scholarly journals Strength Abilities: Overview of Development in Middle School Boys

2018 ◽  
Vol 18 (3) ◽  
pp. 126-135 ◽  
Author(s):  
V. Veremeenko
Keyword(s):  
Middle School ◽  
Arm Movements ◽  
Shoulder Girdle ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Seventh Grade ◽  
Back Muscles ◽  
Leg Muscles ◽  
Study Results ◽  
Shoulder Girdle Muscles

The purpose of the study is to identify the peculiarities of strength preparedness of middle-school-aged boys. Materials and methods. The participants in the study were boys of sixth grade (n=36), seventh grade (n=36), eighth grade (n=33). The study used analysis and summary of scientific and methodological literature, pedagogical testing and methods of mathematical statistics for processing study results. The IBM SPSS 23 statistical analysis software was used to process the study materials. The following parameters were calculated: arithmetic mean value (X); standard deviation (s). The probability of difference in statistical indicators was estimated using the Student’s t-test. Results. The analysis of the results suggests that the sixth- and seventh-grade boys have statistically significant differences in the set of tests (p <0.05). The seventh-grade boys show the increase in strength indicators of the shoulder girdle muscles, abdominal and back muscles, leg muscles. The sixth- and eighth-grade boys show statistically significant differences in the set of tests (p<0.05). The eighth-grade boys demonstrate the increased indicators of strength and strength endurance of the shoulder girdle muscles, abdominal and back muscles, and leg muscles. There are also statistically significant differences in the test on frequency of arm movements (p<0.001) and in the “Standing long jump” (p<0.001). The seventh- and eighth-grade boys show statistically significant increase in strength indicators of the shoulder girdle muscles, the indicators of strength endurance of the abdominal and back muscles, and the indicators of strength endurance of the leg muscles. There are statistically significant differences in the test on frequency of arm movements (p<0.05) and in the “Shuttle run 4×9” (p<0.001). Conclusions. The middle-school-aged boys show a positive dynamics in the development of motor preparedness. The largest increase is observed in the indicators of strength and strength endurance of the shoulder girdle muscles, abdominal, back, and leg muscles.

scholarly journals Strength Abilities: Programming for Strength and Strength Endurance Development in Middle-School-Aged Girls

2018 ◽  
Vol 18 (4) ◽  
pp. 180-193
Author(s):  
V. Yu. Veremeenko
Keyword(s):  
Middle School ◽  
Control Group ◽  
Circuit Training ◽  
Back Muscles ◽  
Combined Training ◽  
Leg Muscles ◽  
Training Cycle ◽  
Shoulder Muscles ◽  
Study Results ◽  
Experimental Group

The study purpose is to develop a technology of programming for strength and strength endurance development in middle-school-aged girls in a 2-week training cycle. Materials and methods. The study participants were 6thgrade girls (n=20), 7thgrade girls (n=27), 8thgrade girls (n=30). The paper used analysis and generalization of data of scientific and methodological literature, pedagogical testing and methods of mathematical statistics for processing research results. The study materials were processed by the IBM SPSS 23 statistical analysis software. The following parameters were calculated: arithmetic mean (X); standard deviation (s). The probability of difference in statistical indicators was estimated using the Student's t-test. Results. The analysis of the study results showed that after 1-3 circuit training classes, the girls in the experimental group demonstrate a statistically significant, but slight improvement of results in the set of tests (p<0.05). After 1-3 classes of combined training, the experimental group girls show a statistically significant improvement in the results of strength and strength endurance of shoulder muscles, abdominal and back muscles, leg muscles (p<0.05). The comparison between the levels of strength preparedness of the control group girls and experimental group girls after the experiment revealed that the experimental group girls demonstrate statistically significantly better results of strength and strength endurance of shoulder muscles, abdominal and back muscles, leg muscles (p<0.05). Conclusions. When using 1-3 circuit training classes and 1-3 combined training classes in a 2-week training cycle, the middle-school-aged girls show a positive dynamics of strength and strength endurance development of shoulder muscles, abdominal and back muscles, leg muscles. The method of circuit training is effective to develop general and local strength endurance, the dynamics of strength of the local muscle group is strongly influenced by the combined training.

scholarly journals Motor Abilities: Methods of Strength and Strength Endurance Development in Middle-School-Aged Boys

