Needful-motivational tasks as an effective condition for the technical training of schoolchildren aged 11-12 during the training of the volleyball section
DOI:
https://doi.org/10.15561/26649837.2020.0305Keywords:
motivation, need for activity, training, volleyball, physical education, schoolchildren, technical trainingAbstract
Purpose: To develop a module of need-motivational training tasks of the section “Volleyball for students aged 11-12”. The experiment involved the schoolchildren aged 11-12 (n=43). The schoolchildren had no contraindication to the physical education. Classes according to the author’s module of need-motivational teaching tasks were conducted with the secondary school students of the fifth form “A” (n=22, experimental class). Pupils of the fifth form “B” (n=21) took a traditional training program during the physical education lesson of the “Volleyball” section. The study was conducted for two months (October-December 2018). Each pupil used a fitness bracelet during the class monitoring the heart rate at a physical education lesson. Special testing was used in three blocks. The first block is the calculation of the number of correctly performed technical actions with the ball without a partner. The second block is the calculation of the technical actions in pairs through the net. The third block is an educational game. Statistical analysis of the data was performed using t-student test. Results: A significant (p<0.01 and p<0.05) advantage of the secondary school students of the experimental class was revealed in comparison with another approach to teaching the technical elements of volleyball. A higher mastery level of the basic elements in volleyball was obtained according to the special set of tasks: receiving and passing the ball with two hands from above; receiving and passing the ball with two hands from below (in place, with various types of movements, with lightened and complicated conditions) Conclusions: It is proved that an increase of the theoretical needful-motivational teaching tasks during the physical education classes has a positive effect on the activation of motor activity of the schoolchildren. The synergetic relationship between theoretical and practical training allows to achieve personal, regulatory, communicative, cognitive and objective results.References
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https://doi.org/10.1123/jsep.35.1.3
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https://doi.org/10.1177/1356336X13486058
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28. Galloway R, Booker R, Owens S. Factors leading to discrepancies in accumulated physical activity during school hours in elementary school students. Journal of teaching in physical education. 2019; 38(4): 338-346.
https://doi.org/10.1123/jtpe.2018-0232
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30. Mosqueda S, Lopez-Walle JM, Gutierrez-Garcia P, Garcia-Verazaluce J, Tristan J. Autonomous motivation as a mediator between an empowering climate and enjoyment in male volleyball players. SPORTS. 2019; 7(6): 153.
https://doi.org/10.3390/sports7060153
31. Riveras S, Zeng ZH, Gigliello CH, Skelly J. Examining of Youth Volleyball Players' Motivations and Health-Related Behaviors. Research quarterly for exercise and sport. 2019; 90(1): A29-A30.
https://doi.org/10.1207/S15327965PLI1104_01
2. Gu XL, Zhang T, Chu TL, Keller MJ, Zhang XX. The direct and indirect effects of motor competence on adolescents' mental health through health-related physical fitness. Journal of sports sciences. 2019; 37(17): 1927-1933.
https://doi.org/10.1080/02640414.2019.1605652
3. Lubysheva LI. Sports education as basis of formation of personal sports culture. Teoriya i Praktika Fizicheskoy Kultury. 2012; 6: 96-99.
4. Nagovitsyn RS, Bartosh DK, Ratsimor AY, Neverova NV. Modernization of Regional Continuing Pedagogical Education in the “School-College-Institute”. European Journal of Contemporary Education. 2019; 8(1):144-156.
https://doi.org/10.13187/ejced.2019.1.144
5. Vansteenkiste M, Simons J, Lens W, Sheldon KA, Deci EL. Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of personality and social psychology. 2004; 87(2): 246-260.
https://doi.org/10.1037/0022-3514.87.2.246
6. How YM, Whipp P, Dimmock J, Jackson B. The effects of choice on autonomous motivation, perceived autonomy support, and physical activity levels in high school physical education. Journal of teaching in physical education. 2013; 32(2): 131-148.
https://doi.org/10.1123/jtpe.32.2.131
7. Liu JD, Chung PK. Motivational profiles in physical education: evidence from secondary school students in hong kong. Journal of teaching in physical education. 2018; 37(2): 186-196.
https://doi.org/10.1123/jtpe.2017-0153
8. Benware CA, Deci EL. Quality of learning with an active versus passive motivational set. American educational research journal. 1984; 21(4): 755-765.
https://doi.org/10.2307/1162999
9. Nagovitsyn RS, Bartosh DK, Ratsimor AY, Maksimov YG. Formation of social tolerance among future teachers. European Journal of Contemporary Education. 2018; 7(4): 754-763.
https://doi.org/10.13187/ejced.2018.4.754
10. Nikolaev YM. From theory of physical education to theory of physical culture in context of formation of new mind-set. Teoriya i Praktika Fizicheskoy Kultury. 2012; 10: 94-100
11. Ozgul F, Atan T, Kangalgil M. Comparison of the command and inclusion styles of physical education lessons to teach volleyball in middle school. Physical educator-US. 2019; 76(1): 182-196.
