sodobni pogledi na gibalni razvoj otroka...

O T R O K V G I B A N N J O U I T O A M C N I H ID L

Univerza na Primorskem; Pedagoška fakulteta Koper Univerza na Primorskem; Znanstveno-raziskovalno središče Koper Univerza v Ljubljani; Pedagoška fakulteta

6. mednarodni znanstveni in strokovni simpozij the 6th international scientific and expert symposium Portorož 2010

SODOBNI POGLEDI NA GIBALNI RAZVOJ OTROKA

CONTEMPORARY VIEWS ON THE MOTOR DEVELOPMENT OF A CHILD

prispevkicontributions uredili edited by

Rado Pišot Vesna ŠtembergerBoštjan Šimunič Petra DolencRonald Malej

UNIVERZA NA PRIMORSKEMZnanstveno-raziskovalno središče KoperUNIVERSITY OF PRIMORSKAScience and Research Centere of KoperKoper 2010

proceedings

6. mednarodni znanstveni in strokovni simpozij the 6th international scientific and expert symposium

SODOBNI POGLEDI NA GIBALNI RAZVOJ OTROKA CONTEMPORARY VIEWS ON THE MOTOR DEVELOPMENT OF A CHILD Portorož 2010

zbornik prispevkovproceedings

uredili / edited by: Rado Pišot, Vesna Štemberger, Boštjan Šimunič, Petra Dolenc, Ronald Malej izdala in založila / published by: UNIVERZA NA PRIMORSKEM, Znanstveno-raziskovalno središče Koper; UNIVERSITY OF PRIMORSKA, Science and Research Centre of Koperza izdajatelja / for the publisher: Darko Darovecsedež / adress: Garibaldijeva 1, 6000 Koperoblikovanje in prelom / DTP: Tina Jerabek, Rasto Furlan

© 2010

Izdajo zbornika je finančno podprla Javna agencija za raziskovalno dejavnost Republike SlovenijeProceedings of scientific contributions has been financially supported by the Slovenian Research Agency

Avtorji jamčijo za avtorstvo ter prevzemajo vso odgovornost za objavljene prispevke in njihove prevode.Authors pledge for authorship and take full responsability for published proceedings and their translations.

CIP - Kataložni zapis o publikacijiUniverzitetna knjižnica Maribor

37.015.31:796(082)796.012-053.2:373.2/.3(082)

MEDNARODNI znanstveni in strokovni simpozij Sodobni pogledi na gibalni razvoj otroka (6 ; 2010; Portorož) Zbornik izvlečkov [Elektronski vir] = Abstracts/ 6. mednarodni znanstveni in strokovni simpozij Sodobni pogledi na gibalni razvoj otroka = 6th International Scientific and Expert Symposium Contemporary Views on the Motor Development of a Child, Portorož 2010 ; uredili, edited by Rado Pišot ... [et al.]. - El. zbornik. - Koper : Znanstveno-raziskovalno središče = Science and Research Centre, 2010

ISBN 978-961-6328-84-51. Dodat. nasl.COBISS.SI-ID 65657089

ORGANIZATORJI / ORGANIZERS

Univerza na Primorskem; Pedagoška fakulteta Koper; Univerza na Primorskem; Znanstveno-raziskovalno središče Koper; Univerza v Ljubljani; Pedagoška fakulteta

ZNANSTVENI SVET / RESEARCH COUNCIL

prof. dr. Rado Pišot, Univerza na Primorskem, Pedagoška fakulteta Koper in Znanstveno-raziskovalno središče Koper, Slovenija

doc. dr. Vesna Štemberger, Univerza v Ljubljani, Pedagoška fakulteta, Slovenija prof. dr. Stuard J. H. Biddle, Univerza Loughborough, Velika Britanijaprof. dr. David L. Gallahue, Univerza Indiana, Združene države Amerike prof. dr. Petro di Prampero, Univerza v Vidmu, Italija izr. prof. dr. Julia Athena Spinthourakis, Division of Pedagogy, Univerza Patras, Grčija izr. prof. dr. Inger Karlefors, Tehnična Univerza Lulea, Švedska prof. dr. Ksenija Bosnar, Univerza v Zagrebu, Kineziološka fakulteta, Hrvaška prof. dr. Franjo Prot, Univerza v Zagrebu, Kineziološka fakulteta, Hrvaška prof. dr. Milan Žvan, Fakulteta za šport, Univerza v Ljubljani, Slovenija doc. dr. Boštjan Šimunič, Univerza na Primorskem, Pedagoška fakulteta Koper in Znanstveno-raziskovalno

središče Koper, Slovenija izr. prof. dr. Rajko Vute, Univerza v Ljubljani, Pedagoška fakulteta, Slovenija prof. dr. Adolf Rajtmajer, Univerza v Mariboru, Pedagoška fakulteta, Slovenija prof. dr. Jurij Planinšec, Univerza v Mariboru, Pedagoška fakulteta, Slovenija mag. Jernej Završnik, dr. med., Medicinska fakulteta, Univerza v Mariboru, Zdravstveni dom Adolfa Drolca,

Maribor, Slovenija

ORGANIZACIJSKI ODBOR / ORGANISATION COMMITTEE

dr. Rado Pišot - predsednikdr. Vesna Štemberger - podpredsednica Ronald Malejdr. Boštjan Šimuničdr. Nejc Šarabon dr. Franc Krpač dr. Rajko Vute dr. Tjaša Filipčič dr. Jera Zajecmag. Petra Dolenc mag. Alenka CemičSaša Pišot, mag. Giuliana Jelovčan Tadeja Volmut Mitja Gerževič Matej PlevnikUrška Čeklić

RECENZENZIJA / REVIEW

Vsi prispevki so bili predhodno pregledani in recenzirani.

All contributions were pre-screened and reviewed.

5

UNDERSTANDING MOTOR DEVELOPMENT IN CHILDREN AND YOUTH . . . . . . . . 17David L. GALLAHUE

LEVELS AND STAGES OF MOVEMENT SKILL LEARNING: PRACTICAL IMPLICATIONS FOR PARENTS, TEACHERS, COACHES AND THERAPISTS . . . . . . 23NIVOJI IN STOPNJE UČENJA GIBALNIH SPRETNOSTI: PRAKTIČNE IMPLIKACIJE ZA STARŠE, UČITELJE, TRENERJE IN TERAPEVTE . . . . . . . . . . . . . . 23David L. GALLAHUE

CHILD IN MOTION OR NOT IN MOTION? WHAT FACTORS ARE ASSOCIATED WITH PHYSICAL ACTIVITY AND SEDENTARY BEHAVIOUR IN CHILDREN? . . . . . . 27OTROK V GIBANJU ALI SEDEČ OTROK? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27KATERI SO DEJAVNIKI POVEZANI Z GIBALNO/ŠPORTNO AKTIVNIM IN SEDENTARNIM OBNAŠANJEM OTROK? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Stuart J.H. BIDDLE

URA ŠPORTNE VZGOJE VSAK DAN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31A DAILY PHYSICAL EDUCATION LESSON. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Dušan BAJEC

NESTRUKTURIRAN MATERIAL KOT POMAGALO PRI GIBANJU NA PROSTEM . . . 34NON-STRUCTURED MATERIAL AS AN INSTRUMENT WITH OUTDOOR EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Marjeta BARBER

SPOZNAVANJE SMUČANJA SKOZI IGRO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36GETTING TO KNOW SKIING BY PLAYING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Renata BEGUŠ

RADOSTI NA SNEŽNI BELINI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39JOY ON THE SNOW WHITENESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Bojana BENKOVIČ

GIBALNO/ŠPORTNE AKTIVNOSTI V DRUŽINI KOT PREVENTIVNI DEJAVNIK ODVISNOSTI OD ALKOHOLA PRI MLADIH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41SPORT ACTIVITIES IN THE FAMILY AS A PREVENTIVE FACTOR OF ALCOHOL ADDICTION IN YOUTH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Berčič HERMAN

NARAVOSLOVNI TABOR SOČA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44NATURE CAMP SOČA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Bernardka BERNARD

ZGODNJE UČENJE TUJEGA JEZIKA SKOZI GIBANJE . . . . . . . . . . . . . . . . . . . . . . . 46EARLY FOREIGN LANGUAGE LEARNING THROUGH MOVEMENT . . . . . . . . . . . . . 46Alenka BRANC DEMŠAR

STRATEGIJE UPORABE INFORMACIJSKO-KOMUNIKACIJSKE TEHNOLOGIJE PRI POUČEVANJU DIJAKOV ŠPORTNIKOV. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49STRATEGIES OF APPLYING INFORMATION TECHNOLOGY IN EDUCATION FOR STUDENTS, TALENTED FOR SPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Maja BREZNIK KUKLEC

VSEBINA – CONTENTS

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ŠPORTNA VZGOJA NA PODRUŽNIČNI ŠOLI BREZ TELOVADNICE – PREDNOSTI IN SLABOSTI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52PHYSICAL EDUCATION AT A SUBSIDIARY ELEMENTARY SCHOOL WITH NO GYM - ADVANTAGES AND DISADVANTAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Anica BRVAR

KOORDINACIJA NAVPIČNEGA SKOKA 4-LETNIH OTROK . . . . . . . . . . . . . . . . . . . . 55Gregor CANKAR, Boštjan ŠIMUNIČ, Rado PIŠOT

ŠPORTNA VZGOJA PRVOŠOLCEV – POSTAVLJANJE TEMELJEV ZA DEJAVNO ŠPORTNO-GIBALNO UDEJSTVOVANJE POSAMEZNIKA . . . . . . . . . . . . . . . . . . . . . 57PHYSICAL EDUCATION OF THE FIRST - YEAR PUPILS – SETTING UP THE BASES FOR PHYSICAL ACTIVITIES OF AN INDIVIDUAL . . . . . . . . . . . . . . . . . . . . . 57Ema CERAR

MODEL CELOSTNEGA PRISTOPA UČENJA IN POUČEVANJA PRI MATEMATIČNI VSEBINI MERJENJE V POVEZAVI S ŠPORTNO VZGOJO. . . . . . . . . . . . . . . . . . . . . 60THE MODEL OF HOLISTIC APPROACH TO LEARNING AND TEACHING OF THE MATHAMTICAL CONTENTS OF MEASURING IN RELATION TO PHYSICAL EDUCATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Mara COTIČ, Marina IVANIČ, Amalija ŽAKELJ

ZAPLAVAJ V JEZIKE – SPODBUJANJE UČENJA JEZIKOV SKOZI ŠPORT . . . . . . . . 64SWIM THE LANGUAGE – PROMOTING LANGUAGE LEARNING THROUGH SPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Ariela CUK

