Purpose: Determining the state of the student and his situational-motor skills, and their comparison, enables the teacher to control his work in an immediate manner, and he programmes and implements well planned and additional contents in order to realize the set goals. In order to achieve these functions, it is necessary to determine the current state of the students, as well as the state after the implemented specific contents and programs. The aim of the research was to determine the partial changes (differences) of situationalmotor abilities that were created under the influence of a four-month program of basketball, volleyball and handball in the pupils of the fifth grades of elementary school. Material: The study included N = 106 class V students, aged 10 to 11 years. The sample of respondents was divided into two subgroups, an experimental group (53 students), who conducted physical and health education classes according to the modified plan and program of sports games (basketball, volleyball and handball) for a half-year and control group (53 students) who attended regular classes from physical and health culture according to the current curriculum. 9 variables were used to assess situational-motor abilities. Descriptive statistics and discriminatory analysis were used to determine the changes (differences) in situational-motor skills. Results: The results of the research at the descriptive level showed certain differences between the groups in the final versus the initial measurements on the individual variables of situational motors. Based on the results of the discriminatory analysis, the relative contribution of each of the variables of the situational motor in the final measurement is seen. The SMKVLS (Running the ball with your hand in the slalom) and SMRBLZ (Throwing the ball against the wall for 30 seconds) variables are the biggest contributors, and the smallest SMOGCPM (Aiming the goal over the net from the basic stand) and SMOSD (Lower frontal serve). Conclusions: Physical and health culture in schools has the primary task of influencing positive transformation processes in all dimensions of students by applying appropriate content.

中文翻译：

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篮球，排球和手球项目对小学班级形势驱动能力的影响

目的：确定学生的状态和他的情境运动技能，并进行比较，使教师能够立即控制自己的工作，并且他计划并实施计划周密的内容和其他内容以实现既定目标。为了实现这些功能，有必要确定学生的当前状态，以及实施特定内容和程序后的状态。该研究的目的是确定在小学五年级的学生中，在为期四个月的篮球，排球和手球项目的影响下，所产生的情境运动能力的部分变化（差异）。资料：研究包括N = 106位V级学生，年龄在10至11岁之间。受访者样本分为两个子组，一个实验组（53名学生），他们根据修改后的半年体育游戏（篮球，排球和手球）的计划和计划进行了体育和健康教育班，而对照组（53名学生）则参加了体育课的常规班和健康文化根据当前的课程。9个变量用于评估情境运动能力。描述性统计和判别分析用于确定情境运动技能的变化（差异）。结果：在描述性水平上的研究结果表明，在情景马达的各个变量的最终测量值和初始测量值之间，各组之间存在某些差异。根据歧视性分析的结果，在最终测量中，可以看到情境电机的每个变量的相对贡献。变量SMKVLS（用手在激流回旋中运行球）和SMRBLZ（将球对着墙壁扔30秒）变量贡献最大，而SMOGCPM（从基本位置瞄准目标的目标）和SMOSD变量最小（降低前额）。结论：学校的体育和健康文化的首要任务是通过应用适当的内容来影响学生各个方面的积极转变过程。最小的SMOGCPM（从基本看台瞄准网上目标）和SMOSD（降低正面发球）。结论：学校的体育和健康文化的首要任务是通过应用适当的内容来影响学生各个方面的积极转变过程。最小的SMOGCPM（从基本看台瞄准网上目标）和SMOSD（降低正面发球）。结论：学校的体育和健康文化的首要任务是通过应用适当的内容来影响学生各个方面的积极转变过程。