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(1) Background: It has been identified that schools that adopt at least two hours a week of physical education and plan specific contents and activities can achieve development goals related to physical level, such as promoting health, well-being, and healthy lifestyles, on a personal level, including bodily awareness and confidence in physical skills, as well as a general sense of well-being, greater security and self-esteem, sense of responsibility, patience, courage, and mental balance. The purpose of this study was to establish the effect of physical education programs on the physical activity and emotional well-being of primary school children. (2) Methods: The experimental group comprised 45 girls and 44 boys aged 6–7 years (First Grade) and 48 girls and 46 boys aged 8–9 years (Second Grade), while the control group comprised 43 girls and 46 boys aged 6–7 years (First Grade) and 47 girls and 45 boys aged 8–9 years (Second Grade). All children attended the same school. The Children’s Physical Activity Questionnaire was used, which is based on the Children’s Leisure Activities Study Survey questionnaire, which includes activities specific to young children (e.g., “playing in a playhouse”). Emotional well-being status was explored by estimating three main dimensions: somatic anxiety, personality anxiety, and social anxiety. The Revised Children’s Manifest Anxiety Scale (RCMAS) was used. (3) Results: When analysing the pre-test results of physical activity of the 6–7- and 8–9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) participants in the experimental group were physically active during physical education lessons. When exploring the results of somatic anxiety in EG (4.95 ± 1.10 points), both before and after the experiment, we established that somatic anxiety in EG was 4.55 ± 1.00 points after the intervention program, demonstrating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p< 0.05, P = 0.540). (4) Conclusions: We established that the properly constructed and purposefully applied eight-month physical education program had positive effects on the physical activity and emotional well-being of primary school children (6–7 and 8–9 years) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the eight-month physical education program intervention was effective at increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal levels, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.
Irina Kliziene; Ginas Cizauskas; Saule Sipaviciene; Roma Aleksandraviciene; Kristina Zaicenkoviene. Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children. International Journal of Environmental Research and Public Health 2021, 18, 7536 .
AMA StyleIrina Kliziene, Ginas Cizauskas, Saule Sipaviciene, Roma Aleksandraviciene, Kristina Zaicenkoviene. Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children. International Journal of Environmental Research and Public Health. 2021; 18 (14):7536.
Chicago/Turabian StyleIrina Kliziene; Ginas Cizauskas; Saule Sipaviciene; Roma Aleksandraviciene; Kristina Zaicenkoviene. 2021. "Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children." International Journal of Environmental Research and Public Health 18, no. 14: 7536.
The modern teaching/learning environment is, like never before, rich with digital teaching/learning technologies and tools that are becoming part of children’s daily lives. Background: In Lithuania, virtual teaching/learning platforms (environments for mathematics, knowledge of nature, history, and language practice) in primary education became more widely used approximately three years ago after the implementation and application of the virtual teaching/learning platform EDUKA. The purpose of this study was to establish the effect of the virtual teaching/learning platform EDUKA on the learning outcomes of primary-grade students in the subject of mathematics. Methods: In this study, a pre-test/middle-test/post-test experimental strategy was used to avoid any disruption of educational activities due to the random selection of children in each group. Mathematical diagnostic progress tests (MDPTs) are an objective way to measure skills and abilities. The MDPTs were divided into two sections: the tasks were allocated according to performance levels and the content, as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on the primary school children’s performance (i.e., unsatisfactory, satisfactory, basic, and advanced). Results: An analysis of the results of the MDPTs showed that, across the seven possible tasks, both male and female seven-year-old children achieved satisfactory results (results were observed between groups) (post-test: control gathering (CG) 5.10; test gathering (EG) 5.04; p = 0.560), basic results (post-test: CG 6.28; EG 6.42; p = 0.630), and advanced results (post-test: CG 1.90; EG 2.27; p = 0.025). The differences between the pre-test and post-test advanced (p = 0.038) and the pre-test and post-test basic (p = 0.018) levels were found to increase. Conclusions: It was found that intensively integrating the virtual learning platform EDUKA into formal education—specifically in the subject of mathematics—had a significant impact on primary school children’s mathematical performance. In addition, after the experiment, a statistically significant difference was found (p < 0.05) in primary school children with higher levels. The intervention in the experimental group (i.e., integration of the virtual learning platform into the formal mathematics learning process) had a positive impact on access to mathematics. Students’ math learning achievements were positive in progressive mathematics.