ANALIZA ELEMENTARNIH GIBALNIH VZORCEV – PLAZENJA, 4-LETNIH OTROK . 65ANALYSIS OF ELEMENTARY MOVEMENT PATTERNS OBSERVED IN 4-YEAR- OLDS WHILE CRAWLING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Urška ČEKLIĆ, Matej PLEVNIK, Rado PIŠOT

VEČJA UČINKOVITOST V IGRAH Z ŽOGO PRI OTROCIH MED 6. IN 10. LETOM STAROSTI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68MORE EFFICIENCY IN BALL GAMES WITH CHILDREN BETWEEN 6 AND 10 YEARS OLD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Davorin ČELEŠ

GLEDALIŠČE IN GIB ZA USTVARJANJE KOT MOTIVACIJA ZA DELO . . . . . . . . . . 71THEATRE AND MOTION FOR CREATION AS MOTIVATION FOR WORK . . . . . . . . . 71Andreja ČERNEL

ANALIZA VAJ ŠPORTNEGA PROGRAMA ZLATI SONČEK V 3. RAZREDU . . . . . . . . 74ANALYSIS OF THE SPORTS PROGRAM – THE GOLDEN SUN IN THE 3RD CLASS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Ristana DABIČ

POTEP SREČE KOT MOŽNOST VKLJUČEVANJA GIBANJA NA PROSTEM V PRVEM RAZREDU OSNOVNE ŠOLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77WALK OF HAPPINESS AS THE POSSIBILITY OF INCLUDING OUTDOOR ACTIVITIES IN THE FIRST GRADE OF PRIMARY SCHOOL . . . . . . . . . . . . . . . . . . . . 77Simona DELOPST

ANKSIOZNOST IN SPOPRIJEMANJE S STRESOM PRI MLADOSTNICAH ŠPORTNICAH IN NEŠPORTNICAH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79ANXIETY AND COPING WITH STRESS AMONG ADOLESCENT FEMALE ATHLETES AND NON-ATHLETES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Petra DOLENC

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PRILOŽNOSTI ZA UVAJANJE GIBANJA MED ŠOLSKO UČNO URO. . . . . . . . . . . . . 82OPPORTUNITIES FOR PHYSICAL ACTIVITY DURING CLASS. . . . . . . . . . . . . . . . . . 82Andreja DREV, Mojca BEVC STANKOVIČ, Vika KUŠTRIN POCRNIČ Damir KARPLJUK, in Mojca GABRIJELIČ BLENKUŠ

GIBALNE MOTNJE V NAJZGODNEJŠEM RAZVOJNEM OBDOBJU . . . . . . . . . . . . . 85MOVEMENT DISORDERS IN INFANCY AND EARLY CHILDHOOD . . . . . . . . . . . . . . 85Janja DROBEŽ

RAZVOJNA MOTNJA KOORDINACIJE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87DEVELOPMENTAL COORDINATION DISORDER . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Janja DROBEŽ

GIBANJE JE VESELJE – MOVE IS A JOY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Irena FAJT- ŠLOSER

KONCEPTUALIZACIJA SODOBNEGA UČNEGA OKOLJA ZA KAKOVOSTEN GIBALNI RAZVOJ OTROKA S PRIMERI IZ PEDAGOŠKE PRAKSE . . . . . . . . . . . . . . 91CONCEPTUALIZATION OF CONTEMPORARY LEARNING ENVIRONMENT FOR qUALITY PHYSICAL EDUCATION; CASE STUDIES. . . . . . . . . . . . . . . . . . . . . . 91Mojmir FLISEK

Z GIBANJEM V POMLADNI DAN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94WITH MOTION INTO A SPRING DAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Vesna FLUHER

GIBALNI IZZIVI ZA OTROKEPRVEGA STAROSTNEGA OBDOBJA . . . . . . . . . . . . . . 97MOTION CHALLENGES FOR CHILDREN IN THE FIRST LIFE PERIOD (BABYHOOD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Andreja FRIDRIH

SWIMMING LESSONS FOR PEOPLE WITH SPECIAL NEEDS IN VELENJE. . . . . . . . 100Maja GARBAJS, Katarina PRAZNIK

UČENJE PLAVANJA OSEB S POSEBNIMI POTREBAMI V VELENJU . . . . . . . . . . . . 103SWIMMING LESSONS FOR PEOPLE WITH SPECIAL NEEDS IN VELENJE. . . . . . . . 103Maja GARBAJS, Katarina PRAZNIK

STALIŠČA VZGOJITELJEV DO PLESA KOT POMEMBNEGA DEJAVNIKA V OTROKOVEM SOCIALNEM RAZVOJU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105PRESCHOOL TEACHERS’ VIEWPOINT ON DANCE AS AN IMPORTANT FACTOR IN CHILDREN’S SOCIAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . 105Vesna GERŠAK

USTVARJALNI GIB KOT UČNI PRISTOP PRI LIKOVNI VZGOJI . . . . . . . . . . . . . . . . . 108CREATIVE MOVEMENT AS TEACHING APPROACH IN ART EDUCATION . . . . . . . . 108Vesna GERŠAK in Mojca PRUNK

GIBALNE DEJAVNOSTI NA SNEGU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111SPORTS ACTIVITIES IN THE SNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Petra GRZETIČ, Vesna KERŠTAJN, Franja KREVZEL

PREVENTIVNI VIDIKI VADBE ZA MOČ PRI OTROCIH IN MLADOSTNIKIH . . . . . . . . 114PREVENTIVE ASPECTS OF STRENGTH TRAINING FOR CHILDREN AND ADOLESCENTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Mitja GERŽEVIČ, Miloš TUL, Nejc ŠARABON

IŠČEMO VARNO POT – VIDEO PRISPEVEK, ČAS TRAJANJA: 8 MIN 10 SEK. . . . . . 119SEARCHING A SAFE ROAD – VIDEO CLIP, DURATION: 8 MINUTES 10 SECONDS 119Irma GOLOB

PROJEKT MOJCA SE GIBA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120PROJECT MOJCA EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Mojca GROJZDEK, Petra AVBELJ

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ABC GIBANJA: OCENJEVANJE GIBALNIH VEŠČIN PRI OTROCIH Z RAZVOJNO MOTNJO KOORDINACIJE V KLINIČNI PRAKSI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122MOVEMENT ABC: MOTOR SKILLS ASSESSMENT FOR CHILDREN WITH DEVELOPMENTAL COORDINATION DISORDERS IN CLINICAL PRAXIS . . . . . . . . . 122Katja GROLEGER SRŠEN, Simona KORELC

RAZVIJANJE USTVARJALNEGA MIŠLJENJA UČENCEV Z ZMERNIMI MOTNJAMI V DUŠEVNEM RAZVOJU Z METODO USTVARJALNEGA GIBA IN PLESA . . . . . . . . 124DEVELOPING CREATIVE THINKING IN CHILDREN WITH MODERATE DEVELOPMENTAL DISABILITIES THROUGH THE METHOD OF CREATIVE MOVEMENT AND DANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Stanka GRUBEŠIČ

PLES KOT IZZIV ZA UČENJE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128DANCE AS A CHALLENGE FOR LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Mojca GÜNTNER-KRULEC

UTRJEVANJE GIBALNIH SPOSOBNOSTI IN NARAVNIH OBLIK GIBANJA PREDŠOLSKIH OTROK V POVEZAVI S PRAVLJICO . . . . . . . . . . . . . . . . . . . . . . . . . 130STRENGTHENING OF MOVEMENT SKILLS AND NATURAL FORMS OF MOVEMENT OF PRESCHOOL CHILDREN IN CONNECTION WITH A FAIRYTALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Jolanda HAPPE

STRENGTHENING OF MOVEMENT SKILLS AND NATURAL FORMS OF MOVEMENT OF PRESCHOOL CHILDREN IN CONNECTION WITH A FAIRYTALE . . 132Jolanda Happe, OŠ Janka Glazerja – Vrtec Ruše

POVEZAVA MED GIBALNIMI SPOSOBNOSTMI IN ZNANJEM PLAVANJA . . . . . . . . 134RELATION BETWEEN MOTOR ABILITIES AND SWIMMING ABILITY . . . . . . . . . . . . 134Katja HOJSAK, Tadeja VOLMUT, Rado PIŠOT

MOTOR DEVELOPMENT IN CHILDREN WITH CEREBRAL PALSY . . . . . . . . . . . . . . 138GIBALNI RAZVOJ OTROK S CEREBRALNO PARALIZO. . . . . . . . . . . . . . . . . . . . . . . 138Maja JEKOVEC-VRHOVŠEK, Matevž J. KRŽAN, David GOSAR, David NEUBAUER

ABC GIBANJE – BATERIJA ZA OCENO OTROKOVEGA GIBANJA . . . . . . . . . . . . . . 142PREDSTAVITEV TESTIRANJA V VRTCIH MESTNE OBČINE KOPER . . . . . . . . . . . . . 142ABC – MOVEMENT ASSESSMENT BATTERY FOR CHILDREN . . . . . . . . . . . . . . . . 142PRESENTATION OF TESTING PRESCHOOLERS IN MUNICIPALITY OF KOPER . . . 142Giuliana JELOVČAN, Tina ŠETINA, Rado PIŠOT

DVODNEVNI TABOR NA PLANINI ROVTARICA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146A TWO-DAY CAMP AT THE ROVTARICA MOUNTAIN PASTURE . . . . . . . . . . . . . . . 146Andreja JENSTERLE

JOGA ZA OTROKE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147YOGA FOR CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Barbara JUDEŽ

ODDELKI Z DODATNO ŠPORTNO PONUDBO - SPODBUDA ZDRAVEMU OTROKOVEMU GIBALNEMU RAZVOJU. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150CLASSES WITH ADDITIONAL SPORTS ACTIVITIES – ENCOURAGEMENT FOR A HEALTHY MOTOR DEVELOPMENT OF CHILDREN . . . . . . . . . . . . . . . . . . . . 150Gregor JURAK, Marjeta KOVAČ

RAZVOJ MOTORIČNEGA SISTEMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156DEVELOPMENT OF MOTOR SYSTEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Mihaela JURDANA, Rado PIŠOT

SPORT AS INTEGRATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Dr. Inger KARLEFORS, Dr. Krister HERTTING

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PROGRAM GIBALNE SPODBUDE ZA OTROKE Z DOWNOVIM SINDROMOM . . . . 163MOVEMENT STIMULATION PROGRAMME FOR CHILDREN WITH DOWN SYNDROME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Robert KAŠTRUN, prof. športne vzgoje

ŠPORTNI ODDELEK V PRVEM STAROSTNEM OBDOBJU . . . . . . . . . . . . . . . . . . . . 165SPORTS DIVISION IN THE PRIMARY AGE PERIOD . . . . . . . . . . . . . . . . . . . . . . . . . . 165Janja KELHAR, dipl. vzg.

