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• A STUDY ON WORD ASSOCIATION WHEN TEACHING THE THEORETICAL RULES OF VOLLEYBALL IN PHYSICAL EDUCATION

  Zsuzsa Nagy

  Anetta Éva Müller

  Views:

  472

  Physical Education as a subject – much like other subjects – has its own literary and educational content and the primary goal is the transference of that knowledge. In this respect, it is but one subject. At the same time it is unique, being the only subject dedicated to improving the body and the physique, yet “when we talk about the internal values of physical education, we only refer to its own literary and educational content. The meaning of this phrase includes the system of movement-based activities as well as the related intellectual knowledge” (RÉTSÁGI, 2011). During a Physical Education lesson students learn and practice movement-based activities, the importance of which is to improve their motor abilities, physical fitness (MÜLLER et al., 2013. MÜLLER et al., 2017) and mental health (BORBÉLY – MÜLLER, 2008). It may facilitate the prevention of numerous deformities or ailments, thus contributing to the preserving and of one’s health (MOSONYI et al., 2013., MÜLLER, 2015). For the past few years, multinational food companies (e.g. Danone and Nestlé) have also realized this, as they began to promote various programmes to support the regular physical activities of schoolchildren (RÁTHONYI – ODOR – RÁTHONYI, 2016). Physical Education in schools can only be considered effective if students come to appreciate and begin to feel the need for regular physical activities. For that purpose PE lessons are needed to be filled with content that is serious, requires effort (i.e. it should be a challenge that inspires improvement), but at the same time, it provides every student with feelings of success and enjoyment. This work, which at many times adapts to vastly different students (i.e. differentiates), is the duty of sports specialists and PE teachers (H. EKLER, 2013).

• THE ROLE OF THE LEADER, MENTOR TEACHER AND PERSONAL DEVELOPMENT OPPORTUNITIES IN THE BIPOLAR MENTOR RELATIONSHIP

  Mónika Rinyuné Ökrös

  Csaba Ökrös

  Melinda Bíró

  Views:

  111

  During the mentoring work, the question often arises as to how much the mentor becomes a model for the student or intern. What could be the reason why some people reflect the values and models that they represent and thus the students follow and respect them, just by their activities, by the manifestation of their personality, by their existence within the entire school? How can the mentoring task be made more effective? Answering these questions motivated me to prepare the research, the purpose of which is to determine the role of the mentor teacher in the mentoring process and to demonstrate the criteria for the success and efficiency of the mentor-student relationship. To answer the research questions, we conducted a questionnaire survey. In the study, we interviewed teachers and mentor teachers (n=30), of whom 63% were women, 36.7% were men (average age 51, minimum: 38, maximum: 65). 66.7% have more than 20 years of teaching experience. 11.9% of the respondents teach in the field of physical education and sports literacy. Our results showed that the lead and mentor teacher has a decisive role in the mentoring process and his personal influence can be an important factor in the retention of teacher candidates. In the mentoring process, openness to the new, mutual respect and critical, empathetic mentoring behavior are the most encouraging in the bipolar mentoring relationship. Students' self-confidence is increased most by the teacher's encouraging behavior based on professional knowledge. In terms of their own development, mentors are mostly inspired by students with a cooperative, positive attitude, but they are at least as motivated by the student's interest in teaching and becoming a teacher. It is interesting that it is not the powerful managerial control, but the developmental mentoring control that assumes reflexivity that appears during the teachings.

• GROSS MOTOR SKILLS AND PHYSICAL ACTIVITY LEVEL: IS THERE ANY GENDER DIFFERENCES IN NINE YEARS OLD CHILDREN?

  Aleksandra Aleksic Veljkovic

  Nenad Stojiljkovic

  Lucija Milcic

  Views:

  251

  Proper growth and development of young school children require mastering different skills, especially gross motor skills - basic locomotor and manipulative skills. It is essential to monitor the physical activity of nine-year-old children necessary for further proper development and healthy habits, which will continue into adulthood. This study aims to determine physical activity level, BMI, and gender differences in the performance of gross motor skills in children aged nine years (± six months). The study involved 40 participants (20 girls and 20 boys). Their body height, body weight,

  and body mass index were 140.46 ± 5.72 cm; 37.84 ± 8.21 cm; and 19.09 ± 3.56, respectively. All participants completed the Physical Activity Questionnaire for Children and performed the Test of Gross Motor Development, Second Edition (TGMD-2), and two sub-tests of BOT-2 (Speed and Agility and Upper-Limb Coordination). T-test for independent samples was used to compare groups according to physical activity level (physically active and inactive group) and explore interactions with gender and BMI, and gross motor skills variables. F-values, p-values, and partial eta squared (ɳ²) values were reported as MANOVA outcomes. The results showed a significant difference between physical activity level and locomotor skills but not in manipulative skills. Further research should focus on various exercise programs that contribute to developing skills and participation in organized physical activity of children of different ages.

• THE EFFECT OF PHYSICAL EDUCATION AND SPORT ON FITNESS STATUS of UNIVERSITY STUDENTS

  József Márton Pucsok

  László Balogh

  Gergely Ráthonyi

  Katalin Varga

  Eszter Bíró

  Gabriella Perényi

  Andrea Lenténé Puskás

  Views:

  426

  The physical fitness state of university students has deteriorated over the years. Relevant data is needed to investigate this tendency thoroughly. We conducted a longitudinal examination among university students in Debrecen, Hungary. At the first stage of our examinations, we examined sixty male and female participants to assess their physical fitness status. They participated in four different activities (pilates, spinning, wellness-general fitness, body-shaping) once a week. Each exercise session lasted for 90 minutes. We conducted a pre-and post-exercise screening, which consisted of a Beep-test, push-up, and sit-up tests. 

  We hypothesized that the different types of activities might alter the exercise response. Aerobic performance, upper-body, and abdominal strength may differ depending on the type of exercise—international recommendations suggesting that 150 minutes of physical activity is necessary for physical fitness benefits. Our results demonstrated that 90 minutes of exercise might significantly improve inactive young adults' physical fitness state once a week.

• NEW POTENTIAL SOLUTIONS FOR MENTORS IN THE DEVELOPMENT OF PHYSICAL EDUCATION TEACHERS

  István Győri

  József Márton Pucsok

  Melinda Biró

  Views:

  474

   

  The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches,  in the entire Public Education, especially Teacher Education sector.

  The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.