Barlomiej, P.H., Asienkiewicz R.: PHYSICAL FITNESS OF PUPILS OF SPORTS …                   Vol. 14, Issue 2: 185 - 200 
 
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PHYSICAL FITNESS OF PUPILS OF SPORTS CLASSES 
WITH A SPORTS ACROBATICS PROFILE -A TWO-YEAR 
STUDY 
 
 
Bartłomiej Patryk Hes, Ryszard Asienkiewicz 
 
 
Faculty of Biological Sciences, University of Zielona Gora, Poland 
 
 
Original article                                                                          DOI:10.52165/sgj.14.2.185-199 
Abstract 
The pre-school period is very important in early specialization disciplines (such as various 
forms of gymnastics). A wisely directed training process during this period ensures the 
prolongation of development and stabilization in shaping the child's motor skills. In order for 
gymnasts to perform a variety of gymnastic elements and routines effectively and accurately, 
the optimal level of their physical fitness is essential. The research material consists of the 
results of a two-year study of girls and boys aged 7-9. A total of 253 pupils took part in the 
study. It involved 167 pupils of general classes (75 girls and 92 boys) and 86 pupils from sports 
classes - sports acrobatics classes (50 girls and 36 boys). As part of the study, 3 series of 
measurements were carried out, covering the 2-year period of early childhood education 
(grades 1-3 of primary school). The girls and boys from sports classes (aged 7, 8, 9) obtained, 
on average, better results than their peers from general classes in the tests of physical fitness 
(except for the dynamometric force of the right and left hands). In the teams of both genders 
(aged 7, 8 and 9), the greatest differences in the level of development of features were noted in 
flexibility, arm strength and agility. In the subsequent series of studies, the differences in the 
level of physical fitness between the teams of sports and general classes deepened. In each 
section of the study, the increase in a given motor feature was greater in the teams of sports 
classes than in general (except for the dynamometric force of the right and left hands). 
 
Keywords: acrobatic gymnastics, sports classes, physical fitness, development.
 
