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10MOTOR SKILLS OF PRIMARY SCHOOLCHILDREN IN NEW EDUCATIONAL CONDITIONS
O.O. Volosatykh
A.M. Tikhonov, professor, Ph.D.
Perm state humanitarian-pedagogical university, Perm
Key words: schoolchildren, research method, theoretical knowledge, motor fitness.
Introduction. Universal learning activities, which are mainly the result of school education, can be formed only in case of using in the educational process of productive teaching methods, which include the research one.
In the Russian teaching community the point that traditional means, forms and methods of teaching no longer satisfy today's needs in training of its highly intelligent, socially adapted members, increasingly affirms. So it is time to convert to a qualitatively new form of education organization, which puts students in a position of discoverer, truth seeker. They need to find on their own the contradictions in phenomenon or subject studied, formulate the issue, the ways of solving this issue, conduct an experiment, process data and interpret results, draw adequate conclusions and generalizations [2]. In developing educational technologies research activity is carried out starting from the second grade, the first year of education is dedicated to preparation for it [3].
Changes have affected the sphere of physical culture, but new methods of teaching mostly pertain to conduct lessons in classrooms [1]. Innovations in physical culture and sport are often imposed only as organizational components (increasing the number of hours, unscheduled classes), leaving behind other areas of education (knowledge assimilation, personal development). Different emphases are placed in teaching such as: health, development of motor qualities, inter-subject, educational [1]. The main argument, given by opponents of educational physical culture is the lesson's low (from their perspective) density and therefore its poor effect on health. On the other hand, proponents of educational physical culture criticize the opponents for limitation of "corporal physical culture" in terms of theoretical, intellectual development of pupils. Therefore, we consider relevant to observe the methods, which provide the dual effect (development of motor qualities and knowledge assimilation) during physical education lessons.
We assumed that physical education lessons using the research method promote better assimilation of theoretical knowledge without losing the motor component and positively affect pupils' motor skills.
The purpose of the study was to identify the level of theoretical knowledge and physical fitness of elementary schoolchildren, they had achieved during studies with the use of the research method.
Materials and methods. In the developmental education learning process should be based on the integrated approach. This approach can be implemented based on the integration with the subject "Environment" [3].
The data was studied in the following sequence. In the first grade the educational process begins with the definition of study object (what is studied by the discipline and what should not be studied), and then attention is focused on observation skills development and awareness of personal senses. Next, the ability to classify and make series is formed.
The next step is getting familiar with conditions. During the lessons the child should be pointed out different conditions of living beings (and his conditions too). We suggest writing down these conditions in a copybook. For example, the conditions at the beginning and the end of the lesson, and body parts tired after the lesson are put down.
After this, attention is paid to the introduction into processes. The concept of "progress process", "development process" needs to be introduced. Pupil's progress is marked at the beginning and at the end of the year. The results at the beginning and at the end of each semester and year are tracked (the best results in tests provided by the program). The analysis of these results will help with future understanding of the concept of "training process".
A muscle must be prepared (warmed up, stretched) to contract quickly. Warming-up is an important condition for the qualitative performance of motor actions. And here we start studying the processes conditions. It is clarified how the technique of motor action changes depending on the conditions of its implementation. At the end of this phase, the conditions of human progress and development are detected.
In the second year of study pupils are introduced into experiment. During research lessons children are exercising in different ways (for example, from different starting points, at different angles of flexion in the knee joints, starting fast and slowly, etc.). Pupils were not restricted in the methods, and they came up with their own. In order to improve the previous results (for example, the learning objective was to find out how to jump farther), it was necessary to determine most effective ways of performance of elements. Various hypotheses were expressed, it was necessary to find a way to refute or confirm them. Pupils were suggested performing an exercise in different ways, assessing the results. The most effective way of performance of the exercise was considered to be correct variant of the element. Elements, the effectiveness of which had been proven in the experiment became evaluation and then self-evaluation criteria. At the next lessons having practiced correct elements, pupils evaluate their technique of motor action. When the topic is over, the level of theoretical part assimilation was detected using specially designed tests.
In order to define the effectiveness of the research method in the learning process, we performed a two-year formative experiment, involving first and second-grade pupils: the experimental group - 28 people (15 boys and 13 girls) and the control group - 29 people (15 boys and 14 girls).