Irina Kliziene; Grazina Taujanskiene; Aldona Augustiniene; Berita Simonaitiene; Gintautas Cibulskas. The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children. Sustainability 2021, 13, 2268 .
AMA StyleIrina Kliziene, Grazina Taujanskiene, Aldona Augustiniene, Berita Simonaitiene, Gintautas Cibulskas. The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children. Sustainability. 2021; 13 (4):2268.
Chicago/Turabian StyleIrina Kliziene; Grazina Taujanskiene; Aldona Augustiniene; Berita Simonaitiene; Gintautas Cibulskas. 2021. "The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children." Sustainability 13, no. 4: 2268.
Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.
Irina Kliziene; Ginas Cizauskas; Aldona Augustiniene; Saule Sipaviciene; Roma Aleksandraviciene. The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs. Sustainability 2020, 12, 1 .
AMA StyleIrina Kliziene, Ginas Cizauskas, Aldona Augustiniene, Saule Sipaviciene, Roma Aleksandraviciene. The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs. Sustainability. 2020; 12 (12):1.
Chicago/Turabian StyleIrina Kliziene; Ginas Cizauskas; Aldona Augustiniene; Saule Sipaviciene; Roma Aleksandraviciene. 2020. "The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs." Sustainability 12, no. 12: 1.
Irina Kliziene. Associations Of Learning Outcomes For The Physical Activity Of Primary School Students. ECCE 2018 VII International Conference Early Childhood Care and Education 2018, 1 .
AMA StyleIrina Kliziene. Associations Of Learning Outcomes For The Physical Activity Of Primary School Students. ECCE 2018 VII International Conference Early Childhood Care and Education. 2018; ():1.
Chicago/Turabian StyleIrina Kliziene. 2018. "Associations Of Learning Outcomes For The Physical Activity Of Primary School Students." ECCE 2018 VII International Conference Early Childhood Care and Education , no. : 1.
Background.The purpose of this study is to estimate physical activity, physical fitness and assessment of mathematical achievements in primary schoolchildren. Methods. The study involved 1st grade students (N = 93), 45 of which were girls and 48 were boys. The flexibility test, the long jump test, 3 × 10 m speed shuttle run test, a medical (stuffed) 1 kg ball pushing from the chest test were used. Physical activity was measured using Children’s Physical Activity Questionnaire. Academic achievements were assessed using Mathematical diagnostic progress tests and mathematical learning achievements according to curriculum content. Results. It turned out that both boys (95.87 MET/min/week) and girls (91.30 MET / min/ week) were physically active in physical education lessons (p > 0.05). Long jump results ranged from 105.2 cm (girls) to 118.3 cm (boys), statistically significant differences were detected (p < 0.05) The best score of the girls’ shuttle running 3 × 10 m was 9.55 s, for boys it was 9.2 s, the worst performance time for boys was 13.68 s, for girls – 13.54 s (p < .05). Mathematics Diagnostic Progress Tests for both girls and boys indicated satisfactory levels. Conclusion. We should note that all 4 fitness tests had a positive, linear association with physical fitness tests and mathematics test scores.
Irina Klizienė; Laura Kimantienė; Ginas Čižauskas; Laura Daniusevičiūtė-Brazaitė; Gintautas Cibulskas; Arūnė Janulevičienė. PHYSICAL ACTIVITY, PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENTS OF PRIMARY SCHOOL CHILDREN. Baltic Journal of Sport and Health Sciences 2018, 1, 9 -16.
AMA StyleIrina Klizienė, Laura Kimantienė, Ginas Čižauskas, Laura Daniusevičiūtė-Brazaitė, Gintautas Cibulskas, Arūnė Janulevičienė. PHYSICAL ACTIVITY, PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENTS OF PRIMARY SCHOOL CHILDREN. Baltic Journal of Sport and Health Sciences. 2018; 1 (108):9-16.