2019 ◽  
Vol 19 (1) ◽  
pp. 3-13 ◽  
Author(s):  
V. Yu. Veremeenko
Keyword(s):  
Middle School ◽  
Control Group ◽  
Circuit Training ◽  
Back Muscles ◽  
Combined Training ◽  
Leg Muscles ◽  
Shoulder Muscles ◽  
Local Strength ◽  
Study Results ◽  
Experimental Group

The study purpose is to develop methods for strength and strength endurance development in middle-school-aged boys in a two-week physical training cycle. Materials and methods. The study participants were 6th grade boys (n = 36), 7th grade boys (n = 36), 8th grade boys (n = 33). The paper used analysis and generalization of data of scientific and methodological literature, pedagogical testing, and methods of mathematical statistics for processing research results. The study materials were processed by the IBM SPSS 23 statistical analysis software. The following parameters were calculated: arithmetic mean (X); standard deviation (s). The probability of difference in statistical indicators was estimated using the Student’s t-test. Results. The analysis of the study results indicates that after using the method of circuit training (1–3 classes), the experimental group boys show a statistically significant improvement of results in the set of tests (p < 0.05). The largest increase was observed in the indicators of strength endurance of shoulder flexors, abdominal and back muscles, and static endurance of leg muscles. After using a combined method (4–6 classes), the experimental group boys show a statistically significant improvement of the results of strength and strength endurance of shoulder muscles, abdominal and back muscles, leg muscles (p < 0.05). The comparison between the levels of strength preparedness of the control group boys and experimental group boys after the experiment revealed that the experimental group boys show statistically significantly better results of strength and strength endurance of shoulder muscles, abdominal and back muscles, leg muscles (p < 0.05). Conclusions. The methods of strength and endurance development that includes circuit training (1–3 classes) and combined training (4–6 classes) have a positive effect on the dynamics of indicators of strength and strength endurance of shoulder muscles, abdominal and back muscles, leg muscles of the middle-school-aged boys. The method of circuit training is effective to develop general and local strength endurance, the dynamics of strength of the local muscle group is strongly influenced by the method of combined training.

The Effect of Earlier or Later Transition into Middle School on Students' Psychosocial Adjustment and Drug Use

1986 ◽  
Vol 16 (3) ◽  
pp. 221-232 ◽  
Author(s):  
L. Douglas Ried ◽  
O. B. Martinson ◽  
L. C. Weaver
Keyword(s):  
Middle School ◽  
Drug Use ◽  
Psychosocial Adjustment ◽  
Grade Level ◽  
School Organization ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Seventh Grade ◽  
Eighth Grade Students

This study compared the psychosocial adjustment and drug use of eighth grade students beginning middle school in the fifth, sixth, or seventh grade. Eighth grade students beginning middle school in the fifth and sixth grade had more favorable drug use attitudes, had more drug using friends, and felt their friends were less opposed to using drugs than did students beginning middle school in the seventh grade. Eighth grade students beginning middle school in the sixth grade used drugs more frequently than students beginning in the seventh grade. The school organization variables were not statistically significant in a model which accounted for 67 percent of the variance in the drug use variable. The significance of the grade-level organization of schools is discussed.

A Description of Middle School Male Singers’ Voice Change and Voice Part Assignment

2021 ◽  
pp. 875512332110182
Author(s):  
Ryan Austin Fisher ◽  
Nancy L. Summitt ◽  
Ellen B. Koziel
Keyword(s):  
Middle School ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Voice Change ◽  
Stage 4 ◽  
Public Middle School ◽  
Middle School Choir ◽  
Choral Programs ◽  
Stage 1 ◽  
The Voice

The purpose of this study was to describe the voice change and voice part assignment of male middle school choir members. Volunteers ( N = 92) were recruited from three public middle school choral programs (Grades 6-8). Participants were audio-recorded performing simple vocal tasks in order to assess vocal range and asked to share the music they were currently singing in class. Results revealed 23.91% of participants’ voices could be categorized as unchanged, 14.13% as Stage 1, 3.26% as Stage 2, 10.87% as Stage 3, 26.09% as Stage 4, and 21.74% as Stage 5. The majority of sixth-grade participants were classified as unchanged or in Stage 1 of the voice change and the majority of eighth-grade participants were classified in Stages 4 to 5 of the voice change. Of the participants labeled “tenors” in their choir, over 60% were classified as either unchanged voices or in Stage 1 of the voice change.

scholarly journals INVESTIGATION OF THE DEVELOPMENT OF CREATIVITY IN SECONDARY SCHOOL CHILDREN: A FOUR-YEAR LONGITUDINAL STUDY

