Ability to self-control in the context of physical activity in schoolchildren at the age 10–11cult for them to use their social skills at the momentof anger. It is necessary to conduct further researchesto reveal how long school learners are able to retainself-control skills because if skills are not enhanced,they tend to become weaker [33]. The researches setup new problems: what links are established betweenphysical and self-control skills in the context of physicalculture lessons; how self-control skills are developedwhile developing physical abilities; how to developphysical abilities to improve the level of self-controlskills; how to model the process of education duringlessons of physical culture to improve self-control skillswhile developing physical abilities. This embraces onlyseveral topical issues, which require both theoreticaland empirical analysis in order to expand the possessedknowledge and contribute to the search for newsolutions to the problems.Conclusions1. The research revealed the differences in expressionof self-control skills with regard to gender: the opinionsof girls and boys about the moments when theyfail to control themselves were not the same. Thegirls tend to think that they fail to control themselveswhen they are insulted or hurt (p < 0.05) and in situationswhen they are not understood (p < 0.05). Boysfind it difficult to control their emotions when othersmanage to perform tasks and they fail.2. The scale of self-control models applied for evaluationof expression of self-control skills showed thatthere exists a link between personal qualities relevantto self-control and the models of self-controlbehaviour. A weak trend (p < 0.01) that children whoare aware of behaviour rules and keep to them aremore patient in general was established. Childrenwho tend to think in an optimistic way are able tomanage difficulties more frequently (p < 0.001).Statistically relevant correlational link was identifiedbetween the gender and awareness of behaviourrules as well as keeping to them (p< 0.001).3. Analysing the interlinks among personal qualitiesrelevant to self-control of school learners from10–11 years of age a weak trend was establishedthat these pupils who are organised and neat arein general patient (p < 0.001); the pupils with establishedgoals are more self-confident, (p < 0.05);courageous school learners have more qualitiesrelated to determination (p < 0.001).4. The research revealed insufficient physical self--control skills of school learners at the age of 10–11.Approximately the half of 10–11-year-olds in the researchmanaged to point out that their pulse rateis lowest in laying position and about two thirds ofschoolchildren were able to evaluate correctly normalhuman temperature, physical peculiarities ofjumping and velocity, to notice changes in bloodpressure rate while exposed to physical load. Thecomparative percentage analysis of self-controlskills test results shows that school learners lackabilities of physical self-control to observe, monitorand correct the pulse and breathing rate as well asphysical activity and physical fitness in the processof physical education.LITERATURE • PIŚMIENNICTWO[1] Pradinio ir pagrindinio ugdymo bendrosios programos[in English: To grow and strengthen]. Vilnius, ŠMM,2008. Available at: http://www.pedagogika.lt/index.php?-469374926.[2] Svoboda B: Sport and physical activity as a socialisationenvironment: Scientific Review, Part 1. Strasbourg,France, Council of Europe, 1994.[3] Stonkus S (ed.): Sporto terminų žodynas. Kaunas, LKKA,2002.