Chicago/Turabian StyleIrina Klizienė; Laura Kimantienė; Ginas Čižauskas; Laura Daniusevičiūtė-Brazaitė; Gintautas Cibulskas; Arūnė Janulevičienė. 2018. "PHYSICAL ACTIVITY, PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENTS OF PRIMARY SCHOOL CHILDREN." Baltic Journal of Sport and Health Sciences 1, no. 108: 9-16.
Objective: Progressive resistance exercise-reconditioning programme was applied in the past for increasing upper limb muscle strength and movement accuracy in people with Parkinson's disease (PD). However, isokinetic-based resistance reconditioning was never before used for this specific purpose. The aim of this study was to develop an eight-week progressive resistance exercise-reconditioning programme, performed using an isokinetic dynamometer, and evaluate its impact on shoulder muscle strength and upper limb accuracy of movement in patients with PD. Methods: The experimental group (EG) consisted of 11 men with PD, while the control group (CG) comprised 10 healthy men. The reconditioning programme was administered twice a week for eight weeks in both test groups. Results: At the end of the reconditioning period, the subjects’ shoulder muscle strength increased (%) compared with the baseline results: CG extensor right limb-57.9 (p=0.0005) and left limb-55.2 (p=0.001); flexor right limb-51.3 (p=0.001) and left limb-63.8 (p=0.007); EG extensor right limb-58.2 (p=0.0001) and left limb-56.5 (p=0.0002); flexor right limb-53.2 (p=0.0001) and left limb-50.2 (p=0.0003). At the end of the reconditioning period the coefficient of fatigue decreased (%): CG right limb-33.1 (p=0.011) and left limb-32.2 (p=0.04); EG right limb-14.1 (p=0.0003) and left limb-25.1 (p=0.005). At the end of the reconditioning period over the time interval from 15 to 20s the variability of motion decreased (%): CG right limb-39.9 (p=0.041) and left limb-51.0 (p=0.02); EG right limb-9.2 (p=0.021) and left limb-14.3 (p=0.022). Conclusion: An eight-week progressive resistance exercise-reconditioning programme performed using isokinetic dynamometer increased upper limbs muscle strength and movement accuracy in people with PD.
Saule Sipaviciene; Irina Klizienė; Mindaugas Pliuskis; Albertas Skurvydas; Jurate Pozeriene. https://www.omicsonline.org/open-access/exercise-increases-upper-limb-muscle-strength-and-movement-accuracy-in-persons-with-parkinsons-disease-and-normal-subjects-alike-98708.html. International Journal of Physical Medicine & Rehabilitation 2018, 6, 1 -6.
AMA StyleSaule Sipaviciene, Irina Klizienė, Mindaugas Pliuskis, Albertas Skurvydas, Jurate Pozeriene. https://www.omicsonline.org/open-access/exercise-increases-upper-limb-muscle-strength-and-movement-accuracy-in-persons-with-parkinsons-disease-and-normal-subjects-alike-98708.html. International Journal of Physical Medicine & Rehabilitation. 2018; 6 (1):1-6.
Chicago/Turabian StyleSaule Sipaviciene; Irina Klizienė; Mindaugas Pliuskis; Albertas Skurvydas; Jurate Pozeriene. 2018. "https://www.omicsonline.org/open-access/exercise-increases-upper-limb-muscle-strength-and-movement-accuracy-in-persons-with-parkinsons-disease-and-normal-subjects-alike-98708.html." International Journal of Physical Medicine & Rehabilitation 6, no. 1: 1-6.
