FINDING STUDY OF PHYSICAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS

: Ontogenetic motor development is largely dependent on the location and time of exercise. If the development of motor skills is hindered, for example, by a small space or by the lack of an incentive and a coordinator, the deficit of movements will have repercussions on the whole development of the child, because, among other things, movement is an important means of enriching knowledge.

The Annals of the "Ştefan cel Mare" University of Suceava. Physical Education and Sport Section. The Science and Art of Movement eISSN 2601 -341X, ISSN 1844-9131 Volum XV issue 1/ 2022 63 -19 students enrolled in the third grade (9 girls și 10 boys); -16 students enrolled in the fourth grade (6 girls și 10 boys). Graphical representation of the girls' arithmetic mean:

Discussions
The Annals of the "Ştefan cel Mare" University of Suceava. Physical Education and Sport Section . The Science and Art of Movement  eISSN 2601 -341X, ISSN 1844-9131 Volum XV issue 1/ 2022   64   Graphical representation of the boys' arithmetic mean From the two representations we can see an obvious reduction of the average time required to cover the distance of 25m, in "shuttle" mode for both girls and boys. We can attribute this both to the physical development of the subjects and to the motor experience gained from one year to another. Graphical representation of the girls' arithmetic mean: Graphical representation of the boys' arithmetic mean: Analyzing the graphical representations of the results obtained when throwing the sheep ball (AMO) on the spot we find a constant improvement of them from class to class for both girls and boys. In girls, the average throwing distance increases from 9.77m (in class I) to 16m as it measures the throwing distance of the sheep ball in class IV; and for boys, the average throwing distance in class I is 11.44 m, reaching 25.8 m in class IV. [6] The standard deviation varies inconsistently, being between 1.45m and 4.84m and the coefficient of variation is between 11.55 -25.07% which means that we are dealing with relatively homogeneous groups from this point of view, data scattering is medium, the arithmetic mean being sufficiently representative.  Analyzing the graphical representations of the results obtained in the long jump (SLL) we find a constant improvement from class to class in both girls and boys. In girls, the length of the jump increases from 106.66cm (in class I) to 139.16cm as it measures the average length of the jump in class IV; and in boys the average jump length in class I is 128.11cm, reaching 144.8cm in class IV. [9] The standard deviation varies inconsistently, being between 6.69 cm and 16.00 cm and the coefficient of variation is between 6.27% -11.59% (less than 15%) which means that we are dealing with homogeneous groups from this point of view. view, the data spread is very small, the arithmetic mean being representative. [6] Running (seconds) Graphical representation of the girls' arithmetic mean: Graphical representation of the boys' arithmetic mean: The Annals of the "Ştefan cel Mare" University of Suceava. Physical Education and Sport Section. The Science and Art of Movement eISSN 2601 -341X, ISSN 1844-9131 Volum XV issue 1/ 2022 69 Analyzing the graphical representations of the results obtained in longdistance running (2min. 30sec.) We find a constant improvement of running distances from class to class for both girls and boys. In girls, the average running distance increases from 482.77m (in class I) to 556.66m as it measures the average distance run in class IV; and for boys the average distance run in class I is 540.55m, reaching 608m in class IV. [6] The standard deviation varies inconstantly, being between 21.4m and 78.81m and the coefficient of variation is between 3.96% -13.67% (less than 15%) which means that we are dealing with homogeneous groups from this point of view. , the data spread is very small, the arithmetic mean being representative. [ Graphical representation of the girls' arithmetic mean:

Test Matorin girls
The Annals of the "Ştefan cel Mare" University of Suceava. Physical Education and Sport Section . The Science and Art of Movement  eISSN 2601 -341X, ISSN 1844-9131 Volum XV issue 1/ 2022 70 Graphical representation of the boys' arithmetic mean:

Test Matorin boys
Analyzing the graphical representations of the results obtained in the Matorin test, which measures the degree of coordination and balance and involves two jumps around the longitudinal axis of the body (left and right) we find a constant improvement from class to class in both girls as well as boys. In girls, the sum of the two jumps increases from 466 degrees (in class I) to 545 degrees as it measures the sum of jumps in class IV; and for boys the sum of the two jumps in class I is 484.77 degrees, reaching 551 degrees in class IV. [6] The standard deviation varies inconsistently, being between 52.96 degrees and 101.65 degrees and the coefficient of variation is between 8.79% -19.84%. In six cases the coefficient of variation is less than 15% which means that we are The Annals of the "Ştefan cel Mare" University of Suceava. Physical Education and Sport Section . The Science and Art of Movement  eISSN 2601 -341X, ISSN 1844-9131 Volum XV issue 1/ 2022   71 dealing with homogeneous groups from this point of view, the data scattering is very small, the arithmetic mean being representative, and in two cases -class I girls 17.62 % and second class girls 19.84% -the value of the coefficient of variation is higher than 15% which means that the data scattering is average the arithmetic mean for the two situations is sufficiently representative. [9]

Conclusions
There is a relationship of interdependence between physical development and motor ability. In a class we can meet students with good indices of morphological and functional development, but perform movements below their technicality and indices of speed, endurance, strength or skill are under the provisions of school curricula. We say in this situation that they have signs of good development, but the motor capacity is low. Also in a class there may be students with a good motor ability but with inadequate morphological and functional development indices.In both situations, it is necessary to intervene with "customized" recovery programs to remedy the discrepancies and establish the balance between the two categories of indices. These remedial programs involve the choice of the categories of exercise to be introduced, the determination of their volume, intensity and complexity, the specification of application periods. Last but not least, the effectiveness of these programs must be regularly checked.
Very good results can be obtained if you work during physical education classes on value groups. These groups can be formed following the initial tests at the beginning of the year, beginning of the semester or beginning of the thematic cycle, the students being able to "promote" in a higher value group if its obvious progress is noticed on the respective segment.