Theoretical knowledge of secondary school students in the field of physical and health education and exercises as the outcome of teaching activities
Abstract
Abstract: The organization of teaching activities in a modern secondary school implies the ability of students to acquire theoretical knowledge, transfer it to new educational situations and apply it in practice. One of the priority tasks of teaching physical and health education is to expand students' knowledge. In addition to sports and technical knowledge, theoretical knowledge helps students understand the importance of physical culture and relate to it correctly. It can be an incentive for students' activity in physical and health education classes. In order to emphasize their importance, the authors of this paper deal with the level of theoretical knowledge of secondary school students in the field of physical and health education and exercise.
The aim of the research was to determine any statistically significant differences in educational achievements (levels of theoretical knowledge) in physical and health education classes among secondary school students, in relation to differences in planning and implementation of program content (continuous implementation during the school year and standard implementation in cycles).
The level of theoretical knowledge of students in the field of physical and health education and exercise was determined by a special knowledge test. The values of the multivariate analysis indicate a statistically significant difference between the experimental and control groups of respondents in the levels of their theoretical knowledge. It was confirmed that the higher level of knowledge was achieved by the respondents of the experimental group, in which the program content was implemented continuously, in contrast to the control group of respondents in which the program content was implemented in cycles.
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