Autor :Prof. dr Aleksandar Gadžić Fakultet za fizičku kulturu i menadžmet u sportu Univerzitet Singidunum, Beograd

Od filozofa antičke Grčke, Platona, Sokrata, Aristotela pa do velikih pedagoga Komenskog i Rusoa, čovečanstvu je „nuđeno“ znanje da fizička vežba/aktivnost pomaže čoveku da se ostvari u svojoj potpunosti.

U dijalogu sa Aristipom, Sokrat ističe:

„…laka zabavljanja i beznaporna uživanja ne mogu ni telu da pribave jačine kako vele učitelji atleta, ni u dušu da usade ikakvo znanje koje bi nešto vredelo. Ali vežbanja koja iziskuju podnošenja pomažu da se stigne do lepih i dobrih dela, kao što kažu plemeniti ljudi.“ (Ksenofont, 1980).

U akademskim krugovima je bilo dosta rasprava da fizičko vaspitanje i školski sport ne doprinose obrazovnom razvoju i razvoju kognitivnih sposobnosti učenika. Uprkos tome, istrajni i posvećeni pedagozi fizičke kulture su insistirali i dokazali da postoje brojni kognitivni benefiti za učenike od nastave fizičkog vaspitanja i školskog sporta (Bailey et al., 2009). U nauci su posebno vredni rezultati longitudinalnih istraživanja i rezultati jednog takvog istraživanja (trajalo tri godine), sa učenicima drugog i trećeg razreda osnovne škole, potvrdili su da je fizička aktivnost za vreme redovnih časova iz drugih predmeta (fizički aktivne pauze za vreme časova matematike, jezika, geografije…) uticala na njihovo bolje školsko postignuće, dok je kod učenika kontrolne grupe došlo i do određenog pada u istom (Donnelly & Lambourne, 2011).

Pored naučnih istraživanja kojima je nedvosmisleno potvrđen pozitivan uticaj fizičkog vežbanja u školskom kontekstu na različite aspekte i postignuća učenika, posebno mesto u pogledu izvrsne prakse i potvrde pozitivnih uticaja vežbanja i fizičke aktivnosti na školski uspeh i kognitivno funkcionisanje, zauzima primer dugogodišnjeg programa srednje škole u Nejpervilu (Naperville Central High School, Illinois, SAD). U tom malom mestu od 1992. godine, učenici na časovima fizičkog vaspitanja nose monitore srčane frekvencije kako bi svaki učenik vežbao u svojoj, od nastavnika fizičkog vaspitanja, zadatoj zoni rada. Od tog vremena, škola i distrikt Nejpervil napravili su velike korake ka najvažnijem cilju nastave fizičkog vaspitanja, a to je dobro sveukupno zdravstveno stanje učenika. Sekundarno, nastavnici su nastojali da kod učenika podignu nivo fitnesa i njihovu spremnost za učenje. Naime, u periodu koji je prethodio programu, u školi je primećeno da neki učenici nemaju zadovoljavajući školski uspeh zbog lošijeg čitanja i znanja iz matematike. U školi je ubrzo pokrenuta dodatna nastava za te učenike, uz strategijski postavljen dodatak jednog časa fizičkog vaspitanja pre časova čitanja i matematike. Časovi fizičkog vaspitanja su nazvani „Fizičko vaspitanje kao priprema za učenje“ (LRPE – Learning Readiness Physical Education). Časovi fizičkog vaspitanja su namerno planirani pre časova čitanja i matematike jer su kreatori programa (profesori fizičkog vaspitanja Paul Zientarski i Phil Lawler) želeli da provere efekte tako koncipiranih časova na pomenutu problematiku učenika. Veoma brzo postalo je jasno da su učenici rapidno napredovali kako u čitanju tako i u matematici. Na poznatom međunarodnom testiranju znanja učenika iz čitavog sveta u oblasti nauke i matematike (TIMSS – Trends in International Mathematics/Science),učenici osmog razreda škole Nejpervil Central su 1999. godine nastupili kao posebna grupa i zauzeli su prvo mesto u znanju iz nauke i šesto mesto u matematici. Od tog vremena do danas, program je konstantno obogaćivan sadržajima na časovima fizičkog vaspitanja, tako da danas učenici ove škole imaju savremenu teretanu, veštačku stenu za penjanje, zatvoren bazen, salu za ples itd., a učenici kontinuirano beleže zavidne uspehe na različitim školskim takmičenjima u znanju (Zientarsky, 2013)

Ksenofont. (1980). Uspomene o Sokratu. Beograd: BIGZ.

