Enfoque diferenciado de la educación física de los estudiantes adolescentes.

Valery Arefiev; Oleksii Tymoshenko; Zhanna Domina; Tetiana Malechko; Larysa Arefieva; Olena Pliushchakova; Dmytro Dzenzeliuk; Nadya Dovgan; Grygoriy Griban; Kostiantyn Prontenko.

doi:10.46377/dilemas.v31i1.1222

Valery Arefiev Department of the Theory and Methodology of Physical Education Faculty of Physical Education, Sports and Health, National Pedagogical Dragomanov University (Kyiv, Ukraine).
Oleksii Tymoshenko Department of the Theory and Methodology of Physical Education Faculty of Physical Education, Sports and Health, National Pedagogical Dragomanov University (Kyiv, Ukraine).
Zhanna Domina Department of the Theory and Methodology of Physical Education and Sport, National Pedagogical Dragomanov University (Kyiv, Ukraine).
Tetiana Malechko Department of the Theory and Methodology of Physical Education and Sport, National Pedagogical Dragomanov University
Larysa Arefieva Department of the Football, National Pedagogical Dragomanov University (Kyiv, Ukraine).
Olena Pliushchakova Department of Olympic and Professional Sports, National Pedagogical Dragomanov University (Kyiv, Ukraine).
Dmytro Dzenzeliuk Department of Social Rehabilitation Technologies, Zhytomyr Economic and Humanitarian Institute of the Higher Educational Institution "University of Ukraine"
Nadya Dovgan Department of Horting and Rehabilitation, National University of the State Fiscal Service of Ukraine (Kyiv, Ukraine).
Grygoriy Griban Department of Physical Education and Sport Improvement, Zhytomyr Ivan Franko State University (Zhytomyr, Ukraine).
Kostiantyn Prontenko. Department of Physical Education, Special Physical Training and Sport, S. P. Koroliov Zhytomyr Military Institute (Zhytomyr, Ukraine).

DOI: https://doi.org/10.46377/dilemas.v31i1.1222

Palabras clave: enfoque diferenciado, educación física, edad biológica, estudiantes

Resumen

El artículo ofrece el método de los autores de un enfoque diferenciado para la educación física de estudiantes adolescentes en clases de educación física. El método es la diferenciación de los estudiantes de una clase y género en grupos homogéneos y la diferenciación de la actividad física de diferentes orientaciones dependiendo de la edad biológica de los estudiantes. Los estudiantes (niñas de 12-13 años (n = 220) y niños de 14-15 años (n = 226)) de escuelas secundarias de Kiev (Ucrania) participaron en la investigación. Se establecen las relaciones de tiempo para planificar el desarrollo de diferentes cualidades físicas de los estudiantes que tienen una edad biológica lenta y acelerada, y aquellos cuya edad biológica corresponde al tiempo cronológico.

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