PROJEKT DELA ŠPORTNEGA PEDAGOGA V VRTCU KRŠKO . . . . . . . . . . . . . . . . . 167WORK PLAN OF THE GYM TEACHER IN KINDERGARDEN KRŠKO . . . . . . . . . . . . . 167Janja KELHAR, dipl. vzg.

NARAVNE OBLIKE GIBANJA - PRIMER DOBRE PRAKSE V VRTCU MOZIRJE . . . . 170(NATURAL FORMS OF MOVEMENT - A GOOD PRACTICE EXAMPLE IN PRESCHOOL MOZIRJE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Tanja KLEMENŠEK

ORGANIZACIJA PLANINSKIH IZLETOV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173THE ORGANIZATION OF MOUNTAIN EXCURSIONS . . . . . . . . . . . . . . . . . . . . . . . . 173Marina KMET

VANDROVČEK - PLANINSKI PROJEKT ZA PREDŠOLSKE OTROKE. . . . . . . . . . . . . 175VANDROVČEK - ALPINE PROJECT FOR PREESCHOOL CHILDRENS . . . . . . . . . . . 175Tomaž KOCMAN

GIBALNI IZZIVI RAZLIČNO STARIH OTROK V ENOTI PIKAPOLONICA . . . . . . . . . . . 177MOTOR ABILITY CHALLENGES OF DIFFERENT AGED CHILDREN IN THE PIKAPOLONICA NURSERY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Suzana KOCMUR, Barbara BOBN

NARAVA KOT SPODBUDNO OKOLJE ZA GIBANJE OTROK . . . . . . . . . . . . . . . . . . . 180NATURE AS SUPPORTIVE ENVIROMENT FOR MOVEMENT OF THE CHILDREN . . . . . . . . . . . . . . . 180Marjana KOLAR

DELO Z MEDICINKO ZA OTROKOVE TELESNE SPOSOBNOSTI, POČUTJE IN UČINKOVITOST: OD ZABAVE DO PRIPRAVLJENOSTI . . . . . . . . . . . . . . . . . . . . . 182YOUTH MEDICINE BALL TRAINING FOR FITNESS, WELLNESS AND PERFORMANCE: FROM FUN TO FIT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Vladislav Lado KONC

RAZMIŠLJANJE UČENCEV O ŠPORTNI VZGOJI . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185Angelca KOPRIVNIKAR

ŠPORTNI PRIPOMOČKI IZ ODPADNE EMBALAŽE . . . . . . . . . . . . . . . . . . . . . . . . . . 187SPORTS ACCESSORIES FROM PACKAGING WASTE. . . . . . . . . . . . . . . . . . . . . . . . 187Nuša KOSTANJŠEK

GIMNASTIČNA ABECEDA V PRVEM IN DRUGEM TRILETJU OSNOVNE ŠOLE . . . . 194GYMNASTIC ALPHABET IN THE FIRST AND THE SECOND TRIAD OF PRIMARY SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194Urška KOTNIK

NASTAJANJE KOSOBRINOVE ČUTNE POTI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198CREATING THE SENSE TRAIL IN KOSOBRIN KINDERGARTEN . . . . . . . . . . . . . . . . 198Jana KOVAČ, Iva KOCJAN

VPLIV ŠPORTNO TERAPEVTSKIH AKTIVNOSTI PRI OSEBAH S POSEBNIMI POTREBAMI V CUDV DOBRNA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200IMPACT OF THERAPEUTIC SPORT'S ACTIVITY IN PERSONS WITH SPECIAL NEEDS IN CUDV DOBRNA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200Mag. Tine KOVAČIČ, Pavel KURALT

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ŠOLSKA PLESNO-GLEDALIŠKA PREDSTAVA V OSNOVNI ŠOLI VELIKA NEDELJA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201A DANCING SCHOOL PLAY IN ELEMENTARY SCHOOL VELIKA NEDELJA . . . . . . . 201Božena KRIVEC

POVEZANOST AKTIVNEGA ODMORA IN POZORNOSTI . . . . . . . . . . . . . . . . . . . . . . 204CONNECTION BETWEEN ACTIVE BREAK AND PUPILS’ ATTENTION SPAN . . . . . . 204Franjo KRPAČ, Janez JERMAN, Nika KOS

KONCEPT HALLIWICK - VEČ KOT METODA UČENJA PLAVANJA ZA OSEBE S POSEBNIMI POTREBAMI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206HALLIWICK CONCEPT - MORE THAN JUST A MEANS OF TEACHING SWIMMING CONCERNING PEOPLE WITH SPECIAL NEEDS . . . . . . . . . . . . . . . . . . 206Klavdija KRUŠEC

VPLIV SPECIALNE ŠPORTNE VADBE NA NAJVIŠJO HITROST, MOČ IN GIBLJIVOST MLADOSTNIKOV Z MOTNJO V DUŠEVNEM RAZVOJU IN VPLIV SPECIALNE ŠPORTNE VADBE NA RAZVOJ HITROSTI, MOČI IN GIBLJIVOSTI MLADOSTNIKOV Z MOTNJO V DUŠEVNEM RAZVOJU . . . . . . . . . 208IMPACT OF SPECIAL SPORT ACTIVITY ON MAXIMAL VELOCITY, POWER AND FLEXIBILITY IN ADOLESCENTS WITH MENTAL DISABILITIES AND IMPACT OF SPECIAL SPORT ACTIVITY ON DEVELOPMENT OF MAXIMAL VELOCITY, POWER AND FLEXIBILITY IN ADOLESCENTS WITH MENTAL DISABILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208Pavel KURALT, Tine KOVAČIČ

POLHKOV GIBALNI POLIGON ZA OTROKE OD 1-6 LET . . . . . . . . . . . . . . . . . . . . . . 212DORMOUSE MOTION GROUND FOR CHILDREN FROM 1 TO 6 YEARS . . . . . . . . . 212Urška LAH

CICIKROS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216CHILDREN'S RUN CICIKROS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216Urška LAH

POMEN RAZVOJA SOCIALNIH KOMPETENC VZGOJITELJA ZA KAKOVOSTEN GIBALNI RAZVOJ PREDŠOLSKEGA OTROKA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219Jurka LEPIČNIK VODOPIVEC, Maja HMELAK

THE IMPORTANCE OF DEVELOPING SOCIAL COMPETENCES OF EDUCATORS FOR qUALITY MOTOR DEVELOPMENT OF PRE-SCHOOL CHILDREN . . . . . . . . . . 222Jurka LEPIČNIK VODOPIVEC, Maja HMELAK

GIBALNE DEJAVNOSTI PREDŠOLSKIH OTROK Z UČITELJEM ŠPORTNE VZGOJE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225MOTIVE ACTIVITIES FOR PRESCHOOL CHILDREN WITH A PE TEACHER . . . . . . . 225Tatjana LESKOVEC

ANALIZA PREHRAMBNIH NAVAD IN GIBALNIH AKTIVNOSTI PREDŠOLSKIH OTROK V MESTU IN NA PODEŽELJU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228THE ANALYSIS OF ALIMENTARY HABITUDE AND MOTOR ACTIVITIES OF PRE-SCHOOL CHILDREN IN URBAN AND RURAL ENVIRONMENT . . . . . . . . . . . . . 228Brigita LIČEN, Alenka CEMIČ

THE INTEGRATION OF MOVEMENT AND THE ARTS INTO THE CURRICULUM: . . 230PREPARING IN-SERVICE AND PRE-SERVICE TEACHERS . . . . . . . . . . . . . . . . . . . . 230INTEGRACIJA GIBANJA IN UMETNOSTI V ŠOLSKI KURIKULUM. . . . . . . . . . . . . . . 230Sandra B. LOUGHRAN

PESTROST PLESNIH DEJAVNOSTI V OSNOVNI ŠOLI . . . . . . . . . . . . . . . . . . . . . . . . 232THE VARIETY OF DANCE ACTIVITIES IN ELEMENTARY SCHOOL . . . . . . . . . . . . . . 232Simona LOZINŠEK

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ŠOLSKO ŠPORTNO DRUŠTVO V SREDNJI ŠOLI ZA STORITVENE DEJAVNOSTI IN LOGISTIKO CELJE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234SCHOOL SPORTS CLUB IN SECONDARY SCHOOL FOR SERVICE ACTIVITIES AND LOGISTICS CELJE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234Igor LUPŠE

HIPERAKTIVNOST OTROK KOT ZGREŠEN POJEM?. . . . . . . . . . . . . . . . . . . . . . . . . 237HYPERACTIVITY IN CHILDREN - A MISUNDERSTOOD CONCEPT?. . . . . . . . . . . . . 237Dušan MACURA, Mojca DOUPONA TOPIČ, Blanka MEKINDA

SODELOVANJE PEDAGOŠKE, ŠPORTNE IN ZDRAVSTVENE STROKE . . . . . . . . . . 238NA PODROČJU GIBALNE/ŠPORTNE AKTIVNOSTI ZA ZDRAVJE. . . . . . . . . . . . . . . 238COOPERATION OF EDUCATIONAL, SPORT AND HEALTH PROFESSIONALS. . . . . 238IN THE FIELD OF PHYSICAL/SPORT ACTIVITY FOR HEALTH. . . . . . . . . . . . . . . . . . 238Ksenja MAROLIN KUZMA

POVEZANOST INDEKSA TELESNE MASE IN DOSEŽKOV V EUROFIT TESTIH PRI OTROCIH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244RELATIONSHIP BETWEEN BODY MASS INDEX AND EUROFIT TESTS RESULTS OF CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244Črtomir MATEJEK, Jurij PLANINŠEC

RAZISKOVALNE NALOGE IZ ŠPORTA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247RESEARCH TASKS IN SPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Katja MEDIJA

OBISK AMERIŠKIH KOŠARKARJEV NA OŠ JURIJA VEGE . . . . . . . . . . . . . . . . . . . . 249VISIT OF AMERICAN BASKETBALL PLAYERS AT JURIJ VEGA PRIMARY SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249Katja MEDIJA

SKRB ZA GIBANJE IN ŠPORTNA VZGOJA PRI OTROCIH Z MOTNJAMI AVTISTIČNEGA SPEKTRA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251CARING FOR PHYSICAL EXERCISE AND PSYSICAL EDUCATION OF CHILDREN WITH AUTISM SPECTRUM DISORDER . . . . . . . . . . . . . . . . . . . . . . . . . 251Branka MEDVED

KO GIB PRIPOVEDUJE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253WHEN THE MOVEMENT SPEAKS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253Darka MIKULANDRA

