TeachIng meThods used In pRImaRy educaTIon foR makIng physIcaL educaTIon cLass moRe effecTIve

The objective is to demonstrate the importance of games that involve movement and of applicative pathways planning for making the class of physical education and sports in primary education more effective. materials and methods. The participants in the research were 52 pupils (males: n=28 and females: n=24). The experiment was carried out between November 2016 and May 2017, at Andrei Mureşanu High School in Brasov county. In order to optimize physical education classes, we used dynamic games and applicative pathways throughout the research and within the instructive and educational process. results. The average of the results of the final tests highlighted statistically significant differences compared to the initial test, for all students taking part in the experiment, with a materiality threshold of p<0.05. conclusions. The experiment showed that the final scores achieved by the experimental group were much higher compared to the initial test. The use of movement games and applicative pathways led to an increased attractiveness of physical education classes, as the pupils took more pleasure in taking part in the teaching process. During the physical education class, teachers should use as many dynamic games as possible, as well as applicative pathways, routes etc., taking into account the positive effects that these factors have on the attractiveness of the teaching process. It is also important to take into consideration children’s physical and psychological characteristics when organizing these activities.


Introduction
One of the problems of school physical education is the optimization of the educational process of schoolchildren (Ivashchenko et al., 2018).
Nowadays, neither children and their parents, nor even some teachers, focus on the importance of physical education classes.Therefore, pupils no longer take pleasure in participating in these classes or, furthermore, they completely stop participating in them, for various reasons.
Children should be encouraged to exercise, because by doing that, they develop their social skills, become more self-confident, happier and more optimistic, they learn to win and lose, acquire self-discipline, learn how to take care of their body and health, increase creativity and develop their intellectual abilities.
The principal method for learning the basic and utilitarian -applicative motor skills is the game.Dynamic games are used mainly in primary education, taking into consideration children's age and their interests.These games must be used on a regular basis by teachers / specialised physical education instructors, because they positively influence the child, in every way, they keep monotony at bay, and pupils develop a sense of competition, wanting to outdo themselves and others.
During physical education classes, movement games are used in order for children to develop and refine locomotor skills (walking, running, jumping, escalade, climbing, crawling), handling skills (propulsion: oneand two-handed throw from standing position, launch, throw by pushing, hitting different objects with the hand and foot and absorption: one-and two-handed grip from standing position and while moving different objects, from self-throwing and from partner's throws, ТМФВ, 2018, том 18, № 2 Bădicu G. Teaching Methods Used in Primary Education for Making Physical Education Class More Effective transport of light objects grabbed with one/both hands, individually and in pairs), stability skills (axial: bending, stretching, twisting, return, rocking and static or dynamic postures: fundamental and derived postures, applying paths comprising developed locomotor, handling and stability skills, variants of routes comprising acquired skills, in the form of a contest between teams), as well as motor skills (speed, ability, resistance, strength and mobility) [http://programe.ise.ro].
The purpose of the research is to demonstrate the importance of movement games and of applicative pathways for making the physical education class in primary education more effective.

materials and methods
Participants.The sample of this research consisted of 52 pupils, 28 of whom were males and 24 -females, aged between 9 and 10.
The participants in this experiment were pupils in 4th grade A and 4th grade B.
Experimental protocol.The experiment was carried out between November 2016 -May 2017, at Andrei Muresanu High School, in Brasov county.
In 4th grade A (n = 27) and 4th grade B (n = 25), we used dynamic games and applicative pathways within the instructive and educational process, in order to improve the efficiency and quality of physical education classes.
Tests and measurements.The initial test was taken by the pupils in both groups at the beginning of November 2016, and the final test was taken at the end of May 2017.
The physical tests were the following: The 25 m speed running trial, on flat ground.The start was given by auditory signal and the timer started once the back leg moved.The recorded time was measured in seconds.
b) The long distance run trial, on flat ground; pupils were divided into groups of six each.The run was continuous, at each pupil's pace, for distances appropriate to each score.c) Sports minigame (simple structure of game): acquired technical methods were carried into effect in an isolated manner, the quality of the method was assessed.d) Skillfulness: pupils performed jumping rope in place individually, on one leg.The number of repetitions was recorded.

