Abstract

Development of Short-term and Long-term Memory of School Children with Different Nervous Systems through Coordination Exercises

Background: Coordination training of younger school children increases the level of coordination abilities and improves the performance of short-term and long-term memory, especially if physical education classes with children use a differentiated approach, which is based on the strength of the nervous system. Aim of the study: To determine the effect of coordination training on the development of short-term and long-term memory in younger school children with different typologies. Subjects and methods: The study involved children 7-8 years old from a regular school. Prior to the study, all school children were differentiated into 3 groups of 20 people. Results: During the 7 months of the study, the following changes in indicators occurred. In KG, school children worsened their performance in the test “shuttle run” from 10.3 ± 0.6 to 10.4 ± 0.6 (p>0.05) and in the test for long-term memory, the result deteriorated by 0.1 (p>0.05). In the short-term memory test, the results improved slightly from 6.1 ± 0.5 to 6.3 ± 0.4 (p>0.05). In EG-1 performance in all tests were improved. Short-term memory improved by 0.8 (p>0.05) and long-term memory improved by 0.6 (p>0.05). The EG-2 indicators have improved significantly in all tests. In short-term memory tests, the values were higher by 3.5 (p<0.05) and long-term memory improved by 2 points (p<0.05). Conclusion and recommendations: If physical education classes in children of 7-8 years develop coordination of movements, the indicators of coordination abilities improved and indicators of the properties of memory also increased, especially in those children who were engaged in differentiated taking into account the strength of the nervous system.

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