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• CHANGES IN SPINAL RANGE OF MOTION AFTER 16 WEEKS TRAINING PROGRAM IN PUBERTAL CHILDREN

  Mónika Szigethy

  Katalin Nagyváradi

  Judit H. Ekler

  Ferenc Ihász

  Views:

  419

  The aim of the present research was to improve the neglect behavior of pubertal children in an intervention program. Within the framework of the program, the main function of the spinal column and the strength and extensibility of the muscles responsible for posture were investigated. The participants included in the study are 7th grade children of the Neumann János Elementary School in Szombathely, Hungary, (n_b=7); (ng=10). The Idiag M360 Spinal Mouse was used to investigate the physiological curvatures and main function of the spinal column before and after the program. The device was used to examine the children's spines in standing, bending forward and again in a standing position after the Matthiass test was performed. Pre-intervention (1) and post-intervention (2) data showed significant decreases in all assessed characteristics and similar increases in sacrum to hip ratio (Sac/Hip) (9.83±4.36 - 21.63±4.39); p<0.000.  The greatest change was found in the Th11/12 dorsal vertebral body angles (4.50±2.05 - -0.30±0.25); p<0.000. As a result of the postural improvement program, the degree of pelvic tilt and, in parallel, the physiological curvature of lumbar lordosis was reduced to within the age-specific reference values.

• DISTRIBUTION OF ASSESSMENT VALUES OF PRE-SCHOOL CHILDREN WITH DIFFERENT DEVELOPMENTAL RATES

  Bálint Cordier

  György Kulcsár

  Judit H. Ekler

  Views:

  169

  In the past two decades, a strong negative trend can be observed in the development of the abilities of preschool children. Fewer and fewer children meet the criteria for school readiness by the age of six. Children with high levels of neurological immaturity do not even start school but are already lagging. The developmental deficit of partial skills is so significant that specific learning difficulties can be predicted as early as the end of kindergarten age. Although this large backlog can be made up, extra effort must be made on the part of both parents and teachers. With our research, we sought to answer whether the performance of preschool-age children, which deteriorates year by year, covers all partial abilities or if areas with a particularly negative trend can be identified. The most obvious tool for checking children's neurological maturity is the measurement of motor and sensorimotor functions. Based on the measurement results of 58 large groups of kindergarten children (6 ± 1 years) with different developmental rates, we examined the values of the skills that need development and predicted the occurrence of learning difficulties in the examined sample. In the sensory and sensorimotor functions group (18 tests), 40 of the 58 children examined need to develop their gestalt vision. During the elementary movements (12 tests) examination, walking on the outer sole appeared to be an area for improvement in 39 out of 58 children. Among the examined areas of body perception (6 tests), the values of the sense of balance and the cross-schemes were the highest, with 31 points. The specialty of fine motor skills and hand use (3 tests) is that all test segments received a value above 30 points.

   

• CORRELATIONS BETWEEN THE PHYSICAL EDUCATION TEACHER’S TEACHING STYLE AND THE PERCEPTIBLE MOTIVATIONAL LEVEL OF THE LEARNING ENVIRONMENT

  Regős Lappints

  Judit H. Ekler

  Views:

  193

  The goals of physical education teaching today go beyond achieving psychomotor activity in the classroom. The most crucial objective of the subject is to develop the child's need for physical activity both in the classroom and outside the school environment. To achieve this, physical activity motivation must become intrinsic, which physical education teachers can help achieve by using teaching styles and methods that promote autonomy and ensure that each pupil has the opportunity to develop.

  In our research, based on the answers to the questionnaire validated by the Hungarian Student Sports Federation, we selected physical education teachers with a predominantly student-centered or predominantly teacher-centered teaching style. We asked a sample of physical education teachers about their attitudes and sporting habits toward physical education lessons using a PMCSQ-2 questionnaire. The results confirmed the motivational effects of student-centered teaching styles.