The Authors, LUMEN Conference Center LUMEN Proceedings . [631690]

© The Authors, LUMEN Conference Center & LUMEN Proceedings .
Selection and peer -review under responsibility of the Organizing Committee of the conference

Available online at: http://lumenpublishing.com/proceedings/published -volumes/lumen –
proceedings/nashs2017/

3rd Central & Eastern European L UMEN International Conference
New Approaches in Social and Humanistic Sciences | NASHS 2017|
Chisinau, Republic of Moldova | June 8 -10, 2017
New Approaches in Social and
Humanistic Sciences

Assessment at Physical Education and Sport
Discipline in Primary Education
Larisa POT OP, Bogdan URICHIANU, Valeriu JURAT

https://doi.org/10.18662/lumproc.nashs2017.33

How to cite : Potop, l., Uricanu, B ., & Jurat, V . (201 8). Assessment at Physical
Education and Sport Discipline in Primary Education . In V. Manolachi, C.M.
Rus, S. Rusnac (eds.), New Approaches in Social and Humanistic Sciences (pp.
379-391). Iasi, Romania : LUMEN Proceedings .
https://doi.org/10.18662/lumproc.nashs2017.33

https://doi.or g/10.18662/lumproc.nashs2017.33
Corresponding Author: Larisa POTOP
Selection and peer -review under responsibility of the Organizing Committee of the conference

3rd Central & Eastern European LUM EN International Conference
New Approaches in Social and Humanistic Sciences |
NASHS 2017 | Chisinau, Republic of Moldova | June 8 -10, 2017

Assessment at Physical Education and Sport
Discipline in Primary Education
Larisa POTOP1*, Bogdan URICHIANU2, Valeriu JURAT3
Abstrac t
The purpose of this paper is to improve the assessment system through diversified application of
gymnastics means content in the discipline of physical education and sport in primary education.
The assessment included 6 test events chosen from the Nation al System of Assessment at Physical
Education and Sport in Primary School. These test events are: in the 1st semester – long lasting
running, memorization of a set of free general physical development exercises, the level of initiation
in gymnastics regard ing the execution of isolated acrobatic elements; in the 2nd semester – strength
of upper limbs by tractions on the gym bench and strength of lower limbs – standing long jump, 25
m speed running and dexterity test by 3 m distance target horizontal throwing with two hands
from below. The diversified use of gymnastics means content within the instructive -educational
process in primary school contributed to the improvement of the assessment system and to the more
effective achievement of the learning units inc luded in the curricular area at this level.
Keywords: Curricular area, assessment, grading, means of gymnastics, test events.
1. Introduction
At the present moment, the education system in Romania undergoes
a large restructuring program, according to the r equirements of the
educational and professional training system of the European Community.

1 PhD student: [anonimizat], Chis inau, Republic of
Moldova, [anonimizat]
2 PhD student: [anonimizat], Chisinau, Republic of
Moldova, bogdanurichi [anonimizat]
3 PhD, State University of Physical Education and Sport, Chisinau, Republic of Moldo va,
[anonimizat].