INTRODUCTION 
 
The development of motor features is 
closely related to the stage of biological 
development, gender and individual 
somatotype. It takes place under the 
influence of physical effort of 
systematically increased intensity. A classic 
example of this type of load is sports 
training. In the first stage, it is general 
development, and then usually specialized, 
i.e., aimed at achieving the highest possible 
efficiency in shaping one or more motor 
features most desirable for a specific sports 
discipline or phase of the training cycle 
(Krawczyński, 2019). 
The younger school period (ages from 
7 to 11-12) is particularly important in early 
specialization disciplines such as 
swimming or various forms of gymnastics, 
including sports acrobatics (Osiński, 2019). 
A wisely directed training process during 
this period ensures the prolongation of 
development and stabilization in shaping 
the child’s motor skills.  
Schools with sports classes play an 
important role in the Polish system of sports 
training of children and adolescents. 
Children with potential predispositions and 
motor skills are qualified for sports training 
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in sports acrobatics within sports classes. 
The basic criterion here is good health 
(determined on the basis of internal 
medicine tests and medical interview) 
(Polish Gymnastics Federation, 2017). A 
candidate for the first sports class (of a 
sports acrobatics profile) does not need to 
have previous experience in sports.  The 
predisposition to practise sports acrobatics 
is determined on the basis of the visual 
assessment of the child's body structure and 
basic physical fitness tests (which may 
defer depending on the location and 
school)(Hes, 2017). Having been enrolled 
in such classes, pupils follow an extended 
physical education program where classes 
are conducted with a given sports discipline 
in mind.  
According to the Regulation of the 
Minister of National Education of 27th 
March 2017 on sports branches and schools 
as well as sports championship branches 
and schools (Polish Journal of Laws of 
2017, Item 59), the compulsory weekly 
number of hours of sports activities in 
sports departments and schools is at least 10 
hours, while in sports championship 
schools it is 16 hours. The number of these 
hours is determined by the school head in 
agreement with the governing body on the 
basis of the school’s sports training 
program. 
 It is worth noting that in non-sport (the 
so-called ‘general’) classes, pupils only 
have 3 hours of physical education per 
week.  
Gymnastic sports are sports disciplines 
requiring complex techniques, as well as 
comprehensive general and special 
preparation from their practitioners. A top-
class practitioner must master the control of 
their own body, which cannot be achieved 
without a high degree of training in motor 
skills such as: strength, flexibility, agility, 
speed (Polish Gymnastics Federation, 
2017). 
A characteristic feature of school 
sports acrobatics training classes at the 
stage of early school education (grades 1-3 
of primary school) is their complexity, 
taking into account the harmonious 
development of the whole organism and the 
simultaneous shaping of various motor 
skills, so indispensable when beginning to 
teach basic acrobatic elements. During 
these classes, a lot of strength exercises 
(overhangs, supports, with external 
resistance), as well as flexibility, jumping 
and balance exercises are used.  During the 
entire training process, careful attention is 
paid to the consistency in enforcing the 
technical correctness of the elements 
trained and performed. The training 
program includes the acquisition of the 
basic elements such as: forward and 
backward flip, handstand, headstand, side 
flip, forward flip, single flip forward and 
backward. Basic trampoline and path 
jumping as well as team exercises are also 
introduced. The classes are aimed at 
developing interest in sports and this is 
often achieved through play-like forms of 
movement. To determine the child's 
predisposition to engage in sports 
competition, however, various forms of 
competition are introduced (Walczak, 2012; 
Polish Gymnastics Federation, 2017). 
It should be remembered that an 
optimal level of physical fitness is essential 
for all gymnasts in order to be able to 
effectively and accurately perform a variety 
of elements and routines (Kiuchukov et al., 
2019). Shaping the technique and economy 
of movement should be based on solid 
foundations. Hence, taking care of the 
participant's good motor preparation at all 
stages of the training, combined with 
impeccable technical preparation, increases 
the chance of achieving success (Polish 
Gymnastics Federation, 2017). 
 In order to determine the level of 
physical fitness and to monitor training 
processes various types of physical fitness 
tests are used. One of the most popular and 
widely used in school practice is the general 
physical fitness test (ICSPFT) (Dobosz, 
2012). 
The aim of the research was to 
compare the motor development of students 
attending sports classes (the sports 
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acrobatics profile) against their peers who 
followed the basic physical education 
program. A different level of physical 
activity shall undoubtedly differentiate the 
examined students in terms of the level of 
development of motor skills. Still, this 
paper presents the scale of this 
phenomenon. It shows in which motor 
features the differences between students of 
acrobatic and general classes are the 
greatest and in which they are the smallest. 
Attempts are also made to answer the 
questions whether the differences on the 
level of development of individual motor 
skills were deepening year by year, and 
thus, what motor features are influenced by 
the acrobatic training the most in the initial 
stage of training.  
It should also be borne in mind that 
physical fitness tests are also very useful as 
“measures of health” in assessing pupils 
biological development as well as their 
quality of life. Their use allows for a 
significant deepening of the developmental 
diagnosis and determining the adaptation 
abilities of not only a healthy child, but also 
one with various deviations in health to the 
living conditions and functioning of the 
child at school. (Jopkiewicz & Suliga, 
2011). 
 