In the control group the study material was taught by the teacher according to the conventional methodology: giving the idea of the motor action studied, learning it as a whole or in parts, results consolidation and development of motor qualities. The work with the experimental group was carried out in the above-mentioned sequence.
Results of the research. Physical fitness dynamics is presented in Tables 1 and 2 (tests were held at the beginning and at the end of school year; second grade pupils were tested).
Table 1. Dynamics of results of second grade pupils' (boys) physical fitness
Tests Groups Beginning of the year End of the year Significance levels of differences, p
X S X S
Standing long jump EG 125,8 9,87 136,6 11,14 0,05
CG 123,7 8,9 132,1 7,16 0,05
Pull-ups EG 0,93 1,22 2,33 1,54 0,05
CG 0,87 1,19 1,0 1,31 Insignif.
Shuttle run EG 11,1 1,66 10,0 0,93 0,05
CG 11,0 1,77 10,6 1,11 Insignif.
Body lifting per 30 s EG 17,4 4,81 24,7 4,95 0,01
CG 17,1 4,38 19 4,54 Insignif.
In the class where pupils trained using the experimental technique, obvious changes occurred in all tests of physical fitness. In the control group only the results in standing long jump improved significantly.
Table 2. Dynamics of results of second grade pupils' (girls) physical fitness
Tests Groups Before the experiment After the experiment Difference, p
X 5 X 5
Standing long jump EG 117,5 10,47 136,5 12,32 0,01
CG 119,2 14,6 128,8 11,6 0,05
Pull-ups EG 8,1 2,75 14,8 3,02 0,01
CG 10,5 2,79 13,1 2,79 0,05
Shuttle run EG 11,6 1,68 10,3 0,55 0,05
CG 10,9 0,61 10,6 0,8 Insignif.
Body lifting per 30 s EG 15,1 5,6 21,5 3,33 0,01
CG 17,0 4,64 18,9 4,83 Insignif.
The results of girls in both groups grew significantly in standing long jumps and push-ups, but in the experimental class the rise was more significant. There were no significant differences in shuttle run and body lifting per 30 s in the control group unlike the experimental one.
The analysis of technique of the program performance also showed that pupils from the experimental group significantly outstrip the ones from the control group in terms of the quality of performance of motor actions. Pupils were rated in points according to criteria developed in the collaboration. As the number of criteria is different for different exercises (e.g., 7 - for jumps, 3 - for pull-ups), the level of the technique assimilation is given in percentage (Fig. 1).
100 80 60 40 20 0
u
Before experiment
After experiment
□ CG (B) IHCG (G) IHEG (B) IHEG (B)
Fig. 1. The level of assimilation of the technique of motor actions according to school curriculum (in percentage) for boys and girls
The difference in results shown at the beginning and the end of school year in the experimental group was statistically significant. In the control group, it was not confirmed.
At the end of the second year of study pupils were examined to reveal the level of theoretical knowledge assimilation (Table 3). Table 3. Theoretical knowledge assimilation level of pupils of research groups
Groups X 5 m t P
Experimental 0,74 0,12 0,04 3,71 < 0,01
Control 0,48 0,2 0,05
The overall level of knowledge assimilation among schoolchildren of the experimental group was significantly higher than in the control group.
Conclusion. The conducted experiment has shown that the research method used at physical education lessons provides better assimilation of theoretical knowledge and motor fitness rather than traditional one. Theoretical knowledge is assimilated in the real work without losing the motor component of the lesson.
References
1. Luk'yanenko, V.P. The current state and the concept of reforming of the system of general education in the field of physical culture: monograph / V.P. Luk'yanenko. - Moscow: Sovetsky sport, 2005. - 256 P.
2. Seredenko, P.V. Formation of readiness of future teachers for teaching students research skills and abilities: abstract of doctoral thesis (Hab.) / P.V. Seredenko. - Moscow, 2008. - 37 P.
3. Chudinova, E.V. The world around us: textbook-notebook for the 2nd year of primary school (system of D.B. El'konin-V.V. Davydov) in 2 parts / E.V. Chudinova, E.N. Bukvareva. - Moscow: Vita-Press, 2004. - 88 P.
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