Larisa POTOP, et . al. | LUMEN Proceedings 3 | NASHS2017

380
For that purpose, the physical education too must highlight its role in terms
of content, didactical methodology and pupils’ assessment system [6].
The content of th e instructive process in different sub -systems of
Physical Education and Sport is shown in the Curriculum of Physical
Education and Sport [2]. The framework objectives stipulated in the
curriculums of physical education originate from the specific goals o f
primary education and from the objectives of the two curricular cycles that
intersect it, namely the cycle of fundamental acquisitions – preparatory
grade, the 1st and 2nd grade – and the cycle of development – the 3rd and 4th
grade [21], [22].
The phys ical education lesson (with gymnastics themes) will take into
consideration the age, gender and level of physical training of the group
(grade). The following requirements will be respected in the implementation
of the gymnastics means included in a lesson [20]: selection of exercises,
alternation of muscle groups, repetition and variation of exercises, location
and progression of effort, multilateral training and correct execution of
movements [14].
2. Problem Statement
The activity of teaching -learning -evaluation in primary school is very
important because it has a favorable influence upon the process of body
development and strengthening and because it is a didactical tool intended
to support the knowledge of children, their faster adaptation to the new
requirements of the didactical approach, the assimilation of knowledge basic
elements, the creation of an active working environment of good
understanding and mutual assistance [11], [12].
The didactic design reflects how the primary school teacher or the
Physical Education teacher conceives the achievement of the reference
objectives for each grade. Depending on the educational cycle, some content
categories listed in the curriculums can be set up in learning units, such as
”organizational capacity”, ”phys ical development” and some basic or
utilitarian -applicative skills [6], [20].
Evaluation is a component of the didactic approach that helps the
teacher to objectively establish the effects of the initiated didactical process
on pupils throughout each learn ing unit and at the end of this one [13]. In
teaching practice there are three types of evaluation [6], [9], [20]: predictive
evaluation (initial), formative evaluation (continuous) and summative
evaluation (final).

Larisa POTOP, et. al. | LUMEN Proceedings 3 | NASHS2017

381
The National School System of Evaluation in Physical Education
and Sport subject is a component of the reform which aims at evaluating the
main skills and competences required by the curricular area of physical
education and sport [24].
Regarding the motor particularities at 6 -7 and 10 -11 years old, age
specific to pre -pubertal pupils [1 p42], ,,there are availabilities for the
development of some motor skills and the correct development of the
system of basic and utilitarian -applicative motor skills and abilities specific
to sport branches” [4], [7], [8], [10]. In this stage „motricity is unleashed, the
capacity for motor learning is remarkable but the possibilities to memorize
the new movements are reduced. Therefore, only the systematic repetition
integrates and stabilizes the new structur e in child’s motor repertory” [5
p137].
The Curriculum of Physical Education and Sport is made in
conformity with a new model of curricular design, centered on competencies
and intended to contribute to the development of the primary school pupil’s
profile [2]. From the perspective of the study discipline, the orientation of the
didactical approach starts from competencies and their learning purpose as
well as from the action dimension in the creation of pupil’s personality [21 ].
Regarding the importance of physical education classes in primary
school [25 p93], it is worth remembering that: „at this age, the increased
interest of children for movement and exercise is based on physiological and
mental causes; that is why any reduction or limitation of the mot or activities
has negative repercussions on body functions”. Other specialists [3] believe
that, in terms of typology, the classes for learning and strengthening the
basic motor skills and the mixed/combined classes as well are prevailing. In
school, gymna stics can also be practiced under other forms[23]: setting up
gymnastics, gymnastics during organized breaks, one minute of gymnastics
during the classes, individual gymnastics made at home, gymnastics training
sessions within sports circles.
3. Research Q uestions/Aims of the research
The purpose of this paper is to improve the assessment system
through diversified application of gymnastics means content in the discipline
of physical education and sport in primary education.
Hypothesis of the research : The diversifi ed use of the content of
gymnastics means during the instructiv e-educati onal process in primary
school will contribute to the improvement of the evaluation system and a

