Mokinių sveikos gyvensenos žinių įgijimo ir fizinio aktyvumo skatinimas aktyvinamaisiais mokymosi metodais
Physical Culture Asquistion of Knowledge and Activity Encuoragement Activating Teachings Methods

Summary/Abstract: To investigate the efficiency of activating teachings methods and their effect on the physical activity and acquistition of the knowledge oh healthy way of life among 7–8 fom students in a basic school. 386 schoolchildren participated in the pedagogical experiment conducted in Vilnius „Emilijos Pliaterytės” basic school from September 2004 till March 2005. The change in the knowledge of the healthy way of life and physical educations was determined by a questionnaire method during the period of experiment. Activating methods (discussions, debates, brainstorming, each student active invillvement) were used in experimental gruops to extend and improve students knowledgw of healthy way of life and to promote their physical activity. The results of the experiment carried out in Vilnius „Emilijos Pliaterytės” basic school has shown that pupils, general and methodical knowledge is poor. The data of the educational experiment conducted among 7–8 form pupils have shown that the integration of the knowledge of physical training and healthy way of life into lessons had a positive effect on the students knowledge: during the research period the level of general and methodical knowledge has changed in both experimental groups, statistically there has beennoticed a significant increase. (p < 0,001). Most pupils physical activity as the basic factore for that healthy way of life is sufficient. The data of research have confirmed that 62,6 % of the pupils are physically active and 29,1 % of thepupils them are physically possive. At the end of experiment the number of schoolchildren doing morning exercises and saying that they prefer sports has increased in E1 and E2 groups in comparison with K1 and K2 groups. The research has shown that applied activating methods (debates, discussions, brainstorming) had a positive impact on the knowledge of the healthy way of life among E1 and E2 groups students and helped then to consolidate the teaching material. After summatising the researche results we can assert that the hypothesis of the Masters thesis has been particially confirmed: 8 theoretical pedagogical educations lessone abuot the healthy way of life and physical training had a positive effect on pupils knowledge in experimental groups, statistically there has been a significant insrease.

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