Discriminant analysis to assess the immediate effect of power loads in girls 7 years old

Abstract

Purpose: o experimentally ground the technological approaches to evaluating training effects of primary schoolers’ power loads.

Material and methods: To achieve the objectives outlined, the research used the following methods: analysis
of scientific and methodological literature, pedagogical testing, modeling, pedagogical observation and experiment, methods of mathematical experiment planning (complete factorial experiment, 2^k type), discriminant analysis. The participants in the study were grade girls (n=40).

Results: The training pattern affects the dynamics in the test results for the second grade girls. The test results can improve provided that the power load brings about significant changes after the training at each spot, after the training (immediate training effect), and twenty four hours after the power load (delayed training effect).
The higher the dynamics is for the immediate and delayed training effects, the more significant are the improved power tests results observed after as few as three lessons.

Conclusions: The discriminant function can be used to classify the training effects of the second grade girls’ power loads. The first canonical function explains the results variation by 80 %. This suggests that it is highly informative. The centroid coordinates groups allow to interpret the canonical functions according to the role differentiating the grades by the training effects of the primary schoolers’ power loads. Thus, the reaction to the power load has immediate, delayed training effects.