semmelweis university - Faculty of Physical Education and Sport ...

Anna Protzner-Dóra Lasztovicza
Semmelweis University, Faculty of P.E. and Sport Sciences (TF), Budapest, Hungary
Supervisor: Dr. Katalin Kovács, associate professor
The Effect of Additional PE and Music Education on the Elementary School Students
Sociometric Status
Introduction: It is well accepted that the development of social behavior starts early in a
child‘s school years, in the institutional school system where the student can practice social
abilities daily within his age group. Study in school happens in a community, which assumes
cooperation, while mastery is individual (Nádasi, 2001). To develop personality, physical
skills and/or social qualities and abilities must be used as an educational tool. At the same
time, parental expectations and perceptions of their child’s cognitive and motor skills
development serve to affect the transition to the school environment (Coates, Wagenaar,
1999).
Hypotheses: We hypothesize that additional PE and music education positively influences
group structure.
In particular, we postulated that the relationship between boys and girls will improve with
additional PE and music education classes.
Further, the number of marginalized students and the distance between these students and the
„class community‖ will be lower in those classes which participate in additonal PE and music
education classes than in the control class.
Experimental groups: The participants were 7-8 years old students from three different
elementary schools in XII. District of Budapest, Hungary (PE class N=25, Music class N=28
Regular class N=27). The experimental school held PE and music classes daily while in the
regular school classes were held twice a week.
Experimental method: Sociometric status was measured with Shellenberger‘s Group-
Evaluative Method (1990). We extended the matrix to the ‗Y‘ scale which graphed the
average score the student gave to each classmate, which is a measure of how willingly they
would they participate in a play with each of their classmates.
Results: Our results did not show any statistically significant differences, although trends
were apparent.
We will review these trends graphically in our presentation, and offer these as training aids to
all teachers. In our initial examination we observed some tendency differences between the
groups‘ structures. In the music group the students were most positive about their classmates.
The regular class students evaluated each other manly in the indifferent zone, and this was the
results of methodical education will be statistically significant with time, and thus we propose
to continue our experimental observations for several years.
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