IGRE BREZ MEJA – ŠPORTNE IGRE VESELJA IN ZABAVE . . . . . . . . . . . . . . . . . . . . 256GAMES WITHOUT FRONTIERS – GAMES OF FUN AND ENTERTAINTMENT . . . . . . 256Darka MIKULANDRA

UGOTAVLJANJE GIBALNIH ZNANJ PET LET STARIH OTROK . . . . . . . . . . . . . . . . . 259DETECTION OF MOTOR SKILLS OF FIVE YEARS OLD CHILDREN. . . . . . . . . . . . . . 259Miran MUHIČ

ELEMENTARNE GIBALNE IGRE KOT SREDSTVO ZA RAZVIJANJE GIBALNIH SPOSOBNOSTI OTROK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262ELEMENTARY SPORT GAMES AS MEANS FOR DEVELOPMENT OF CHILD MOTOR ABILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262Miran MUHIČ

RAZVOJ VZDRŽLJIVOSTI IN SPRETNOSTI 5 DO 6 LETNIH OTROK PRI HOJI NA BLIŽNJI HRIB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264THE DEVELOPMENT OF ENDURANCE AND SKILLS IN 5 TO 6 YEAR OLD CHILDREN DURING A WALK TO A NEARBY HILL . . . . . . . . . . . . . . . . . . . . . . . . . . . 264Urška MULEJ, Slavka PRAPROTNIK

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STANDARDS FOR DEVELOPMENT AND LEARNING OF EARLY-AGED CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267STANDARDI ZA ZGODNJI RAZVOJ IN UČENJE OTROK V ZGODNJEM OBDOBJU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267Ms Snezana NIKOLIC, Ms Danijela ILIC – STOSOVIC, Ms Snezana ILIC

VPLIV GLASBENIH ZVRSTI NA TEK OTROK OD 5. DO 10. LETA . . . . . . . . . . . . . . . 271INFLUENCE OF MUSIC GENRE ON CHILDREN'S RUNNING . . . . . . . . . . . . . . . . . . 271Sašo OBERSKI

ELEMENTARY GAMES IN FUNCTION OF REACTION SPEED DEVELOPMENT OF YOUNG MALE AND FEMALE TEAM HANDBALL PLAYERS . . . . . . . . . . . . . . . . . 274ELEMENTARNE IGRE U FUNKCIJI RAZVOJA REAKTIBILNOSTI MLADIH RUKOMETAŠA I RUKOMETAŠICA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274Katarina OHNJEC, Maja HORVATIN – FUČKAR, Igor GRUIĆ

POVEZANOST UČNIH TEŽAV NA PODROČJU BRANJA IN PISANJA TER RITMIČNIH SPOSOBNOSTI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278SPECIFIC LEARNING DIFFICULTIES AND RHYTHMIC ABILITIES . . . . . . . . . . . . . . . 278Martina OZBIČ, Tjaša FILIPČIČ, Damjana KOGOVŠEK, Igor STARC

IGRANJE GLASBIL – MOTORIČNI IZZIV? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281PLAYING INSTRUMENTS – A MOTOR CHALLENGE? . . . . . . . . . . . . . . . . . . . . . . . . 281Martina OZBIČ, Igor STARC

DVODNEVNI POHOD NA NANOS V TRETJEM RAZREDU OŠ MIROSLAVA VILHARJA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285TWO-DAY HIKE TO NANOS IN THE THIRD CLASS OF MIROSLAVA VILHARJA PRIMARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285Dolores PALINKAŠ

MATEMATIKA Z GIBANJEM PRI NAJMLAJŠIH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288MATHEMATICS THROUGH MOVEMENT WITH YOUNG CHILDREN. . . . . . . . . . . . . 288Marjetka PANČUR

S TEKOM ZA ZDRAVJE IN DOBRO POČUTJE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290RUNNING FOR HEALTH AND WELL-BEING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290Vera PATERNUŠ

ANALIZA MNENJ ŠTUDENTK PREDŠOLSKE VZGOJE V LJUBLJANI IN NA REKI O ZNANJU IN POMENU GIBANJA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292COMPARISON OF STUDENT'S OPINION ABOUT MOTOR ACTIVITIES OF PRE-SCHOOL POPULATION IN LJUBLJANA AND RIJEKA . . . . . . . . . . . . . . . . . . . . 292Martina PILAT SIROTIĆ, Alenka CEMIČ

ZGODNJE UČENJE TUJEGA JEZIKA S POMOČJO IGRE IN GIBA . . . . . . . . . . . . . . 295EARLY LANGUAGE LEARNING THROUGH GAMES AND MOVEMENT. . . . . . . . . . . 295Dominika PIRJEVEC

PRISTOPI K UGOTAVLJANJU SKLADNOSTI ELEMENTARNIH GIBALNIH VZORCEV V ZGODNJEM OTROŠTVU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298APPROACHES IN ANALYSIS OF ELEMENTARY MOTOR PATTERNS IN EARLY CHILDHOOD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298Rado PIŠOT, Boštjan ŠIMUNIČ, Nejc ŠARABON, Giuliana JELOVČAN, Matej PLEVNIK, Urška ČEKLIČ, Saša PIŠOT, Tadeja VOLMUT, Petra DOLENC, Mitja GERŽEVIČ

PRIMERJAVA REZULTATOV OBJEKTIVNEGA IN SUBJEKTIVNEGA MERJENJA KOLIČINE IN INTENZIVNOSTI GIBALNE/ŠPORTNE AKTIVNOSTI OTROK . . . . . . . . 301COMPARISON OF SUBJECTIVELY AND OBJECTIVELY MEASURED TIME SPENT ON CHILDREN’S PHYSICAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301Saša PIŠOT, Boštjan ŠIMUNIČ, Tadeja VOLMUT, Rado PIŠOT

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KO ULICA NI VEČ IGRIŠČE - SPREMENJENA DRUŽBENA VLOGA OTROKA IN OTROKOVA GIBALNA / ŠPORTNA AKTIVNOST . . . . . . . . . . . . . . . . . . . . . . . . . . 306WHEN A STREET IS NO LONGER A PLAYGROUND - CHANGING SOCIAL ROLE OF THE CHILD AND CHILD'S PHYSICAL ACTIVITY . . . . . . . . . . . . . . . . . . . . 306Saša PIŠOT, Julia Athena SPINTHOURAKIS

NEKATERE ZNAČILNOSTI GIBALNEGA VZORCA PLEZANJA 4- LETNIH OTROK . . 310SOME CHARACTERISTICS OF CLIMBING MOVEMENT PATTERN OF 4 YEARS OLD CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310Matej PLEVNIK, Iris GERBEC, Boštjan ŠIMUNIČ, Rado PIŠOT

EFFECTS OF GROWTH AND MATURATION ON MAXIMAL AEROBIC RUNNING PERFORMANCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313VPLIV RASTI IN ZORENJA NA MAKSIMALNO AEROBNO TEKAŠKO UČINKOVITOST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313Pietro Enrico di PRAMPERO

VODNE AKTIVNOSTI MATP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314WATER ACTIVITIES MATP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314Tanja PRINCES

PLEŠIMO DANES, DA BOMO PLESALI TUDI JUTRI. . . . . . . . . . . . . . . . . . . . . . . . . . 316LET´S DANCE TODAY, THAT WE´LL BE ABLE TO DANCE TOMORROW, TOO. . . . . 316Claudia RABUZA

ŠPORTNA AKTIVNOST IN NEMŠČINA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318SPORT ACTIVITY AND THE GERMAN LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . . . . 318Claudia Rabuza

NELINEARNOST V DIDAKTIKI ŠPORTA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320NONLINEARITY IN SPORTS DIDACTICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320Dolfe RAJTMAJER

UPRAVLJANJE KAKOVOSTI NA PODROČJU PROGRAMOV ŠPORTNEGA RAZVOJA OTROK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323qUALITY MANAGEMENT PROGRAMMES IN THE FIELD OF CHILDREN SPORT DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323Iztok RETAR

VPLIV OBRAVNAVE OTROK S POSEBNIMI POTREBAMI NA GIBALNI RAZVOJ. . . . 326THE INFLUENCE OF TREATMENT OF CHILDREN WITH SPECIAL NEEDS ON MOTOR DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326ROGIČ OŽEK

VPLIV OKOLJA NA PSIHO-SOCIALNE PODLAGE V GIBALNEM RAZVOJU OTROKA S ČUSTVENIMI IN VEDENJSKIMI MOTNJAMI . . . . . . . . . . . . . . . . . . . . . . 329THE INFLUENCE OF THE ENVIRONMENT ON PSYCHO-SOCIAL BASE IN PHYSICAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329OF THE CHILD WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES . . . . . . . . . . 329Marjana ROJNIK

GIBALNI MOTIV VZGOJITELJIC V PROSTEM ČASU IN NJEGOV VPLIV NA OTROKE V VRTCU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331PHYSICAL ACTIVITY OF KINDERGARDEN TEACHERS IN THEIR FREE TIME AND ITS INFLUENCE ON PRE-SCHOOL CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . 331Mojca ROSTOHAR, Miran MUHIČ

ŠPORTNI PEDAGOGI IN TERAPEVTI KOT SODELAVCI . . . . . . . . . . . . . . . . . . . . . . . 333TRAINERS AND THERAPISTS AS COLLABORATORS . . . . . . . . . . . . . . . . . . . . . . . . 333Neda ROTAR

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DVD KOT PRIPOMOČEK PRI OCENJEVANJU ZNANJA PRI ŠPORTNI VZGOJI V PRVI TRIADI DEVETLENE OSNOVNE ŠOLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335DVD AS AN AID FOR ASSESSMENT OF PHYSICAL EDUCATION KNOWLEDGE IN THE FIRST THREE YEARS OF THE NINE-YEAR PRIMARY SCHOOL . . . . . . . . . . 335Kristina RUPRET, Vesna ŠTEMBERGER

INTERPERSONAL RELATIONSHIPS AND INFLUENCE OF FOOTBALL ON THE CHILD SOCIAL DEVELOPMENT IN THE DEVELOPING COUNTRIES . . . . . . . . . . . . 338MEDOSEBNI ODNOSI IN VPLIV NOGOMETA NA OTROKOV SOCIALNI RAZVOJ V DRŽAVAH V RAZVOJU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338Simona SAFARIKOVA

GIBANJE V VRTCU JE ZABAVNO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339A MOVEMENT IN KINDERGARTEN IS FUN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339Marija SARDOČ, Olga TONAČEVA

Z GIBANJEM DO ZNANJA: KIBERNETIČNA METODA . . . . . . . . . . . . . . . . . . . . . . . . 342LEARNING THROUGH MOVEMENT: THE CYBERNETIC METHOD . . . . . . . . . . . . . . 342Nataša SCHELL BRATINA

