Vloga otrokove gibalne aktivnosti kot dejavnika šolske uspešnosti

slovenian

2008

volume 19, issue 1/2

Slovensko društvo raziskovalcev šolskega polja
(Obvezni izvod spletne publikacije)

The aim of the presented study was to examine the effect of physical and sports activities on the academic performance of children. The hypothesis thatphysical activity is one of the internal factors that determine the boundaries of a child's school attainment was set. The hypothesis was tested on existing theories of child development and through empirical research. The findings indicate that integrated child development, significantly influenced by physical activity, is reflected in academic performance as one of the most important aspects of late childhood. The empirical study was conducted on a sample of 2,023 ten-year-olds. The analysis of differences, performed using contingency tables and Pearson's chi-square test, confirmed the significant relationship between a higher frequency of leisure time physical activities and higher academic performance (p=0.000). Most students with excellent cumulative grade point averages can be found among children that are physically active every day. In addition, statistically significant better school performance can be recorded among students that participate in organized activities (p=0.010). In terms of the content of these activities two groups can be discerned. In their free time, students with excellent, verygood, and good cumulative grade point averages select similar sports activities (mountaineering, badminton, swimming, and athletics). On the other hand, in ball games students with both sufficient and insufficient cumulative grade point averages participate. The results of the empirical study have confirmed the theoretical premises that physical activity does exert an influence on integrated child development and thus on school performance.

06.10.2022