The Volume and Intensity of Motor Activity in the Physical Education Classes

Горан В. Шекељић, Универзитет у Крагујевцу, Педагошки факултет у Ужицу, имејл: gsekeljic@sbb.rs
Милован В. Стаматовић, Универзитет у Крагујевцу, Педагошки факултет у Ужицу

Иновације у настави, XXXI, 2018/2, стр. 29–40

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doi: 10.5937/inovacije1802029S

 

Резиме: Остваривање највећег броја циљева наставе физичког васпитања заснива се на моторној активности ученика. Досадашња истраживања показују да је активност ученика током часа веома ниска (Božović, 2011; Đokić, 2014; Marković i sar., 2012; McKenzie, 2006; Pavlović, 2016; Petrović, 2010; Simonsmorton et al., 1994), због чега је неопходно стално усавршавање наставних технологија како би се постигао потребан квалитет наставе. Један од циљева овог истраживања био је да се утврди колико моторна активност ученика на часовима физичког васпитања доприноси испуњавању препорука које су у вези са физичком активношћу деце. Након вишегодишњег бављења овом тематиком, Тјудор-Локи и сарадници (Tudor-Locke et al., 2011) закључили су да дечаци, ради очувања здравља, током дана у просеку треба да остваре између тринаест и петнаест хиљада корака, а девојчице између једанаест и дванаест хиљада корака. Осим тога, интересовало нас је да ли постоје разлике у броју остварених корака током часа из наставних јединица које припадају различитим предметним подручјима (атлетика, гимнастика, елементарне игре) и да ли се на основу повратних информација о оствареној активности, а које су доступне током и након вежбања, може утицати на повећање активног времена ученика током часа и олакшати планирање следећих часова. Обим моторне активности током часа изражен је бројем корака, а мерење је вршено педометром. Мониторинг је вршен током тридесет пет наставних часова, из различитих наставних подручја, над једним учеником и једном ученицом првог разреда основне школе. Резултати истраживања показали су да су испитаници на часовима физичког васпитања остваривали између 2013 и 4875 корака. Притом су прелазили растојање између 1309 и 2490 метара. Просечан интензитет активности током часа износио је преко осамдесет корака у минути. Најмањи број корака (2254 дечаци, 2404 девојчице) и најмање активно време (50%) током часа остварени су на часовима из гим- настике. Највећи број корака (4721 дечаци, 4430 девојчице) и највеће активно време (80%) током часа остварени су на часовима атлетике. Мишљење учитеља који су учествовали у истраживању јесте да им информације које добијају помоћу педометра олакшавају планирање наставних јединица и да подаци о броју пређених корака могу помоћи у процени квалитета часа када се говори о физиолошком оптерећењу ученика.

Кључне речи: физичко васпитање, педометар, кораци, оптерећење.

 

Summary: The realisation of the majority of objectives of physical education classes is based on the motor activity of students. Previous studies have shown that the activity of students during class is very low (Božović, 2011; Đokić, 2014; Marković et al., 2012; McKenzie, 2006; Simons-Morton, Petrović, 2010; Taylor et al., 1994). The goal of this research was to determine how the motor activity of students in Physical Education classes contributes to the fulfillment of the recommendations related to the physical activity of children. The study of Tudor-Loki and others (Tudor-Locke et al., 2011) indicates that in one day boys should make, on average, between thirteen and fifteen thousand steps, and girls between eleven and twelve thousand steps. In addition, we wanted to determine whether there were any differences in the number of steps made during lessons where different subject areas were covered (athletics, gymnastics, elementary games) and whether the feedback on a realised activity, available during and after practice, can serve as a basis for increasing students’ active time during a lesson and facilitating the planning of the subsequent lessons. In this research, the volume of motor activity is expressed as the number of steps and the measurement was performed with a pedometer. The monitoring of one male student and one female student of the first grade of primary school was carried out during thirty-five classes of different subjects. In the Physical Education class, the respondents realised between 2013 and 4875 steps. They covered the distance ranging between 1309 and 2490 meters. The average intensity of activities during the class was over eighty steps per minute. The smallest number of steps (2254 boys and 2404 girls) and the shortest active time (50%) were realised in the gymnastics class. The biggest number of steps (4721 boys and 4430 girls) and the longest active time (80%) were realised in the athletics class. The primary school teachers involved in the research claim that the information obtained by using a pedometer helps them to plan their lessons and that the data on the number of covered steps can help them evaluate the quality of their lessons in terms of students’ physiological load.

Кeywords: physical education, pedometer, steps, physiological load.

 

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