Larisa POTOP, et . al. | LUMEN Proceedings 3 | NASHS2017

382
more efficient achievement of the learning units included in the associated
curricular area .
4. Research Methods
This scientific approach led to the organiza tion of an experimental
study in “Valea Măcrișului” middle school of Urziceni, Ialomi ța County ,
carried out during the school year 2016 -2017, with a group of 59 pupils
selected from the 1st-4th grades of the school . The following research
methods were used in this study: bibliographic analysis of the specialized
literature, pedagogical observation, ascertaining pedagogical experiment,
method of programmed instruction, method of t esting, statistical –
mathematical method and graphical representation method for data
processing and interpretation.
The evaluation included 6 test events chosen from the National
System of Evaluation in Physical Education and Sport at primary cy cle level
[16], [24]. The test events are listed below :
– for the 1st and 2nd grade :
1st semester :
 Test event no. 1 – “endurance” motor skill, long lasting running (sec);
 Test event no. 2 – memor ization of the execution of a set of general
physical development (DFG ) free exercises (4-5 exer cises 4×4 tim es);
 Test event no. 3 – level of initiation in gymnastics : isolated element s of
acrobatic g ymnastic s (no . of elements );
2nd semester :
 Test event no. 1 (average of the two test events ):
a) Strength of upper limbs (tractions on the gym bench ), (no of reps );
b) Strength of lower limbs (standing long jump ), (m);
 Test event no. 2 – “speed” motor skill , speed running 25 m (sec);
 Test event no. 3 – dexterity, 3 m distance target horizontal thr owing
with two hands from belo w ( 1st grade ) and 4 m ( 2nd grade ) in 3 attempts
(no of successful attempts );
– for 3rd and 4th grades :
1st semest er:
 Test event no. 1 – “endurance” motor skill, long lasting running (sec);
 Test event no. 2 – “speed” motor skill – shuttle run 5×5 m – (sec);
 Test event no. 3 – memor ization of free exercises set for general
physical development (DFG) (5-6 exerci ses 4×8 tim es), (n o of
exercises );

Larisa POTOP, et. al. | LUMEN Proceedings 3 | NASHS2017

383

2nd semester :
 Test event no. 1 –acrobatic gymnastics : connections of acrobatic
elements (no of elements);
 Test ev ent no. 2 (average of the two test events ):
a) Strength of back , torso extensions from prone position; raises from
supine position (no of reps );
b) Abdominal strength, torso raises from supine position , (no of reps );
 Test event no. 3 – dexterity , 5 m distance ta rget vertical throwing – 3rd
grade and 6 m – 4th grade (no of successful attempts out of 3 attempts ).
5. Findings
In order to highlight the efficient use of the assessment system at
Physical Education and Sport discipline of primary school pupils, it was
necessary to register the number of absences from classes per each semester
and the anthropometric data regarding the size and weight for girls and boys
as well (table no 1).
Table 1. Frequenc y of absences from classes and results of ant hropometric
data of primary cycle pupils (x±S; n=59)
Tested
indicator s 1st grade
(n=18) 2nd grade (n=15) 3rd grade (n=13) 4th grade
(n=13)
Girls Boys Girls Boys Girls Boys Girls Boys
Class
attend. S I 1.33;
±0.58 1.0;
±0.00 3.5;
±2.12 3.00;
±1.00 – 2.00;
±0.00 3.33;
±1.52 2.00;
±0.00
S II – – – 2.00;
±0.00 – – – –
Size,
(cm) 117.5;
±3,96 119.7;
±5.14 121.0;
±2.58 125.5;
±3.25 121.5;
±2.12 127.7;
±4.17 129.9;
±9.45 135.25;
±6.5
Weight , (kg) 18.0;
±0,76 19.4;
±3.34 19.71;
±1.49 23.75;
±4.53 28.0;
±4.24 31.1;
±7.41 24.4;
±5.68 27.00;
±3.56

Tables 2 and 3 and figure s 1 a, b and 2 a, b show the performances
and their marks obtained by the 1st and 2nd grade pupils at the test events of
the 1st semester – long lasting running , memor ization of free exercises for
general physical development (DFG) and level of initiation into gymnastics;
in the 2nd semester – strength of upper limbs , strength of lower limbs , 25 m

Larisa POTOP, et . al. | LUMEN Proceedings 3 | NASHS2017

384
speed running and dexterity – 3 m distance target horizontal thr owing with
two hands from below out of three at tempts , average of marks per semesters
and final mark (general mark ).
Table 2. Evalua tion of performances of 1st grade pupils in the test events
(x±S; n=18)
Sem Test events Girls (n=8) Boys (n=10)
TI TF t; P TI TF t; P