Objective: This study aim was to evaluate the effects of the lumbar stabilization exercises on cross-sectional area (CSA) of the multifidus muscle, trunk muscles’ isokinetic peak torque, pain and disability in women with chronic low back pain (cLBP). Methods: The experimental group (EG; n=55) was enrolled in a 12-week lumbar stabilization exercises program. Control group (CG; n=51) did not undertake exercises. Before starting the exercise program, after completing it and 1 and 2 months after the intervention the following tests were carried out: isokinetic peak torque at an angular velocity of 60 deg/s was measured using a isokinetic dynamometer; measurement of the CSA of the multifidus muscle was performed using a ultrasound system, and patients were assessed using the Oswestry Disability Index (ODI), as well as visual analogue pain (VAS) rating scales. Results: After intervention, isokinetic peak torque (41.25% extension and 21.53% flexion) and multifidus muscle CSA (right side: 37.41 ± 0.7%; left side: 37.53 ± 0.7%) increased, VAS (44.00%) and ODI (48.74%) decreased. Conclusion: After 12-week lumbar stabilization exercises program, multifidus muscle CSA and trunk muscles peak torque increased, disability and cLBP decreased, and these changes lasted for 2 months.
Saule Sipaviciene; Irina Klizienė; Jurate Pozeriene; Kristina Zaicenkoviene. Effects of a Twelve-Week Program of Lumbar-Stabilization Exercises on Multifidus Muscles, Isokinetic Peak Torque and Pain for Women with Chronic Low Back Pain. Journal of Pain & Relief 2017, 7, 1 -10.
AMA StyleSaule Sipaviciene, Irina Klizienė, Jurate Pozeriene, Kristina Zaicenkoviene. Effects of a Twelve-Week Program of Lumbar-Stabilization Exercises on Multifidus Muscles, Isokinetic Peak Torque and Pain for Women with Chronic Low Back Pain. Journal of Pain & Relief. 2017; 7 (1):1-10.
Chicago/Turabian StyleSaule Sipaviciene; Irina Klizienė; Jurate Pozeriene; Kristina Zaicenkoviene. 2017. "Effects of a Twelve-Week Program of Lumbar-Stabilization Exercises on Multifidus Muscles, Isokinetic Peak Torque and Pain for Women with Chronic Low Back Pain." Journal of Pain & Relief 7, no. 1: 1-10.
At 1 and 2 months after cessation of the Pilates exercise program the pain intensified and the functional state deteriorated much faster than the maximum trunk muscle strength. Therefore, it can be concluded that, to decrease pain and improve functional condition, regular exercise (and not only improved strength and endurance) is required. We established that, although the 16-week lumbar stabilization exercise program increased isometric trunk extension and flexion strength and this increase in strength persisted for 2 months, decreased LBP and improved functional condition endured for only 1 month.
Irina Kliziene; Saule Sipaviciene; Jovita Vilkiene; Audrone Astrauskiene; Gintautas Cibulskas; Sarunas Klizas; Ginas Cizauskas. Effects of a 16-week Pilates exercises training program for isometric trunk extension and flexion strength. Journal of Bodywork and Movement Therapies 2016, 21, 124 -132.
AMA StyleIrina Kliziene, Saule Sipaviciene, Jovita Vilkiene, Audrone Astrauskiene, Gintautas Cibulskas, Sarunas Klizas, Ginas Cizauskas. Effects of a 16-week Pilates exercises training program for isometric trunk extension and flexion strength. Journal of Bodywork and Movement Therapies. 2016; 21 (1):124-132.
Chicago/Turabian StyleIrina Kliziene; Saule Sipaviciene; Jovita Vilkiene; Audrone Astrauskiene; Gintautas Cibulskas; Sarunas Klizas; Ginas Cizauskas. 2016. "Effects of a 16-week Pilates exercises training program for isometric trunk extension and flexion strength." Journal of Bodywork and Movement Therapies 21, no. 1: 124-132.
Chronic low-back pain (LBP) may be related to decreased lumbar multifidus muscle cross-sectional area (CSA).In this study, core stabilization exercises were designed to enhance neuromuscular control and correct multifidus dysfunction.The subjects were healthy women (n=11) and women with chronic LBP (n=17). Lumbar multifidus muscle CSAs were measured by ultrasonography. Tests were carried out before training exercises for lumbar stability, and again 4 months and 8 months after training.In women with LBP, the mean multifidus muscle CSA increased by 22% on the right side and 23% on the left side after 8 months of lumbar stabilization training, compared with baseline measurements. In healthy women, mean multifidus muscle CSA increased by 24% on the right side and 23% on the left side, compared with baseline values.A core stabilization exercise program significantly increased multifidus muscle CSAs in both healthy women and women with chronic LBP.