[4] Aleksejeva EN, Melnikov WS: Самоконтроль занимающихсяфизическими упражнениями и спортом: методическиеуказания. Orenburg, GOU OGU, 2003: 37.[5] Papalia DE, Olds SW: Child’s world: infancy throughadolescence. New York, 1990.[6] Baumeister RF, Exline JJ: Self-control, morality and humanstrength. Journal of Social and Clinical Psychology,2000; 19: 29–42.[7] Malina R, Bouchard C, Bar-Or O: Growth, maturation andphysical activity. Second edition. Champaign, IL, HumanKinetics, 2004.[8] Pileckaitė-Markovienė M, Nasvytienė D, Bumblytė D:Vystimosi psichologija: vaikystė. Vilnius, Enciklopedija,2004.[9] Bailey R: Physical education and sport in schools: a reviewof benefits and outcomes. Journal of School Health, 2006,76: 397–401.[10] Cecchini JA, Montero J, Alonso A, Izquierdo M, ContrerasO: Effects of personal and social responsibility on fair playin sports and self-control in school-aged youths. EuropeanJournal of Sport Science, 2007; vol. 7, no. 4: 203–212.[11] Weinberg SR, Comar W: The effectiveness of psychologicalinterventions in competitive sport. Sports Medicine,1994; 18: 406–418.[12] Šniras Š: Krepšinį žaidžiančių moksleivių situaciniai– 93 –
Vytė Kontautienė, Audronius Vilkassocialiniai įgūdžiai trenerio ir komandos draugų akimis.Ugdymas. Kūno kultūra. Sportas, 2004; 2 (52): 79–84.[13] Šniras Š, Malinauskas R: Moksleivių dorovinių įgūdžiųtyrimo ypatumai. Ugdymo psichologija, 2004; 11–12:119–124.[14] Muraven M, Tice, Diane TM, Baumeister RF: Self-control asa limited recourse: regulatory depletion patterns. Journal ofPersonality and Social Psychology, 1998; 74: 774–789.[15] Malinauskas R, Malinauskienė V: Psichologinio rengimoprogramos poveikis didelio meistriškumo stalo tenisininkųsavireguliacijai ir savikontrolei. Sporto mokslas, 2004; 2(36): 53–58.[16] Chiviacowsky S, Wulf G, de Medeiros FL, Kaefer A, Tani G:Learning benefi ts of self-controlled knowledge of resultsin 10 years old children. Research Quarterly for Exercise& Sport, 2008; vol. 79, no. 3: 405–410.[17] Norkus S (ed.): Lietuvos kūno kultūros ženklo programa“Augti ir stiprėti“. Šiauliai, Šiaurės Lietuva, 2004.[18] Ringio RE, Friedman, HS: The interrelationships of self--monitoring factors, personality traits and nonverbal socialskills. Journal of Nonverbal Behaviour, 1982, 7: 33–45.[19] Ringio RE, Friedman HS: Individual differences and cuesto deception. Journal of Personality and Social Psychology,1983, 45: 899–915.[20] Grasmick HG, Tittle CR, Bursik RJ, Arneklev BJ: Testingthe core empirical implications of Gotteredson andHirschi’s general theory of crime. Journal of Research inCrime and Delinquency, 1993; 30 (1): 5–29.[21] Weinberg SR, Gould D: Foundations of sport and exercisepsychology. New York, Human Kinetics, 1995.[22] Martens R: Sporto psichologijos vadovas treneriui. Vilnius,LSIC, 1999.[23] Malinauskas R: Psichologinių įgūdžių lavinimo programosįgyvendinimas sporto mokyklų komandose. Sporto mokslas,2001; 4 (26): 37–42.[24] Malinauskas R: Esminiai socialiniai įgūdžiai ir jų vertinimas(remiantis sporto pedagogų tyrimo duomenimis). Ugdymopsichologija, 2004; 11–12: 197–201.[25] Šniras Š, Malinauskas R: Miestų ir rajonų krepšinio sportomokyklų moksleivių socialinių įgūdžių raiška. Ugdymas.Kūno kultūra. Sportas, 2006; 4 (63): 111–117.[26] Wang A: Validation of a self-control rating scale ina Chinese preschool. Journal of Research in ChildhoodEducation, 2002; 3: 155–162.[27] Lanc KL, Givner CC, Pierson MR: Teacher expectationsof student behaviour: social skills necessary for successin elementary school classrooms. The Journal of SpecialEducations, 2003; 38 (2): 104–110.