THE EFFECT OF SPORTS GYMNASTICS TEACHING CONTENT ON STUDENTS' MOTOR ABILITIES

Raid Mekic; Miloš  Paunović; Benin Murić; Izet  Kahrović; Oliver  Radenković; Omer Špirtović; Ilma Čaprić

doi:10.52165/sgj.17.3.447-459

Authors

Raid Mekic Department of Biomedical Sciences, Study Program in Sport and Physical Education, State University of Novi Pazar
Miloš Paunović Faculty of Sport and Physical Education, University of Niš
Benin Murić Department of Biomedical Sciences, Study Program in Sport and Physical Education, State University of Novi Pazar
Izet Kahrović Department of Biomedical Sciences, Study Program in Sport and Physical Education, State University of Novi Pazar
Oliver Radenković Department of Biomedical Sciences, Study Program in Sport and Physical Education, State University of Novi Pazar
Omer Špirtović Department of Biomedical Sciences, Study Program in Sport and Physical Education, State University of Novi Pazar
Ilma Čaprić Department of Biomedical Sciences, Study Program in Sport and Physical Education, State University of Novi Pazar

DOI:

https://doi.org/10.52165/sgj.17.3.447-459

Keywords:

gymnastics program, physical education, strength, development, flexibility, exercise

Abstract

The study examined the impact of a sports gymnastics curriculum on the development of students' motor abilities. Special attention was given to the effects of specific gymnastics exercises and techniques designed to develop repetitive, static, and explosive strength, as well as flexibility. The sample consisted of 50 male students, divided into experimental and control groups. The experimental group, in addition to the standard curriculum, performed additional specific exercises for developing motor skills. Results indicated significant improvement in the experimental group, particularly in the variables Pull-ups (p = 0.001) and Deep forward bend (p = 0.002), with a large effect size (Cohen’s d > 0.8). However, differences for the variables Leg lifting (p = 0.063) and Squat (p = 0.061) did not reach statistical significance at the 5% level, although a 10% difference suggested a moderate effect (Cohen’s d > 0.5), indicating moderate progress. The effects of the gymnastics programme were positive in both groups, with the experimental group showing additional progress in motor skills due to targeted exercises. Although differences in specific motor skills between the experimental and control groups were observed, the results indicate that the gymnastics programme itself has a positive impact on motor abilities, even without additional specific exercises. The gymnastics curriculum is effective for improving students' motor abilities, with targeted specific exercises providing further advancement.

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