Effects of an accelerated physical education programme on certain physical and motor traits of children in kindergarten and grade two
Bibliographic record
Abstract
The purpose of this study was to investigate the effects of an accelerated physical education programme on various physical and motor development factors of kindergarten and grade two students. The physical and motor development factors investigated were: 1. Physical Development: height, weight, lung capacity, arm and thigh girth, chronological age, and skeletal age. 2. Motor Ability and Agility: standing broad jump and shuttle run. 3. Strength: grip strength, flexed arm bar hang. 4. Cardiovascular Appraisal: submaximal work task. One hundred students of Sir Richard McBride Elementary School of Vancouver, British Columbia participated in the study. In each grade the pupils were divided into one experimental group and one control group. All groups were pretested, the exception being the grade two control group. Administrative difficulties made this not possible. For the final tests, a total of forty-one subjects were randomly selected from the four groups. The subjects of the control groups followed a programme outlined by the Department of Education of British Columbia under the guidance of the homeroom teacher. The grade two control group met twice weekly, for forty minute periods. The kindergarten control group met twice weekly, for twenty minute periods. The subjects of the experimental groups followed a programme designed and administered by the investigator. The grade two experimental group met three times weekly, for forty minute periods. The kindergarten experimental group met three times weekly, for twenty minute periods. The grade two experimental period was fifteen weeks in duration, and the kindergarten experimental period was twelve weeks in length. There were found to be no statistically significant differences in the final means of both groups other than the following exceptions. The grade two control group mean chronological age was significantly older than the grade two experimental group’s chronological age with a t-value of 2.43, significant at the .05 level. The flexed arm bar hang score of kindergarten control was significantly better at the .05 level, t = 2.54, than that of the kindergarten experimental group. The grade two experimental group had a significantly lower steady heart rate than did the grade two control group (t = 2.24). All groups made improvement in all variables. Significant improvements at the .01 level of confidence were demonstrated in standing broad jump (t = 4.09, grade two experimental), flexed arm bar hang (t = 4.37, kindergarten control). Significant improvements at the .05 level were demonstrated in lung capacity (t = 2.38, kindergarten experimental), shuttle run (t = 2.28, kindergarten control). While the results of this study do not show conclusively that an accelerated physical education programme benefits the growth and physical development of primary school children, the concept initiating this project does have merit. A more constructive evaluation of the programme's objectives could be obtained with an extended period of participation, at least one school year. Further recommendations seem warranted in view of the results of this study. More attention should be given to the time for testing and a sufficient number of personnel assigned to.this aspect of the study. The control group programme should be monitored to insure a true comparison of activities. The accelerated physical education programme could be reviewed to strengthen those areas which appear weak. It must be recorded here that more research is needed in elementary school physical education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".