Study Concerning the Physical Development of Children in Primary School Through The Use of Application Courses

The present paper proposes a number of objectives which it intends to fulfill: the spread of information aimed at children in primary school about the benefits of physical activity; the gauging of children’s physical capabilities through the use of several controlled tests; the selection, elaboration and application of specific research methods tailored to the age particularities of children in primary school (10-11 year olds); analysis and interpretation of the gathered data. Between the initial and final testing, after applying the methods of choice, notable progress towards the completion of the physical tests has been registered, the main conclusion being that these tests can be successfully used for the purpose of the development of children’s physical capabilities, as well as their cognitive and emotional intelligence.


Introduction
It is a well-known fact that partly due to technological progress, the modern day individual, especially in the Western world, has become more sedentary, unfortunately so, because that leads to a decrease in overall health. Sedentary behaviour breeds negative effects that impact people's health as well as their general sense of wellbeing. Sedentary is considered to be the disease of the century and exists as a consequence of an overall reduction in physical activity.
There exists a general consensus among scholars (Luca, 1998;Rață & Rață, 1999;Dobrescu, 2008) that physical activity, regardless of its nature (jogging, gymnastics or simple walks in the outdoors) paired with a balanced diet can increase life expectancy.
According to specialty literature (Chiriță, 1998;Anderson, 2007;Marinescu, 2000;Pascan, 2006) physical or intellectual activities that generate a sense of wellbeing can come in the shape of relay races or obstacle courses.
Thus, in elementary school during PE classes, activities such as games, races, obstacle courses play a vital role in the children's cognitive development as well as their health and overall physical ability (RomânialuiRadu, 2015; UVT, 2014).

Material and methods
Among the objectives of the current paper, one of major importance is informing students about the major role that physical activity plays in their development, as well as applying specifically designed courses for the children's age.
At the core of the hypothesis rests the assumption that if elementary school students (10)(11) year olds) undergo these courses, then they will start to register positive effects concerning both their physical development as well as their overall health.

a. Research protocol
The research unfolded in the period between January 2019 and May 2019 and it involved a sample of 46 elementary school students. Throughout this period a process that included documentation, pedagogical observation, initial testing, elaboration and application of methods, final testing and analysis and interpretation of registered data took place.

b. Subjects
The sample consisted of 4th grade students from the Mihai Eminescu nr.28 secondary school of Galati. The students of class B constituted the experiment group, and the ones from class A constituted the control group.

c. Groups
Both the experiment group and the control group were exposed to similar, common PE lesson environments, although the ones from the control group were subjected to classical teaching methods, those from the experiment group had to undergo the aforementioned, specialized, physical courses.

d. Evaluation tests
In order to measure the physical aptitude of the students aged 10-11, 8 different types of physical tests were used.
-speed running for 30m (V30) -with a standing start, the stopwatch being used as soon as the first movement takes place -stationary long jump (S) -the subject is allowed to increase momentum with his arms just once. Two tries are allowed with the best one being taken into account. The results are measured from the tip of the feet (before the jump) to the heels (on landing) -endurance run for 400 m (R) -the participant gets one try on a flat track against time the "oina" ball throw (O) -two throws from a stationary position are executed with the best one being taken into account -upright lift of the torso and its return to a dorsal position (soles on ground), arms up in 30 seconds. The maximum number of repetitions in 30 seconds will be registered (A30); -extension of the torso while on the ground with the arms up against time in 30 seconds (E30). The maximum number of repetitions in 30 seconds will be registered -the Matorin test (TM) -from the standing position -straight jump with return and landing on the same spot. the best jump will be recorded. Rating scale: very good -returns over 360 0 ; good -returns with values between 270 0 and 360 0 ; Satisfactory -returns with values between 180 0 and 270 0 ; Unsatisfactory -returns below 180 0 .
-the Romberg test (TR) -the position sitting on one leg with the other leg resting bent, side arms, eyes closed -record the time maintained in the indicated position.

e. Examples of physical courses employed in the research
• Start -1. 5m run; 2. staying balanced while walking on a gymnastics bench with 2 180 degree rotation in the middle of the exercise followed by walking across the other bench; 3. successive jumps using one leg followed by the other across four circles positioned in a zigzag model with a distance of one meter in between them.4. crawling underneath 4 fences ½ m high, with a distance of 1m in between them. 5. slalom through obstacles ending in a run towards the finish line (Bratu, 1985).
• Start -1. lifting a rubber ball -running around 5 obstacles with a distance of 1m in between them -setting the ball down; 2. lifting a piece of rope -running for 5m while jumping over the rope -setting the rope down; 3. lifting a 1kg ballrolling the ball underneath 5 fences with a distance of 1/2m in between -rolling the ball in a marked point; 4. slalom through obstacles ending in a run towards the finish line • Start -1. lifting a 1kg ball while stepping over 5 obstacles that sit at a distance of 1m from each other; 2.walking on the surface of a gymnastics bench while holding the ball; 3. rolling the ball underneath 5 ½ m high fences that sit at a distance of 1m from each other; 4. 5 jumps forward landing on both feet while holding the ball; 5. slalom through obstacles while holding the ball ending in a run towards the finish line where the ball must be placed to be used by the next participant.

Results and Discussions
If during the initial testing, the results concerning the physical aptitude of the children aged 10-11 were unsatisfactory, the experiment group's progress was self-evident as compared to the control group that underwent classical methods of training. -table 1.  TI TF TI  TF  TI TF  TI  TF TI TF TI TF  TI  TF  TI

Discussions
After applying the proposed physical courses, considerable progress has been registered by the experiment group, compared to the control group (APR, 2018; MEN, 2001).
The boys in the experiment group performed significantly better than those in the control group that registered minimum progress. Some of the more representative results for the aforementioned were registered during the speed run (5.66%), the testing of abdominal muscle strength (13.88%), testing of back muscle strength (15.7%) and during the Romberg test (11.3%). The best result registered by the boys' control group was during the endurance run (4.16%).
All results belonging to both the experiment group and the control group of the boys present high homogeneity, therefore little dispersion, with the values of the variability coefficient situated between 0.5 and 6.5%.
After analysing the girl's groups, the better results were achieved, as expected, by the experiment group.
The most evident progress registered by the experiment group was during the speed running (15.38%), endurance running (8.69%), testing of abdominal muscle strength (11.66%), testing of back muscle strength (11.81%) and during the Romberg test (7.37%). The best result registered by the girls' control group was during the measurement of back muscle strength (4%), all other results showing minimal progress between 0.86% and 2.71%, with no progress while performing two of the physical tests. Like in the case of the boy's groups, the registered values present little variability and high homogeneity.

Conclusions
1. The hypothesis according to which the inclusion of specialized physical courses in PE lessons for elementary school students helps develop a large array of qualities that contribute to the physical development of children, having positive effects on health is confirmed.
2. After applying the specialized physical courses, it has been proven that they can successfully contribute to the attainment of the specific and general skills aimed for in the school curriculum.
3. This study has proven that elementary school students are more receptive towards their own physical development when presented with games, relay races and physical courses.
4. The racing elements increase the pace at which the children attain, develop and perfect their physical capabilities.
5. Separate from their positive effects on physical aptitude, the specialized physical courses helps develop cognitive skills and build character in children.