scholarly journals Vztah mezi tělesnou zdatností a pohybovými dovednostmi u dětí středního školního věku

2017 ◽  
Vol 11 (1) ◽  
pp. 135-143 ◽  
Author(s):  
Vlado Balaban ◽  
Damir Bešič
Keyword(s):  
Gender Differences ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Motor Skills ◽  
Middle Childhood ◽  
Cardiovascular Fitness ◽  
Physical Activities ◽  
Gross Motor ◽  
Gross Motor Skills

The main aim of the research was to test the gross motor skills and physical fitness among children of middle childhood children with TGMD-2 and Fitnessgram tests and assessment of relations between components of these two tests. A partial goal was to analyze gender differences. The research sample consisted of 51 boys and 49 girls aged 9–11 years. The results indicate that the sample of boys have better results in most subtests of physical fitness and a higher level of manipulative gross motor skills. Girls have a higher level of flexibility and locomotor gross motor skills. Relations between subtests TGDM-2 and Fitnessgram showed mainly a positive correlation between manipulative skills and cardiovascular fitness. For middle childhood children is important to choose physical activities developing cardiorespiratory fitness during their physical education classes. For girls it is especially important to choose a sports, which including manipulative gross motor skills.

scholarly journals EFEKTIVITAS PERMAINAN FLOWER CIRCUIT TERHADAP PERKEMBANGAN FISIK MOTORIK KASAR ANAK USIA 5-6 TAHUN

2019 ◽  
Vol 2 (2) ◽  
pp. 44
Author(s):  
Anggi Eka Haryanti ◽  
Qolistiani Qolistiani
Keyword(s):  
Physical Fitness ◽  
Research Methods ◽  
Motor Skills ◽  
Quantitative Research ◽  
Quantitative Approach ◽  
Experiment Research ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Group B ◽  
Quasi Experiment

Abstract: The purpose of this study was to determine the effectiveness of flower circuit games on the development of gross physical motor  of group B children. The scope of this study was about gross motor skills that included elements of physical fitness such as strength, accuracy, agility and balance. This study uses a quantitative approach with the specifications of the study using quasi experiment research methods. Data from quantitative research results in the form of numerical values obtained from the calculation of the results of the pretest and posttest scores. The results of the calculation of pretest and posttest can be concluded that the flower circuit game is effective againts the development of gross motoric physicality of children in RA Al Huda Rejowinangun Trenggalek. Abstrak: Tujuan penelitian ini adalah mengetahui efektivitas permainan  flower circuit pada pembelajaran fisik motorik kasar anak kelompok B. Ruang lingkup penelitian ini mengenai kemampuan motorik kasar yang mencakup unsur-unsur kebugaran jasmani seperti kekuatan, ketepatan, kelincahan dan keseimbangan. Penelitian ini menggunakan pendekatan kuantitatif dengan spesifikasi penelitian menggunakan metode penelitian quasi experiment (eksperimen semu). Data hasil penelitian kuantitatif berupa nilai angka yang diperoleh dari hasil perhitungan skor hasil pretest dan posttest. Hasil perhitungan pretest dan posttest dapat disimpulkan bahwa permainan flower circuit efektif terhadap perkembangan fisik motorik kasar anak kelompok B di RA Al Huda Rejowinangun Trenggalek. 

scholarly journals Gross Motor Development Level Of The Children Age 9 Years

2014 ◽  
Vol 2 (11) ◽  
pp. 129-135
Author(s):  
Masri Baharom ◽  
Ahmad Hashim ◽  
Mahaliza Mansor
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Learning Process ◽  
Motor Development ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.

Meningkatkan Kesegaran Jasmani Melalui Pendekatan Bermain dalam Pembelajaran Pendidikan Jasmani pada Siswa Kelas VIII SMP 04 Kecamatan Sungai Kakap

2020 ◽  
Vol 6 (2) ◽  
pp. 87
Author(s):  
Rovi Pahliwandari
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Motor Skills ◽  
Action Plan ◽  
Learning Model ◽  
Physical Activities ◽  
Fitness Level ◽  
Process Modification ◽  
Education Process ◽  
Plan Action

