Взаємодія методів оцінки біологічного віку хлопчиків-підлітків
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Дата
2014
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Вивчалася узгодженість підсумкових оцінок біологічного віку хлопчиків-підлітків (102 учні) серед пропонованих різними авторами. Результати: жоден з дев’яти досліджених методів достатньою мірою не пов’язаний з рештою. Методи розподілено на три групи: у першій методи В. С. Соловйової, С. М. Громбаха, Є. П. Стромської, В. Г. Властовського з високим ступенем взаємодії (91–100 % збігу); у другій методи В. Г. Арефьєва, І. І. Бахраха, К. П. Дорожнової з вищим середнього рівнем зв’язку (75–90 % збігу); у третій групі методи С. А. Пушкарьова, Б. А. Нікітюка з середнім ступенем взаємодії (50–70 % збігу). Показники, що об’єднали методи в першу групу, вторинні ознаки статевої зрілості, у другу рівень фізичного розвитку й у третю гетерохронний характер росту й розвитку соматичних ознак конституції тіла. Висновок: оцінка біологічного віку хлопчиків-підлітків має здійснюватися комплексно, методами В. С. Соловйової, В. Г. Арефьєва, С. А. Пушкарьова.
One of the directions of optimization of physical education at school is to use a differentiated approach at the lessons of physical culture. It enables every student to study in optimum mode and ensures the best health promoting effect. First of all, this concerns the differentiation of the methods of prescription of training loads. The basis of this view is the results of the research of individual-typological peculiarities of morpho-functional indices of school students of the same age and sex by any absolute or conditional marker or marker character. Research in this area is very important because of the significant differences in the values of morpho-functional indices of adolescents from the same class and of the same gender. Especially it concerns 14–15-year-old males and 12–13-year-old females. Here heterochronous nature of biological development of schoolchildren also affects variable manifestation of their motor skills. Today, the problem of differentiated physical education is still at the early stage of formation. The main obstacle to its realization is the multiplicity of methods to assess the biological age of school students: nine authors offer different indices and their combinations, approaches and techniques. Which method should be preferred and used for differentiated programming of health promoting and developing lessons of physical culture for students of general school? To find the answer to this question we have studied the consistency (interaction) of these methods. Results: none of the nine methods under study is sufficiently associated with the others. The methods are divided into the three groups: the first includes the methods of V. S. Solovieva, S. M. Grombakh, E. P. Stromskaya, and V. G. Vlastovskiy with a high degree of interaction between them (degree of coincidence is 91–100 %); the second group consists of the methods of V. G. Arefiev, I. I. Bakhrakh, and K. P. Dorozhnova with interaction at the above average level (75–90 %); and the third is composed of the methods of S. A. Pushkarev, B. A. Nikitiuk with interaction at the average level (50–70 %). Indices that combine the methods of the first group are the secondary signs of sexual maturation; those of the second group are the level of physical development, and those of the third group are heterochronous nature of growth and development of somatic characteristics of body type. Conclusion: the biological age of adolescent boys should be assessed in a complex way with the use of the methods of V. S. Solovieva, V. G. Arefiev, and S. A. Pushkarev.
One of the directions of optimization of physical education at school is to use a differentiated approach at the lessons of physical culture. It enables every student to study in optimum mode and ensures the best health promoting effect. First of all, this concerns the differentiation of the methods of prescription of training loads. The basis of this view is the results of the research of individual-typological peculiarities of morpho-functional indices of school students of the same age and sex by any absolute or conditional marker or marker character. Research in this area is very important because of the significant differences in the values of morpho-functional indices of adolescents from the same class and of the same gender. Especially it concerns 14–15-year-old males and 12–13-year-old females. Here heterochronous nature of biological development of schoolchildren also affects variable manifestation of their motor skills. Today, the problem of differentiated physical education is still at the early stage of formation. The main obstacle to its realization is the multiplicity of methods to assess the biological age of school students: nine authors offer different indices and their combinations, approaches and techniques. Which method should be preferred and used for differentiated programming of health promoting and developing lessons of physical culture for students of general school? To find the answer to this question we have studied the consistency (interaction) of these methods. Results: none of the nine methods under study is sufficiently associated with the others. The methods are divided into the three groups: the first includes the methods of V. S. Solovieva, S. M. Grombakh, E. P. Stromskaya, and V. G. Vlastovskiy with a high degree of interaction between them (degree of coincidence is 91–100 %); the second group consists of the methods of V. G. Arefiev, I. I. Bakhrakh, and K. P. Dorozhnova with interaction at the above average level (75–90 %); and the third is composed of the methods of S. A. Pushkarev, B. A. Nikitiuk with interaction at the average level (50–70 %). Indices that combine the methods of the first group are the secondary signs of sexual maturation; those of the second group are the level of physical development, and those of the third group are heterochronous nature of growth and development of somatic characteristics of body type. Conclusion: the biological age of adolescent boys should be assessed in a complex way with the use of the methods of V. S. Solovieva, V. G. Arefiev, and S. A. Pushkarev.
Опис
Ключові слова
біологічний вік, методи, взаємодія, підлітки, biological age, methods, interaction, adolescents
Бібліографічний опис
Арефьєв, В. Г. Взаємодія методів оцінки біологічного віку хлопчиків-підлітків [Текст] / В. Г. Арефьєв // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 10 (44). – С. 63–72.