I Test event no. 1
(sec) 110.21
±21.29 112.91
±21.02 1.092;
>0.05 108.21;
±25.19 108.38;
±25.18 7.964;
<0.001
Test event no. 2
(elem no) 4.37
±0.52 5.25
±0.71 7.000;
<0.001 4.4;
±0.84 5.4;
±0.84 *3.134;
<0.01
Test event no. 3
(elem no) 2.5
±0.53 3.5
±0.53 *2.828;
<0.01 2.5;
±0.53 3.5;
±0.53 *3.134;
<0.01

II
Test
event
no. 1 a
(reps no) 4.5
±1.31 5.5
±1.31 1.527;
>0.05 3.8;
±1.14 4.8;
±1.14 *3,134;
<0,01
b
(m) 1.06
±0.04 1.09
±0.04 7.637;
<0.001 1.11;
±0.05 1.14;
±0.05 4,333;
<0,01
Test event no. 2
(sec) 6.45;
±0.22 6.24;
±0.16 3.871;
<0.01 6.47;
±0.27 6.27;
±0.24 7.746;
<0.001
Test event no. 3
(reps no) 1.38
±0.52 2.38
±0.52 *2.789;
<0.01 1.1;
±0.74 2.2;
±0.78 *3.023;
<0.01
Note: Sem – semest er; TI – initial testing; TF –final testing ; elem no – number of eleme nts;
reps no – number of reps; t- Parametric test – Paired Comparison for Means; *
Nonparametric test – Wilcoxon Singed Rank Test for Paired Data.

0102030405060708090100
Proba
1Proba
2Proba
3MS Proba
1 aProba
1 bProba
2Proba
3MS
sem I sem II NF%
Calificativ evaluareFB B S
01020304050607080
Proba
1Proba
2Proba
3 MS Proba
1 aProba
1 bProba
2 Proba
3 MS
sem I sem II NF%
Calificativ evaluareFB B S

a) Girls b) Boys
Fig1. Results of the marks obtained in the test events evaluation by
the 1st grade pupils

Larisa POTOP, et. al. | LUMEN Proceedings 3 | NASHS2017

385
Table 3. Evaluation of performances in the test events of the 2nd grade
pupils (x±S; n=15)
Sem Test events Girls (n=7) Boys (n=8)
TI TF t; P TI TF t; P

I Test event no. 1
(sec) 120.11;
±0.04 120.16;
±0.03 6.683;
<0.001 120.4;
±0.08 120.5;
±0.08 7.514;
<0.001
Test event no. 2
(elem no) 6.14;
±0.69 7.14;
±0.69 *2.598;
<0.01 5.00;
±0.76 6.00;
±0.76 *2.789;
<0.01
Test event no. 3
(elem no) 3.28;
±0.48 4.28;
±0.48 *2.598;
<0.01 2.50;
±0.53 3.25;
±0.71 4.583;
<0.01

II
Test
event 1 a
(reps no) 3.00;
±0.58 4.00;
±0.58 *2.598;
<0.01 2.75;
±1.39 3.63;
±1.41 3,432;
<0.05
b
(m) 1.10;
±0.03 1.13;
±0.03 4.804;
<0.01 1.12;
±0.06 1.15;
±0.06 5,128;
<0.01
Test event 2
(sec) 6.17;
±0.19 5.98;
±0.16 5.461;
<0.01 6.35;
±0.33 6.14;
±0.36 7.202;
<0.001
Test event 3
(reps no) 1.28;
±0.76 2.57;
±0.76 6.971;
<0.001 1.13;
±0.99 2.13;
±0.83 5.291;
<0.01
Note: table 2
020406080100120
Proba
1Proba
2Proba
3MS Proba
1 aProba
1 bProba
2Proba
3MS
sem I sem II NF%
Calificativ evaluareFB B S
01020304050607080
Proba
1Proba
2Proba
3MS Proba
1 aProba
1 bProba
2Proba
3MS
sem I sem II NF%
Calificativ evaluareFB B S

