Commitment motor time in primary education first and second cycle physical education sessions

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Published: Apr 23, 2016

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Javier Yanci Irigoyen
Universidad del País Vasco
Spain
Anabel Vinuesa Mendieta
Departamento de Dirección y Jefatura de Estudios, CEPC Atakondoa, Irurzun, España
Leire Yanci Irigoyen
Departamento de Orientación Educativa, CEPEIP Arizkun, Arizkun, España
Vol. 2 No. 2 (2016), Original papers, pages 239-253
DOI: https://doi.org/10.17979/sportis.2016.2.2.1447
Submitted: Jan 7, 2016 Accepted: Feb 14, 2016 Published: Apr 23, 2016
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Abstract

The main objectives of this study were to describe the most common type of sessions in physical education classes depending on the type of students groupings and to analyze the time available for practice (TCM) depending on the type of meeting, school year or when students practice the first, second and third year of primary education. This study involved 264 children who were studying in the first, second and third year of primary education. A total of 176 physical education sessions were recorded by observation tool TiPEF which showed excellent reliability (Cohen's Kappa = 0.95 to 0.99). The sessions where a cluster of large group used were the most used (33.5%) and sessions where the clusters were in groups of 4, 8 and 12 participants were the least used (5.7% each). The mean duration of TCM for all sessions analyzed was 21.4 ± 3.8 min / session, meaning that 67.2% of the time bound for other tasks that did not involve driving practice. The freshmen were the most TCM arranged by session and the third year the least (p <0.01). In sessions after recess and early in the afternoon TCM having students was higher (p <0.01) than in the last session of the morning and afternoon. It can be essential that educational institutions and physical education teachers perform specific actions to increase the TCM at these ages.

Keywords:

motor control, practice time, methodology, effective teaching.

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