Evaluation of Some Motoric Parameters of Pre-School Gymnasts and Their Relations
Sezen Çimen Polat
PEDAGOGICAL RES, Volume 3, Issue 3, Article No: 09
https://doi.org/10.20897/pr/2664
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The aim of this study is to determine the motoric parameters of pre-school gymnasts and investigate the relations between them. 30 gymnasts participated in a research at the age of 7.23 ± 1.50. In the research data regarding resting pulse rate, blood pressure, height, weight, flamingo balance test, plate tapping test, standing long jump, shuttle movement, sit and reach flexibility test, hand dynamometer, hanging with bent arm and 10x5 m running were evaluated. Descriptive statistics were performed for all data obtained from research. Pearson's correlation coefficient is calculated to study the direction and strength of the linear relation between the variables with normal distribution and Spearman Rank correlation coefficient is calculated for those who are not normally distributed. In this study the relations between long jump and 10x5 m, plate tapping test and long jump, flamingo balance performance and long jump, flamingo balance performance and plate tapping test also plate tapping test and sit and reach are investigated. An inverse correlation is found between long jump and 10x5 m and also between long jump and plate tapping test. It is concluded that there is an inverse relation between flamingo balance test with plate tapping test and plate tapping test with sit and reach flexibility test. Same directional relationship is only determined between long jump with flamingo balance test.
Keywords: eurofit test, gymnastic, motoric parameters
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Enhanced Body Composition and Physical Fitness in Prepubescent Soccer Players
Bahar Ateş
PEDAGOGICAL RES, Volume 3, Issue 3, Article No: 10
https://doi.org/10.20897/pr/3896
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The purpose of this study is to examine the effect of soccer activities on body composition and physical fitness among prepubertal boys. A total of 38 prepubescent male soccer players (mean age, 12.1±0.13 years) were compared with 41 participants in control group (mean age, 12.4±0.06 years). The body composition was measured using the bio-electrical impedance analysis (BIA) method (Tanita Corp., Tokyo, Japan). 30m sprint (T30), agility T-Test, and Sit-And-Reach (S&R) Tests were performed from different motor fitness test batteries. Student’s unpaired t-test revealed that soccer and control groups were similar in age, height, body mass, BMI and lean body mass (LBM), but the control group had higher percentage of body fat (%BF) than the soccer group (p < 0.05). Also, pearson correlation analysis showed a significant moderate positive correlation between %BF and T30 (r = 0.62; p = 0.00), and a significant lower positive correlation between agility T-Test and S&R test (r = 0.35; p = 0.00, r = 0.42; p = 0.00), respectively. No significant correlation was observed between LBM, and T30, agility T-Test, and S&R test (r = –0.08; p = 0.49, r = –0.16; p = 0.15, r = –0.16; p = 0.15), respectively. In conclusion, soccer activities are associated with better physical fitness and lower BF among prepubescent boys.
Keywords: body fat percentage, lean body mass, BMI, performance, regular training
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Contextualising the Influence of Socialization Agents in Shaping Primary School Pupils Behaviour in Thika Sub-County, Kenya
Esther Wanjiru Mwangi, Catherine Ndung’u, Michael Gachahi
PEDAGOGICAL RES, Volume 3, Issue 3, Article No: 11
https://doi.org/10.20897/pr/3929
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Socialization agents shape pupils’ behaviour. Pupils’ behaviour has deteriorated over time in primary schools in Kenya. The purpose of the study was to contextualise the influence of socialization agents in shaping primary school pupils in Thika Sub County. The objective of the study was to assess the role of school variables in shaping pupils’ behaviour. Descriptive research design was applied with a target population comprising of 570 teachers, 3256 pupils and 69 head teachers. The sample size consisted of 57 teachers, 325 class seven pupils and 7 school heads. The research instruments used consisted of the teachers and pupils questionnaire and an interview guide for head teachers and sub county director of education. The research instruments were piloted and a correlation coefficient of < 0.7 was acceptable. Data was analyzed using both descriptive and inferential statistics with the aid of the Scientific Package for Social Sciences (SPSS). The study established that the school rules played a key role in management of children’s behaviour in school since they maintained socially acceptable norms within the school. However the school rules did not dictated the form of punishment for non-compliance. The school should carry out background checks on learners in order to establish behavioural issues that are likely to face from a particular set of learners. This would assist in discipline management in schools. The teachers should also consider prior behavioural and discipline issues in order to determine how to address the current pupils’ indiscipline. The school administrators should ensure that the school rules specify the punishment for various issues of non-adherence to the rules. This would assist in having uniform forms of punishment and thus learners would understand the punishments and the role of punishment in shaping their behaviour.
Keywords: socialization, school as an agent, pupils behaviour
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Inquiry-based Learning and its Possibilities for Primary Schools with fewer Digital Resources – A Qualitative Study
Manuela Heindl
PEDAGOGICAL RES, Volume 3, Issue 3, Article No: 12
https://doi.org/10.20897/pr/3932
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Although there is evidence of an improvement in students’ learning achievements in inquiry-based learning sessions compared to traditional lessons, the influence of technology and its possibilities for poorly-equipped schools, needs to be analysed. The research question was, ‘Which effective practices emerge when students use digital, as opposed to analogue, technology in an inquiry-based learning setting?’ To investigate this, a treatment group used digital technology and the control group used worksheets instead, to solve a scientific architectural problem in the creative subject ‘arts and crafts’. Students were observed and teachers were interviewed. The study concludes that there is no disadvantage for primary school-aged children with access to few digital technologies. The same is true for rural and disadvantaged areas. The paper concludes, based on viewing these practices, that using digital technologies in inquiry-based learning can be beneficial for working independently, for being involved actively and for boosting a discussion when researching.
Keywords: poorly-equipped schools, inquiry-based learning, digital technologies, primary schools
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