Fig2. Results of the marks obtain ed in the test events evaluation by
the 2nd grade pupils
0102030405060
Proba
1Proba
2Proba
3MS Proba
1Proba
2 aProba
2 bProba
3MS
sem I sem II NF%
Calificativ evaluareFB B S
010203040506070
Proba
1Proba
2Proba
3MS Proba
1Proba
2 aProba
2 bProba
3MS
sem I sem II NF%
Calificativ evaluareFB B S

Fig3. Results of the marks obtained in the test events evaluation by
the 3rd grade pupils

Larisa POTOP, et . al. | LUMEN Proceedings 3 | NASHS2017

386
Tables 4 and 5 and figure s 3 a, b and 4 a, b pre sent the performan ces
and marks obtained by the 3rd and 4th grade pupils in the test events carried
out in the 1st semester – long lasting running, “speed” motor skill – shuttle
run 5×5 m, memorization of free DFG exercises set; in the 2nd semester –
acrobatic gymnastics : connections of acrobatic elements (no of elem),
strength of the back , abdomen – torso extensions from prone position;
raises from supine position , dexterity – 5 m distance target vertical throwing ,
average of marks per semest er and final mark (general mark ).
Table 4. Evaluation of performances in the test events of the 3rd grade
pupils (x±S; n=13)
Sem Test events Girls (n=2) Boys (n=11)
TI TF t; P TI TF t; P

I Test event no. 1
(sec) 120.1;
±0.14 120.2;
±0.17 – 120.46;
±0.12 120.53;
±0.12 6.197;
<0.001
Test event no. 2
(sec) 20.6;
±0.28 20.4;
±0.28 – 19.48;
±0.27 19.27;
±0.22 6.639;
<0.001
Test event no. 3
(elem no) 5.5;
±0.71 6.50;
±0.71 – 5.18;
±0.98 6.18;
±0.98 *3.291;
<0.001

II Test event 1
(elem no) 3.00;
±1.41 4.00;
±1.41 – 3.09;
0.83 4.09;
0.83 *3.291;
<0.001
Test
event 2
(sec) a
(reps no) 6.00;
±2.83 7.50;
±3.54 – 8.18;
2.44 9.64;
2.80 9,237;
<0,001
b
(reps no) 4.5;
±3.53 6.00;
±4.24 – 8.45;
2.62 9.55;
2.81 3,554;
<0,01
Test event 3
(reps no) 0.50;
±0.71 2.00;
±0.00 – 1.36;
0.50 2.27;
0.64 10.00;
<0.001
Note: table 2
0102030405060
Proba
1Proba
2Proba
3MS Proba
1Proba
2 aProba
2 bProba
3MS
sem I sem II NF%
Calificativ evaluareFB B S
020406080100120
Proba
1Proba
2Proba
3MS Proba
1Proba
2 aProba
2 bProba
3MS
sem I sem II NF%
Calificativ evaluareFB B S

Fig 4. Results of the marks obtained in the test events evaluation by
the 4th grade pupils

Larisa POTOP, et. al. | LUMEN Proceedings 3 | NASHS2017

387
Table 5. Evaluation of performances in the test events o f the 4th grade
pupils (x±S; n=13)
Sem Test events Girls (n=9) Boys (n=4)
TI TF t; P TI TF t; P

I Test event no. 1
(sec) 120.3;
0.07 120.4;
0.07 4.926;
<0.01 165.1;
29.75 180.2;
0.21 1.021;
>0.05
Test event no. 2
(sec) 20.08;
0.84 20.09;
0.35 0.045;
>0.05 18.8;
0.98 18.75;
0.5 0.122;
>0.05
Test event no. 3
(elem no) 6.11;
1.17 6.89;
0.78 5.291;
<0.001 6.5;
1.0 7.5;
0.58 2.449;
>0.05