METHODS 
 
The research material consists of the 
results of a two-year study of girls and boys 
aged 7-9. A total of 253 pupils took part in 
the research. The research involved 167 
pupils from general, non-sports classes (75 
girls and 92 boys) and 86 pupils from sports 
classes with a sports acrobatics profile 
(called sports classes at work)(50 girls and 
36 boys). In general classes, there is a basic 
physical education curriculum, while in 
sports classes pupils follow an extended 
physical education program and have more 
training classes per week. 
The study involved the purposeful 
selection of the research group. Schools 
from Western Poland towns and cities 
where sports acrobatics classes are 
conducted were selected.  The research was 
conducted in schools in Zielona Góra, 
Sulechów, Jawor and Poznań. In the sports 
classes examined, the weekly number of 
hours in sports acrobatics was 10 hours. 
Moreover, students from these classes had 
2 hours of physical education with a teacher 
of early childhood education in order to 
implement the requirements of the core 
curriculum. In general (non-sports) classes, 
students completed 3 hours of physical 
education with a teacher of early childhood 
education.  
Additionally, in sports classes, 68% of 
girls and 72% of boys participated in 
additional (extracurricular) sports activities, 
while in general classes, 35% of girls and 
40% of boys did so.  
The calendar age was calculated for 
each of the respondents using the decimal 
system (Drozdowski, 1998).  As part of the 
research, 3 series of measurements were 
carried out, covering the 2-year period of 
early childhood education (grades 1-3 of 
primary school). The research was 
conducted in September 2017, when pupils 
attended the first year of primary school, 
then in September 2018 (in the second year 
of primary school) and again in September 
2019 (at the beginning of the third year of 
primary school).  
Selected physical fitness tests from the 
International Physical Fitness Test 
(ICSPFT) were used to assess the motor 
development of the studied teams (Dobosz, 
2012). Measurements of the physical fitness 
of the examined pupils were made in the 
sports hall in the morning, strictly according 
to specific test instructions, following the 
same sequence. They concerned the 
following trials:  
a) agility (determined by the time 
shuttle run 4x10m), 
b) explosive strength of the lower 
limbs (determined by the distance standing 
broad jump), 
c) abdominal muscles strength. 
(measured by the number of torso bends 
while lying down in 30 seconds), 
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d) arms strength (time determined by 
the time a pupil hangs on the bar on bent 
arms- bent arm hang),  
e) right and left hand force- hand grip 
(measured with a hand dynamometer) 
f) flexibility (determined by the 
forward lean of the torso). 
The research concept was approved by 
the Bioethics Committee at the Regional 
Medical Council in Zielona Góra (Bioethics 
Committee Resolution No. 17/82/2017 of 
17th July 2017). 
The collected material was then statistically 
processed. The arithmetic means (M), 
standard deviations (SD) and ranges of 
variation (min-max) for motor features 
were calculated. The level of the examined 
features of the girls and boys from sports 
classes was compared against the 
background of their peers from general 
classes aged 7, 8 and 9.  To determine the 
significance between the mean values of the 
studied features, pupil’s t-test was used 
(Arska- Kotlińska et al., 2002). Due to the 
fact that the results of the performed tests of 
motor fitness are expressed in different 
units, it was necessary to standardise them 
with the Mollison index for the set of 
general classes. It is assumed that the value 
of the Mollison index above 0.5 is treated as 
a large difference, and above 1 as a very 
large difference (Drozdowski, 1998). 
 
RESULTS 
 
The Girls 
 
The girls from sports classes in all 
series of measurements were, on average, 
shorter than their peers from general 
classes, with statistically insignificant 
differences (Table 1). In the examined girls 
from sports classes, the annual increase in 
body height amounted to 5.71 cm (between 
7-8 years of age) and 5.96 cm (between 8-9 
years of age), while in their peers from 
general classes it was 5.12 cm (aged 7-8) 
and 5.81 cm (aged 8-9). During the 2-year 
observation period, the height gain in the 
acrobats was 11.67 cm, compared to 10.93 
cm in the non-training girls. 
With regard to body weight, it was 
noted that the girls from sports classes, in 
each series of measurements (ages 7, 8, 9) 
were on average lighter than their peers 
from the general classes (Table 1).  From 
year to year, these differences deepened. In 
the examined girls, in the first series of 
measurements (age 7), there were no 
statistically significant differences between 
the average body weight, while in the 
second (age 8) and the third series ( age 9), 
statistical significance was noted at the level 
of p< 0.05. In the girls from sports classes, 
the annual weight gain in the first period of 
the study was 2.81 kg, and  3.11 kg in the 
girls from general classes. In the second 
series of tests, the acrobats gained 3.26 kg 
on average, while their non-training peers 
4.04 kg. During the 2-year follow-up 
period, in the girls from sports classes the 
increase in their body weight was 6.07 kg, 
and 7.15 kg in their peers. 
The girls from sports classes in all 
series of measurements (ages 7, 8 and 9) 
obtained on average better results in tests of 
agility, arm strength, explosive strength of 
the lower limbs, flexibility and strength of 
abdominal muscles compared to their non-
training peers (general classes); they fared 
worse in the test of dynamometric force of 
the right and left hands (Tables 2-4). 
Statistically significant differences between 
the compared features were noted in agility 
(at age 7, 8 and 9), arm strength (at age 7, 8 
and 9), flexibility (at age 7, 8 and 9), 
strength of the abdominal muscles (at ages 
8 and 9) and the explosive power of the 
lower limbs (at age 9). 
 
