Модель національних видів спорту для покращення основних рухових навичок і соціальних установок в учнів під час падемії COVID-19
DOI:
https://doi.org/10.17309/tmfv.2022.3.02Ключові слова:
національні види спорту, основні рухові навички, соціальні установки, експериментальний методАнотація
Мета дослідження. Пандемія COVID-19 спричинила багато негативних наслідків, включаючи суттєве зниження рівня розвитку основних рухових навичок і соціальних установок в учнів, що стає основною проблемою цього дослідження. Отже це дослідження має на меті вивчення впливу національних видів спорту на покращення основних рухових навичок і соціальних установок.
Матеріали та методи. У цьому дослідженні використовували експериментальний метод із планом дворазового попереднього та підсумкового тестування. Учасниками дослідження були учні початкових класів у місті Джок’якарта (Індонезія), і вони були відібрані методом випадкової вибірки (n = 30). Програму національних видів спорту проводили протягом 7 тижнів зі зборами раз на тиждень. Як засіб оцінювання рівня розвитку основних рухових навичок учнів використовували тест на розвиток великої моторики, а соціальні установки оцінювали за допомогою анкети «Ставлення до фізично-виховної діяльності». Для перевірки нормальності розподілу цих даних використовували критерій Шапіро-Вілка, а для оцінки відмінностей між значеннями рівня розвитку основних рухових навичок і соціальних установок учнів до та після виконання програми використовували t-критерій Стьюдента для парних вибірок.
Результати. Результати цього дослідження показують, що національні види спорту значно сприяють покращенню основних рухових навичок (p < 0,05) і соціальних установок (p < 0,05).
Висновки. Таким чином, програми національних видів спорту можна використовувати як альтернативну фізичну активність, яку вчителі фізичного виховання можуть використовувати під час кризового періоду пандемії COVID-19.
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Engel, A. C., Broderick, C. R., van Doorn, N., Hardy, L. L., & Parmenter, B. J. (2018). Exploring the Relationship Between Fundamental Motor Skill Interventions and Physical Activity Levels in Children: A Systematic Review and Meta-analysis. Sports Medicine, 48(8), 1845-1857. https://doi.org/10.1007/s40279-018-0923-3
Platvoet, S., Faber, I. R., de Niet, M., Kannekens, R., Pion, J., Elferink-Gemser, M. T., & Visscher, C. (2018). Development of a Tool to Assess Fundamental Movement Skills in Applied Settings. Frontiers in Education, 3, 1-8. https://doi.org/10.3389/feduc.2018.00075
Behan, S., Belton, S., Peers, C., O’Connor, N. E., & Issartel, J. (2019). Moving Well-Being Well: Investigating the maturation of fundamental movement skill proficiency across sex in Irish children aged five to twelve. Journal of Sports Sciences, 37(22), 2604-2612. https://doi.org/10.1080/02640414.2019.1651144
Eddy, L., Hill, L. J. B., Mon-Williams, M., Preston, N., Daly-Smith, A., Medd, G., & Bingham, D. D. (2021). Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers. Measurement in Physical Education and Exercise Science, 25(3), 236-249. https://doi.org/10.1080/1091367X.2021.1874955
Basman, A. J. (2019). Assessment criteria of fundamental movement skills for various age groups: A systematic review. Journal of Physical Education and Sport, 19(1), 722-732. https://doi.org/10.7752/jpes.2019.01104
Lawson, C., Eyre, E. L. J., Tallis, J., & Duncan, M. J. (2021). Fundamental Movement Skill Proficiency Among British Primary School Children: Analysis at a Behavioral Component Level. Perceptual and Motor Skills, 128(2), 625-648. https://doi.org/10.1177/0031512521990330
Haegele, J. A., Brian, A., & Goodway, J. (2015). Fundamental motor skills and school-aged individuals with visual impairments: A review. Review Journal of Autism and Developmental Disorders, 2(3), 320-327. https://doi.org/10.1007/s40489-015-0055-8
