Discriminant analysis: Effectiveness of Teaching Boys Aged 15 the Press Headstand and Handstand
Keywords:
discriminant analysis, boys aged 15, acrobatic exercises, exercise mode, teachingAbstract
Purpose. To determine the impact of exercise modes on the effectiveness of teaching boys aged 15 the press headstand and handstand.
Materials and methods. The study participants were 20 boys aged 15. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, discriminant analysis.
Results. The assumption was made about a significant influence of the modes of alternating exercise repetitions and the rest interval on the effectiveness of teaching boys aged 15 the press headstand and handstand. The study found that statistically significant differences in the number of repetitions are observed in performing all training tasks. The boys aged 15 who use the second mode (6 sets 2 times each with a rest interval of 60 s) need fewer repetitions to master series of motor tasks 1, 3, 4, 5, and 6. The boys aged 15 who use the first mode (6 sets 1 time each with a rest interval of 60 s) need fewer repetitions to master the second series of training tasks (exercises to master starting and ending positions).
Conclusions. The analysis of standardized, structure coefficients, and group centroids revealed that exercise modes significantly influence the process of teaching boys aged 15 the press headstand and handstand during physical education classes. The results of classification of the groups show that 100.0 % of the original grouped cases were classified correctly. The study found that the mode of 6 sets 2 times each with a rest interval of 60 s is more effective than the mode of 6 sets 1 time with a rest interval of 60 s when teaching series of motor tasks 1, 3, 4, 5, and 6.
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