 
 
 
 
 
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Table 1  
Numerical characteristics of the height and weight of the examined girls. 
Feature Age 
Sports classes (n=50) General classes (n=75) 
d  
M SD M SD 
Body height 
7 122.39 4.92 123.69 6.39 -1.30 
8 128.10 5.11 128.81 6.62 -0.71 
9 134.06 5.43 134.62 6.73 -0.56 
Body mass 
7 23.99 4.58 25.70 5.39 -1.71 
8 26.80 4.80 28.81 5.92 -2.01* 
9 30.06 5.28 32.85 6.52 -2.78* 
*p<0.05 
 
 
Table 2 
Numerical characteristics of the motor features of the examined girls aged 7. 
Variables 
Sports classes (n=50) General classes (n=75) 
p 
M SD min max M SD Min max 
4x10m shuttle run 14.01 0.96 12.09 16.93 14.46 1.02 12.52 17.23 -0.46* 
Bent arm hang 6.60 8.04 0.00 36.00 3.80 3.87 0.00 18.00 2.79* 
Standing long jump 117.00 13.59 88.00 149.00 114.98 16.00 87.00 158.00 2.02 
Bend trunk 9.62 5.49 -5.00 19.00 2.40 5.86 -7.00 17.00 7.22** 
Hand grip (R) 8.65 1.72 5.50 12.60 8.68 1.97 5.40 13.50 -0.03 
Hand grip (L) 8.31 1.58 5.50 13.10 8.51 1.78 5.30 12.70 -0.20 
Sit ups 13.60 4.26 2.00 19.00 12.24 3.98 1.00 20.00 1.36 
*p<0.05, **p<0.01 
 
 
 
Table 3 
 Numerical characteristics of the motor features of the examined girls aged 8. 
Variables 
Sports classes (n=50) General classes (n=75) 
p 
M SD min max M SD min max 
4x10m shuttle run 13.35 0.92 11.30 15.34 14.03 1.05 12.25 16.72 -0.68** 
Bent arm hang 9.26 9.02 0.00 36.00 5.35 4.18 0.00 20.70 3.91** 
Standing long jump 128.48 13.89 99.00 165.00 123.69 17.13 93.00 167.00 4.79 
Bend trunk 12.30 5.08 2.00 24.00 3.79 6.21 -8.00 19.00 8.51** 
Hand grip (R) 9.53 1.75 6.50 13.70 9.73 2.11 5.80 14.90 -0.20 
Hand grip (L) 9.17 1.64 6.80 13.10 9.44 1.90 5.70 13.80 -0.27 
Sit ups 16.66 3.88 4.00 23.00 14.93 3.71 1.00 21.00 1.73* 
*p<0.05, **p<0.01 
 
 
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Table 4  
Numerical characteristics of the motor features of the examined girls aged 9. 
Variables 
Sports classes (n=50) General classes (n=75) 
p 
M SD min max M SD min max 
4x10m shuttle run 12.73 0.83 11.37 15.00 13.60 0.87 11.97 15.80 -0.87** 
Bent arm hang 11.43 11.64 0.00 49.00 6.10 4.44 0.00 18.00 5.33** 
Standing long jump 140.68 15.95 118.00 176.00 133.49 17.02 102.00 177.00 7.19* 
Bend trunk 14.42 5.33 3.00 25.00 4.80 6.99 -11.00 22.00 9.62** 
Hand grip (R) 11.08 2.24 7.50 17.80 11.31 2.57 6.80 17.70 -0.24 
Hand grip (L) 10.64 2.06 7.50 15.30 10.98 2.34 7.20 17.70 -0.33 
Sit ups 18.92 3.30 9.00 25.00 16.73 3.63 2.00 23.00 2.19** 
*p<0.05, **p<0.01 
 
 
 
 
Figure 1. Normalized values of motor characteristics of the examined girls aged 7-9. 
 
 
The normogram shows that the greatest 
differences in the level of development of 
motor skills of the examined girls aged 7, 8 
and 9 were found in the area of flexibility 
(Mollison index value >1), arm strength and 
agility. In each successive series of 
measurements, the differences grew larger. 
The differences in the level of development 
of explosive strength of the lower 
extremities and strength of the abdominal 
muscles also deepened. The smallest 
differences in the level of development of 
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motor skills were observed in the 
dynamometric strength of the right and left 
hand (Figure 1). 
 
