Physical Education curriculum is developed [631679]

INTRODUCTION
Physical Education curriculum is developed
according to a new curricular design model
centred on competencies so as to contribute to
the development of the education profile of the
primary cycle student . From the perspective of
the subject of study, the didactical approach
orientation starts from competencies and their
purpose and action dimension for the
development of student’s personality .
The analysis of the specialized literature
referring to school acrobatic gymnastics reveals
that in order to assimilate efficiently the main
technical elements included in the curriculum it
is necessary to know and develop the psycho –
motor skills required for learning the dynamic
and static acrobatic elements .
The physical education class (with gymnastics
elements) must take into consideration students’
age, gender and level of physical training .
The aim of this paper is to improve the
capacities and skills of the primary cycle
students through the diversified application of
the gymnastics methods content .

Study on the influence of gymnastics means on improving the capacities and skills of students in primary school
Potop Larisa (a)*, Urichianu Bogdan (b), Jurat Valeriu (c); a), b) PhD student: [anonimizat],
development of lower limbs muscle
strength, segmental coordination of upper
limbs and more efficient learning of the
acrobatic elements mentioned in the
curricular area at this level . RESULTS
Table 1. Results of assessment of 1st semester test events for
1stto 4th grade boys

Table 2. Results of assessment of 1st semester test events for
1stto 4th grade girls

MATERIALS & METHODS

This scientific approach intends to solve the following
research questions :
The achievement of learning units by diversification
of gymnastics content methods during the
instructional -educational process will contribute to
the improvement of capacities and skills necessary
for the primary cycle pupils ?
Note : P – purpose of exercise learning – learning of back
rollover ; tasks of learning in terms of creation of the motor
representation of the exercise to be learnt by introducing parts
of the training material P1 – P4: P1 – learning of tucked
position ; P2 – learning of backwards – forwards rollover
tucked ; P3 – learning of back rollover tucked in declined
plane ; P4 – learning of back rollover tucked on floor for the
routines on the floor (acrobatic gymnastics) . P3 – exercise of
control (K). RL – result of learning – execution of back
rollover tucked, with mark, not less than 9 points Figure 1. Algorithmic diagram of linear
programming of back rollover tucked