Pendidikan Jasmani adalah suatu proses pembelajaran melalui aktivitas jasmani yang didesain untuk meningkatkan kebugaran jasmani, mengembangkan keterampilan motorik, pengetahuan, perilaku hidup sehat, aktif, sikap sportif, dan kecerdasan emosi. Pengalaman belajar yang disajikan akan membantu siswa untuk memahami mengapa manusia bergerak dan bagaimana cara melakukan gerakan yang aman, efisien, dan efektif. Penelitian ini bertujuan : (1) mengetahui perbedaan tingkat kesegaran jasmani siswa yang diajar dengan model pembelajaran dengan pendekatan bermain dalam pendidikan jasmani, (2) mengetahui seberapa banyak perbedaan tingkat kesegaran jasmani siswa yang diajar dengan model pembelajaran dengan pendekatan bermain dalam pendidikan jasmani. Penelitian ini menggunakan metode penelitian tindakan kelas yang merupakan suatu siklus yang terdiri atas : adanya masalah-rencana tindakan-pelaksanaan tindakan-evaluasi dan refleksi. Subyek yang digunakan sebanyak 41 siswa. Hasil penelitian dapat disimpulkan bahwa : (1) Banyak faktor yang dapat mempengaruhi tingkat kesegaran jasmani seseorang, salah satunya adalah melalui aktivitas jasmani. (2) pendidikan jasmani dapat digunakan sebagai bentuk kegiatan siswa dalam upaya menjaga dan meningkatkan kesegaran jasmani (3) Dalam proses pendidikan jasmani diperlukan adanya modifikasi dan variasi pembelajaran. Hasil penelitian ini menunjukkan bahwa dengan model pembelajaran dengan pendekatan bermain dalam pembelajaran ada dampak perubahan motivasi dan sekaligus tingkat kesegaran jasmani siswa. Hal ini disebabkan karena mereka dapat belajar sambil bermain. Dengan kegiatan ini pula kemampuan kognitif, afekfif dan psikomotorik siswa dapat berkembangPhysical education was a learning process through physical activities designed to improve physical fitness, develop motor skills, knowledge, healthy living behavior, be active, sportsmanship, and emotional intelligence. The learning experiences presented will help students to understand why humans move and how to carry out movements safely, efficiently, and effectively. This study aims to: (1) find out the differences in the physical fitness level of students who are taught with the learning model with the play approach in physical education, (2) find out how many differences in the physical fitness level of students taught by the learning model with the play approach in physical education. This study uses a classroom action research method which is a cycle consisting of: there is a problem-action plan-action-evaluation and reflection. The subjects used were 41 students. The results of the study concluded that: (1) There are many factors that can affect a person's physical fitness level, one of which is through physical activity. (2) physical education can be used as a form of student activity in an effort to maintain and improve physical fitness. (3) In the physical education process, modification and variation of learning is required. The results of this study indicate that with the learning model with a play approach in learning there is an impact of changes in motivation and at the same time the level of physical fitness of students. This is because they can learn while playing. With this activity, students' cognitive, affective and psychomotor abilities can also develop.

Comparison of Task Variation and Constant Task Methods for Severely Disabled in Physical Education

1989 ◽  
Vol 6 (4) ◽  
pp. 338-353 ◽  
Author(s):  
Robert C. Weber ◽  
JoAnne Thorpe
Keyword(s):  
Physical Education ◽  
Treatment Period ◽  
Motor Skills ◽  
Basic Skills ◽  
Vertical Jump ◽  
Mentally Retarded ◽  
Task Condition ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Task Variation

The purpose of the study was to determine whether the technique of task variation with maintenance tasks interspersed is more effective than a constant task condition in a physical education setting in learning gross motor skills for severely disabled individuals. The subjects for the study included 28 males, 12 autistic and 16 severely mentally retarded students, ages 10 to 14 years. The design for this study was a pretest-posttest configuration with the I Can Assessment of Gross Motor Skills utilized to assess the basic skills of overhand throw, kick, vertical jump, slide, continuous bounce, and underhand roll. Results indicated that following a 6-week treatment period the task variation with maintenance tasks interspersed condition was significantly more effective at the .01 level in learning gross motor skills than a constant task condition. However, when autistic and severely mentally retarded individuals were compared, there were no significant differences.

Teaching Children with Autism through Task Variation in Physical Education

1992 ◽  
Vol 59 (1) ◽  
pp. 77-86 ◽  
Author(s):  
Robert C. Weber ◽  
Joanne Thorpe
Keyword(s):  
Physical Education ◽  
Treatment Period ◽  
Motor Skills ◽  
Vertical Jump ◽  
Children With Autism ◽  
Male Students ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Task Variation ◽  
Students With Autism

The purpose of the study was to determine whether the technique of task variation (with maintenance tasks interspersed) (TV) is more effective in the acquisition of gross motor skills for students with autism than a constant task (CT) condition in a physical education setting. Subjects were 12 male students with autism, ages 11 to 15 years. The study included pretest-posttest administration of the I CAN assessment of Gross Motor Skills to assess skills such as overhand throw, kick, and vertical jump. After a 6-week treatment period, the TV condition was significantly more effective than the CT condition, at the .05 level.

scholarly journals The effects of extracurricular physical education classes on gross motor development in primary school children – pilot study

2019 ◽  
Vol 11 (1) ◽  
pp. 136-143
Author(s):  
Waldemar Skowroński ◽  
Marianna Skowrońska ◽  
Izabela Rutkowska ◽  
Grzegorz Bednarczuk ◽  
Kalina Maria Kaźmierska-Kowalewska ◽  
...  
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
First Grade ◽  
Primary School Children ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

SummaryStudy aim: The aim of the study was to investigate the changes in gross motor skills in children participating and not participating in a project of extracurricular physical education classes in primary schools called “From fun to sport”.Material and methods: Thirty-one children in the first grade of primary school participated in the study (16 boys and 15 girls). A pedagogical quasi-experiment was applied. Children from the experimental group participated in an additional 45-minute lesson. To assess gross motor skills the TGMD-2 (Test of Gross Motor Development-2) was used.Results: Statistically significant differences were observed in the level of gross motor skills between children attending extracurricular physical education classes and those who did not participate in such activities (GMDQ: Δ boys = 11.86, p = 0.032; Δ girls = 13.1, p = 0.036).Conclusion: The experiment revealed large effects of additional activities of the project on increase of children’s motor skills level. Additional time should be included in physical education for the development of gross motor skills in physical education classes at the initial stage of school education.

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