 
 
The boys  
 
In contrast to the female teams under 
study, the boys from sports classes were, on 
average, taller than their peers from general 
classes, with statistically insignificant 
differences (Table 5). In the examined boys 
from sports classes, the annual increase in 
body height was 5.87 cm (between 7-8 
years) and 5.96 cm (ages 8-9), while in 
peers from general classes it was 5.38 (the 
ages of 7-8) and 5.78 cm (the ages of 8-9). 
During the 2-year observation period, the 
height gain in the acrobats was 11.83 cm, 
while in the boys from general classes it was 
11.16 cm. 
With regard to body weight, it was 
noted that the boys from sports classes, in 
each series of measurements (between 7-9 
years), are on average lighter than their 
peers from general classes (Table 5). From 
year to year, these differences deepened, 
and statistically significant differences 
between average body weights were 
recorded in the third series of measurements 
(age 9). In the boys from sports classes, the 
annual weight gain in the first period of the 
study was 2.85 kg, while it was 3.94 kg in 
the boys from general classes. In the second 
series of tests, the acrobats gained 4.05 kg 
on average, while their non-training peers 
put on 4.54 kg. During the 2-year 
observation period, the weight gain of the 
boys from sports classes was 6.9 kg, and of 
their peers - 8.48 kg. 
The team of the boys from sports 
classes in all series of measurements (the 
ages of 7, 8 and 9) obtained on average 
better results in tests of agility, arm 
strength, explosive strength of the lower 
limbs, flexibility and strength of abdominal 
muscles, while worse in the dynamometric 
force of the right and left hands as compared 
to their non-training peers (general classes) 
(Tables 6-8). Statistically significant 
differences between the compared features 
were noted in arm strength (ages 7, 8 and 9), 
flexibility (ages 7, 8 and 9), agility (ages 8 
and 9), explosive strength of the lower 
limbs (ages 8 and 9) and the strength of the 
abdominal muscles (age 9). 
A graphic image of the values of the 
normalized motor features of the examined 
boys is presented in Figure 2. 
 
 
 
 
 
 
Table 5  
Numerical characteristics of the height and weight of the examined boys. 
Feature Age 
Sports classes (n=36) General classes (n=92) 
d  
M SD M SD 
Body height 
7 125.77 6.43 125.65 5.18 0.12 
8 131.64 6.79 131.03 5.22 0.60 
9 137.60 6.92 136.81 5.31 0.80 
Body mass 
7 25.21 4.31 25.68 3.64 -0.47 
8 28.06 4.66 29.62 4.60 -1.56 
9 32.11 5.13 34.16 5.24 -2.05* 
*p<0.05 
 
 
 
 
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Table 6  
Numerical characteristics of the motor features of the examined boys aged 7. 
Variables 
Sports classes (n=36) General classes (n=92) 
p 
M SD min max M SD min max 
4x10m shuttle run 13.81 1.00 12.10 16.00 14.17 0.93 12.22 16.63 -0.36 
Bent arm hang 7.00 6.46 0.00 22.00 3.95 3.90 0.00 20.00 3.05** 
Standing long jump 126.50 16.72 87.00 148.00 121.33 13.88 95.00 167.00 5.17 
Bend trunk 4.19 6.21 -8.00 19.00 -1.88 4.84 -10.00 10.00 6.07** 
Hand grip (R) 8.86 1.83 6.20 12.50 8.96 1.77 5.40 13.50 -0.09 
Hand grip (L) 8.57 1.68 5.40 12.70 8.64 1.61 5.30 12.70 -0.07 
Sit ups 13.92 4.36 2.00 21.00 12.65 3.25 0.00 17.00 1.26 
*p<0.05, **p<0.01 
 
 
Table 7  
Numerical characteristics of the motor features of the examined boys aged 8. 
Variables 
Sports classes (n=36) General classes (n=92) 
p 
M SD min max M SD min max 
4x10m shuttle run 13.08 0.86 11.40 15.10 13.69 0.69 11.74 15.40 -0.61** 
Bent arm hang 10.83 8.25 0.00 31.00 6.03 5.82 0.00 30.00 4.80** 
Standing long jump 138.08 17.98 97.00 172.00 130.51 14.15 103.00 165.00 7.57* 
Bend trunk 6.42 5.99 -4.00 19.00 -0.77 4.48 -10.00 10.00 7.19** 
Hand grip (R) 9.80 1.84 6.80 13.00 10.00 1.86 5.80 14.90 -0.20 
Hand grip (L) 9.38 1.69 7.00 14.00 9.63 1.75 5.60 13.80 -0.26 
Sit ups 17.08 3.71 9.00 24.00 15.41 3.24 5.00 21.00 1.67 
*p<0.05, **p<0.01 
 
