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UDC: 373.103.71+376 DOI: 10.14526/2070-4798-2022-17-2-101-106
The peculiarities of physical fitness among primary school children, who study at comprehensive and special correctional (type I-II) schools at the
beginning of the school year
Gayk D. Aleksanyants'*, Olesya A. Medvedeva', Tatyana G. Topchiy2, Oksana P.
Erokhova3, Ekaterina G. Selikhova3
'Kuban State University of Physical Culture, Sports and Tourism Krasnodar, Russia ORCID: 0000-0002-3504-9483, alexanyanc@mail.ru* ORCID: 0000-0002-0361-6666, medvedeva-ol.an@mail.ru 2Special (correctional) boarding school Krasnodar, Russia internat23@mail.ru 3Hero of the Soviet Union Anatoly Berezovoy Gymnasium № '8 Krasnodar, Russia school'8@kubannet.ru xrom_83@mail.ru
Abstract. The organized analysis of the research works, dedicated to physical fitness of 7-10 year-old children, showed the insufficient level of the basic physical qualities development among them. The absence of individualization in pedagogical process of physical upbringing among 7-10 year-old children decreases its effectiveness and doesn't provide necessary conditions for primary school children's motivational-axiological and activity-based components of physical culture improvement. It is especially important for children with auditory deprivation. They have functional disorders in different systems of an organism. In these conditions hearing-impaired children have deviations in physical development and physical fitness. The most important objective in this case is correctional physical upbringing realization among children with this kind of pathology. The aim. Explication of the peculiarities of physical fitness among primary school children, who study at comprehensive and special correctional (type I-II) schools. Research methods. Scientific-methodical sources analysis and summarizing, pedagogical testing (hands position reproduction, 30 meters run, body lifting, hand dynamometry, lean forward), methods of mathematical-statistical analysis. Research results. 311 almost healthy and 96 hearing-impaired primary school children demonstrate the range of indices. They characterize physical fitness, which at the beginning of the academic year stay behind due values. It is mainly concerns children with auditory deprivation. Conclusion. The registered scientific results help to reveal weak effectiveness of physical upbringing process among 7-10 year-old school children both at comprehensive and correctional schools and underline the necessity to create a pedagogical methodology taking into account physical fitness indices Keywords: 7-10 year-old schoolchildren, auditory deprivation, physical fitness.
For citation: Gayk D. Aleksanyants*, Olesya A. Medvedeva, Tatyana G. Topchiy, Oksana P. Erokhova, Ekaterina G. Selikhova. The peculiarities of physical fitness among primary school children, who study at comprehensive and special correctional (type I-II) schools at the beginning of the school year. Pedagogical-psychological and medical-biological problems of physical culture and sport. 2022; 17(2): 72-78. DOI: 10.14526/2070-4798-2022-17-2-101-106.
The research was held in terms of Kuban scientific fund grant № PPN-2'.'/27 "Vector of sensory-motor systems adaptation of the secondary childhood children with different degree of auditory deprivation to educational physical culture technologies". Urgency
Nowadays it is obvious that educational process at schools claims high physical, psychological and functional demands on a child's organism [5]. At the same time, the offered innovative methodologies of teaching not always correspond with physiological abilities of pupils. Stress is on intellectual development and individual singularities of schoolchildren's physical fitness are not considered enough. Inadequacy of the educational load ratio and compensatory abilities of a child's organism leads to disorders in physical
Urgency
Nowadays it is obvious that educational process at schools claims high physical, psychological and functional demands on a child's organism [5]. At the same time, the offered innovative methodologies of teaching not always correspond with physiological abilities of pupils. Stress is on intellectual development and individual singularities of schoolchildren's physical fitness are not considered enough. Inadequacy of the educational load ratio and compensatory abilities of a child's organism leads to disorders in physical health [3; 11]. Not always we take into account classical notions of general regularities of growth and development [1].
At the same time, physical fitness and morphofunctional status are obligatory parts of children's adaptation to education at school. They provide essential changes understanding in neuroendocrinal, vegetative and other systems of a child.
In scientific and methodical literature there are many works connected with heterochronicity of somatic development [4; 10; 21].
Physical fitness indices are the indicators of physical health state among pupils [6; 20].
At the same time the character of children's physical development (both slow and quick) conditions functional and adaptive abilities and can have negative influence on physical and mental working capacity [14].
It means that the revelation of deviations in the character of physical fitness among children helps to define the effectiveness of physical upbringing in functional and somatic development provision.
It is especially important for children with hearing disorders, as in the opinion of S.A. Kuramin (2007), E.V. Trofimova and other authors (2009), changes in auditory analyzer function leads to inhibitory phase states in neurons of cortex. It causes disorders in activity, including the activity of sensory-motor systems.
At the same time schoolchildren with auditory deprivation more often make mistakes in mastering orders. They have difficulty in necessary information exarticulation. They have proprioceptive and kinesthetic sensitivity and integrity of visual perception decrease in comparison with healthy coevals [16; 17].
Some research works, using mainly pedagogical and functional methodologies, mention that physical fitness of children with auditory deprivation is not so strong in main parameters, as physical fitness of their healthy coevals [9; 13; 19].
At the same time such characteristics of children with auditory deprivation are not studied enough, using different methodical approaches. In most cases among different contingent of respondents
and the information is not systematized.
