the test (МОКPAL).

At the test SOZANS there are no statistically significant differences in the results between the control and experimental group of 4th

grade girls. In the 4th grade boys the obtained results demonstrated that there were statistically significant differences between the observed groups (Е1 vs К1). Statistical significance is on the level p= 0.003, М (Е1)= 5.556 s; М (К1)= 6.123 s.

Table 6. Differences between control and experimental group of 4th grade boys and girls at the final measuring

with no significant differences significant differences TESTS

Males females Males ТV, ТМ, МSDМ, МBМ, STRAVN, МОLZID, ŠAТLRUN

NO NO

VЈ NO М (E1) = 28.42 cm М (К1) = 25.13 cm

p= 0.379

МLS30 NO М (E1) = 23.04 points М (К1) = 20.71 point

p= 0.045

МVUZG NO М(E1) = 33.84 s М (К1) = 22.02 s

p= 0.039

МТ10Мl М(E1) = 1.798 s М(К1) = 2.075 s

p= 0.000

М(E1) = 1.889 s М(К1) = 2.154 s

p= 0.000

ČТ3x10 NO М (E1) = 8.682 s М (К1) = 9.214 s

p= 0.01

МDPS М (E1) = 7.85 cm М (К1) = 3.24 cm

p= 0.000

М(E1) = 11.425 cm М(К1) = 7.45 cm

p= 0.005

МОКPAL NO М(E1) = 6.192 s М (К1) = 8.502 s

p= 0.000

SОZANS NO М(E1) = 5.556 s М(К1) = 6.123 s

p= 0.003

CONCLUSION

The aim of this research was to determine the effects of the programmed PE instruction with a dominant impelementation of obstacle course as

a teaching form at junior school age. Physical development or the so called morphological area of the examined sample, was monitored via two

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variables: body height and body mass. Motor area of the tested population was observed by the application of 13 motor tests.

When putting the aim, it was presumed that the influence of experimental factor would not be the same for all the tested features and abilities of the subjects, which was finally confirmed by the research results. This fact was the decisive in order to systematize, in final conclusion on the effects of applied experiment, the results conditionally, based on the level of realized differences between the control and experimental group, into three groups. Respecting this principle, the following three groups of variables of the tested areas were formed:

The first group includes the variables in which the experimental factor was decisive in the realized positive transformation of the tested abilities (statistically significant differences of the results in favour of all groups of the experimental groups subjects).

Within the second group, there are variables in which the experimental factor was decisive in the realized positive transformation in at least one of the applied tests for assessment of those variables or at least in one of the observed experimental groups (statistically significant difference in favour of the experimental group subjects).

The third group comprises the variables in which positive transformation is evident with all subjects groups, but no statistically significant differences were determined in favour of any of the groups (control or experimental).

By opting for such an approach in final making of the conclusion it was demonstrated that the statistically significant transformations occurred under the influence of experimental factor, in the following variables (first group):

Sprint velocity – development of motor ability of sprint velocity was observed to improve statistically more significantly in the experimental groups subjects, compared to all control groups subjects, which can be regarded as the effect of the experimental factor.

Agility – the results have demonstrated that development of motor ability of agility was observed to improve statistically more significantly in the experimental groups subjects, compared to

all control groups subjects, which can be regarded as the effect of the experimental factor.

Flexibility – the results of the test for flexibility assessment have shown that development of motor ability of flexibility was observed to improve statistically more significantly in the experimental groups subjects, compared to all control groups subjects, which can be regarded as the effect of the experimental factor.

Variables in which the experimental factor was a decisive one in realized positive transformation in at least one of the observed experimental groups are classified into the second group:

Coordination - the results obtained at the tests for coordination assessment have demonstrated that development of motor ability of coordination was observed to improve statistically more significantly in the experimental groups subjects, compared to control groups subjects, at the following tests: agility with a bar (MOKPAL), in 4th grade boys and 3rd grade girls; ball throwing to a wall (МОLZID), in 3rd and 4th grade girls; modified Sozanski test (SOZANS) in 4th grade boys (SОZАNS), which can be regarded as the effect of the experimental factor.