 
Table 8  
Numerical characteristics of the motor features of the examined boys aged 9. 
Variables 
Sports classes (n=36) General classes (n=92) 
p 
M SD min max M SD min max 
4x10m shuttle run 12.51 0.83 11.00 14.50 13.36 0.96 11.30 16.47 -0.85** 
Bent arm hang 13.13 11.16 0.00 50.00 6.82 7.45 0.00 49.00 6.31** 
Standing long jump 150.17 17.79 118.00 183.00 140.43 16.70 105.00 178.00 9.73** 
Bend trunk 8.28 5.38 -1.00 19.00 0.21 4.80 -10.00 12.00 8.07** 
Hand grip (R) 11.23 2.27 7.60 16.00 11.55 2.18 7.00 17.80 -0.32 
Hand grip (L) 10.83 2.02 7.90 16.50 11.15 1.98 7.00 17.60 -0.32 
Sit ups 19.39 3.10 14.00 25.00 17.24 3.09 9.00 23.00 2.15** 
*p<0.05, **p<0.01 
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Figure 2. Normalized values of motor characteristics of the examined boys aged 7-9 years. 
 
 
The normogram shows that the greatest 
differences in the level of development of 
motor skills of the examined boys aged 7, 8 
and 9 are in flexibility, arm strength and 
agility. With the consecutive year of 
research, the differences in the level of 
development of flexibility and strength of 
arms deepened. In the case of agility, the 
differences deepened after the first year of 
research and remained at the same level in 
the following year. The differences in the 
level of development of explosive strength 
of the lower extremities and strength of the 
abdominal muscles also deepened. The 
smallest differences in the level of 
development of motor skills were observed 
in the dynamometric strength of the right 
and left hand (Figure 2). 
 
