ASSESSMENT OF THE CORRESPONDENCE OF SUBJECTIVE SELF-ASSESSMENT OF PHYSICAL DEVELOPMENT WITH THE RESULTS OF CONTROL TESTS OF SCHOOLCHILDREN IN GRADES 10–11

Abstract

Background and Study Aim: The formation of a holistic, harmoniously developed personality, taking into account the individual characteristics of schoolchildren, is possible due to the comprehensive solution of pedagogical and social issues. Modern psychology considers the physical «I» as a concept of a person, as a unique system of his ideas about himself and includes the following components: awareness of his own physical, intellectual and other qualities; self-esteem, subjective perception of external factors that have an impact on the personality. One of the factors influencing the self-esteem of schoolchildren, in our opinion, is physical education and sports. The purpose of the study is to investigate the correspondence between subjective self-assessment of physical development and the results of control tests of schoolchildren in grades 10–11. Material and methods. The research was carried out in the institution of general secondary education No. 17 in Lutsk with the participation of high school students in the number of 120 students (10th grade – 60 students (30 boys, 30 girls), 11th grade – 60 students (boys – 30, girls – 30). Their age is – 16 and 17 years. The following research methods were used to solve the set goal: analysis and generalization of data from scientific and methodical literature, regulatory and legal documents, physical education curriculum (standard level) for 10–11th grades; test-questionnaire of E. Bochenkova “Self-description of physical development”; physical fitness testing, anthropometric research methods, indicators of the Rufier, Robinson Index and indicators of the Martyne-Kushelevsky functional test; correlation analysis; methods of mathematical statistics. Results. In general, the self-assessment of the physical development of 11th-grade boys is adequately based on the results of strength tests (right and left hand strength, r = 0.47, p < 0.05; r = 0.49, p < 0.05), raising the trunk in a sitting position (r = 0.35, p < 0.05), “Flamingo” tests (r = –0.59, p < 0.05), 100 m run (r = –0.54, p < 0.05). The highest average correlation coefficients between indicators of self-esteem and actual indicators of physical development are noted when assessing appearance (r = 0.28, p < 0.05), strength (r = 0.26, p < 0.05), coordination of movements and general self-esteem (r = 0.25, p < 0.05). In 11th grade girls, there are quite a lot of significant correlation coefficients with control tests and self-assessment of motor abilities, which contradict each other. Thus, the relationship of coordination of movements with the Flamingo test should be negative, and it should be positive, and the relationship with the tests of raising the trunk in a sitting position (r = –0.52, р < 0.05), bending and extending arms at a stop lying down (r = –0.47, p < 0.05), bending the body forward from a sitting position (r = –0.43, p < 0.05) and long jump from a standing position (r = –0.31, p < 0.05) must be positive. Conclusions. A correlational analysis was conducted between the results of the control tests and the self-assessment of these indicators. High school students objectively evaluate their physical qualities. This is due to the acquisition of practical experience during classes in physical education classes for 10–11 years.