Statistical analyses. Statistical analyses were conducted by SPSS (IBM SPSS Statistics Version 20).
The descriptive statistics used in this research were: arithmetic average, median, standard deviation, variation coefficient and t-test.

study results
We observe that, in the initial test of the speed running trial, the average was 1.55, and after the dynamic games and the applicative pathways, the average is 2.25, Table 1).As t has a value 6.199 and Sig.(2-tailed) is lower than 0.05, we notice a significant difference between the two physical tests.(Table 2).
We can observe that, following the initial test of the speed running trial, most boys and girls achieved a score of 8 out of 10, 19 pupils got a score of 9, and only 5 got a perfect score of 10 (Fig. 1).After the final tests, the scores of both boys and girls increased significantly, 26 of them achieving the score of 10, 13 of them -a score of 9 and 13 -8.(Fig. 2).
In Table 3, we observe that the average of scores for the initial test for the speed running trial is 1.36, and after performing the dynamic games and the applicative pathways, the average is 2.13.As t has a value 6.492 and Sig.(2-tailed) is lower than 0.05, there is a noticeable significant difference between the results achieved in the two trials (Table 4).
In the initial tests for the long distance run trial, 14 boys and 22 girls achieved a score of 8, 10 boys and 3 girls -a score of 9, 3 boys and no girls -a score of 10 (Fig. 3).The scores achieved at the final tests were: 3 boys and 14 girls got 8, 9 boys and 9 girls got 9, 15 boys and 9 girls achieved a 10 (Fig. 4).Higher scores are observed in the case of boys because of their cardiovascular endurance, which is increasing in 4th grade.The girls' scores did not increase much, because in girls, fatigue sets in faster than in boys.
In Table 5, we notice that the average in the initial test for sports minigame is 1.51, and after applying the dynamic games and applicative pathways, the average is 2.21.As t's value is 5.192 and Sig.(2-tailed) is lower than 0.05, we observe a significant difference between the results in the two trials.(Table 6).
The results achieved in the initial tests were the following: 7 boys and 21 girls got an 8, 17 boys and 4 girls -9, 3 boys and no girl -10 (Fig. 5), and the results of the final test: one boy and 14 girls -8, 10 boys and a girl -9, 16 boys and 10 girls -10 (Fig. 6).
We can note, through Table 7, that the average in the initial test for skillfulness is 1.61, and after applying the dynamic games and applicative pathways, the average is 2.28.As t has a value of 5.519 and Sig.(2-tailed) is lower than 0.05, a significant difference between the results of the two trials is observed.(Table 8).
ТМФВ, 2018, том 18, № 2 ISSN 1993-7989 (print).ISSN 1993-7997 (online) Following the initial tests in the skillfulness trial, 19 boys and 7 girls got an 8, 6 boys and 14 girls got 9, 2 boys and 4 girls got a 10 (Fig. 7).In the final tests, the results were the following: 8 boys and 2 girls got an 8,  Fig. 5 Fig. 6 ТМФВ, 2018, том 18, № 2 ISSN 1993-7989 (print).ISSN 1993-7997 (online).Теорія та методика фізичного виховання.Том 18, № 2 discussion The main findings of the study are: 1) there are statistically significant differences between the initial and the final test for all physical tests taken by the pupils in the experimental group, following the movement games, 2) there are statistically significant differences between the initial and the final tests for all physical tests taken by the pupils in the experimental group, following the applicative pathways.
Several studies have analyzed the importance of movement games and of applicative pathways in improving physical education classes in all stages of education, especially in primary and secondary education.
Balan & Shaao (2013) showed that, in the case of 7 or 8 year-old pupils, the attractiveness of exercises used in the teaching process to convey the content in the curriculum reflected in the increase of the pupils' physical and emotional involvement.
Dumitru & Moroianu (2016) state that games, in general, are playful activities with significant implications on the development of the personality of pupils from various points of view, including that of contribution in terms of social integration.They are full, attractive, spontaneous, free, natural and disinterested activities.They also have recreational and countervailing valences.Therefore, they are highly used in the organizational forms of leisure of different categories of subjects.
Author Warchol ( 2016) believes that the quality and effectiveness of physical education in school is also determined by the level of content, methodology and organization of physical education lessons.

conclusions
The experiment showed that the final scores achieved by the experimental group were much higher compared to the initial test.
The use of movement games and applicative pathways led to an increased attractiveness of physical education classes, as the pupils took more pleasure in taking part in the teaching process.
During the physical education class, teachers should use as many dynamic games as possible, as well as applicative pathways, routes etc., taking into account the positive effects of these factors on the attractiveness of the teaching process.It is also important to take into consideration children's physical and psychological characteristics when organizing these activities.

table 1 .
. Теорія та методика фізичного виховання.Том 18, № 2 Difference between the values of the initial and final tests of the 25 m speed running trial

table 2 .
Results of the t-test analysis for dependent samples of the 25 m speed running trial table 3. Difference between the values of the initial and final tests of the long distance run trial

table 4 .
Results of the t-test analysis for dependent samples of the long distance run trial

Table 5 .
Difference between the values of the initial and final tests of the sports minigame

Table 6 .
Results of the t-test analysis for dependent samples of the sports minigame

table 7 .
Difference between the values of the initial and final tests in the skillfulness trial Results of the t-test analysis for dependent samples in the skillfulness trial