2020 ◽  
Vol 13 (2) ◽  
pp. 563-584
Author(s):  
Güneş Sali
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Children ◽  
Creative Thinking ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Seventh Grade ◽  
Early Closure ◽  
The Difference

In this study, which is planned to observe the advancement of creativity in secondary school children in the sixth, seventh and eighth classes starting from the fifth class, the relational scanning model which is one of the describe approachs was used. This is as well lengthwise research. The population of the study contained of children attending the first grade of secondary schools in Yozgat (Turkey) city center in 2015–2016 academic year. The sample of the study contained of 154 children (78 girls, 76 boys) attending two fifth grade branches in three secondary schools selected from these secondary schools. In the sixth grade, the number of samples decreased to 147 (72 females, 75 males), 137 in the seventh grade (68 females, 69 males) and 132 (65 females, 67 males) in the eighth grade. The analyzes were performed on data collected from 132 children in the eighth grade. General Information Form and Torrance Tests of Creative Thinking (Figure Form A and Form B) were used as data collection tools. In the analysis of the data, descriptive statistics, frequency, analysis of variance for rehearced measurements and T-Test for unrelated measurements were performed. Hence of the study, it was seen that the creative thinking scores of the children in the fifth, sixth, seventh and eighth classes differed in all sub-dimension scores and total creativity scores. In the fluency sub-dimension, the scores obtained in the fifth grade and sixth, seventh and eighth classes differed in favor of the sixth, seventh and eighth classes, respectively. In the sixth grade, the difference between the scores received in the seventh and eighth classes advantage of the scores obtained in the seventh and eighth classes, respectively. Moreover, the difference between the scores obtained in the seventh class and the scores taken in the eighth class were found advantage of the scores obtained in the eighth grade. In the sub-dimension of originality, there was a difference between the scores obtained in the fifth grade and the scores obtained in the seventh and eighth classes, respectively, in favor of the scores obtained in the seventh and eighth grades. It was found that there was a differentiation between the scores obtained in the seventh grade, and the scores obtained in the eighth grade in the seventh and eighth classes, respectively. It is seen that there is a statistically significant difference between the scores obtained in the fifth, sixth and eighth grades in the abstraction of headings advantage of the scores obtained in the seventh grade. In the enrichment sub-dimension, it was found that the scores obtained in the fifth and sixth grades differed significantly from the scores obtained in the eighth grade in favor of the scores obtained in the fifth and sixth grades. In the sub-dimension of resistance to early closure, it was observed that there was a difference between the scores obtained in the fifth, sixth and eighth grades and the scores obtained in the seventh grade advantage of the scores obtained in the seventh grade. In the total creativity scores, there was a difference between the scores obtained in the fifth grade and the scores obtained in the sixth class advantage of the ratings obtained in the sixth grade. It was determined that the scores obtained in the fifth sixth and eighth grades differed significantly advantage of the scores obtained in the seventh class (p <.05). It was determined that the total creativity rating of the children participator in the survey in the sixth class and the early closure resistance subscale scores obtained in the eighth grade differed according to gender (p <.05).

scholarly journals Strength Abilities: Features of Their Development in Girls of Middle School Age

2018 ◽  
Vol 18 (2) ◽  
pp. 78-85 ◽  
Author(s):  
V. Yu. Veremeenko
Keyword(s):  
Middle School ◽  
School Age ◽  
Test Results ◽  
Back Muscles ◽  
Study Objective ◽  
Study Materials ◽  
Leg Muscles ◽  
Shoulder Muscles ◽  
8Th Grade ◽  
Student’S T

The study objective is to determine the dynamics of strength preparedness of middle school girls. Materials and methods. The participants in the study were 6th grade girls (n=20), 7th grade girls (n = 27), 8th grade girls (n = 30). The study used analysis and collation of scientific and methodological literature, pedagogical testing and methods of mathematical statistics for processing research results. The IBM SPSS 23 statistical analysis software was used to process the study materials. The study calculated the following parameters: arithmetic mean of the value (X); standard square deviation (s), mean difference. The probability of difference in statistical indicators was estimated using the Student’s t-test. Results. The analysis of the test results of the 6th-7th grade girls showed statistically significant differences in the set of tests (p<0.05). For the 7th grade girls, the largest increase was observed in the strength indicators of shoulder muscles, abdominal and back muscles, strength indurance of leg muscles. For the 6th-8th grade girls, statistically significant differences were observed in the strength and strength endurance indicators of shoulder muscles, abdominal and back muscles, leg muscles, speed qualities (p<0.05). The study did not observe any statistically significant differences in the set of tests (p>0.05) for the 7th-8th grade girls, there was only an increase in the strength endurance indicators of leg and back muscles. Statistically significant differences were observed in the frequency of arm movements test (p<0.001). Conclusions. The girls of middle school age demonstrate a positive dynamics in the development of motor preparedness. The largest increase is observed in the strength and strength endurance indicators of shoulder, abdominal, back, and leg muscles.