Bai, P., Thornton, A., Lester, L., Schipperijn, J., Trapp, G., Boruff, B., Ng, M., Wenden, E., & Christian, H. (2020). Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior. International Journal of Environmental Research and Public Health Article, 17(223), 1-16. https://doi.org/doi:10.3390/ijerph17010223
Nurulfa, R., Lubis, J., Dlis, F., Aninggar, R., & Mamesah, E. (2021). Fundamental movement skills project: Efforts to keep children in Indonesia active during the pandemic. Journal of Physical Education and Sport, 21(4), 2350-2356. https://doi.org/10.7752/jpes.2021.s4315
Nurulfa, R., Motto, C. A., Dlis, F., Tangkudung, J., Lubis, J., & Junaidi. (2021). Physical education survey during the covid-19 pandemic in Eastern Indonesia. International Journal of Human Movement and Sports Sciences, 9(4), 668-675. https://doi.org/10.13189/saj.2021.090410
Pombo, A., Luz, C., de Sá, C., Rodrigues, L. P., & Cordovil, R. (2021). Effects of the COVID-19 Lockdown on Portuguese Children’s Motor Competence. Children, 8(3), 199. https://doi.org/10.3390/children8030199
Logan, S. W., Kipling Webster, E., Getchell, N., Pfeiffer, K. A., & Robinson, L. E. (2015). Relationship Between Fundamental Motor Skill Competence and Physical Activity During Childhood and Adolescence: A Systematic Review. Kinesiology Review, 4(4), 416-426. https://doi.org/10.1123/kr.2013-0012
Foulkes, J. D., Knowles, Z., Fairclough, S. J., Stratton, G., O’Dwyer, M., Ridgers, N. D., & Foweather, L. (2017). Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children: A Cluster Randomized Controlled Trial. Perceptual and Motor Skills, 124(2), 393-412. https://doi.org/10.1177/0031512516685200
Ai, X., Yang, J., Lin, Z., & Wan, X. (2021). Mental Health and the Role of Physical Activity During the COVID-19 Pandemic. Frontiers in Psychology, 12, 1-8. https://doi.org/10.3389/fpsyg.2021.759987
Buzzi, C., Tucci, M., Ciprandi, R., Brambilla, I., Caimmi, S., Ciprandi, G., & Marseglia, G. L. (2020). The psycho-social effects of COVID-19 on Italian adolescents’ attitudes and behaviors. Italian Journal of Pediatrics, 46(1), 4-10. https://doi.org/10.1186/s13052-020-00833-4
Krings, V. C., Steeden, B., Abrams, D., & Hogg, M. A. (2021). Social attitudes and behavior in the COVID-19 pandemic: Evidence and prospects from research on group processes and intergroup relations. Group Processes and Intergroup Relations, 24(2), 195-200. https://doi.org/10.1177/1368430220986673
Baker, I., Marzouqa, N., Yaghi, B. N., Adawi, S. O., Yousef, S., Sabooh, T. N., Salhab, N. M., Khrishi, H. M., Qabaja, Y., Riad, A., Kateeb, E., & Attia, S. (2021). The impact of information sources on covid-19-related knowledge, attitudes, and practices (Kap) among university students: A nationwide cross-sectional study. International Journal of Environmental Research and Public Health, 18(23), 1-18. https://doi.org/10.3390/ijerph182312462
Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLoS ONE, 15(7), 1-22. https://doi.org/10.1371/journal.pone.0236337
Alghamdi, A. A. (2021). Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students’ lives. PLoS ONE, 16(4), 1-18. https://doi.org/10.1371/journal.pone.0250026
Martínez-Santos, R., Founaud, M. P., Aracama, A., & Oiarbide, A. (2020). Sports Teaching, Traditional Games, and Understanding in Physical Education: A Tale of Two Stories. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.581721
Saputra, H., Hanif, A. S., Sulaiman, I., & Ningrum, D. T. M. (2021). The effect of traditional games and drill with motor ability on skills (Running, jumping, overhand throw and catching) at elementary school. International Journal of Human Movement and Sports Sciences, 9(6), 1097-1103. https://doi.org/10.13189/saj.2021.090603
Maryuni, M., & Nasrulloh, A. (2022). Research Study on Traditional Game Sports. Advances in Health Sciences Research, 43, 261–265.
