The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.2.1. Mathematical Diagnostic Progress Tests
2.2.2. Distribution of Mathematical Learning Achievements by Curriculum Content
- Numbers and calculations;
- Phenomena, equations, and inequalities;
- Geometry, measures, and measurements;
- Statistics;
- Communication and general problem-solving skills.
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Mathematical Diagnostic Progress Tests
3.2. Distribution of Mathematical Learning Achievements According to Curriculum Content
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Dynamic exercise | Aerobic capacity and/or muscle strength training. Exercise can be any activity that enhances physical fitness. Exercise that gives you more energy, endurance, or stamina is often called aerobic exercise [29]. |
Intense motor skills repetition | Reducing/eliminating queues so that children are not waiting their turn; having small-sided games or group work such as 3 vs. 3 (which increases the amount of times children have to develop/apply their skills—this helps to eliminate children being on the periphery of, or excluded from, a game/activity); and increasing the amount of equipment available to the children and/or increasing the number of stations. |
Differentiation | All children should be set tasks that are appropriate to their physical, cognitive, and social development, which enables them to engage in active learning time. Teachers should ensure that they are familiar with the space, task, equipment, and people (STEP) framework for effective differentiation of activities [31]. |
Seating and parking reduction | When a teacher is providing feedback or questioning learners, often they do not need to stop the whole class; instead they can just target and stop a group of learners or an individual child. Engaging children in an activity as soon as possible at the start of the lesson through concise questioning and feedback. Ensuring equipment is ready, organized, and accessible at the start of and throughout the lesson [30]. |
Physical activity distribution in the classroom | This principle is based on teachers encouraging children’s in-class physical activity through positive praise. Examples of the promotion of in-class physical activity includes “great team work, keep moving, and looking for space” [30]. |
Lesson Topic | Areas of Activity for the Physical Education Lesson | |
---|---|---|
Month 1 | Working with a textbook and notes | |
Arrangement, basic initial hand and leg positions | Movement skills | |
Honest behavior | Healthy lifestyle | |
Proper breathing over time | Sport units (athletics) | |
Month 2 | Working with a textbook and notes | |
Ball school. I pass the ball to a friend. I am learning to pass the ball accurately | Sport units (basketball) | |
Running is the king of movement. Running: Relay | Sport units (athletics) | |
Proper posture | Healthy lifestyle | |
Month 3 | Working with a textbook and notes | |
Jumps on both feet. Spider and turn | Movement skills | |
Animal gymnastics | Unconventional physical activity | |
Let’s jump by jumping. Shuttle running 3 × 10 m | Sport units (athletics) | |
Month 4 | Working with a textbook and notes | |
Long jump | Sport units (athletics) | |
We learn to kick and drive a soccer ball, to drive a soccer ball in a straight and winding line | Sport units (football) | |
Month 5 | Working with a textbook and notes | |
We learn to kick a soccer ball into the goal | Sport units (football) | |
The basics of gymnastics: exercises with gymnastic balls. Muscle stretching. We try to keep the balance | Unconventional physical activity | |
Month 6 | Working with a textbook and notes | |
Basics of gymnastics means, tools, correct posture. Jumps with rope | Sport units (gymnastics) | |
Basic steps of aerobics | Unconventional physical activity | |
Fun relays | Movement skills | |
Month 7 | Working with a textbook and notes | |
We learn to drive, pass, and catch a basketball by working in pairs, to drive a basketball in a straight and winding line | Sport units (basketball) | |
Obstacle course | Movement skills | |
Month 8 | Working with a textbook and notes | |
We throw the ball | Sport units (athletics) | |
We work together to overcome obstacles | Healthy lifestyle | |
We play football | Sport units (football) | |
We learn to orientate. Project. Sport event. | Movement skills |
Test | Control Group | Experimental Group | p Level | Observed Power | Effect Size |
---|---|---|---|---|---|
Pre-test | |||||
Numbers and calculations | 7.61 (1.52) | 7.531 (1.39) | 0.065 | 0.588 | - |
Phenomena, equations, and inequalities | 0.81 (0.25) | 0.79 (0.11) | 0.051 | 0.691 | - |
Geometry, measures, and measurements | 3.61 (0.32) | 3.65 (0.28) | 0.051 | 0.688 | - |
Statistics | 0.63 (0.91) | 0.61 (0.88) | 0.092 | 0.361 | - |
Communication and general problem-solving skills | 1.20 (2.68) | 1.19 (2.54) | 0.083 | 0.552 | - |
Middle-test | |||||
Numbers and calculations | 5.78 (3.43) | 5.89 (3.18) | 0.046 | 0.978 | 0.14 |
Phenomena, equations, and inequalities | 1.35 (0.61) | 1.35 (0.61) | 0.103 | 0.278 | - |
Geometry, measures, and measurements | 2.09 (1.51) | 3.12 (0.67) | 0.015 | 1.00 | 0.66 |
Statistics | 1.35 (0.69) | 1.11 (0.93) | 0.025 | 0.991 | 0.50 |
Communication and general problem-solving skills | 1.16 (0.83) | 0.81 (1.25) | 0.040 | 0.926 | 0.19 |
Post-test | |||||
Numbers and calculations | 6.09 (1.90) | 7.05 (0.97) | 0.030 | 0.975 | 0.31 |
Phenomena, equations, and inequalities | 1.58 (0.12) | 1.86 (0.04) | 0.025 | 0.979 | 0.27 |
Geometry, measures, and measurements | 4.46 (1.63) | 4.66 (1.53) | 0.048 | 0.967 | 0.11 |
Statistics | 0.55 (0.45) | 0.84 (0.36) | 0.025 | 0.981 | 0.27 |
Communication and general problem-solving skills | 0.83 (1.17) | 1.45 (0.76) | 0.022 | 0.992 | 0.21 |
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Kliziene, I.; Cizauskas, G.; Augustiniene, A.; Sipaviciene, S.; Aleksandraviciene, R. The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs. Sustainability 2020, 12, 4922. https://doi.org/10.3390/su12124922
Kliziene I, Cizauskas G, Augustiniene A, Sipaviciene S, Aleksandraviciene R. The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs. Sustainability. 2020; 12(12):4922. https://doi.org/10.3390/su12124922
Chicago/Turabian StyleKliziene, Irina, Ginas Cizauskas, Aldona Augustiniene, Saule Sipaviciene, and Roma Aleksandraviciene. 2020. "The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs" Sustainability 12, no. 12: 4922. https://doi.org/10.3390/su12124922