https://doi.org/10.18666/TPE-2019-V76-I1-8481
12. Ntoumanis N. A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of educational psychology. 2005; 97(3): 444-453.
https://doi.org/10.1037/0022-0663.97.3.444
13. Roure C, Pasco D. The impact of learning task design on students' situational interest in physical education. Journal of teaching in physical education. 2018; 37(10): 24-34.
https://doi.org/10.1123/jtpe.2017-0046
14. Gray S, Wright PM, Sievwright R, Robertson S. Learning to Use Teaching for Personal and Social Responsibility Through Action Research. Journal of teaching in physical education. 2019. 38(4): 347-356.
https://doi.org/10.1123/jtpe.2018-0190
15. Langdon JL, Webster CA, Monsma EV, Harris BS. A content analysis of teacher autonomy support during a high school volleyball unit. Physical educator-US. 2019; 76(2): 385-409.
https://doi.org/10.18666/TPE-2019-V76-I2-8729
16. Sun HC, Chen A. An examination of sixth graders' self-determined motivation and learning in physical education. Journal of teaching in physical education. 2010; 29(3): 262-277.
https://doi.org/10.1123/jtpe.29.3.262
17. Deci EL, Ryan RM, Williams GC. Need satisfaction and the self-regulation of learning. Learning and individual differences. 1996; 8(3): 165-183.
https://doi.org/10.1016/S1041-6080(96)90013-8
18. Agbuga B, Xiang P, McBride RE, Su XX. Student Perceptions of Instructional Choices in Middle School Physical Education. Journal of teaching in physical education. 2016; 35(2): 138-148.
https://doi.org/10.1123/jtpe.2015-0010
19. Nikolaev YM. Theoretical Modern physical education theory of the early XXI century. Teoriya i Praktika Fizicheskoy Kultury. 2017; 11: 94-98.
20. Xu HY, Yang J, Shen Z. Research on the cultivation of college students' consciousness of volleyball based on audience theory. Basic & Clinical pharmacology & Toxicology. 2019;125(2): 222-223.
21. Ferrer-Caja E, Weiss MR. Predictors of intrinsic motivation among adolescent students in physical education. Research quarterly for exercise and sport. 2000; 71(3): 267-279.
https://doi.org/10.1080/02701367.2000.10608907
22. Ryan RM, Deci EL Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist. 2000; 55(1): 68-78.
https://doi.org/10.1037/0003-066X.55.1.68
23. Nikolaev YM. Theoretical basics of past, present and future physical education in context of general education and culture development trends. Teoriya i Praktika Fizicheskoy Kultury. 2016; 1: 99-104.
24. Hastie PA, Rudisill ME, Wadsworth DD. Providing students with voice and choice: lessons from intervention research on autonomy-supportive climates in physical education. Sport education and society. 2013; 18(1): 38-56.
https://doi.org/10.1080/13573322.2012.701203
25. Haerens L, Aelterman N, Van den Berghe L, De Meyer J, Soenens B, Vansteenkiste M. Observing Physical Education Teachers' Need-Supportive Interactions in Classroom Settings. Journal of sport & Exercise psychology. 2013; 35(1): 3-17.
https://doi.org/10.1123/jsep.35.1.3
26. Chen SL, Chen A, Sun HC, Zhu XH. Physical activity and fitness knowledge learning in physical education: Seeking a common ground. European physical education review. 2013; 19(2): 256-270.
https://doi.org/10.1177/1356336X13486058
27. Balsevich VK. Development of Russian sport science: Problems and ways of solution. Teoriya i Praktika Fizicheskoy Kultury. 2012; 6: 9-12.
28. Galloway R, Booker R, Owens S. Factors leading to discrepancies in accumulated physical activity during school hours in elementary school students. Journal of teaching in physical education. 2019; 38(4): 338-346.
https://doi.org/10.1123/jtpe.2018-0232
29. Lyakh V.I. Physical education. 5-9 grades. Work programs. Moscow. Education. 2011.
30. Mosqueda S, Lopez-Walle JM, Gutierrez-Garcia P, Garcia-Verazaluce J, Tristan J. Autonomous motivation as a mediator between an empowering climate and enjoyment in male volleyball players. SPORTS. 2019; 7(6): 153.
https://doi.org/10.3390/sports7060153
31. Riveras S, Zeng ZH, Gigliello CH, Skelly J. Examining of Youth Volleyball Players' Motivations and Health-Related Behaviors. Research quarterly for exercise and sport. 2019; 90(1): A29-A30.
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2020-06-30
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Nagovitsyn R, Kudryavtsev M, Osipov A, Altuvaini A, Markov K, Doroshenko S, Kuzmin V, Savchuk A, Kamosa T, Plotnikova II. Needful-motivational tasks as an effective condition for the technical training of schoolchildren aged 11-12 during the training of the volleyball section. Pedagogy of Physical Culture and Sports. 2020;24(3):129-36. https://doi.org/10.15561/26649837.2020.0305
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