Z GIBANJEM DO POZORNOSTI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345PHYSICAL ACTIVITIES FOR ATTENTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345Marjeta SEBANC

OPEN-AIR SCHOOL IN THE 5TH CLASS OF THE ELEMENTARY SCHOOL . . . . . . . 347LETNA ŠOLA V NARAVI V PETEM RAZREDU OSNOVNE ŠOLE . . . . . . . . . . . . . . . . 347Mojca SLIVNIK

SPODBUJANJE OTROK (TUDI TISTIH S PREKOMERNO TELESNO TEŽO) H GIBALNI AKTIVNOSTI Z INTERESNO DEJAVNOSTJO AEROBIKE. . . . . . . . . . . . . 349AEROBICS AS A MOTIVATION FOR CHILDREN (INCLUDING OVERWEIGHT CHILDREN) TO ATTEND PHYSICAL ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349Anita SMOLE

VADBENE URICE ZA OTROKE OD 2 DO 6 LETA . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351OUTDOOR LESSONS ACTIVITIES FOR CHILDREN FROM 2 TO 6 YEARS . . . . . . . . 351Tanja SMUKAVEC

PROCES, KI SE NIKOLI NE KONČA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353THE PROCESS THAT NEVER ENDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353Barbara STANČEVIĆ

SPODBUJANJE GIBANJA IN ZDRAVE PREHRANE NA ŠOLI. . . . . . . . . . . . . . . . . . . 356ENCAURAGEMENT OF MOVEMENT AND HEALTHY EATING AT BREŽICE ELEMENTARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356Ivanka STOJANOVIĆ

SODOBNEJŠI PRISTOPI PRI POUČEVANJU ŠPORTNE VZGOJE NA LITIJSKI GIMNAZIJI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359MODERN APPROACHES TO P.E. TEACHING AT LITIJA HIGH SCHOOL . . . . . . . . . 359Mitja STRMEC

DIFFERENCES BETWEEN PRESCHOOL GIRLS AND BOYS IN MOTOR CREATIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363Nataša STURZA-MILIĆ

POVEZANOST STATIČNE MOČI NOG IN DINAMIKE VERTIKALNEGA SKOKA PRI ŠTIRILETNIH OTROCIH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366RELATIONSHIP BETWEEN STATIC STRENGTH OF THE LOWER EXTREMITIES AND VERTICAL JUMP DYNAMICS IN FOUR YEARS OLD CHILDREN . . . . . . . . . . . 366Nejc ŠARABON, Mitja GERŽEVIČ, Boštjan ŠIMUNIČ, Rado PIŠOT

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SPIRALOMETRIJA IN MOŽNOSTI NJENE UPORABE PRI PROUČEVANJU MOTORIČNEGA RAZVOJA FINIH GIBOV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370ROKE PRI OTROKU / SPIRALOMETRY AND ITS POTENTIAL IN STUDIES OF MOTOR DEVELOPEMENT OF FINE HAND MOVEMENTS IN CHILDREN . . . . . . . . . 370Nejc ŠARABON

POMEN GIBALNE/ŠPORTNE AKTIVNOSTI ZA REGULACIJO MAŠČOBNE MASE PRI 6- DO 8-LETNIH OTROCIH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374PHYSICAL ACTIVITY VALUE FOR FAT MASS REGULATION IN 6-8 YEAR OLD CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374Tina ŠETINA, Rado PIŠOT, Tadeja VOLMUT, Boštjan ŠIMUNIČ

Z MERILNIKOM POSPEŠKA IZMERJENA GIBALNA/ŠPORTNA AKTIVNOST SLOVENSKIH OTROK MED 5. IN 8. LETOM STAROSTI . . . . . . . . . . . . . . . . . . . . . . . 377PHYSICAL ACTIVITY IN SLOVENIAN CHILDREN FROM 5 TO 8 YEARS MEASURED WITH ACCELEROMETER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377Boštjan ŠIMUNIČ, Tadeja VOLMUT, Rado PIŠOT

RAZVOJ, POMEN IN VADBA AHILOVE TETIVE PRI OTROCIH. . . . . . . . . . . . . . . . . . 381DEVELOPMENT, SIGNIFICANCE AND EXERCISE OF ACHILLES TENDON IN CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381Boštjan ŠIMUNIČ, RADO PIŠOT

MNENJA UČENCEV O TESTIRANJU ZA ŠPORTNO-VZGOJNI KARTON. . . . . . . . . . 384PUPIL'S OPINION ABOUT PE CARDS TESTING . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384Vesna ŠTEMBERGER, Keli PAJEK

ŠPORT V VRTCU - ZAKAJ PA NE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387SPORT IN PRESCHOOL – WHY NOT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387Mateja ŠTIH, Marko URBAS

SAMOSTOJEN DVOLETNIK?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388 AN INDEPENDENT TWO YEAR? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388Lea ŠTRUKELJ

HOPPY ŽOGE – NOV IZZIV ZA MEDPREDMETNO POVEZOVANJE . . . . . . . . . . . . . 393HOP BALLS – A DEVICE FOR PHYSICAL AND OTHER ACTIVITIES . . . . . . . . . . . . . 393Sabina TAUSES

Z GIBANJEM DO IZŠTEVANK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395THE MOVEMENT TO COUNTING - RHYME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395Janja URBANC

VARNI IN ODGOVORNI V PROMET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398Svetlana VESIČ, Irma GOLOB

SAFE AND RESPONSIBLE IN THE TRAFFIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400Svetlana VESIČ, Irma GOLOB

GIBANJE OB HARMONIKI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403MOVING AT ACCORDION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403Vesna VIDOVIČ

RAZLIKE V GIBALNI/ŠPORTNI AKTIVNOSTI OTROK GLEDE NA MAŠČOBNO MASO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405PHYSICAL ACTIVITY DIFFERENCES IN CHILDREN WITH NORMAL AND INCREASED FAT MASS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405Tadeja VOLMUT, Urška ČEKLIĆ, Rado PIŠOT, Boštjan ŠIMUNIČ

PREGLED INTERVENCJI ZA DVIG GIBALNE/ŠPORTNE AKTIVNOSTI OTROK . . . . . 408OVERVIEW OF PHYSICAL ACTIVITY INTERVENTIONS IN CHILDREN . . . . . . . . . . . 408Tadeja VOLMUT, Rado PIŠOT, Boštjan ŠIMUNIČ

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GIBALNI RAZVOJ OTROKA Z VIDIKA SODOBNE DRUŽBE IN USTREZNA INFRASTRUKTURA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412MOTOR DEVELOPMENT IN TERMS OF MODERN SOCIETY AND AN ADEqUATE INFRASTRUCTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412Nataša VREČEK

VARNOST PRI UČENJU PLAVANJA IN DEJAVNOSTIH V VODI MLADIH S POSEBNIMI POTREBAMI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414SAFETY AND WATER ACTIVITIES FOR YOUTH WITH SPECIAL NEEDS . . . . . . . . . 414Rajko VUTE

STARŠI KOT ZGLED OTROKOM ZA POGOSTOST UKVARJANJA Z GIBALNIMI/ŠPORTNIMI DEJAVNOSTMI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417PARENTS AS ROLE MODELS TO CHILDREN FOR THE FREqUENCY OF DEALING WITH MOTOR/SPORTS ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417Jera ZAJEC, Mateja VIDEMŠEK, Jože ŠTIHEC, Boštjan ŠIMUNIČ

ŽIVLJENJSKI SLOG BODOČIH VZGOJITELJEV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420LIFESTYLE OF FUTURE PRESCHOOL TEACHERS . . . . . . . . . . . . . . . . . . . . . . . . . . 420Jera ZAJEC, Alenka CEMIČ

DINAMIKA RAZVOJA MOTORIČNEGA PROSTORA OSEB Z NEVROLOŠKO SIMPTOMATIKO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423DYNAMICS AT MOTORIC SPACE DEVELOPMENT OF PERSON WITH NEUROLOGICAL SYMPTOMATICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423Erna ŽGUR

AEROBIKA NA PROSTEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425OUTDOOR AEROBICS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425Andreja ŽNIDAR

VLOGA GIBALNE/ŠPORTNE AKTIVNOSTI MLAJŠIH OTROK . . . . . . . . . . . . . . . . . . 427THE ROLE OF PHYSICAL / SPORTS ACTIVITY ON YOUNG CHILDREN . . . . . . . . . 427Martina ŽNIDARŠIČ

PLANINSKO PLANŠARSKI TABOR NA ŠIJI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431ALPINE CAMP AND DAIRY-FARMING ON THE ŠIJA MOUNTAIN MEADOW . . . . . . 431Ana Marija ŽOHAR

PLEZANJE KOT INTERESNA DEJAVNOST ZA NAJMLAJŠE . . . . . . . . . . . . . . . . . . . 435CLIMBING FOR ELEMENTARY LEVEL AS AN EXTRA - CURRICULAR ACTIVITY . . 435Ana Marija ŽOHAR

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UNDERSTANDINGMOTORDEVELOPMENTINCHILDRENANDYOUTH

David L. GALLAHUE

UNDERSTANDING MOTOR DEVELOPMENT IN CHILDREN AND YOUTH

David L. GALLAHUE

Indiana University

Bloomington, Indiana USA

In its simplest form the term development refers to change in function over time. As such, development encompasses all change throughout the life span in the cognitive, affective and motor domains of human behavior. Understanding the motor development of children and youth is of keen interest to parents and educators, as well as scholars, physicians and therapists.

Motor development may be defined as adaptive change toward competence in motor behavior across the life span. As such, motor development is studied both as a product and as a process. Knowledge of the products (i.e., the outcomes) and the processes (i.e., the underlying mechanisms) of changes in motor behavior over time provide us with information that is vital to understanding the individual particularly during a time of rapid developmental change – the period of childhood.

In terms of “product,” understanding the motor development of children provides us with descriptive profiles of developmental change in the motor behavior of normally developing children, thereby providing us with information about the “what” of motor development. Namely: (a) What are the typical phases and stages of motor development during childhood? (b) What are the approximate age-periods associated with typical markers of motor behavior in young children? and (c) What do we know about predictable patterns of change in motor behavior that are typically seen in normally developing children as compared to those who may be either developmentally delayed, or developmentally advanced? In short, descriptive views of motor development equip us with a better understanding, in general terms, of what lies ahead in terms of anticipated change. Historically, descriptive profiles of developmental change have yielded rather specific “appropriate” age-markers for a desired behavior. Caution needs to be exercised in placing emphasis on these markers beyond what they may reveal in general terms. For example, although the developmental sequence for acquisition of rudimentary and fundamental movement skills is highly similar in normally developing children, the rate of development is highly variable and context specific. Children raised in different ecological and cultural settings may be significantly ahead or behind their age-mates in terms of movement skill acquisition and physical development. So too are children with various developmental disabilities, or who have been exposed to certain kinds of gross and fine motor activities such as skateboarding or violin playing not generally available to others.