Birri, M. S., Hariyanto, A., & Tuasikal, A. R. S. (2020). Development of Traditional Sport Game Model “Bentengan” for Student’s Physical Fitness in Sports and Health Physical Education Learning (Case Study on Class IV MI Students of Maduran Lamongan District). Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(3), 1614-1622. https://doi.org/10.33258/birle.v3i3.1251
Gipit Charles, M. A., Abdullah, M. R., Musa, R. M., Kosni, N. A., & Maliki, A. B. H. M. (2017). The effectiveness of traditional games intervention program in the improvement of form one school-age children’s motor skills related performance components. Journal of Physical Education and Sport, 17, 925-930. https://doi.org/10.7752/jpes.2017.s3141
Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes. PLoS ONE, 13(8), 1-15. https://doi.org/10.1371/journal.pone.0202172
Bhinder, N., Masliy, O., Ivanchenko, I., Petruk, V. A., & Bachynska, N. (2021). Evaluating the Effectiveness of Using Sport and Traditional Games at the Higher Military Educational Establishments in a Pandemic and Post-pandemic Period. Annals of Applied Sport Science, 9(4). https://doi.org/10.52547/aassjournal.1061
Fraenkel, Jack. R., & Norman E. Wallen. (2012). How to Design and Evaluate Research in Education 8th Edition. Boston: McGraw-Hill Higher Education.
Cohen, K. E., Morgan, P. J., Plotnikoff, R. C., Callister, R., & Lubans, D. R. (2014). Fundamental movement skills and physical activity among children living in low-income communities: A cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 11(1). https://doi.org/10.1186/1479-5868-11-49
De Meester, A., Stodden, D., Brian, A., True, L., Cardon, G., Tallir, I., & Haerens, L. (2016). Associations among elementary school children’s actual motor competence, perceived motor competence, physical activity and BMI: A cross-sectional study. PLoS ONE, 11(10), 1-14. https://doi.org/10.1371/journal.pone.0164600
Ryu, S., Lee, J. E., Liu, W., McDonough, D. J., & Gao, Z. (2021). Investigating relationships between preschool children’s perceived competence, motor skills, and physical activity: A cross-lagged panel model. Journal of Clinical Medicine, 10(23). https://doi.org/10.3390/jcm10235620
Vernadakis, N., Papastergiou, M., Zetou, E., & Antoniou, P. (2015). The impact of an exergame-based intervention on children’s fundamental motor skills. Computers and Education, 83, 90-102. https://doi.org/10.1016/j.compedu.2015.01.001
Zeng, Z. H., Hipscher, M., & Leung, R. W. (2011). Attitudes of High School Students toward Physical Education and Their Sport Activity Preferences. Journal of Social Sciences, 7(4), 529-537. https://doi.org/10.3844/jssp.2011.529.537
Suherman, W. S., Dapan, Guntur, & Muktiani, N. R. (2019). Development of traditional children play based instructional model to optimize development of kindergarteners’ fundamental motor skill. Cakrawala Pendidikan, 38(2), 356-365. https://doi.org/10.21831/cp.v38i2.25289
Lestari, I., & Ratnaningsih, T. (2016). The Effects of Modified Games on the Development of Gross Motor Skill in Preschoolers. International Journal of Evaluation and Research in Education, 5(3), 216. https://doi.org/10.11591/ijere.v5i3.4542
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2022-09-23
Як цитувати
Mujriah, M., Siswantoyo, S., Sukoco, P., Rosa, F. O., Susanto, E., & Setiawan, E. (2022). Модель національних видів спорту для покращення основних рухових навичок і соціальних установок в учнів під час падемії COVID-19. Теорія та методика фізичного виховання, 22(3), 309–315. https://doi.org/10.17309/tmfv.2022.3.02
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