Previous studies indicate that the kinesthetic differentiation ability is crucial in different sports (Pakosz, 2013), in motor control (Grsegorz, 2011), in sports performance (Bankosz, 2015) and requires a specific education (Ziemowit, 2012).The extreme diffusion of extensive multilateral approach in primary school, compared with children who are increasingly sedentary, doesn't seem enough to develop specific ability of motor coordination (balance, kinesthetic differentiation, rhythmic control, etc.).This study aimed to compare, in primary school children (mean age: 9 yrs), the effects of a multilateral extensive activity programme (MED), oriented to dexterity, and multilateral intensive activity programme (MIK), oriented to kinaesthetic differentiation. 77 boys (MED:39; MIK:38) and 76 girls (MED:38; MIK:38) were involved. In both groups, the activity consisted of one 2-hr sessions/week throughout the school year. The following test battery was administered: BrikTest differentiation (BTD), Generic throw at a fixed distance (GTF), Generic throw on increasing distances (CTI), Generic blindfolded throw (BTF), Basket Throw (SBT). The tests were administered in T1 (October), T2 (January) and T3 (May).There has been a significant enhancement in MIK Group both in T2 (GTF, CTI, BTF) that in in T3 (BTD, GTF, CTI, BTF SBT). BTD and SBT improved in T3 only in older children (grade 5), while SBT improved in T3 only in younger children (grade 3 and 4) but not in the oldest (grade 5). Gender differences occurred only in CTI.The ability to transfer generic throw (GTF, CTI) to specific throw (SBT) appears effective from the age of 10 years but not at previous ages. The study seems to suggest the idea that the MED if supplemented by MIK and enlarged to other abilities (balance, rhythm, etc), can be a good strategy to develop the motor skills of children nowadays as they have little time to exercise quantitative but also qualitative physical activity. Keywords: multilateral activities, Physical Education, children, primary school, motor skills
EXTENSIVE AND INTENSIVE MULTILATERAL ACTIVITIES AS NECESSARY INTEGRATION IN PHYSICAL EDUCATION IN PRIMARY SCHOOL: AN EXAMPLE IN KINESTHETIC DIFFERENTIATION ABILITY
CECILIANI, ANDREA;SEMPRINI, GABRIELE;DI MICHELE, ROCCO;TOSELLI, STEFANIA;MERNI, FRANCO
2016
Abstract
Previous studies indicate that the kinesthetic differentiation ability is crucial in different sports (Pakosz, 2013), in motor control (Grsegorz, 2011), in sports performance (Bankosz, 2015) and requires a specific education (Ziemowit, 2012).The extreme diffusion of extensive multilateral approach in primary school, compared with children who are increasingly sedentary, doesn't seem enough to develop specific ability of motor coordination (balance, kinesthetic differentiation, rhythmic control, etc.).This study aimed to compare, in primary school children (mean age: 9 yrs), the effects of a multilateral extensive activity programme (MED), oriented to dexterity, and multilateral intensive activity programme (MIK), oriented to kinaesthetic differentiation. 77 boys (MED:39; MIK:38) and 76 girls (MED:38; MIK:38) were involved. In both groups, the activity consisted of one 2-hr sessions/week throughout the school year. The following test battery was administered: BrikTest differentiation (BTD), Generic throw at a fixed distance (GTF), Generic throw on increasing distances (CTI), Generic blindfolded throw (BTF), Basket Throw (SBT). The tests were administered in T1 (October), T2 (January) and T3 (May).There has been a significant enhancement in MIK Group both in T2 (GTF, CTI, BTF) that in in T3 (BTD, GTF, CTI, BTF SBT). BTD and SBT improved in T3 only in older children (grade 5), while SBT improved in T3 only in younger children (grade 3 and 4) but not in the oldest (grade 5). Gender differences occurred only in CTI.The ability to transfer generic throw (GTF, CTI) to specific throw (SBT) appears effective from the age of 10 years but not at previous ages. The study seems to suggest the idea that the MED if supplemented by MIK and enlarged to other abilities (balance, rhythm, etc), can be a good strategy to develop the motor skills of children nowadays as they have little time to exercise quantitative but also qualitative physical activity. Keywords: multilateral activities, Physical Education, children, primary school, motor skillsI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