In terms of “process,” understanding the motor development of children helps us address the mechanisms that underlie developmental change. As such we gain information about the “how” and “why” of development. Namely: (a) How does change occur as it does? (b) Why is developmental change a nonlinear, self-organizing dynamic process? (c) How do heredity and the environment interact with the requirements of the motor task as one strives for greater motor control and movement competence? In short, better understanding

the mechanisms that underlie motor development provide us with specific explanations of why change occurs as it does in children.

Although our focus is on the motor development of children, it is important to note that change in movement skill acquisition is a progressive process resulting in measurable products and that it begins during the pre-natal period and extends throughout life. Although we can depict motor development hierarchically in a phase-stage sequence, as in Table 1, it is important to emphasize that the age sequence of movement skill acquisition becomes increasingly variable as one advances from phase to phase namely the reflexive movement phase of early infancy to the rudimentary movement phase of infancy and toddler hood, the fundamental movement phase of early childhood, and finally to the specialized movement phase of later childhood and beyond (Gallahue & Ozmun, 2006). As movement skills become increasingly complex they become differentially influenced by the specific requirements of the movement task itself, the biology of the individual and the specific conditions of the learning environment. As such the notion that there is a maturationally determined universal unfolding of fundamental movement skills is not supported by fact (Haywood, & Getchell. 2009).

The reflexive movement phase typically extends from the fourth or fifth month of the prenatal period well into the first year of post natal life. Primitive reflexes such as the Moro reflex, asymmetrical tonic neck reflex and Babinski reflex, as well as postural reflexes such as the body righting reflex, crawling reflex, and primary stepping reflex appear and are inhibited on a universally predictable schedule in normally developing infants.

During the rudimentary movement phase typical of infancy, a variety of movement patterns are established that involve control of the head, neck and trunk (body stability), controlled reaching, grasping and releasing (object manipulation) and proficiency in creeping and crawling (purposeful locomotion). Although the sequence of acquisition of these rudimentary movement tasks tends to follow a sequential progression from simple to more complex, the rate of their acquisition may vary by a matter of several months among infants who are developing normally.

On the average, normally developing children are generally seen as being at the fundamental movement phase of motor development during the preschool and primary school years. This is the period of time during which young children experiment and explore their movement potential in a variety of movement tasks that form the building blocks for the more complex movement skills at the fifth and final phase. During this phase there is marked variability in the rate of movement skill acquisition ranging from a few months to several years. Later in this chapter we will focus our discussion on the fundamental movement phase of motor development.

At the specialized movement skill phase more complex movement skills are refined and mastered. Variability

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David L. GALLAHUE

in the rate and extent of skill acquisition is determined by a wide variety of environmental as well as biological factors. For example, learning how to play the game of basketball, tennis or golf with sufficient skill to be able to participate at a recreational or competitive level will vary widely among individuals due to the extent to which they have been exposed to these activities, received quality instruction and have among other things the physical, psychological and perceptual attributes necessary for success.

Our focus here is only on one of the aspects of motor behavior studied in the context of developmental change during childhood: Namely the Acquisition of Fundamental Movement Skills. What the available research tells us about this aspect of motor behavior during childhood is presented along with a synthesis of findings in table form.

ACQUISITION OF FUNDAMENTAL MOVEMENT SKILLS

As children approach their second birthdays, marked changes can be observed in how they relate to their surroundings. By the end of the second year, most have mastered the rudimentary movement abilities of infancy. These movement abilities form the basis on which children develop and refine the fundamental movement skills of early childhood and the specialized movement skills of later childhood and beyond. Young children are no longer immobilized by their basic inability to move about freely or by the confines of their crib or playpen. They are now able to explore the movement potential of their bodies as they move through space (locomotion). They no longer have to maintain a relentless struggle against the force of gravity but are gaining increased control over their musculature in opposition to gravity (stability). They no longer have to be content with the crude and ineffective reaching, grasping, and releasing of objects characteristic of infancy but are rapidly developing the ability to make controlled and precise contact with objects in their environment (object manipulation).

Children are involved in the process of developing and refining their movement skills in a wide variety of fundamental stability, locomotor and manipulative movements (Gabbard, 2003; Gallahue & Ozmun, 2006; Haywood & Getchell 2009; Payne & Isaacs, 2002). This means that they should be involved in a series of coordinated and individually appropriate experiences designed to enhance knowledge of their body and its potential for movement. Development of fundamental movement skills is basic to the motor development of young children. By engaging in a wide assortment of

Table 1: Gallahue’s Phases of Motor Development (2006)

Movement PhaseTypical Age Period

of DevelopmentMovement Characteristics

of PhasesReflexive In Utero to 4 month

4 months to 1 yearInformation encoding stageInformation decoding stage

Rudimentary Birth to 1 year1-2 years

Pre-control stageReflex inhibition stage

Fundamental 2-3 years4-5 years6-7 years

Initial stageElementary stageMature stage

Specialized 7-10 years11-13 years14 years and beyond

Transition stageApplication stageLifelong utilization stage

movement experiences in active play settings, of both a gross motor and fine motor variety, children have a wealth of information on which to base their perceptions of themselves and the world.

Fundamental movement skill development is not specifically concerned with developing high degrees of skill in a limited number of movement situations, but rather with developing acceptable levels of proficiency and efficient body mechanics in a wide variety of movement patterns. As such a fundamental movement only involves the basic elements of a particular movement task. It does not include such things as the individual’s style or personal peculiarities in performance. It does not emphasize the combining of a variety of fundamental movements into more complex skills such as the lay-up shot in basketball or a floor exercise routine in gymnastics. Each fundamental movement skill is first considered in relative isolation from others, and then as skill develops linked with others in a variety of combinations. The locomotor movements of running, jumping, and leaping, or the manipulative movements of throwing, catching, kicking, and trapping, are examples of fundamental movement abilities first mastered separately by the child. These basic skills are then gradually combined and enhanced in a variety of ways to become more complex and specialized movement skills that are used in daily living, recreational and sport

The basic elements of fundamental movements have been found to be essentially the same for normally developing children. In the 1960’s and 70’s several scales appeared in the North American literature that illustrated a relationship between chronological age and motor performance. Although several decades have elapsed since these studies, they remain as classics in providing us with broad descriptive profiles of age-related changes in fundamental movement skill acquisition. They are not, however, sensitive to ecological differences that may be expressed in varying cultures, racial and ethnic groups, and socio-economic strata.

Early normative studies of motor development are interesting in that they provide valuable descriptive insights about performance variables throwing for distance (“how far,”), running for speed (“how fast),” and performing a number of repetitions (“how many”). They fail, however, to provide information about qualitative change that occurs as the child progresses toward a more mature form. As a result, a number of investigators, all using film and computer techniques to analyze the intraskill aspects of a variety of fundamental movement patterns, began to collect data leading to a stage concept of motor development during early childhood. Several researchers conducted important

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investigations into the intraskill sequences of a variety of fundamental movement tasks. Out of these investigations have come three popular methods of charting the stage classification of children in observational settings. The systems originally devised by Roberton (1978a; 1978b; 1982), McClengahan and Gallahue (1978), and Seefeldt and Haubenstricker (1976; 1982) set the stage for the use of observational assessment as a reliable method for screening the development of fundamental movement skills for instructional purposes. The Roberton method expands stage theory to an analysis of the separate components of movement within a given pattern and is commonly referred to as the segmental assessment approach (also known as the component approach). The Seefeldt method assigns an overall stage classification (stage 1 through stage 5) and is referred to as a total body assessment approach (also known as the total body configuration approach).

In their book Developmental Physical Education for All Children (2003) Gallahue and Cleland offer a practical, easy-to-use, and reliable system for classifying individuals at the “initial”, “elementary”, “mature” or “sport skill” stages along with a wide variety of developmentally appropriate movement experiences for each stage in twenty-three fundamental movement skills. This method encourages use of both the total body assessment and segmental analysis approaches to informally assess fundamental movement pattern development for instructional purposes. First, the examiner observes the movement task using a total body assessment approach. This provides a general picture of the stage at which the

Table 2A Sequence of Emergence of Selected Stability Abilities

Movement Pattern Selected AbilitiesApproximate Age Range of Onset

Dynamic BalanceDynamic balance involves maintaining one’s equilibrium as the center of gravity shifts

Walks 1-inch (2.5 cm) straight lineWalks 1-inch (2.5 cm) circular lineStands on low balance beam

2-4 years3-5 years2-3 years

Walks on 4-inch (10 cm) wide beam for a short distanceWalks on same beam, alternating feetWalks on 2- or 3-inch (5.1 or 7.6 cm) beamPerforms basic forward rollPerforms mature forward roll*

2-4 years3-5 years3-5 years2-5 years5-7 years

Static BalanceStatic balance involves maintaining one’s equilibrium while the center of gravity remains stationary

Pulls to a standing positionStands without handholdsStands aloneBalances on one foot 3-5 secondsSupports body in basic 3-point inverted positions

7-10 months9-11 months10-12 months3-5 years4-6 years

Axial MovementsAxial movements are static postures that involve bending, stretching, twisting, turning, and the like

Axial movement abilities begin to develop early in infancy and are progressively refined to a point where they are included in the emerging manipulative patterns of throwing, catching, kicking, striking, trapping, and other activities

2 months-6 years

* The child has developmental “potential” to be at the mature stage. Attainment will depend on factors within the task, individual, and environment.

Used with permission: Gallahue, D. L. & Ozmun, J. C. (2006). Understanding Motor Development: Infants, Children, Adolescents, and Adults. Boston: McGraw-Hill.

individual, group, or class is performing a specific fundamental movement skill. If the movement is observed to be at the mature or sport skill stage, further diagnostic observational assessment is not necessary. If, however, the fundamental movement skill is observed to be at the initial or elementary stage in a general sense, then further assessment is warranted. At this time a segmental assessment is conducted to specifically identify those body parts that are lagging behind. This method recognizes the differential rates of development within fundamental movement patterns as well as the need for an easy-to-apply practical tool for daily teaching situations.

Development Differences

When observing fundamental movement skills whether using a segmental assessment approach, a total body assessment approach or a combination of the two, it soon becomes apparent that there are between-child differences, between-pattern differences, and within-pattern differences (Gallahue & Ozmun 2006). A movement “pattern” differs from a movement “skill” in terms of emphasis. That is, a pattern of movement is focused simply on the underlying biomechanics or process for the action, whereas a movement skill is focused more closely on the results, or product, of the action.