Irina Kliziene; Saule Sipaviciene; Sarunas Klizas; Daiva Imbrasiene. Effects of core stability exercises on multifidus muscles in healthy women and women with chronic low-back pain. Journal of Back and Musculoskeletal Rehabilitation 2015, 28, 841 -847.
AMA StyleIrina Kliziene, Saule Sipaviciene, Sarunas Klizas, Daiva Imbrasiene. Effects of core stability exercises on multifidus muscles in healthy women and women with chronic low-back pain. Journal of Back and Musculoskeletal Rehabilitation. 2015; 28 (4):841-847.
Chicago/Turabian StyleIrina Kliziene; Saule Sipaviciene; Sarunas Klizas; Daiva Imbrasiene. 2015. "Effects of core stability exercises on multifidus muscles in healthy women and women with chronic low-back pain." Journal of Back and Musculoskeletal Rehabilitation 28, no. 4: 841-847.
Irina Klizienė; Laura Daniusevičiūtė; Jovita Vilkienė; Jūratė Bajorienė; Kristina Zaicenkoviene; Šarūnas Klizas. Kūno kultūra specialiajai medicininei fizinio pajėgumo grupei. Kūno kultūra specialiajai medicininei fizinio pajėgumo grupei 2012, 1 .
AMA StyleIrina Klizienė, Laura Daniusevičiūtė, Jovita Vilkienė, Jūratė Bajorienė, Kristina Zaicenkoviene, Šarūnas Klizas. Kūno kultūra specialiajai medicininei fizinio pajėgumo grupei. Kūno kultūra specialiajai medicininei fizinio pajėgumo grupei. 2012; ():1.
Chicago/Turabian StyleIrina Klizienė; Laura Daniusevičiūtė; Jovita Vilkienė; Jūratė Bajorienė; Kristina Zaicenkoviene; Šarūnas Klizas. 2012. "Kūno kultūra specialiajai medicininei fizinio pajėgumo grupei." Kūno kultūra specialiajai medicininei fizinio pajėgumo grupei , no. : 1.
Objective. The aim of the present study was to establish the changes in psychosocial adjustment of adolescent girls in the modified lessons of physical education. Material and Methods. An experimental design was used in the study. The experimental group included 14- to 15-year-old adolescent girls (n=128), and the control group comprised adolescent girls of the same school and the same age (n=137). The girls of the experimental group participated in modified physical education lessons. Once a month, they had a theory class where they received knowledge on communication disorders among adolescents and ways of preventing them by means of physical activities. In practical classes, the girls of the experimental group had sports games (basketball, volleyball, and football), enhancing physical abilities, and Pilates exercises. For the estimation of the level of adolescents’ psychosocial adjustment and its components (self-esteem and domination), an adapted questionnaire developed by Rogers and Dymond was applied. An adapted questionnaire developed by Huebner was administered to measure students’ satisfaction with life. Results. The analysis of the data demonstrated that when comparing the psychosocial adjustment of the adolescent girls in the experimental group before and after the experiment, a significant differences in the score of the psychosocial adjustment scale was established (53.81±8.34 vs. 59.41±7.66, P
Šarūnas Klizas; Romualdas Malinauskas; Diana Karanauskienė; Žibuoklė Senikienė; Irina Klizienė. Changes in Psychosocial Adjustment of Adolescent Girls in the Lessons of Physical Education. Medicina 2012, 48, 69 -71.
AMA StyleŠarūnas Klizas, Romualdas Malinauskas, Diana Karanauskienė, Žibuoklė Senikienė, Irina Klizienė. Changes in Psychosocial Adjustment of Adolescent Girls in the Lessons of Physical Education. Medicina. 2012; 48 (9):69-71.
Chicago/Turabian StyleŠarūnas Klizas; Romualdas Malinauskas; Diana Karanauskienė; Žibuoklė Senikienė; Irina Klizienė. 2012. "Changes in Psychosocial Adjustment of Adolescent Girls in the Lessons of Physical Education." Medicina 48, no. 9: 69-71.