GENDER DIFFERENCES IN LEARNING MOTOR SKILLS FOLLOWING A VIDEO DEMONSTRATION IN PRIMARY SCHOOL CHILDREN

Abstract

The first aim of the study was to determine if there are significant gender differences in newly applied motor skills tests in primary-school children concerning the protocol applied. The second aim was to determine how the newly implemented protocol using a video demonstration of the task affects the differences in outcome between boys and girls compared to the standard motor skills assessment protocol without a video demonstration. The total number of participants was 327, consisting of 186 boys and 141 girls aged 10.5 years. The students were divided into two subgroups based on the protocol applied. The sample of variables consisted of four motor skills assessment tests: the shuttle-run, partial curl-up, 90° push-ups, back-saver sit-and-reach (right and left leg) tests. A three-factor variance analysis investigated the effects of protocol and gender on the result in each test. Statistically significant differences between boys and girls were obtained in the initial measurement and after applying the protocols in the mentioned tests. In the back-saver sit-and-reach (right leg) test, the difference was not significant in the initial measurement with the standard protocol, while it was significant after it was applied. In the curl-up test, there were no differences in scores between boys and girls when using both protocols. Differences in the outcomes after the application of the video demonstration protocol were evident in both genders, and a markedly significant increase occurred in the application of the tests 90° push-ups and curl-up tests, which assess strength.