Between-child differences highlight the principle of individuality in all learning. The sequence of progression through the initial, elementary, and mature stages is generally the same for most children. The rate, however,

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David L. GALLAHUE

Table 2B Sequence of Emergence of Selected Locomotor Abilities

Movement Pattern Selected Abilities

ApproximateAge Range of Onset

WalkingWalking involves placing one foot in front of the other while maintaining contact with the supporting surface

Rudimentary upright unaided gaitWalks sidewaysWalks backwardWalks upstairs with helpWalks upstairs alone—follow stepWalks downstairs alone—follow step

09-15 months13-16 months14-17 months18-20 months20-24 months22-25 months

RunningRunning involves a brief period of no contact with the supporting surface

Hurried walk (maintains contact)First true run (nonsupport phase)Efficient and refined runSpeed of run increases, mature run*

14-18 months2-3 years4-5 years4-6 years

JumpingJumping takes three forms:(1) jumping for distance;(2) jumping for height; and(3) Jumping from a height.It involves a one- or two-foot takeoff with a landing on both feet

Steps down from low objects Jumps down from object with one-foot leadJumps off floor with both feetJumps for distance (about 3 ft/1 m)Jumps for height (about 1 ft/30 cm)Mature jumping pattern*

14-18 months18-24 months24-28 months4-5 years4-5 years5-6 years

HoppingHopping involves a one-foot takeoff with a landing on the same foot

Hops up to 3 times on preferred footHops from 4 to 6 times on same footHops from 8 to 10 times on same footHops distance of 50 feet (15 m) in about 11 secondsHops skillfully with rhythmical alteration, mature pattern*

2-3 years3-4 years4-5 years4-5 years5-6 years

GallopingThe gallop combines a walk and a leap with the same foot leading throughout

Basic but inefficient gallop Gallops skillfully, mature pattern*

3-5 years5-6 years

SkippingSkipping combines a step and a hop in rhythmic alteration

One-footed skipSkillful skipping (about 20 percent)Skillful skipping for most*

3-4 years5-6 years5-7 years

* The child has developmental “potential” to be at the mature stage. Attainment will depend on factors within the task, individual, and environment.

Used with permission: Gallahue, D. L. & Ozmun, J. C. (2006). Understanding Motor Development: Infants, Children, Adolescents, and Adults. Boston: McGraw-Hill.

may vary considerably, depending on a combination of both environmental and biological factors (Malina, Bouchard & Bar-Or, 2004). Whether a child reaches the mature stage depends primarily on the ecological context of the environment including factors such as instruction, encouragement and opportunities for practice, and biological factors such as perceptual-motor maturity and various anatomical and physiological considerations.

Between-pattern differences are seen in all children. A child may be at the initial stage in some movement tasks, the elementary stage in others, and the mature stage in still others. Children do not progress evenly in the development of their fundamental movement skills.

Play opportunities and instructional experiences will greatly influence the rate of development of fundamental locomotor, manipulative, and stability skills).

Within-pattern differences are an interesting and often curious phenomenon. Within a given movement pattern, a child may exhibit a combination of initial, elementary, and mature elements. For example, in the throw, the arm action may be at the elementary stage while the leg action is at the mature stage and the trunk action at the initial stage. Developmental differences within movement patterns are common and usually the result of one or more of the following: (a) incomplete modeling of the movements of others, (b) initial success with the inappropriate action, (c) failure to require an all-out effort,

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Table 2C Sequence of Emergence of Selected Manipulative Abilities

Movement Pattern Selected AbilitiesApproximateAge Range of Onset

Reach, Grasp, ReleaseReaching, grasping, and releasing involve making successful contact with an object, retaining it in one’s grasp, and releasing it at will

Primitive reaching behaviorsCorralling of objectsPalmer graspPincer graspControlled graspControlled release

2-4 months2-4 months3-5 months8-10 months12-14 months14-18 months

ThrowingThrowing involves imparting force to an object in the general direction of intent

Body faces target, feet remain stationary, ball thrown with forearm extension onlySame as above but with body rotation addedSteps forward with leg on same side as the throwing armBoys exhibit more mature patterns than girlsMature throwing pattern*

2-3 years

3 ½ - 5 years4-5 years5 years and over4-6 years

CatchingCatching involves receiving force from an object with the hands, moving from large to progressively smaller balls

Chases ball; does not respond to aerial ballResponds to aerial ball with delayed arm movementsNeeds to be told how to position arms Basket catch using the bodyFear reaction (turns head away)Catches using the hands only with a small ballMature catching pattern*

18-24 months2-3 years2-3 years2-5 years3-5 years3-5 years5-6 years

KickingKicking involves imparting force to an object with the foot

Pushes against ball; does not actually kick itKicks with leg straight and little body movement (kicks at the ball)Flexes lower leg on backward liftGreater backward and forward swing with definite arm oppositionMature pattern (kicks through the ball)*

14-18 months18-36 months

3-4 years4-5 years

5-6 yearsStrikingStriking involves sudden contact to objects in an over arm, sidearm, or underhand pattern

Faces object and swings in a vertical planeSwings in a horizontal plane and stands to the side of the objectRotates the trunk and hips and shifts body weight forwardMature horizontal pattern with stationary ball*

2-3 years4-5 years

4-6 years

5-7 years* The child has developmental “potential” to be at the mature stage. Attainment will depend on factors within the task, individual,

and environment.

Used with permission: Gallahue, D. L. & Ozmun, J. C. (2006). Understanding Motor Development: Infants, Children, Adolescents, Adults. Boston: McGraw-Hill.

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(d) inappropriate or restricted learning opportunities, or (e) incomplete perceptual-motor integration. Children exhibiting within-pattern differences should be assessed using the segmental analysis approach. This will permit the observer to accurately determine the stage of development of each body segment. With this knowledge, appropriate intervention strategies can be mapped out.

SUMMARY

In summary, the period of childhood, particularly early childhood, is a time for the development and mastery of a variety of basic movement skills. Although most normally developing children have the potential to be at the mature stage in most fundamental skills, it is critically important that they have ample opportunities for practice and quality instruction in a caring and nurturing environment. As such a developmentally based physical education program should be a central component of their education. Children who are skillful movers have the basic building blocks necessary for an active way of life that maximizes their individual potential in terms of physical fitness and regular participation in physical activity.

Never before has the physical education profession been so strategically positioned and so vitally needed to make a difference in the lives of children in terms of promoting increased levels of physical activity and sport participation. Unfortunately, no large-scale studies exist with children that demonstrate the efficacy of physical education programs that emphasize increasing physical activity. A number of studies have been conducted with elementary school-aged children have yielded varying degrees of success. None, however, have looked at younger populations. There is a clear need to examine the effects of physical activity programs on preschool and primary grade children not only in terms of improved physical fitness but also in terms of fundamental movement skill acquisition.

The acquisition of fundamental stability, locomotor and manipulative skills provides children with the tools for an active way of life. These basic skills form the building blocks for the more complex specialized movement skills used in sport and recreational and daily living activities of ones culture. Fundamental movement skill development is too important to be left to chance if we are truly concerned about increasing young children’s level of physical activity.

REFERENCES

Gabbard, C. (2003). Lifelong Motor Development. Boston: Addison-Wesley.

Gallahue, D.L. (1982). Developmental Movement Experiences for Children. New York: Wiley.

Gallahue, D.L., & Cleland, F. (2003). Developmental Physical Education for All Children. 4th ed. Champaign, IL: Human Kinetics.

Gallahue, D.L., & Ozmun, J.C. (2006). Understanding Motor Development: Infants, children, adolescent and adults 5th ed. Boston: McGraw-Hill.

Haywood, K.M., & Getchell, N. (2009). Life Span Motor Development. Champaign, IL: Human Kinetics.

Malina, R.M., Bouchard, C. & Bar-Or, O. (2004). Growth, Maturation and Physical Activity. Champaign, IL: Human Kinetics.

McClenaghan, B.A., & Gallahue, D.L. (1978). Fundamental Movement: Observation and Assessment. Philadelphia: W. B. Saunders.

McKenzie, T.L. (2004). Environment, Youth and Physical Activity. 13th Annual Raymond A. Weiss Lecture. Annual Convention of the American Alliance for Health, Physical Education, Recreation and Dance. New Orleans.

Payne, V.G. & Isaacs, L.D. (2002). Human Motor Development: A Lifespan Approach. Boston: McGraw-Hill.

Rickard, K.A., Gallahue, D.L., Gruen, G.E., Tridle, M., Bewley, N., & Steele, K. (1995a). The play approach in the context of families and schools: An alternative paradigm for nutrition and fitness education for the 21st century. Journal of the American Dietetic Association, 95, 1121-1126.

Rickard, K., Gallahue, D.L. Bewley, N., & Tridle, M. (1995b). The play approach to learning: An alternative paradigm for healthy eating and active play. Pediatric Basics, 76, 2-7.

Roberton, M.A. (1978a). Stability of stage categorization in motor development. In D. M. Landers & R. W. Christina (Eds.), Psychology in Motor Behavior and Sport-1977. Champaign, IL: Human Kinetics.

Roberton, M.A. (1978b). Stages in motor development. In M.V. Ridenour (Ed.). Motor development: Issues and Applications. Princeton, NJ: Princeton Book Company.

Roberton, M.A. (1982). Describing “stages” within and across motor tasks. In J.A.S. Kelso & J.E. Clark (Eds.). The Development of Movement Control and Co-ordination (pp. 294-307). New York: Wiley.

Seefeldt, V., & Haubenstricker, J. (1976). Developmental Sequences of Fundamental Motor Skills. Unpublished research, Michigan State University.

Seefeldt, V., & Haubenstricker, J. (1982). Patterns, phases, or stages: An analytic model for the study of developmental movement. In J.A.S. Kelso & J.E. Clark (Eds.). The Development of Movement Control and Co-Ordination, pp. 309-318. New York: Wiley.

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LEVELSANDSTAGESOFMOVEMENTSKILLLEARNING:PRACTICALIMPLICATIONSFORPARENTS,TEACHERS,COACHESANDTHERAPISTS

David L. GALLAHUE

LEVELS AND STAGES OF MOVEMENT SKILL LEARNING: PRACTICAL IMPLICATIONS FOR PARENTS, TEACHERS, COACHES AND THERAPISTS

NIVOJI IN STOPNJE UČENJA GIBALNIH SPRETNOSTI: PRAKTIČNE IMPLIKACIJE ZA STARŠE, UČITELJE, TRENERJE IN TERAPEVTE

David L. GALLAHUE

Indiana University

Bloomington, Indiana USA

Izvleček

Postopno napredovanje pri učenju novih gibalnih spretnosti se lahko klasificira v več nivojev in stopenj. Prva sta tri stopnje predlagala Paul Fitts in Michael Posner: na prvi, kognitivni stopnji, si učenec skuša narediti zavestni mentalni načrt izvedbe giba. Na drugi, asociativni stopnji, je učenec sposoben zavestno uporabljati signale iz okolja in jih povezati z zahtevami gibalne naloge. Na tretji, avtonomni stopnji, postane izvedba gibalne naloge podzavestna.