DISCUSSION 
 
In the first series of studies (in the 
baseline studies, age 7), the girls and boys 
from sports classes obtained on average 
better results in the tests of physical fitness 
as compared to their peers from general 
classes (except for the dynamometric force 
of the right and left hand). It is related to 
enrolment in sports classes. In most sports 
schools, fitness tests are carried out to 
assess who qualifies for a class with a sports 
profile. Statistically significant differences 
between the compared features were noted 
in agility (the girls), arm strength (the girls 
and boys) and flexibility (the girls and 
boys). In the subsequent series of studies 
(age 8), the differences in the level of 
physical fitness between the teams of sports 
and general classes deepened. After two 
years of observation (age 9), both the girls 
and the boys showed statistically significant 
differences between the groups of sports 
classes and the general groups in all tests of 
physical fitness (except for the 
dynamometric force of the right and left 
hand). Obviously, this is related to the 
increased number of hours of sports 
activities of students from sports classes as 
compared to general classes. Researchers 
indicate a strong correlation between the 
number of training hours per week and the 
results of physical fitness tests (Fransen et 
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al., 2012; Russo et al., 2021). An increased 
number of training sessions per week is 
associated not only with better overall 
physical fitness, but also influences the 
shaping of sport-specific features (Opstoel 
et al., 2015). 
Changes in the level of motor 
performance can be explained by functional 
(increased recruitment of motor units, 
increased neuromuscular control) as well as 
structural aspects (increased muscle 
hypertrophy) (Behringer et al., 2011; 
Legerlotz et al., 2016) However, there is 
little evidence of muscle hypertrophy in 
children as a result of resistance training, so 
it is assumed that the increase in strength 
and the level of development of other motor 
features is caused by the adaptation of the 
nervous system rather than by hypertrophic 
factors (Faigenbaum at al., 2009). Such 
adaptation involves changes in motor unit 
coordination, firing and recruitment, and 
these are the crucial factors in movement 
optimization. 
In the examined teams of both the 
sexes aged 7, 8 and 9, the greatest 
differences in the level of development of 
features were noted in flexibility, arm 
strength and agility (Figures 1-2).  Although 
acrobatic training affects the harmonious 
and smooth development of motor skills 
(Lyulina, Zakharova & Vetrova, 2013), the 
authors note that acrobatic exercises 
require, in particular, strength, flexibility, 
balance, agility and control. Research 
among young gymnasts shows that they are 
characterized by great flexibility, strength, 
agility and jumping abilities (Vandorpe et 
al., 2011; Bencke et al., 2002; Carrick et al., 
2007) and, as researchers point out, the 
development of strength and flexibility may 
allow contestants to perform complex 
gymnastic jumps (Leone, Lariviere & 
Comtois,  2002). 
In each section of the study, the 
increase in a given motor feature was 
greater in the teams of sports classes than in 
the general ones. The exception is the 
dynamometric force of the right and left 
hands (hand grip). It should be stressed that 
the arm strength, in which the sports teams 
achieved much better results, was 
determined by the time of hanging on the 
bar on bent arms. The body weight of the 
respondents is not without significance here 
(relative strength). As indicated by Major 
(1996), gymnasts are among the strongest 
athletes when measuring strength in relation 
to body weight. It is attested by their ability 
to lift, move and hold their own body in 
various positions (Werner, 1994). In turn, 
the dynamometric force of the right and left 
hands (hand grip)  is referred to as the 
absolute strength. From the results of 
research by other authors (Osiński, 2003; 
Raczek, 2010), it is evident that absolute 
strength is strongly correlated with body 
weight. Thus, the team members from 
general classes, who are on average heavier 
than their peers from sports classes, 
obtained better results in the dynamometric 
tests, and worse in the test of hanging on the 
bar.  But this phenomenon can also be 
attributed to the leading role of the nervous 
system in the development of strength in 
children. It can be assumed that the results 
of the motor skills tests of the studied 
acrobats are caused to a greater extent by 
the adaptation of the nervous system than 
by the increase in muscle mass.  
Participation in organized, regular 
sports activities influences the development 
of motor (physical) abilities of children 
(Torrance et al., 2007; Chalcarz et al., 2008; 
Wilk & Eider, 2014). According to 
Kiuchukov (2019) and co-authors, artistic 
gymnastics improves all health aspects of 
physical fitness and has a positive effect on 
the physical development of children. 
According to the authors, male and female 
gymnasts obtained better results in most of 
the international physical fitness tests 
carried out against standards for their age 
categories (Kiuchukov et al., 2019). 
According to the authors, the use of 
complex acrobatic exercises for the 
physical development of children aged 5-7 
has a positive effect on sports performance, 
increases physical preparation and 
functional condition. In addition, the level 
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of physical preparation is characterized by a 
smooth increase in physical characteristics 
(Lyulina, Zakharova & Vetrova 2013). It is 
important from the point of view of proper 
development to focus on the comprehensive 
development of all motor skills and the 
acquisition of new motor skills during the 
period of progressive development, and to 
avoid unilateral motor activity (typical for 
specialist training in most sports). From the 
perspective of child's development, 
gymnastics is a key physical activity as it is 
characterized by a great variety of 
movements (Novak et al., 2008; Nilges-
Charles, 2008; Ávalos Ramos et al., 2014).  
Sports acrobatics is one of the 
disciplines that harmoniously develops the 
whole organism, but martial arts can also be 
included here (Jasiński et al., 2002; 
Paszkiewicz vel Pipilewicz, 2019). As 
reported in Paszkiewicz vel Pipilewicz’s 
work (2019), boys and girls, after a year of 
regular karate training, show more physical 
fitness than their non-training peers. The 
difference increases significantly after the 
second year of training. Among karate 
practitioners there was a significant 
progress compared to the previous year in 
each of the fitness tests carried out, while 
among the untrained pupils there was a 
minimal regression in general fitness 
(Paszkiewicz vel Pipilewicz, 2019). 
Comparing own results to the 
percentile grids of physical fitness tests 
(ICSPFT) developed by Dobosz for the 
Polish population (2012), it was noted that 
girls and boys from acrobatic classes 
achieved good results in most of the trials. 
Particularly good results were achieved in 
the test of flexibility (9-year-old girls> 97th 
percentile, 9-year-old boys> 90th 
percentile), agility (9-year-old girls around 
the 10th percentile, 9-year-old boys within 
the 10-25th percentile) and explosive 
strength of the lower limbs (9-year-old boys 
and girls within the 75-90th percentile). 
Compared to the Polish population, the 
acrobats obtained worse results in the 
dynamometric force of the right and left 
hand. Against the general background of the 
population, girls and boys from general 
classes obtained good results in tests of 
explosive strength of the lower limbs (9-
year-old boys and girls around the 75th 
percentile) and agility (9-year-old girls 
around the 25th percentile, 9-year-old boys 
within 25-50 percentile), while the worse 
(below the 50th percentile) results were 
obtained in the trials of hand grip, strength 
of the abdominal muscles, and arm strength. 
Flexibility scores were near or above the 
50th percentile (Dobosz, 2012). 
Numerous authors point to the negative 
phenomenon of decreasing the level of 
physical fitness (Przewęda & Dobosz 2003; 
Szklarska et al., 2004; Tomkinson et al., 
2013). The secular trend of the development 
of somatic features is accompanied by the 
negative trend in the development of motor 
skills. A lot of studies, however, do not 
confirm the unequivocal direction of 
changes in individual motor features 
(Radziewicz-Gruhn et al., 2014; 
Asienkiewicz, 2015; Lopes et al., 2018). 
Numerous observations indicate a 
decline in the level of aerobic motor skills. 
According to Tomkinson and Olds (2007), 
the efficiency of children is reduced by 
approx. 0.36% annually. Similar results 
were obtained by Tambalis and co-authors 
(2011) among the Greeks, Craig and co-
authors (2012) in Canadian children, 
Ekblom with his team (2011) in the 
Swedish population, Freitas and co-authors 
(2017) among Portuguese children. In 
contrast to aerobic motor skills, Tomkinson 
(2007) observed an improvement in the 
results of anaerobic tests. It turned out that 
despite the increasing numbers of 
overweight and obese children, they 
obtained better results in terms of strength 
(approx. 0.03% per year) and speed (0.04% 
per year) in the years 1958-2003.  
In the light of the research results and 
opinions of many teachers, trainers and 
parents, the number of hours of physical 
education in the initial years of primary 
school is insufficient. In the Polish 
education system, children in grades 1-3 of 
primary schools have 3 lessons of physical 
Barlomiej, P.H., Asienkiewicz R.: PHYSICAL FITNESS OF PUPILS OF SPORTS …                   Vol. 14, Issue 2: 185 - 200 
 