The Impacts of the Voice Change, Grade Level, and Experience on the Singing Self-Efficacy of Emerging Adolescent Males

2014 ◽  
Vol 62 (3) ◽  
pp. 277-290 ◽  
Author(s):  
Ryan A. Fisher
Keyword(s):  
Classification System ◽  
Self Efficacy ◽  
Grade Level ◽  
Sixth Grade ◽  
Adolescent Males ◽  
Eighth Grade ◽  
Seventh Grade ◽  
Voice Change ◽  
Main Effect ◽  
The Voice

The purposes of the study are to describe characteristics of the voice change in sixth-, seventh-, and eighth-grade choir students using Cooksey’s voice-change classification system and to determine if the singing self-efficacy of adolescent males is affected by the voice change, grade level, and experience. Participants ( N = 80) consisted of volunteer sixth-grade, seventh-grade, and eighth-grade males enrolled in a public school choral program. Participants completed the Singing Self-Efficacy Scale for Emerging Adolescent Males (SSES). After completing the SSES, participants were individually audio-recorded performing simple vocal exercises to attain each boy’s vocal range. Results revealed that 45% of sixth-grade participants, 48.15% of seventh-grade participants, and 87.88% of eighth-grade participants were classified as changing voices. Results of a three-way between-subjects ANOVA revealed no main effect for voice-change stage or grade level. A main effect was found for experience, favoring participants with 3 or more years of experience in choir. No statistically significant interactions were found.

scholarly journals Analysis of Solved Examples in Mathematics Textbooks Regarding the Use of Geometric Habits of Mind

2021 ◽  
Vol 12 (1) ◽  
pp. 349-377
Author(s):  
Zeynep Bahar Erşen, Buket Özüm Bülbül, Mustafa Güler
Keyword(s):  
Grade Level ◽  
Computer Software ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Habits Of Mind ◽  
Mathematics Textbooks ◽  
Study Results ◽  
Special Cases ◽  
Academic Year

This study aimed to examine the solved examples used in polygons and measurement of area subjects in mathematics textbooks approved to be taught in the 2020-2021 academic year in terms of geometric habits of mind. In this context, a total of ten mathematics textbooks, including two fifth grade, three sixth grade, two seventh grade, and three eighth grade, were examined. The solved examples in the textbooks were subjected to document analysis for the following habits; reasoning with relationship, thinking and generalizing special cases, investing of invariants, and exploration and reflection. Regarding the study results, the solved examples of the fifth, sixth and seventh grades mostly used reasoning with relationship, exploration and reflection habits, whereas the examples of eighth grade were observed to include investing of invariants in addition to these habits. Besides, there are examples based on computer software at every grade level, but it was concluded that such examples are best used in the eighth grade to address the geometric habits of mind. Some suggestions have been made based on the results obtained.

The coordination of shoulder girdle muscles during repetitive arm movements at either slow or fast pace among women with or without neck-shoulder pain

2017 ◽  
Vol 55 ◽  
pp. 287-295 ◽  
Author(s):  
Leticia Bergamin Januario ◽  
Ana Beatriz Oliveira ◽  
Marina Machado Cid ◽  
Pascal Madeleine ◽  
Afshin Samani
Keyword(s):  
Shoulder Pain ◽  
Arm Movements ◽  
Shoulder Girdle ◽  
Fast Pace ◽  
Shoulder Girdle Muscles

scholarly journals Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School

2020 ◽  
pp. 002221942092283
Author(s):  
Rollanda E. O’Connor ◽  
Victoria M. Sanchez ◽  
Brian T. Jones ◽  
Luisana Suchlit ◽  
Valencia Youkhanna ◽  
...  
Keyword(s):  
Middle School ◽  
Special Education ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Sixth Grade ◽  
Seventh Grade ◽  
Sixth Grade Students ◽  
Standardized Measure ◽  
Better Than

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students ( n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU ( n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words ( p < .001) and on a standardized measure of vocabulary ( p = .04).

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