Dynamic endurance in power – development of motor ability of dynamic endurance in power was observed to improve statistically more significantly in the experimental group subjects, at the test (МLS30), in 4th grade boys while in other subjects groups the progress was registered, slightly greater with regard to the control groups subjects, however not statistically significant.

General endurance - development of motor ability of general endurance was demonstrated to improve statistically more significantly in the experimental group subjects, at the test shuttle run (ŠATLRUN), in 4th grade boys.

Static endurance in power - development of motor ability of static endurance in power was demonstrated to improve statistically more significantly in the experimental group subjects, at the test grip endurance hang (МVUZG), in 4th grade girls, in other subjects groups the progress was registered, slightly greater with regard to the control groups subjects, however not statistically significant.

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Effects of programmed physical education instruction at junior school age

Power – no statistically significant difference was demonstrated in development of motor ability of power between the experimental group subjects and those from the control group. It was concluded that both groups made progress in power development, slightly more the experimental group subjects, but not statistically significant (except from 4th grade boys at the test of VJ).

Variables in which the positive transformations are evident, but without statistically significant difference of the results in favor of any group (control or experimental), were classified into the third group:

Physical development – the results of the research have shown that the experimental group subjects and the control group subjects statistically equally made progress in both variables (TV and TM).

Balance – it was asserted that there is no statistically significant difference in development of motor ability of balance between the subjects from both experimental and control group. It was concluded that all of them equally progressed in development of balance, the experimental group subjects slightly more but not statistically significant.

As in the similar studies so far, even in this resarch it was concluded that physical development (height and weigh) was observed not

to be significantly affected by PE instruction at this age.

Upon completed experimental research and the obtained outcome, it can be concluded that programmed PE classes with more intensive application of “obstacle course” affects positively development of children motor abilities, which confirmed the general assumption of the research.

Related to an overall problem of realization of PE instruction in junior classes of elementary school, particularly from the aspect of development of motor abilities, this, as well as future researches, should complete the view on necessity to introduce particularly planned syllabuses within PE instruction, intended primarily to develop motor ability of pupils of both gender at junior school age. Additionally, professionals, who anyhow should plan and implement PE instruction, have to possess adequate professional background that can be acquired only at university institutions, primarily faculties of physical education. In other words, legally compulsory introduction of PE classes carried out by PE teachers in junior grades (at least 3rd and 4th grade of elemenatary school) would contribute to improvement of effects of PE instruction at this age. That way PE instruction would have continuity, and therefore the effects of a unique concept of PE development would be improved.

REFERENCES

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/5/ Marković, M. (2002). Ефикасност предметне и разредне наставе физичког васпитања ученика IV разреда основне школе (Efficiency of PE Instruciton Carried out by Classroom and PE Teachers in 4th Grade Pupils of Elementary

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Ivana Milanović

School), Master Thesis, Faculty of Sport and Physical Education, Belgrade.

/6/ Milanović, I. (2006). Ефекти програмиране наставе физичког васпитања у млађем школском узрасту, (Effects of Programmed PE Instruction at Junior School Age) Master Thesis, Faculty of Sport and Physical Education, Belgrade.

/7/ Nikolić, S. (2001). Предлог норматива простора за наставу физичког васпитања сa аспекта категоризација школа у Србији, (Proposal of Normative Area for PE Instruction From the Aspect of School Categorization in Serbia) Master Thesis, Faculty of Sport and Physical Education, Belgrade.

/8/ Radojević, J. (1998). Физичко васпитање јуче – данас - сутра, (Physical Education Yesterday – Today – Tomorrow), Physical Culture, 1, Podgorica.

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/10/ Višnjić, D. (2004). Теорија и методика физичког васпитања, (Theory and Theaching Method of Physical Education), Belgrade: Author’s edition.

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Assistant Ivana Milanović, MA, Faculty of Sport and Physical Education, Blagoja Parovića 156, 11000 Belgrade, Serbia e-mail: ivana.milanovic@dif.bg.ac.rs

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