Skip to main navigation menu Skip to main content Skip to site footer

Physical Education in Primary Schools: Cognitive Stimulation, National Active Games and Cultural Background

Abstract

This study describes the features of active game-based learning in primary schools. The survey involved 38 national sports coaches and 29 school teachers. Based on previous empirical findings, this study probes whether there is an established opinion about national games in the school curriculum among teachers and experts. Primary school students are offered many techniques to form necessary skills during the execution of physical exercises. The findings demonstrate that different games and competitions are able to expand the social circle of children. In the long run, the relationships between individual tribes and tribal unions became consistent and global. Games and competitions favoured this tendency, contributing to a gradual formation of behavioural norms in people of different generations.

 

Keywords

Primary School; Cognitive Activity; Physical Education; National Active Games; Healthy Lifestyle

Pdf

References

  1. Ahmed, N., & Kashem, A. (2015). Education for disabled children in Bangladesh: Perceptions, misconceptions and challenges. Space and Culture, India, 3(1), 91-102. https://doi.org/10.20896/saci.v3i1.126 DOI: https://doi.org/10.20896/saci.v3i1.126
  2. Akanov, A. A. (2004). The Formation of healthy life-style in the Republic of Kazakhstan. Valeology. Physical education. Sport, 1, 8-16.
  3. Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1), 1-27. https://doi.org/10.1080/02671520701809817 DOI: https://doi.org/10.1080/02671520701809817
  4. Bartolomé, N. A., Zorrilla, A. M., & Zapirain, B. G. (2011). Can game-based therapies be trusted? Is game-based education effective? A systematic review of the Serious Games for health and education. In 2011 16th International Conference on Computer Games (CGAMES) (pp. 275-282). IEEE. https://doi.org/10.1109/CGAMES.2011.6000353 DOI: https://doi.org/10.1109/CGAMES.2011.6000353
  5. Bernstein, E., Gibbone, A., & Rukavina, P. (2015). Task design and skill level perceptions of middle school students toward competition in dance-related active gaming. The Physical Educator, 72(5), 99-122. https://doi.org/10.18666/TPE-2015-V72-I5-5687 DOI: https://doi.org/10.18666/TPE-2015-V72-I5-5687
  6. Bolotin, A., & Bakayev, V. (2015). Structure and content of the educational technology of managing students' healthy lifestyle. Journal of Physical Education and Sport, 15(3), 362. https://doi.org/10.7752/jpes.2015.03054 DOI: https://doi.org/10.7752/jpes.2015.03054
  7. Brocas, I., & Carrillo, J. D. (2018). Iterative dominance in young children: Experimental evidence in simple two-person games. Journal of Economic Behavior & Organization, in press. https://doi.org/10.1016/j.jebo.2018.06.006 DOI: https://doi.org/10.1016/j.jebo.2018.06.006
  8. Chiasson, C. (2001). Scythian Androgyny and Environmental Determinism in Herodotus and the Hippocratic πϵρὶ ἀϵ́ρων ὑδάτων τóπων. Syllecta Classica, 12(1), 33-73. https://doi.org/10.1353/syl.2001.0007 DOI: https://doi.org/10.1353/syl.2001.0007
  9. Choudinovskikh, O., & Denissenko, M. (2013). Migration between CIS countries: trends and policy. Series WP3 Working Paper.
  10. Djoldosheva, D. (2019). Demographic Trends and Dividends in the Russian Federation and the Kyrgyz Republic. Space and Culture, India, 7(2), 55-64. https://doi.org/10.20896/saci.v7i2.459 DOI: https://doi.org/10.20896/saci.v7i2.459
  11. Egger, F., Conzelmann, A., & Schmidt, M. (2018). The effect of acute cognitively engaging physical activity breaks on children's executive functions: Too much of a good thing? Psychology of Sport and Exercise, 36, 178-186. https://doi.org/10.1016/j.psychsport.2018.02.014 DOI: https://doi.org/10.1016/j.psychsport.2018.02.014
  12. Ericsson, I. (2008). Motor skills, attention and academic achievements. An intervention study in school years 1–3. British Educational Research Journal, 34(3), 301-313. https://doi.org/10.1080/01411920701609299 DOI: https://doi.org/10.1080/01411920701609299
  13. Gazibara, T., Pekmezović, T., Popović, A., Paunić, M., & Kisić-Tepavčević, D. (2018). Chronic diseases among university students: prevalence, patterns and impact on health-related quality of life. Vojnosanitetski Pregled, 75(12), 1178-1184. https://doi.org/10.2298/VSP160920050G DOI: https://doi.org/10.2298/VSP160920050G