[28] Hellison D: Teaching responsibility through physical activity.Champaign, IL, Human Kinetics, 1995.[29] Humphrey LL: Children’s self-control in relation to perceivedsocial environment. Journal of Personality andSocial Psychology, 1984, vol. 46, no. 1: 178–188.[30] Martišauskienė E.: Paauglių dvasingumo ugdymas kaippedagoginis reiškinys. Vilnius, VPU, 2004.[31] Kavalir P: Спорт в системе ценности чешских подростков:непрерывность и изменение. MezdunarodnyjZhurnal Istoriji Sporta, 2004; 21 (5): 742–761.[32] Batutis O, Kardelis K: Moksleivių socialinės izoliacijos,integracijos ir savigarbos sąsaja su fi ziniu aktyvumu.Ugdymas. Kūno kultūra. Sportas, 2002; 2: 10–17.[33] Bandura A.: Social Cognitive Theory: An agentic perspective.Annual Review of Psychology, 2001; 52: 1–26.– 94 –
- Page 1 and 2:
Vol. 20, nr 51INDEX COPERNICUSCRACO
- Page 3 and 4:
KOMITET REHABILITACJI, KULTURY FIZY
- Page 5 and 6:
ANTROPOMOTORYKAISSN 1731-0652KOMITE
- Page 7 and 8:
NR 51 AN TRO PO MO TO RY KA2010SPIS
- Page 9 and 10:
From Editorsconvenient way, in comp
- Page 11 and 12:
Information for the AuthorsExamples
- Page 13 and 14:
Informacje dla Autorówscripts sub
- Page 16 and 17:
NR 51 2010AN TRO PO MO TO RY KAREAC
- Page 18 and 19:
Reaction time, movement time and EM
- Page 20 and 21:
Reaction time, movement time and EM
- Page 22 and 23:
Reaction time, movement time and EM
- Page 24:
Reaction time, movement time and EM
- Page 27 and 28:
Adam Kawczyński, Dariusz Mroczek,
- Page 29 and 30:
Adam Kawczyński, Dariusz Mroczek,
- Page 31 and 32:
Adam Kawczyński, Dariusz Mroczek,
- Page 33 and 34:
Edward Mleczko, Jerzy JanuszewskiMa
- Page 35 and 36:
Edward Mleczko, Jerzy Januszewskise
- Page 37 and 38:
Edward Mleczko, Jerzy JanuszewskiTa
- Page 39 and 40:
Edward Mleczko, Jerzy JanuszewskiTa
- Page 41 and 42:
Edward Mleczko, Jerzy Januszewskian
- Page 43 and 44: A. Tyka, T. Pałka, A. Tyka, T. Cis
- Page 45 and 46: A. Tyka, T. Pałka, A. Tyka, T. Cis
- Page 47 and 48: Igor Stirnciała. Poza tym brano po
- Page 49 and 50: Igor Stirntioned behind the net of
- Page 51 and 52: Igor Stirnagainst each other, using
- Page 54 and 55: NR 51 2010AN TRO PO MO TO RY KATHE
- Page 56 and 57: The rank of one-on-one duels based
- Page 58 and 59: The rank of one-on-one duels based
- Page 60 and 61: The rank of one-on-one duels based
- Page 62 and 63: NR 51 2010AN TRO PO MO TO RY KATHE
- Page 64 and 65: The influence of physical effort in
- Page 66 and 67: The influence of physical effort in
- Page 68 and 69: The influence of physical effort in
- Page 70 and 71: NR 51 2010AN TRO PO MO TO RY KATHE
- Page 72 and 73: The physiological cost of walking i
- Page 74 and 75: The physiological cost of walking i
- Page 76 and 77: The physiological cost of walking i
- Page 78 and 79: The physiological cost of walking i
- Page 80 and 81: NR 51 2010AN TRO PO MO TO RY KAPHYS
- Page 82 and 83: Physical fitness progression in wom
- Page 84 and 85: Physical fitness progression in wom
- Page 86: Physical fitness progression in wom
- Page 89 and 90: Vytė Kontautienė, Audronius Vilka
- Page 91 and 92: Vytė Kontautienė, Audronius Vilka
- Page 93: Vytė Kontautienė, Audronius Vilka
- Page 98 and 99: NR 51 2010AN TRO PO MO TO RY KAPUBE
- Page 100 and 101: Puberty phase in girls - key questi
- Page 102 and 103: Puberty phase in girls - key questi
- Page 104 and 105: Puberty phase in girls - key questi
- Page 106 and 107: Puberty phase in girls - key questi
- Page 108: Puberty phase in girls - key questi
- Page 112 and 113: NR 51 2010AN TRO PO MO TO RY KAMY R
- Page 114 and 115: My review on the 6th World Ageing &
- Page 116: My review on the 6th World Ageing &