II Test event no. 1
(elem no) 3.11;
1.27 4.00;
1.12 8.000;
<0.001 3.25;
0.96 4.25;
0.96 *1.900;
>0.05
Test
event 2
(sec) a
(nr. rep) 8.44;
3.57 9.89;
3.89 8.222;
<0.001 10.75;
1.5 12.25;
0.96 5,196;
<0,05
b
(nr. rep) 7.67;
3.57 9.44;
4.13 6.400;
<0.001 11.25;
0.96 12.5;
1.29 5,000;
<0,05
Test event 3
(reps no) 0.78;
0.67 1.78;
0.83 6.000;
<0.00 1 1.75;
0.5 2.75;
0.5 1.900;
>0.05
Note: table 2
6. Discussions
The didactic strategies concerning the development of the teaching
activity and the evaluation elements for the preparatory, 1st and 2nd grades
are listed in the O.M.E.N. no. 3418/ 19.03.2013 on the knowledge
progressive construction, the flexibility of approaches and the differentiated
course, coheren ce and inter- and trans -disciplinary approaches .
The use of the didactic technology for learning the acrobatic
exercises in primary school entai ls the reduction of the component elements
structure according to the learning stages. The creation of the algorithmic
diagram of the linear programming of the instructional material allows its
effective use for learning also other acrobatic exercises incl uded in the
curriculum [15], [17 -19].
In order to show how to implement the assessment system for the
primary school pupils, it was registered the number of absences from classes
per each semester and the anthropometric measurements results for both
girls and boys (table no 1).

Larisa POTOP, et . al. | LUMEN Proceedings 3 | NASHS2017

388
The implementation of the evaluation system was made in a
diversified way for the 1st and 2nd grade (table s 2 and 3) and the 3rd and 4th
grade ( tables 4 and 5), highlighting the performances achieved and how
these ones are related to the associated marks (figur es 1-4).
The results of the evaluation of the test events in the 1st grade boys
(figure s 1 a, b) highlight : the average of marks in the 1st semester in girls 50% –
Very good (VG) and 50% – Good (G) while in boys 40% – VG, 50% – G
and 10% satisf actory (S); in the 2nd semester 2 at girls 62.5% -VG and 37.5% –
G while the boys – 60% VG, 30% – G and 10% – S; general average in girls
50% VG and 50% – G while in boys – 60% VG, 30% – G and 10% – S.
The evaluation of the test events in the 2nd grade pupils (figure s 2 a
and b) shows : the average of marks in the 1st semester in girls 100% – VG and in
boys 50% – VG, 37.5% – G and 12.5% – S; in the 2nd semest er in girls 100% –
VG while in boys – 75% VG, 12.5% – G and 12.5% – S; general average in girls
50% VG and 50% – G; in the case of boys – 60% VG, 30% – G and 10% – S.
The evaluation of the test events in the 3rd grade pupils (figur es 3 a,
b) shows : the average of marks in the 1st semester at girls 50% – VG and 50% – S
while in the case of boys 36.36% – VG, 54.54% – G and 9.09% – S; in the 2nd
semester in girls 50% – VG and 50% – S while in boys – 27.27% VG, 18.18% –
G and 45.45% – S; general average in girls 50% VG and 50% – G while in
boys– 45.45% VG, 45.45% – G and 9.09% – S.
The ev aluation of the test events in the 4th grade pupils (figur es 4 a, b)
highlights : the average of marks in the 1st semester at girls 44.45% – VG, 22.22% –
G and 33.33% – S, while in boys 75% – VG and 25% – G; in the 2nd semester in
girls 55.56% – VG, 11.11% – G and 33.33% – S while in the case of boys –
27.27% VG, 18.18% – G and 45.45% – S; general average in girls 55.56% – VG,
11.11% – G and 33.33% – S while in boys – 75% VG and 25% – G.
7. Conclusions
The research results highlight the level of general mot or skills
development in the primary school pupils following up the diversified use of
gymnastics means within the class of physical education .
The comparativ e analysis of the tests in the fundamental acquisitions
cycle – pupils in preparatory, 1st and 2nd grade and in the development cycle –
3rd and 4th grade highlight the development of general motricity in the test
events evaluate d for girls and boys as well in terms of the performances
achieved consistent with the marks granted, the average per semester and
the general mark obtained in Physical Education subject.