Za njima je Ann Gentile predlagala alternativni, dvostopenjski model učenja nove gibalne spretnosti. Na prvi stopnji, imenovani stopnja zbiranja vtisov, se učenec zave osnovnih zahtev za uspešno izvedbo spretnosti. Na tej stopnji zna nalogo izvesti le v točno določenih pogojih. Na drugi, stopnji fiksacije in diverzifikacije, je cilj učenca doseči konsistentnost izvedbe in sposobnost prilagajanja na spreminjajoče se pogoje.

Model Gallahueja in sodelavcev s tremi nivoji, razdeljenimi na stopnje, vključuje elemente obeh predhodnih modelov, ob njih pa poudarja pomen učitelja v učnem kontinuumu: začetni nivo - nivo začetnika - se deli na tri stopnje. Na stopnji zavedanja učenec razvije osnovno zavestno spoznavanje osnovnih značilnosti naloge. Gre za stopnjo zbiranja vtisov. Na drugi, stopnji poskušanja, se učenec zaveda osnovnih značilnosti naloge in poskuša izvesti nalogo na različne načine. Na tej stopnji je velika variabilnost v izvedbi naloge, z veliko napakami. Na tretji, stopnji odkrivanja, učenec išče uspešne načine izvedbe naloge. Učitelj se mora zavedati zavednih kognitivnih zahtev nivoja začetnika in učencu nuditi nazorne informacije in možnost poskušanja izvedbe naloge.

Na srednjem praktičnem - nivoju na prvi stopnji, stopnji kombinacije, učenec združuje gibe v različnih kombinacijah; najprej v parih in nato v vedno bolj kompleksnih oblikah. To počne z vedno manj zavedne pozornosti. Na drugi stopnji, stopnji aplikacije, učenec usmeri pozornost k rafinaciji naloge in njeni aplikaciji v neki obliki v vsakdanjem življenju. Učitelj, ki dela z učenci na srednjem nivoju, se mora osredotočiti na razvijanje večje spretnosti pri izvedbi naloge.

Na naprednem nivoju – nivo natančne izvedbe - si sledita dve stopnji. Prva, stopnja uspešnosti, je stopnja natančnosti. Na tej stopnji učenec nalogi posveti zelo malo ali nič zavedne pozornosti. Zadnja stopnja učenja nove gibalne spretnosti je stopnja individualizacije. Na tej stopnji učenec prilagodi izvedbo gibalne naloge lastnim močnim in šibkim točkam. Učitelj učencev na naprednem nivoju se mora osredotočiti na nadaljnjo rafinacijo izvedbe, ohranjanje spretnosti in dajanje ustreznih povratnih informacij.

Učenje nove gibalne spretnosti poteka torej na predvidljiv način. Pri tem je naloga učitelja prepoznati stopnjo, na kateri je učenec, in njej ustrezno strukturirati učno okolje.

The sequential progression in the learning of a new movement skill may be classified into general levels or stages. Paul Fitts and Michael Posner proposed a three-stage model for movement skill learning that centers on the cognitive state of the individual along the learning continuum. Ann Gentile proposed a two-stage model based on the goals of the learner. David Gallahue’ s three levels model with accompanying sub-stages incorporates elements from both Fitts and Posner and Gentile, but also proposes specific responsibilities for the instructor (i.e. parent, teacher, coach, and therapist) along the learning continuum.

Fitts and Posner’s Cognitive Stages in Learning a New Movement Skill

Fitts and Posner (1967) were the first to propose that learning a new movement skill occurs in stages. Their three-stage model still forms the basis for research today (Magill, 2010). Fitts and Posner viewed movement skill learning from the standpoint of the cognitive state of the learner and contend that the learner gradually progresses along a continuum of change from the cognitive stage, to the associative stage, and finally to the autonomous stage.

During the cognitive stage, the learner tries to form a conscious mental plan for performing the skill. For example, an individual learning how to snowboard down a mountain slope might ask the following questions: “How do I stand on the board without falling?” “What do I do when my board starts to slide downhill?” “Where is my balance point?” “How do I change directions?” and most importantly: “How do I stop?”

The second stage is called the associative stage because at this point the learner is able to make conscious use of environmental cues and associate them to the requirements of the movement task. Our snowboarder, for example, is now able to associate changes in the boards speed and direction with the slope of the hill, the conditions of the snow, and the angle of the board.

During the autonomous stage performance of the movement task becomes habitual with little or no conscious attention given to the elements of the task during performance. At this stage our snowboarder streaks down the mountain, deftly changing speeds and directions with slight changes in body posture and pressure on the snowboard, and without consciously attending to the task.

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Gentile’s Goal Stages in Learning a New Movement Skill

Gentile proposed an alternative two-stage model for learning a new movement skill in 1972 and has since expanded it to view the process from the perspective of the goals of learner (2000). Gentile’s two stages are called the getting the idea stage, and the fixation/diversification stage.

At the getting the idea stage the primary goal of the learner is to get a basic awareness of the essential requirements for successful performance of the skill. During this first stage in learning a new movement skill the learner establishes the basic movement patterns for executing the task and begins to make crude discriminations in how it is performed. The learner at this stage learns how to complete the task under highly specific conditions. For example, the goal of our snowboarder in getting the idea of how to move downhill while balancing with both feet strapped to the snowboard is to be able to do so under specific conditions involving the slope of the hill and the surface conditions. Should the snow conditions change from powder, to packed snow or to ice, or from a gentle slope to a steep one, the learner will not be able to regulate this new and radically different environment without once again “getting the idea” of how it is done under these new and different conditions.

During Gentile’s second stage, the fixation/diversification stage, the goal of the learner is to achieve consistency of performance and the ability to adapt to changing conditions and to the task being an open or closed skill. If it is a closed movement task, the learner works for consistency from trail to trial (i.e. “fixation”) as in shooting free throws in basketball. If the movement is open the learner strives for fluidity and adaptability (i.e. “diversification”) under constantly changing environmental conditions, as in snowboarding.

Gallahue’s Levels and Stages in Learning a New Movement Skill

In 1972 Gallahue and colleagues first proposed a model for movement skill learning based on elements of both the Fitts and Posner, and the Gentile models (Gallahue, Werner, Luedke, 1972) that has since been modified and expanded (Gallahue, 1982, 1996, 2003, 2006). Gallahue’s view of learning a new movement skill adapts elements from the previous two models in that it recognizes both the cognitive state of the learner and the goals of the learner. Additionally, it proposes appropriate actions on the part of the instructor in being a facilitator

of learning at the beginning/novice level, intermediate/practice level, and advanced/fine tuning level of learning a new movement skill.

At the beginning/novice level of learning a new movement skill the learner tries to develop a consciousness mental plan of the essential requirements of the task. Because of the conscious attention given by the learner to the task, performance is highly variable, generally erratic, and with lots of errors. Fatigue often sets in early because the learner tries to pay attention to all of the elements of the task and is unable to screen out relevant information from that which is unimportant. The beginning level of learning a new movement skill has three accompanying stages: the awareness stage, the exploratory stage, and the discovery stage.

At the awareness stage the cognitive state of the learner is one of being naïve and literally ignorant about the very nature of the task, its basic requirements, and appropriate terminology used to describe the task. The goal of the learner is to develop a basic conscious awareness of the general characteristics of the task. This is a “getting the idea” stage. For example, when learning how to do a forward roll the learner first develops an awareness of the essential requirements of the task (i.e. to tuck and roll forward), and an understanding of how the terms “tuck your chin” “push off with your hands” and “stay in a small ball” are all used in performing the task.

At the exploratory stage the learner has a conscious awareness of the basic requirements of the task and now experiments with performing the task in a variety of ways. The cognitive state of the learner is typified by knowing what the body is suppose to do, but being unable to do so with consistency. The goal of the learner is to experiment with the many varied possibilities of how the task may be performed. This is a viewed as a “precontrol” stage in which there is great variability and gross errors in performance. For example, when learning to do a forward roll, our learner may explore the many and varied rolling possibilities by experimenting with the movement concepts of rolling with different amounts of effort, occupying various amounts of space, and rolling in relationship to different objects and people (Gallahue & Cleland-Donnelly 2003). At this stage our forward roller explores the movement concepts of how the body can move.

At the discovery stage of learning a new movement skill the cognitive state of the learner is one of consciously forming a mental plan of how the task should be performed. The goal of the learner is to find more efficient ways of performing the task. This is a “coordinating and controlling” stage in which the learner begins to gain greater motor control and “discovers” how to perform the task. At this stage our forward roller begins to internalize the skill concepts of how the body should move.

For individuals at the beginning/novice level of learning a new movement skill, the instructor needs to be aware of the conscious cognitive requirements of this stage. The intent, at this level, is to provide the learner with the gross generral framework of the task. To do so the instructor needs to:

• Provide for visual demonstrations of the skill in order to promote cognitive awareness.

• Introduce the major aspects of the skill only (be brief).

• Permit the learner to try out the skill early.• Provide plenty of opportunity for exploration of the

skill and self-discovery of its general elements.• Recognize that this is primarily a cognitive stage

and that the learner needs only to get the general idea of the skill.

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• Compare the new skill, when possible, to similar skills with which the learner may be familiar.

• Provide immediate, precise, and positive feedback concerning general aspects of the skill.

• Avoid situations that place emphasis on the product of one’s performance, focus instead on the process.

The intermediate/practice level is the second level of learning a new movement skill. At this level the learner has a general understanding and appreciation for the requirements of the task and is able to perform in a manner approximating the final movement skill. Additionally, the learner now has a better understanding of the requirements of the skill and a mental plan for performing it under both static and dynamic conditions. There is diminished conscious attention to the elements of the task at this level, but greater attention is given to the goal of the task itself. The poorly coordinated movements of the beginning level disappear and the learner now begins to get the “feel” for the skill as kinesthetic sensitivity becomes more highly attuned. At this level the learner relies more on muscle sense and less on the verbal and visual cues of the beginning level. The intermediate/practice level of learning a new movement skill has two accompanying stages: the combination stage, and the application stage.

At the combination stage the learner begins to put movement skills together int

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