The effect of traditional & integration methods of teaching on physical fitness factors of first grade of elementary students

Background: The major aim of this study was to compare the effect of both traditional and integration method of teaching on physical fitness factors in male students of first grade in elementary schools. Materials and Methods: It was a semi-experimental Research which was conducted in city of Sabzevar during three months by participation of traditional and integration groups. Statistical population & sample were students who finished pre-schools in Sabzevar city at the end of academic year 2010-2011. Thirty students were chosen and divided into two groups of traditional (15) & integration (15) randomly. Two teachers of first grade and physical education were selected for both groups. The traditional group was taught some lessons, eighteen sessions of forty five min a week during twelve weeks while the lessons taught separately. Also, integration group were taught courses composed with physical activities during twelve weeks and eighteen sessions a week, each session duration forty five min. The data was analyzed using dependent & independent t tests. Results and Discussions: The dependent t results revealed that there was a meaningful difference among the average of four physical fitness factors in traditional groupʹs pre & posttests at the level ? < 0.05. Also, the results revealed that there was a meaningful difference between the integration groupʹs four factors of physical fitness (Cardio-respiratory endurance, flexibility, speed &balance) in both pre and post-tests at the level ? < 0.05. The independent t result show that there was a meaningful difference among four factors of physical fitness in both traditional and integration groups at the level ? < 0.05. Conclusion: Thus, the results of the present research indicated the significant effect of integrative teaching on their progress in the four physical fitness factors.