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education per week. How do 135 minutes of 
physical activity a week correspond to the 
WHO recommendation of 60 minutes a 
day?  (WHO, 2010). It is different in sports 
classes. Their pupils are offered a minimum 
of 10 lesson hours of sports activities thus 
satisfying the WHO recommendations 
regarding the hourly amount of physical 
activity.  
Nowadays, pupils are less and less 
likely to undertake spontaneous physical 
activity. Children are rarely observed 
playing tag in the yard or turning over beats, 
and the school does not provide a minimum 
of physical activity.  Therefore, teachers, 
trainers and instructors are faced with an 
extremely important task to encourage 
school children and youth to participate in 
organized sports and recreational activities. 
 
CONCLUSIONS 
 
Acrobatic training significantly 
influenced motor skills development. The 
girls and boys from sports classes (aged 7, 
8, 9) obtained on average better results than 
their peers from general classes in the tests 
of physical fitness (except for the 
dynamometric force of the right and left 
hand, which is strongly correlated with 
body weight). In the groups of both sexes 
(aged 7, 8 and 9), the greatest differences in 
the level of development of motor skills 
were noted in flexibility, arm strength and 
agility. In each section of the study (7-8-, 8-
9- and 7-9-year-olds), the percentage 
increase in the tested motor characteristics 
was greater in the groups of sports classes 
than in the general ones (except for the 
dynamometric force of the right and left 
hands).  Therefore, it is justified to conduct 
athletic training as part of sports classes 
already in the early stages of primary school 
(in gymnastics). 
Health and development values of 
physical activity, and especially that of 
organized forms of systematically 
conducted sports activities, remain the 
flagship argument for undertaking it at an 
increasingly younger age. Therefore, it is 
important to increase the duration of 
physical education classes in grades 1-3 of 
primary school. 
 
LIMITATIONS 
 
The limitation of this study lies in the 
fact that in individual acrobatic classes from 
different Polish towns and cities, sports 
training is somewhat different, as is the 
enrolment in these classes. It is obvious that 
in large cities, where "acrobatic traditions" 
are more established, the selection is 
greater, while in smaller locations, where 
there are relatively fewer children, the 
selection is more gentle. The limitations of 
this study is also the small number of boys, 
so the research should be extended to more 
sports schools from other regions of the 
country as well. It also seems justified to 
carry out a larger number of series of studies 
that would show the development of 
physical fitness of the studied students over 
a longer period of time.  
 
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Corresponding author: 
 
Bartłomiej Patryk Hes  
Faculty of Biological Sciences, University 
of Zielona Gora 
Ul. Prof. Z. Szafrana 1 
Zielona Gora 65-516, Poland 
Tel.: +48695892404 
E mail: b.hes@wnb.uz.zgora.pl 
 
 
Article received: 3.5.2021 
Article accepted: 23.12.2021