Study regarding the impact of the number of physical education classes at primary level


  • Ardelean Viorel Petru “Aurel Vlaicu” University of Arad
  • Mert Ciprian Msc Student at „Aurel Vlaicu” University/ Secondary School „Sorin Titel” Margina, Timis
  • MiuÅ£a Caius „Aurel Vlaicu” University of Arad – Research Center for Physical Activities


In Romania, the secondary effects of the lack of physical activity are be- coming more visible now with high incidence in children and young people, and many social and economic difficulties affecting voluntary participation of young people in physical activities. One solution could be increasing the number of hours of physical education in the public educational system. The aim of this study was to determine the effect of increasing the number of hours of physical education under the current system of education in Roma- nia, from two to five classes a week and placing movement games in their classes of students in primary level, physically and mentally healthy. Meth- ods and subjects. Thus, using the experimental method, we chose the sub- jects as the pupils in two classes from primary level, as follows: first grade, as an experimental group - EG (n = 16, 10-B / 6-G ), age = 7 ± 0; height = 1.31

± 0.03, weight = 30.125 ± 3.28; and second grade as a control group - CG (n

= 16, 10-B / 6-F), age = 8 ± 0; height = 1.34 ± 0.07, weight = 33.68 ± 9.03. Before study, we tested both groups of students, initial test - IT, on the level of motor skills development time, using 5 different samples. Then I worked with EG differentiated as planned; ie, five hours a week, while the CG we used means and dosage, according to the current curriculum in Romania.

Results. After three months were carried out final tests FT- and we  present in this study the results for statistical indicators: mean - M, standard deviation

- SD and coefficient of variation - CV, five of the samples - back extension / rep. (BE), - maintaining hang / sec. (MH), - lifting torso (crunch) / rep. (LT) - shutlle 5x5 / sec. (SH), and - long jump from standstill / cm (LJ), of randomly selected samples in the school curriculum. Thus we present here summarized results of the samples from IT: CG: BE: 6.06 ± 2.54, CV = 41.9%; MH: 6.18

± 2.83, CV = 45.8%; LT: 27.31 ± 3.75, CV = 13.7%; and GE has the results: BE: 6.43 ± 2.27, CV = 35.4%; MH: 6.18 ± 3.22, CV = 52.2%; LT: 27.5 ±

4.22, CV = 15.4%; while the TF, the results were: CG: BE: 2.9 ± 8.75 CV =

33.3%; MH: 9 ± 3.14, CV = 34.9%; LT: 28.62 ± 2.68, CV = 9.4%; and EG it has the results: BE: 13.37 ± 2.94, CV = 22%; MH: 15.2 ± 3.3, CV = 21.8%; LT: 29.81 ± 0.54, CV = 1.8%. Conclusions. The results indicate that, after three months of five hours per week of physical education, the experimental group improved both quantitatively and qualitatively the parameters on all motric qualities, but in force the growth was more spectacular.


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