Differentiation of physical education lessons by body mass index of schoolchildren


  • Roman Sergeevich Nagovitsyn Glazov State Pedagogical University, Russian Federation http://orcid.org/0000-0003-4471-0875
  • Aleksander Yurievich Osipov Siberian Federal University, Krasnoyarsk State Medical University named after professor V.F. Voyno-Yasenetsky, Russian Federation
  • Denis Vasil’evich Loginov Siberian Federal University, Krasnoyarsk State Medical University named after professor V.F. Voyno-Yasenetsky, Reshetnev Siberian State University Science and Technology, Krasnoyarsk State Pedagogical University named after V.P. Astafyev, Russian Federation
  • Dmitry Sergeevich Prikhodov Siberian Federal University, Krasnoyarsk State Medical University named after professor V.F. Voyno-Yasenetsky, Reshetnev Siberian State University Science and Technology, Russian Federation
  • Irina Igorevna Orlova Krasnoyarsk State Medical University named after professor V.F. Voyno-Yasenetsky, Russian Federation


Physical education, BMI, Schoolchildren, Differentiation


Background: Many methodological problems associated in a sports and fitness environment based on a differentiated approach remain beyond the interest of researchers and developers. The aim of the study was to differentiate physical education classes in school in terms of the individual body mass index of schoolchildren and experimentally prove the effectiveness of its implementation for the harmonious development of youth. Study participants: schoolchildren 15-17 years (n = 64). All the schoolchildren were divided into four groups using the method of body mass index (BMI). Interventions: Pedagogical research was carried out for 7 months at school. The study used tests "Ready for work and defense", BMI, body health indicator and cognitive rate. Main outcome measures. In schoolchildren from the groups (EG1 and EG2), differentiated by BMI for physical education classes, the results on physical qualities improved: endurance and dexterity (p < .05). In CG1, where there was no differentiation, during the experiment 3 schoolchildren with overweight added. Thanks to the experimental intervention in EG1, the schoolchildren kept their initial BMI normal. Separate education of schoolchildren has a positive effect on the cognitive abilities of schoolchildren: comparison of EG1 and CG1 (p < .01), comparison of EG2 and CG2 (p < .05). Findings. The study showed the effectiveness of the BMI in differentiating of youth into groups. If the differentiating physical education at school to indicators of BMI, it will significantly improve the performance of physical and cognitive abilities schoolchildren 15-17 years old and reduce obesity of youth.


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How to Cite

Nagovitsyn, R. S., Osipov, A. Y., Loginov, D. V., Prikhodov, D. S., & Orlova, I. I. (2021). Differentiation of physical education lessons by body mass index of schoolchildren. Journal of Human Sport and Exercise, 16(2proc), S172-S181. Retrieved from https://www.jhse.ua.es/article/view/2021-v16-n2-proc-differentiation-physical-education-lessons-body

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