Evaluation of Training Effects of Primary School Girls’ Power Loads

Keywords: training effects, immediate, delayed and cumulative training effect, power loads, girls

Abstract

Research objective. To experimentally ground the technological approaches to evaluation of the training effects of primary school girls’ power loads.

Materials and methods. To achieve the tasks outlined, the research relied on the following methods: analysis of scientific and methodological literature, pedagogical testing, modeling, pedagogical observations and experiment, methods of mathematical experiment planning (complete factorial experiment, 2k type), discriminant analysis.

The participants in the study were 32 second-grade girls.

Research results. The training pattern effects the dynamics in the test results for the second-grade girls. The test results can improve provided that the power load brings about significant changes after the training at each spot, after the lesson (immediate training effect), and twenty four hours after the power load (delayed training effect). The higher the dynamics is for the immediate and delayed training effects, the more significant are the improved results of the power tests observed after as few as three lessons.

Conclusions. The discriminant function can be used to classify the training effects of the second-grade girls’ power loads. The first canonical function explains the results variation by 96,2%. This suggests that it is highly informative.

The centroid coordinates for five groups allow to interpret the canonical functions according to their role in differentiating the grades by the training effects of the power loads of the primary school girls. The positive pole of the first function has the condition centroids at the beginning of the power loads, after three, six, nine and twelve lessons; the negative pole has the centroids of the training effects after the power loads, after the lesson, after 24 hours. Thus, the reaction to the power load has immediate, delayed and cumulative training effects. The biggest cumulative training effect is after twelve lessons (3.045).

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Citations

Informative Indicators of 14-15 Years’ Age Boys’ Motor Fitness
Ivashchenko Olga, Kapkan Olena, Khudolii Oleg & Yermakova Tetiana (2017) Teorìâ ta Metodika Fìzičnogo Vihovannâ
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Pedagogical Control of Motor and Functional Preparedness of Girls Aged 15-16
Іващенко О. В. (2016) Teorìâ ta Metodika Fìzičnogo Vihovannâ
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Methods of Strength Development in Boys of Primary School Age Using Active Games
Марченко С. І. & Іщенко В. А. (2016) Teorìâ ta Metodika Fìzičnogo Vihovannâ
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Causes, Prevention and Correction of Impaired Posture in Children of Primary School Age
Щирба В. А. (2016) Teorìâ ta Metodika Fìzičnogo Vihovannâ
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Overview of Effect of Game Means on Dynamics of Strength Development in Junior Girls
Nikitenkova T. Yu. & Marchenko S. I. (2017) Teorìâ ta Metodika Fìzičnogo Vihovannâ
Crossref

Published
2016-04-09
How to Cite
Іващенко, О., Худолій, О., Тітаренко, А., & Скорняков, В. (2016). Evaluation of Training Effects of Primary School Girls’ Power Loads. Teorìâ Ta Metodika Fìzičnogo Vihovannâ, (1), 3-15. https://doi.org/10.17309/tmfv.2016.1.1129
Section
Physical Training at School

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