european college of sport science

Wednesday, June 24th, 2009
Lefévre, A. B. (1976) Exame neurológico evolutivo. São Paulo: Savier.
A PROGRESSIVE APROACH TO MAP COMMUNICATION WITH CHILDREN - THE USE OF HAND-DRAWN MAP
GRÆSLI, J.A., BJERVA, T., SIGURJÓNSSON, T.
HEDMARK UNIVERCITY COLLEGE
Introduction: The ability to interpret map symbols and understand the relationships between maps and terrain is to a high degree a
complex activity. It includes a number of sequences of processes that have not sufficiently been explored (Keates, 1996, Sigurjonsson,
2007). Progress in education within this topic has not sufficiently been based on how children can benefit from different maps. [last sentence
difficult to intgerpret]
Methods: The results presented in this context ARE quantitative data related to the use of EMIT (electronic timer system). The task was to
find 7 controls on the basis of a hand-drawn map. The children should decide in what order they would find the controls. The study
involved 106 children, 53 boys and 53 girls, aged 5 to 12 years. The selected area was near a primary school. None of the children in the
study were pupils at this school. This paper grew out of a larger project which includes both other quantitative data and qualitative data
through participatory observation, where the children were shadowed in the terrain.
Results: Among 5-year-olds 17 out of 41 children found all the 7 controls. Furthermore 21 out of 30 children in lower primary school, and
26 out of 28 children in upper primary school completed the task. In the group with 5-year-olds who mastered the task, we find no clear
strategies in relation to the order in which controls are found. Among pupils in lower and upper primary school, the results show that the
children to a greater degree considered appropriate route choices. Among 5-year-olds who mastered the task, There are 47% boys and
32% girls. In the lower primary stage 85% of girls and 65% of boys mastered the task and on the upper primary stage there are no gender
differences.
Discussion: The results show that children far down in the age group mastered expected complex tasks when they where presented with
simple aids (Blades & Roberts, 2000, Sigurjónsson, 2007). The difference from the youngest children to the older is that a greater proportion
of the older kids master the task. The data indicate an incremental development in mastery of the task. From 5 to 6 years there is a
clear decline, while there from 6 to 8 years are no significant changes. Similarly, there is a clear distinction between the 8-year-olds and
the 10-year-olds, while there are no differences between 10-year-olds and 12-year-olds. The results show minor gender-related differences
among the smaller children.
References
Blades, M. & Roberts, K. (2000). Children’s source monitoring.
Keates, J. S. (1996). Understanding maps.
Sigurjónsson, T. (2007). Barns kartlesing.
A PROGRESSIVE APROACH TO MAP COMMUNICATION WITH CHILDREN - THE USE OF DETAIL-PHOTO
BJERVA, T., GRÆSLI, J.A., SIGURJÓNSSON, T.
HEDMARK UNIVERSITY COLLEGE
Introduction: The ability to interpret map symbols and understand the relationships between maps and terrain is to a high degree a
complex activity. It includes a number of sequences of processes that have not sufficiently been explored (Keates, 1996, Sigurjonsson,
2007). Progress in education within this topic has not sufficiently been based on how children can benefit from different maps.
Methods: The results presented in this context are quantitative data related to the use of EMIT (electronic timer system). The task was to
find 10 controls on the basis of detail-photo distributed in two sets of 5 photoes. The first set was assumed easier, and the controls were
initially closer. The study involved 106 children, 53 boys and 53 girls, aged 5 to 12 years. The selected area was near a primary school.
None of the children in the study were pupils at this school. This paper grew out of a larger project which includes both other quantitative
data and qualitative data through participatory observation, where the children were shadowed in the terrain.
Results: Boys (5-year-old) using on average 67 seconds to find the controls in the first set and 90 seconds in the next. The girls are using
respectively 65 and 97 seconds. For boys and girls who are 6-year-old, the time has decreased to 39 and 42 seconds on the first set, and
67 and 64 seconds on the next. 8-year-old uses 37 and 67 seconds (boys) and 38 and 64 seconds (girls). The 10-year-olds have decreased
the time to 21 and 33 seconds (boys) and 24 and 32 seconds (girls). Finally 12-year-olds uses 20 and 30 seconds (boys) and 24
and 30 seconds (girls). The boys in total spent an average of 37 (set 1) and 58 seconds (set 2). The girls spent an average of respectively
38 and 57 seconds.
Discussion: The results show that children far down in the age group mastered expected complex tasks when they where presented with
simple aids (Blades & Roberts, 2000, Sigurjónsson 2007,). The difference from the youngest children to the older is consumed time per
task. The 5- year-old spend, on average, nearly twice as much time in relation to pupils in the lower primary school. Pupils in the upper
primary school using additional third less time per. task than the pupils in the lower primary school. The data indicates an incremental
development in the time spent per. control. From 5 to 6 years there is a clear decline, while there from 6 to 8 years are no significant
changes. Similarly, there is a clear distinction between the 8-year-olds and the 10-year-olds, while there are no differences between 10year-olds
and 12-year-olds. The results show no gender-related differences.
References
Blades M & Roberts K (2000) Children’s source monitoring.
Keates J S (1996) Understanding maps.
Sigurjónsson T (2007) Barns kartlesing.
THE QUALITY OF TEACHING GYMNASTICS IN THE 7 TO 9TH GRADES OF ELEMENTARY SCHOOLS IN SLOVENIA
BUCAR PAJEK, M., CUK, I., KOVAC, M., PAJEK, J., TURSIC, B.
UNIVERSITY OF LJUBLJANA, FACULTY OF SPORT
In Slovenian elementary school curriculum, the gymnastic contents of physical education (PE) are defined. The aim of our study was to
assess quality of the implementation of gymnastic curriculum at the PE in the last three years of elementary schools.
One houndred fourty-seven PE teachers involved in active teaching in the study year 2004/2005 were recruited to the study. The selection
of recruited PE teachers was representative for Slovenian population. They were instructed to answer the questionnaire with 25 questions
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