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Popularity and common issues of teaching sports games at elementary schools in Slovakia

100%

Nemec M., Adamcak S., Marko M.

Central European Journal of Sport Sciences and Medicine

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2022

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tom 37

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nr 01

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The effect of manipulative, movement and preparatory sports games on correction of behavior disorders in integrated elementary school pupils with ADHD

86%

Chovanova E.

Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Kultura Fizyczna

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2014

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tom 13

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nr 2

Hyperactivity associated with lack of concentration poses a problem to teachers. This behavioral disorder, which affects school achievement, behavior and social relationships, requires specific educational approach. One of the possibilities of correcting such a disorder is through movement and physical activity, which is important not only for somatic development, but also for social development of children. At present, this issue is being discussed among experts in the field. The research was conducted in the school year 2012/2013. The sample consisted of 46 primary school teachers who taught at the first degree of elementary school. The teachers evaluated 123 integrated pupils aged 6 to 10. To assess behavioral disorders, we used Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS), a diagnostic tool used by teachers to identify children with ADHD. Arousing interest in physical activities, increasing their effectiveness and making these activities more esthetic had positive effect on children as shown by their interest in physical activities. The teachers confirmed improvement in relationships with peers (89.13%), following directions/rules (93.48%) and disrupting classes (86.96%). This study was supported by project VEGA 1/0769/13 “The Effectiveness of Specific Movement Reeducation Procedures on the Correction of Hyperkinetic Disorders of Prepubertal Children”.

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Women’s World Games (1922–1934)

72%

Drozdek-Malolepsza T.

Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Kultura Fizyczna

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2014

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tom 13

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nr 1

After the World War I, women took action to have broader rights to do sports and participate in the Olympics. In 1921 they established International Women’s Sports Federation. On the initiative of International Women’s Sports Federation the first Women’s Olympic Games were held in Paris in 1922. The next ones – under the name of Women's World Games – were held in 1926 (Gothenburg), in 1930 (Prague) and in 1934 (London). The greatest achievement of the Women’s World Games was promoting women’s sports and obtaining the consent of the International Olympic Committee for inclusion of track and field events for women in the programme of the Olympic Games. The programme of the Women’s World Games consisted of the following disciplines: sports games (Czech handball, basketball, volleyball, handball), athletics and fencing. In the 1922 competition sportswomen from the following 5 countries participated: Czechoslovakia, France, Switzerland, the USA and the United Kingdom. In the next – Women’s World Games – the participation of countries and athletes was on the increase. In team classification of the Women’s World Games, the best national teams included those of: France, Germany, Poland, Sweden, the USA and the United Kingdom.

Ograniczanie wyników

2 Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Kultura Fizyczna

1 Central European Journal of Sport Sciences and Medicine

1 Adamcak S.

1 Chovanova E.

1 Drozdek-Malolepsza T.

1 Marko M.

1 Nemec M.

1 2022

2 2014

Popularity and common issues of teaching sports games at elementary schools in Slovakia

The effect of manipulative, movement and preparatory sports games on correction of behavior disorders in integrated elementary school pupils with ADHD

Women’s World Games (1922–1934)