Establishing Normative Standards for the Identification and Orientation of Fifth-Grade Primary School Pupils (Aged 9–10 Years) Toward the Long Jump Event

Abstract

This study aimed to establish normative standards for the selection and orientation of fifth-grade primary school pupils (aged 9–10 years) toward the long jump event by examining age-group differences in performance and identifying the normative performance levels within which most pupils’ results are concentrated. To achieve these objectives, a descriptive survey method was employed. The study was conducted in primary schools in the municipality of Aïn Touta and involved a total population of 282 fifth-grade pupils, including 160 pupils aged 10 years. Data were collected using the long jump test administered to the standardization sample. The findings revealed no statistically significant differences at the significance level (α = 0.05) between the mean scores of the two age groups (9 and 10 years) in the long jump test. Consequently, unified normative scores and performance levels were developed for both age groups. Based on the statistical analyses, normative tables were established, comprising performance levels ranging from Very Poor to Very Good, with corresponding standard scores assigned to each level. The study concluded that these normative standards can serve as an objective and scientific tool for selecting and orienting fifth-grade primary school pupils toward the long jump event, thereby contributing to the early identification of athletic talent and reducing subjectivity and bias in the selection process.