Larisa POTOP, et. al. | LUMEN Proceedings 3 | NASHS2017

389
The diversified use of the gymnastics means content in the instructive -educational process in primary
school contributed to the improvement of the assessment system and to the more efficient ach ievement
of the learning units included in the curricular area at this level.
8. Acknowledgment
This paper is included in the subjects of the research program of the
Faculty of Physical Education and Sport of the Ecological University of
Bucharest for 201 6–2017. We express our gratitude to Professor Georgescu
Claudia from “Valea Măcrișului” middle school of Urziceni, Ialomi ța
County, for the support and help to achieve this experimental study. I
hereby declare under my own responsibility that the subjects participating in
the research have been informed of the voluntary nature of participation in
the research, of the understanding of the information received and of the
understanding that withdrawal can be done at any time, without any negative
consequences on the participant. The research respected the ethical
standards of the research, the participants / the next of kin of the
participants gave their consent to take part in the research.
References
[1] Cârstea Gh. Particularități ale școlarilor și implicațiile acestora în educația
fizică și sportivă [Particularities of Pupils and Their Involvement in Sports
and Physical Education ], Bucharest: A.N.E.F.S. 1993, pp. 42
[2] Cârstea Gh. Teoria și metodica educației fizice și sportului [Theory and
Methods of Physical Education and Sport]. For permanent teacher
certification and second didactic degree exams. Bu charest: AN -DA
Publishing House. 2000
[3] Cârstea Gh ., Tudor V ., Bota A ., & Sasu M. Metodica educației fizice.
Îndrumar pe ntru lucrările practice [Methods of Physical Education.
Handbook for Practical Work ]. Bucharest: A.N.E.F.S. 1995. pp. 122
[4] Dima M. Fotbal – să ne antrenăm copiii corect și sănătos [Football – Let’s
Train our Children in a Correct and Healthy Way], Bucharest : Didactical and
Pedagogical Publishing House . 2012
[5] Dragnea A, & Bota A. Teoria activităților motrice [Theory of Motor
Activities], Bucharest: Didactical and Pedagogical Publishing House R.A.
1999. pp. 137
[6] Dragomir P ., & Scarlat E. Educația fizică școlară – mutații necesare [School
Physical Education. New landmarks – necessary mutations]. Bucharest:
Didactic and Pedagogical Publishing House, R.A . 2004

