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Fizička kultura
2007, vol. 61, iss. 1-2, pp. 43-70
article language: Serbian, English
document type: Original Scientific Paper

Effects of programmed physical education instruction at junior school age
University of Belgrade, Faculty of Sports and Physical Education

e-mail: ivana.milanovic@dif.bg.ac.rs

Abstract

The topic of this study is programmed instruction of physical education, with methodic-organizational form of 'obstacle course' as means, and with primary role of enhancing efficiency of teaching process with junior school age pupils. The sample of subjects consisted of male and female pupils of the 3rd and 4th grade of two elementary schools in Belgrade: Elementary school 'Milan Dj. Milićević' and 'Kralj Petar I'. The overall sample of the subjects comprised 538 pupils. The pupils of elementary school 'Milan Dj Milićević' were the sample of the first experimental group (E1) of 126 subjects (52 females and 74 males). The pupils of the 3rd grade of elementary school 'Milan Dj Milićević' were in the second experimental group (E2) of 183 subjects (82 females and 101 males). The first control group (K1) comprised the pupils of the 4th grade of elementary school 'Kralj Petar I' with 109 subjects (51 females and 58 males), while the second control group (K2) consisted of pupils of the 3rd grade of elementary school 'Kralj Petar I' with 120 subjects (46 females and 74 males). The experimental factor, introduced in the experimental groups, was programmed teaching of physical education in which 'agility obstacle courses', as means had primary role in enhancing of teaching process efficiency. The control groups had instructions according to the valid Curriculum of physical education for 3rd grade, i.e. for the 4th grade. The research was carried out in school year 2004/05 across 14 working weeks (3 months). The effects of such programmed teaching of physical education were measured at two variables for assessment of antropometric dimensions and thirteen variables for assessment of motor abilities. The results of the research demonstrated that programmed instruction positively influenced motor abilities in experimental groups pupils. Statistically most important differences, with regard to the results of the control groups pupils, were obtained at the tests for evaluation of sprint velocity, agility, mobility and partially at coordinative abilities.

Keywords

References

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