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: an academic review, Research Papers in Education, 24(1), 1–27.

Fedewa, A. L., and S. Ahn. 2011. The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sport 82(3):521-535.

Donnelly, J.E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52, 36-42.

Zientarsky, P. (2013). Enhancing P.E. in Illinois: Learning Readiness P.E.. Illinois: Illinois Public Health Institute.

https://iphionline.org/wp-content/uploads/2020/01/P.E._Case_Study_Naperville.pdf

Author: Prof. Dr. Aleksandar Gadžić, Faculty of Physical Education and Sports Management, Singidunum University, Belgrade

From the philosophers of ancient Greece—Plato, Socrates, and Aristotle—to the great educators Comenius and Rousseau, humanity has been presented with the knowledge that physical exercise/activity helps a person achieve their full potential.

In his dialogue with Aristippus, Socrates emphasizes:

“…idle amusements and effortless pleasures can neither strengthen the body as the trainers of athletes claim, nor instill any valuable knowledge into the soul. But exercises that require endurance help one to achieve noble and good deeds, as the virtuous people say.” (Xenophon, 1980).

In academic circles, there has been considerable debate about whether physical education and school sports contribute to educational development and the cognitive abilities of students. Despite this, dedicated and committed physical education educators have insisted and demonstrated that there are numerous cognitive benefits for students from physical education classes and school sports (Bailey et al., 2009). In the scientific community, longitudinal research results are particularly valuable, and one such three-year study with second and third-grade elementary school students confirmed that physical activity during regular class periods in other subjects (physically active breaks during math, language, geography classes, etc.) had a positive impact on their academic achievement, while the control group showed a decline in the same (Donnelly & Lambourne, 2011).

In addition to scientific research that unequivocally confirms the positive impact of physical exercise in the school context on various aspects and achievements of students, a notable example of excellent practice and confirmation of the positive effects of exercise and physical activity on academic success and cognitive functioning is the long-term program at Naperville Central High School (Illinois, USA).

Since 1992, in this small town, students have worn heart rate monitors during physical education classes to ensure that each student exercises within the target zone set by the physical education teacher. Since then, the school and the Naperville district have made significant strides toward the primary goal of physical education, which is to achieve overall good health for students. Secondarily, the teachers aimed to improve the students’ fitness levels and their readiness for learning. Prior to the program, it was observed that some students were not achieving satisfactory academic success due to poor reading and math skills.

At the school, additional instruction was soon introduced for those students, strategically incorporating an extra physical education class before reading and math lessons. These physical education classes were called „Learning Readiness Physical Education“ (LRPE). The physical education classes were intentionally scheduled before reading and math classes because the program creators (physical education teachers Paul Zientarski and Phil Lawler) wanted to assess the effects of such a schedule on the students’ issues. It quickly became evident that the students made rapid progress in both reading and math. In the 1999 international assessment of student knowledge from around the world in science and mathematics (TIMSS – Trends in International Mathematics and Science Study), eighth-grade students from Naperville Central High School participated as a separate group and achieved first place in science and sixth place in mathematics. Since then, the program has been continuously enriched with new content for physical education classes, so today the students of this school have access to a modern gym, a climbing wall, an indoor pool, a dance studio, and more, with students consistently achieving notable successes in various academic competitions (Zientarski, 2013).

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1), 1–27.

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The Educational Benefits Claimed for Physical Education and School Sport: An Academic Review. Research Papers in Education, 24(1), 1–27.

Fedewa, A. L., and S. Ahn. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521-535.

Fedewa, A. L., and S. Ahn. (2011). The Effects of Physical Activity and Physical Fitness on Children’s Achievement and Cognitive Outcomes: A Meta-Analysis. Research Quarterly for Exercise and Sport, 82(3), 521-535.

Donnelly, J.E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52, 36-42.

Donnelly, J. E., & Lambourne, K. (2011). Classroom-Based Physical Activity, Cognition, and Academic Achievement. Preventive Medicine, 52, 36-42.

Zientarsky, P. (2013). Enhancing P.E. in Illinois: Learning Readiness P.E.. Illinois: Illinois Public Health Institute.

Zientarski, P. (2013). Enhancing P.E. in Illinois: Learning Readiness P.E. Illinois: Illinois Public Health Institute.