Larisa POTOP, et . al. | LUMEN Proceedings 3 | NASHS2017

390
[7] Grigore M . F., Grigore V ., Potop V ., & Cheran C. Contributions to dance
sport training methods at beginner s’ level, 6 to 9 years old. Ovidius
University Annals, Series Physical Education and Sport / Science, Move ment
and Health, 2010. Issue 2 Suppl. pp. 498-503
[8] Grigore M . F. Influence of dance sport on the development of the capacity
for ambidexterity and late rality of juniors I (12 -13 years old). Journal of
Physical E ducation and Sport (JPES). 2017 17(5) Suppl. pp. 2250 -2254
[9] Grimalschi T ., & Boian I. Educația fizică. Ghid de implementarea
curricumului modernizat pentru treapta primară și gimnazială [Physical
Education. Guidelines for implementing the modernized curriculum for
primary and secondary cycle]. Chisinău: Lyceum Publishing House . 2011, pp.
7-11
[10] Grimalschi T ., & Boian I. Educația fizică. Ghid de implementarea
curricumului modernizat pentru treapta primară și gimnazială [Physical
Education. Guidelines for implementing the modernized curriculum for
primary and secondary cycle]. Chisinău: Lyceum Publishing H ouse. 2011. pp.
7-11
[11] Ivashchenko O . V., Iermakov S . S. , Khudolii O . M., Cretu M ., & Potop V.
Level of physical exercises’ mastering in structure of 11 -13 yrs age boys’
motor fitness. Pedagogy, psychology, medical -biological problems of
physi cal training and sports. 2 017. 21(5) . pp. 236–243.
doi:10.15561/18189172.2017.0506
[12] Kamaev O ., Proskurov E ., Potop V ., Nosko M ., & Yermakova T. Factors
that influence somatic health of 10 -11-year-old school children at the
beginning and end of a school yea r. Journal of Physical Education and Sport,
2017. 17(1). pp. 407 -413
[13] Urichianu, B., Urichianu Toma S, & Urichianu AI. Features of motion
development in primary students, International Scientific Session “Physical
education and sport, healthy lifestyle boos t factors”. Ecological University
Bucharest: Printech . 2016
[14] Urichianu Toma S, Timnea O, & Cheran C. Evaluarea motrică și somato –
funcțională. [Motor and somatic -functional evaluation]. Bu charest: Bren
Publishing House. 2010
[15] Pehkonen M. Quality of the teaching process as an explanatory variable in
learning gymnastics skills in s chool physical ed ucation, SCGYM. 2010. 2(2).
pp. 29 -40
[16] Potop L ., & Urichianu B. Use of Didactical Technologies for Achievement
of the Learning Units of Acrobatic Gymnastics in Primary School.
Discobolul – Physical Education, Sport and Kinetotherapy Journal, 2017,
Vol. XIII , 2(48). pp. 64 -68
[17] Potop L ., & Jurat V. Evaluation of “physical education and sport”curricular
area in primary school. The European Proceedings of Social & Behavioural
Sciences (EPSBS). MEPDEV 2nd: 2016 Central & Eastern European

Larisa POTOP, et. al. | LUMEN Proceedings 3 | NASHS2017

391
LUMEN International Confe rence – Multidimensional Education &
Professional Develo pment. Ethical Values. 2017(27). pp. 663 -668
[18] Potop L, Urichianu, B. Use of Didactical Technologies for Achievement of
the Learning Units of Acrobatic Gymnastics in Primary School. 6th
International Co ngress of Physical Education, Sports and Kinetotherapy.
Bucharest: “Discobolul” Publishing House. 2017
[19] Potop L ., Urichianu B ., & Jurat V. Study on the influence of gymnastics
means on improving the capacities and skills of students in primary school.
7th I nternational Congress of Physical Education, Sports and Kinetotherapy.
Bucharest : “Discobolul” Publishing House. 2017
[20] Potop V ., & Marinescu S. Gimnastica în școală – metodica disciplinelor
gimnice [Gymnastics in School – Methods of Gymnastics disciplines].
Buchare st: Discobolul Publishing House. 2014
[21] Programa Scolară pentru educatie fizică [School Curriculum for Physical
Education]. Preparatory grade, first and second grade, approved by
O.M.E.N. no. 3418/ 19.03.2013]
[22] ***. Programa scolară pentru Educatie fi zică, Clasele a III -a – IV-a [School
Curriculum for Physical Education, Third and Fourth grade], approved b y
O.M.E.N. no. 5003/ 02.12.2014
[23] Rusu I. C, Pașcan I, Cucu B, & Grosu E. Gimnastica [Gymnastics]. Cluj –
Napoca: G.M.I. Publishing House. 1999.
[24] ***. Sistemul Național Scolar de Evaluare la disciplina Educație fizică si
Sport [School National System for Evaluation at Physical Education and
Sport subject]. National Department for Evaluation and Examination. Media
Pro Brașov, 1999.
[25] Șerbănoiu S. Lecția de ed ucație fizică [Lesson of Physical Education].
Bucharest: „Afir” Publishing House . 2002. pp. 93