Title Razlike u brzini učenja motoričkih znanja u predškolske djece s različitim iskustvom sudjelovanja u organiziranom kineziološkom programu
Title (english) The differences in the speed of motor skill aquisition in preschool children with different experience of participation in an organized kinesiological programme
Author Kristian Plazibat
Mentor Tihomir Vidranski (mentor)
Mentor Renata Barić (komentor)
Committee member Sanja Šalaj (predsjednik povjerenstva)
Committee member Vatroslav Horvat (član povjerenstva)
Committee member Dario Novak (član povjerenstva)
Granter University of Zagreb Faculty of Kinesiology Zagreb
Defense date and country 2024-03-13, Croatia
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Kinesiology
Universal decimal classification (UDC ) 796/799 - Sport
Abstract Većina dosadašnjih istraživanja o motoričkom učenju ističe da razina razvijenosti motoričkih vještina rezultira poboljšanim učenjem novoga motoričkog znanja, što znači da sposobnost brzine učenja novih motoričkih znanja izravno ovisi o broju i kvaliteti prethodno naučenih motoričkih programa (Sekulić i Metikoš, 2007). Do sada je utvrđeno da se prethodno stečena motorička znanja mogu smatrati temeljima za daljnju nadogradnju svih ostalih motoričkih programa. Stoga je u djece predškolske dobi iznimno važno pravilno i višestrano razvijati motoričke vještine kako bi se stvorili dobri preduvjeti za daljnji uspješniji razvoj novih motoričkih znanja (Morgan i sur., 2013). Također, utvrđeno je da pravilan utjecaj na motoričke vještine doprinosi i održavanju optimalne tjelesne težine, što je direktan benefit za zdravstveni status djece (Figueroa, 2016).
Cilj ovog rada jest ispitati razlike u razini motoričkih vještina i brzini i kvaliteti učenja novih motoričkih znanja te utvrditi povezanost između brzine učenja novih motoričkih znanja i razine motoričkih vještina u predškolske djece s različitom razinom iskustva sudjelovanja u organiziranom kineziološkom programu.
Unutar dječjeg vrtića istraživanjem je obuhvaćeno 161 dijete (74 dječaka i 87 djevojčica) prosječne dobi 73 mjeseca (SD 7) u rasponu od 58 do 90 mjeseci, podijeljeno u četiri različite skupine koje se razlikuju s obzirom na iskustvo sudjelovanja u organiziranom kineziološkom programu: skupina G1 (0 godina), G2 (1 godina), G3 (3 godine) i G4 (4 godine). U trenutku testiranja motoričkih vještina, djeca iz G4 skupine imala su 470 sati prethodnog sudjelovanja u organiziranom kineziološkom programu, djeca iz G3 skupine 350, ona iz G2 skupine 120 sati, dok su skupinu G1 činila djeca bez prethodnog iskustva sudjelovanja u organiziranom kineziološkom programu.
Za testiranje motoričkih vještina koristila se kratka forma testa Bruininks-Oseretsky Test (BOT2). Nakon testiranja motoričkih vještina, sva djeca su u okviru 7 tjedana sudjelovala u novom kineziološkom programu u kojem su usvajala nova, njima potpuno nepoznata motorička znanja. Praćenje i procjenjivanje brzine učenja motoričkog znanja izvršeno je putem ekspertne procjene te naknadnom video-analizom i ocjenjivanjem motoričkog znanja, na temelju prethodno definiranih kriterija. S pomoću videoanalize procijenilo se u kojem je trenutku kod djeteta dostignuta faza usvajanja (uspostave) gibanja i faza početnog usavršavanja procesa učenja novog motoričkog znanja te je nakon završetka procesa učenja ocjenjena razina kvalitete
izvedbe motoričkog znanja ocjenom od 1 do 5, pri čemu je 1 predstavljao najlošiju, a 5 najbolju izvedbu.
U skladu s prvim ciljem istraživanja, jednosmjerna analiza varijance pokazala je da različito iskustvo sudjelovanja unutar skupina s organiziranim tjelesnim vježbanjem (G2, G3 i G4) pozitivno utječe na razvoj motoričkih vještina, za razliku od rezultata skupine G1 koja prethodno nije bila uključena ni u jedan program tjelesnog vježbanja. Vezano uz drugi cilj istraživanja, rezultati su jasno ukazali da su djeca koja su najdulje sudjelovala u organiziranom kineziološkom programu sustavno brže i kvalitetnije učila nova motorička znanja. Sukladno trećem cilju, korelacijska analiza potvrdila je statistički značajnu pozitivnu povezanost između brzine učenja svih novih motoričkih znanja i motoričkih vještina.
