Differences in the Effect of Regular and Specially Programmed Physical and Health Education on the Motor Status of Students

Abstract

The aim of this study was to examine and compare the effects of regular and specially programmed Physical and Health Education on the transformation of basic motor and situational–motor abilities of sixth-grade primary school students. In the motor domain, 15 variables were observed, and in the situational–motor domain 6 representative variables were analyzed. The sample included 106 students divided into the control group (53 students) and the experimental group (53 students). Students were male and female, aged 12 ± 6 months. The control group followed the regular curriculum, while the experimental group participated in an intensive program of sports games—basketball, volleyball, and handball. The program lasted one school semester. Descriptive statistical methods showed a normal distribution of data for both motor and situational–motor variables. An independent-samples t-test showed that, initially, the control group had an advantage only in the variable MTAPNO within the motor domain. In the situational–motor domain, the experimental group initially demonstrated better abilities in the variables OKVLS, ORBLZ, and ORVLS. After the implementation of the programs, the final t-test in the motor domain did not record statistically significant differences between the groups. In the situational–motor domain at the final measurement, the experimental group showed higher t-test values for the variables OKVLS, OLPKS, ORBLZ, and ORISE, while the control group had higher t-test values for the variable OKBLK. Conclusion: It cannot be stated with certainty that the specially designed instructional program had a significant effect on improving the motor and/or situational–motor abilities of the students in the experimental group.