La influencia de la coordinación en la estabilidad de la atención de niños con diferentes tipologías de sistema nervioso

• Main Author: Georgiy Georgievich Polevoy
• Format: Article
• Language: English
• Published: Universidad Pedagógica y Tecnológica de Colombia 2019-09-01
• Series: Praxis & Saber
• Subjects: coordination abilities; differentiated approach; attention stability; types of nervous system; younger schoolchildren
• Online Access: https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9977/8403

The aim of the study is to define the influence of coordination abilities on attention stability development in first graders with different strengths of nervous system. Sixty 7- to 8-year-old schoolchildren from a usual comprehensive school participated in the research. Prior to the research, all children had been differentiated on equal 3 groups. The pedagogical experiment continued 7 months. During research there were changes in the groups. In the group KG, in the Shuttle runtest, indicators have worsened from 10,3±0,6 s. to 10,4±0,6 s. (P>0,05), and in the methodic Bourdon Test indicators have worsened on 0,1 p. (P>0,05). In the group EG-2, in which schoolchildren were engaged taking into account the nervous system typology, there were considerable and positive changes. In the Shuttle run test indicators have improved from 10,3±0,6 s. to 9,7±0,5 s. (P<0,05), and in the methodic Bourdon Test indicators have improved on 1,4 p. (P<0,05). If the differentiated approach based on the typology is used, the indicators of movement coordination and attention stability will improve considerably during training.