Increasing School Performance in Theoretical Sports Training Classes by Applying Students’ Activation Strategies
DOI:
https://doi.org/10.18662/rrem/14.4Sup1/674Keywords:
interactive strategies, school performance, small groups, cooperation, critical thinkingAbstract
The current paper summarizes the results of the study which carried out between September 2021 and January 2022, in order to determine to what extent, the use of interactive didactic strategies can achieve the cognitive performance of the target group, the students of the High School with Sports Program in Iași, Romania. The study included two groups of students from two parallel 10th school classes, A and B, aged 16-17. The number of subjects participating in our study was 56, of which 28 in each class. All subjects participating in the study passed the 9th school class at the same high school, having continuity, because the Theoretical Sports Training discipline is also taught in the previous school class. The methods used challenged and supported the students in the experimental group to successfully complete the learning tasks throughout the lessons. We observed that: acquisition facilitation was achieved; students were actively involved in their own learning, using their own intellectual and practical skills; students were less reluctant to present and argue their own opinions, capitalized on their prior knowledge experience, communicated efficiently; students cooperated within the group, obtaining benefits in the cognitive, motivational, social, affective plans.
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