Introduction: In physical and sports education, the effort dosing is essential for achieving the goals and is managed by altering the effort parameters and correlating these with a certain type of rest, respecting the physical norms of the body. According to a study, analyzing and comparison of “The Gauss curve” during a physical education and sport lesson, the expected rising of the effort curve was denied during its first 3 stages. Especially between stage 2 (Preparation of the body for effort) and stage 3 (Selective influence of the locomotive apparatus) there is a decrease of the heart rate. During the sports lessons, we recorded for 10 hours the heart rate of 10 children from 2 different classes of the same grade, 5-A and 5-B, creating one control group (of 5 boys) and one experimental group (5 boys). For the experimental group we recorded for 10 different classes, interchanging stages 2 with 3, more exactly, the stage “Selective influence of the locomotive apparatus” was done before the stage “Preparation of the body for effort”, and for the control group we also recorded for 10 different classes, but they performed the normal sports lesson, following the stages in chronological order.
Objective of the study: The objective of this research was to discover/identify if the effort curve follows an ascendant trajectory during the first 3 stages and a descendant curve during the last 3, by analyzing the heart rate for each stage during the physical education and sports lesson.
Material and methods: The data was collected using 5 - Polar M400 watches and 5 - H7 chest bands, during sport lessons inside the School “Aghiresu Fabricii” from Cluj-Napoca. After the recorded data of the heart rates were analyzed, we observed the differences between the classic sport lesson and the one with the stages 2 and 3 reversed, for the 5th grade subjects.
Results: By comparing the data obtained from the recordings, it was found that there are some differences between the classical physical education lesson and that in which interventions were made in the second and third stages, as a result of the change in heart rate values in the investigated subjects.
Conclusion: Analyzing the two groups in which we had different approaches in the physical education and sports lesson, it is denied that in the classical lesson we have a curve of ascending effort in the first stages. As a result of the reversal of the two-to-three stages, an ascending curve – the Gaussian Curve – is achieved through which an optimal adaptation to effort is made in the fundamental part of the physical education and sports lesson.