All mentioned above formed the base for the present studies organization. The aim of the research work is the explication of physical fitness peculiarities among primary school children. They study at comprehensive and special correctional (type I-II) schools, at the beginning of an academic year.
Material and methods
The research was realized on the basis of a municipal budgetary general education establishment of a municipal education in Krasnodar gymnasium № 18 named after the Hero of the Soviet Union Anatoly Berezovoy, municipal budgetary educational establishment of municipal education in Krasnodar secondary school № 63 named after the Hero of the Soviet Union Fedor Tolbukhin, state public educational establishment of the Krasnodar Territory special (correctional) boarding school of Krasnodar, laboratory of anatomy and sports medicine department of the federal state budgetary educational establishment of higher education "Kuban State University of Physical Culture, Sport and Tourism".
311 almost healthy schoolchildren (149 boys and 162 girls), 96 hearing-impaired primary school children (49 boys and 47 girls), who have bilateral sensorineural hearing loss of the III-IV degree. The age of the respondents corresponded with the period of the 1st and the 2nd childhood.
During children's physical fitness and physical development analysis we used available, easy for reproduction and adequate during screening tests methods. For pedagogical testing we chose the exercises, which define the level of physical fitness development: speed (quickness), coordinating (dexterity), strength-oriented (power) abilities, flexibility, endurance. They are presented in an available scientific-methodical sources and normative demands for the pupils at educational establishments [7; 8; 15; 18; 23].
Within one article it is technically difficult to show the full complex. It reflects the level of children's physical fitness. We took the part of the research work in which we used the following: hands position reproduction (we used "Physiomed Elektromedizin" goniometer), 30 meters run, body lifting, hand dynamometry (electronic hand dynamometer -DMER-30), lean forward.
The research works were organized at the beginning of an academic year several times, as during this period the reaction to educational load was registered (satisfactory level of adaptation was created). The protocol was formed for each schoolchild.
We should underline homogeneity of the
considered groups of secondary schools pupils according to the degree of the studied parameters of physical fitness prolification with the average age related values (model) for children. They live on the Krasnodar Territory [2].
Children took part in the research on a voluntary basis. Their parents gave written informed consent.
The received during the research experimental results were handled according to standard mathematical-statistical methods using IBM-compatible computers. We calculated the following values: arithmetic mean (M), mean error (±m).
Results and discussion
Tables 1 and 2 present the average values of some studied physical fitness indices of 7-10 year-old children at the beginning of an academic year at comprehensive and special correctional (type I-II) schools.
As a comparative analysis of the received data showed dexterity index among 7-9 year-old boys from comprehensive schools was better than among their coevals from a special correctional school (p<0,05 - p<0,001).
Among 10 year-old boys we registered no differences in this index.
In 30 meters run we revealed no differences among 7 year-old boys from comprehensive schools and a special correctional school. Among 8-10 year-old boys better indices were among pupils of comprehensive schools (p<0,05).
We revealed no difference in "body lifting", "hand dynamometry" indices among 7-10 year-old boys from comprehensive schools and a special correctional school.
In "lean forward" exercise flexibility was better among 10 year-old boys from comprehensive schools (p<0,01). There were no differences in other comparative groups.
Characterizing the values of physical fitness indices among 7-10 year-old girls, we should underline that in "45° angle reproduction" during elbow joints flexion and in "30 meters run" tests there was predominance of the received parameters among comprehensive schools pupils in comparison with a special correctional school (p<0,05 -p<0,001).
In other tests ("body lifting", "hand dynamometry", "lean forward") we revealed no differences in indices among 7-10 year-old girls from comprehensive schools and a special correctional school.
Conclusion
Nowadays the main method of physical culture lessons at general education establishment is a group method. It doesn't completely take into account individual characteristics of a pupil in his physical fitness.
It is reasonable to realize the objective of motor activity intensification among primary school children and increase their level of physical fitness on the basis of personality-oriented pedagogical approach.
In order to realize one of the basic components of physical upbringing - the volume of motor actions formation, it is reasonable to aim physical culture teachers at children's physical fitness increase.
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Submitted: '0.05.2022 Author's information:
Gayk D. Aleksanyants - Doctor of Medicine, Professor, Kuban State University of Physical Culture, Sports and Tourism, 350015, Russia, Krasnodar, Budennogo str., House '6', e-mail: alexanyanc@mail. ru
Olesya A. Medvedeva - Candidate of Pedagogics, Associate Professor, Kuban State University of Physical Culture, Sports and Tourism, 350015, Russia, Krasnodar, Budennogo str., House '6', e-mail:medvedeva-ol.an@mail.ru
Tatyana G. Topchiy - Director, Special (correctional) boarding school, 35006', Russia, Krasnodar, im. Machugi V.N. str., House, 80, e-mail: internat23@mail.ru
Oksana P. Erokhova - Redirector, the Hero of the Soviet Union Anatoly Berezovoy gymnasium № '8, 350062, Russia, 350062, Krasnodar, Vorovskogo str., House 229, e-mail: school'8@kubannet.ru Ekaterina G. Selikhova — Teacher, the Hero of the Soviet Union Anatoly Berezovoy gymnasium № '8, 350062, Russia, 350062, Krasnodar, Vorovskogo str., House 229, e-mail: xrom 83@mail.ru