Rezultati istraživanja daju informacije koje mogu pomoći pri kreiranju budućih kurikuluma za tjelesno vježbanje i njihovu validaciju. Jednako tako, utvrđeno doprinosi boljem razumijevanju procesa učenja motoričkog znanja i može unaprijediti metodičko poučavanje djece.
Abstract (english) The majority of research into motor learning so far has pointed out the fact that the level of motor skills development results in improved learning of new motor knowledge, which means that the ability to quickly learn new motor knowledge is directly dependant on the number and quality of previously learned motor programmes (Sekulić and Metikoš, 2007). It has thus far been determined that previously learned motor knowledge can be considered a basis for further improvement of all other motor programmes. This is why it is extremely important to develop proper and multi-faceted motor skills in preschool children so that solid foundations for the further development of new motor knowledge can be developed (Morgan et al., 2013). In addition, it has also been determined that a proper influence on motor skills will also be influential in maintaining a healthy body weight, which directly benefits the health of children (Figueroa, 2016).
The aim of this dissertation is to test the differences in the development of motor skills and the speed and quality of learning new motor skills and the motor skill levels in preschool children who have different levels of experience in participating in an organised kinesiological programme.
Within one kindergarten, a total of 161 children (74 boys and 87 girls), with an average age of 73 months (SD 7) and ranging from 58-90 months of age participated. They were divided into four separate groups based on their experience in participating in an organised kinesiological programme: group G1 (0 years), G2 (1 year), G3 (3 years) and G4 (4 years). At the time of testing children from the G4 group had 470 hours of previous participation in an organised kinesiological progamme, children from the G3 group had 350 hours, children from the G2 group had 120 hours, while group G1 consisted of children without previous experience of participating in an organised kinesiological programme.
The short form the Bruininks – Oseretsky Test (BOT2) was used to test the children’s motor skills. After testing their motor skills, all the children participated in a new 7-week kinesiological programme during which they acquired new motor knowledge which was previously unknown to them. Observation and assessment of the speed in which the children learned new motor knowledge was conducted via an expert evaluation and then via subsequent video analysis and motor knowledge evaluation, based on previously defined criteria. Using video analysis it was determined at which point did a child reach the movement acquisition (learning) and the preliminary consolidation phase of the new movement learning process and
after the learning process was over the quality of the motor knowledge performance was graded on a scale of 1 to 5, with 1 being the lowest grade, and 5 being the highest grade.
In line with the first goal of the research, a One-Way Analysis of Variance has shown that a different previous experience of participation within the groups which had been part of groups with organised physical exercise (G2, G3 and G4) had a positive influence in the development of motor skills, unlike the results of children in group G1, which had not been previously involved in any physical exercise programme. As to the second goal of the research, results have clearly shown that children who had participated in an organised kinesiological programme the longest consistently learned new motor knowledge both quicker and better. Insofar as the third goal of the research is concerned, a correlation analysis has confirmed a statistically significant positive connection between the speed of learning all new motor knowledge and motor skills.
Results of the research provide information which can help create new future curricula for physical exercise and their validation. In addition, they clearly contribute to a better understanding of the processes of learning motor knowledge and can this improve the methodical approach to teaching children.
Keywords
motoričko učenje
učinci programa
brzina motoričkog učenja
kvaliteta izvedbe
predškolska djeca
Keywords (english)
motor learning
programme effects
speed of motor learning
quality of performance
preschool children
Language croatian
URN:NBN urn:nbn:hr:117:952604
Promotion 2024
Study programme Title: postgraduate doctoral study of kinesiology Study programme type: university Study level: postgraduate Academic / professional title: doktor/doktorica znanosti iz znanstvenoga područja društvenih znanosti, znanstvenoga polja kineziologije (doktor/doktorica znanosti iz znanstvenoga područja društvenih znanosti, znanstvenoga polja kineziologije)
Type of resource Text
Extent 122 str.
File origin Born digital
Access conditions Open access
Terms of use
Created on 2024-03-22 11:28:09