  14. Guilberg, G. G., & Pocc, G. (1985). National children and Ycuth bitness study. Journal of Physical Education, Recreation and Dance, 56(7), 36-37.
  15. Humphrey, C. (Ed.) (2002). Eurasia: Ideology and the political imagination in provincial Russia. In Postsocialism: Ideals, ideologies and practices in Eurasia (pp. 258-276). Routledge.
  16. Imanbetov, A. N., Kuleimenov, A. Zh., Muskunov, K. S., & Salikov, Zh. K. (2010). The role of the national sport games in patriotic education of the youth. Vestnik of Karaganda State University. “Pedagogy” Series, 2(58), 130-136.
  17. Kazakhstan-2050 Strategy: new political course of the establishd state (2012). Messages of the President of the Republic of Kazakhstan – Nation’s Leader N.A. Nazarbaev to the Kazakh people, Astana. https://kazakhembus.com/domestic-policy/modernization-programs/2050-strategy. Accessed 10 June 2018
  18. Khalid, K. (1992). Tauari hamsa (un tarih). Almaty: Kazakhstan.
  19. Määttä, S., Gubbels, J., Ray, C., Koivusilta, L., Nislin, M., Sajaniemi, N., ... & Roos, E. (2019). Children’s physical activity and the preschool physical environment: The moderating role of gender. Early Childhood Research Quarterly, 47, 39-48. https://doi.org/10.1016/j.ecresq.2018.10.008 DOI: https://doi.org/10.1016/j.ecresq.2018.10.008
  20. Mikhaylova, I. V., & Alifirov, A. I. (2017). Chess Game Application for People Diagnosed with Mental and Intellectual Disorders. Theory and Practice of Physical Culture, 3, 14.
  21. Milteer, R. M., Ginsburg, K. R., & Mulligan, D. A. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129(1), 204-213. https://doi.org/10.1542/peds.2011-2953 DOI: https://doi.org/10.1542/peds.2011-2953
  22. Pangrazi, R. P., & Beighle, A. (2009). Dynamic physical education for elementary school children. 16th ed. Pearson/Benjamin Cummings.
  23. Rolloft, B. D. (1985). Objectives for Physical Education. Journal of Physical Education, Recreation & Dance, 56(3), 69-73. https://doi.org/10.1080/07303084.1985.10603731 DOI: https://doi.org/10.1080/07303084.1985.10603731
  24. Roy, A. K., Singh, P., & Roy, U. N. (2015). Impact of rural-urban labour migration on education of children: A case study of left behind and accompanied migrant children in India. Space and Culture, India, 2(4), 17-34. https://doi.org/10.20896/saci.v2i4.74 DOI: https://doi.org/10.20896/saci.v2i4.74
  25. Sarmantayev, A. S., & Ishanov, P. Z. (2018). Continuity of Patriotic Education of Students and National-Mobile Games in the Secondary School. Education & Science Without Borders, 9(17).
  26. Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis. Windsor: Human kinetics.
  27. Sevy-Biloon, J. (2016). Different reasons to play games in an English language class. Journal of Education and Training Studies, 5(1), 84-93. DOI: https://doi.org/10.11114/jets.v5i1.1967
  28. Stewart, D., Sun, J., Patterson, C., Lemerle, K., & Hardie, M. (2004). Promoting and building resilience in primary school communities: evidence from a comprehensive ‘health promoting school’approach. International Journal of Mental Health Promotion, 6(3), 26-33. https://doi.org/10.1080/14623730.2004.9721936 DOI: https://doi.org/10.1080/14623730.2004.9721936
  29. Tagiltseva, N. G., Matveyeva, L. V. & Byzova, М. А. (2019). Personally-oriented models of development of musically gifted children. The Education and Science Journal, 21(3), 106-124. (In Russian) https://doi.org/10.17853/1994-5639-2019-3-106-124 DOI: https://doi.org/10.17853/1994-5639-2019-3-106-124
  30. Ucus, S. (2015). Elementary school teachers’ views on game-based learning as a teaching method. Procedia-Social and Behavioral Sciences, 186, 401-409. https://doi.org/10.1016/j.sbspro.2015.04.216 DOI: https://doi.org/10.1016/j.sbspro.2015.04.216
  31. Verstraete, S. J., Cardon, G. M., De Clercq, D. L., & De Bourdeaudhuij, I. M. (2006). Increasing children's physical activity levels during recess periods in elementary schools: the effects of providing game equipment. European Journal of Public Health, 16(4), 415-419. https://doi.org/10.1093/eurpub/ckl008 DOI: https://doi.org/10.1093/eurpub/ckl008
  32. Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics, 27(2), 155-168. https://doi.org/10.1097/00004703-200604000-00014 DOI: https://doi.org/10.1097/00004703-200604000-00014

Downloads

Download data is not yet available.