magistrsko delo
Alenka Humar (Author), Jera Gregorc (Mentor)

Abstract

Gibanje je primarna potreba predšolskega otroka, prav tako pa je bistveni element celostnega razvoja. Gibalna učinkovitost človeka je produkt usvojenosti gibanja in gibalnih sposobnosti. Tako gibanje kot tudi gibalne sposobnosti imamo v določeni meri že prirojene, v določeni meri pa jih lahko z učenjem in izkušnjami še dodatno razvijemo. Namen magistrskega dela je ugotoviti, ali lahko pri petletnih otrocih z dodatnim izvajanjem določene vrste gibalne dejavnosti vplivamo na pospešen razvoj gibalnih sposobnosti in s tem na boljšo gibalno učinkovitost. Prav tako smo poskušali ugotoviti, katera gibalna dejavnost judo, splošna vadba ali športno plezanje, bi bila za to najprimernejša. V raziskavo je bilo vključenih 88 otrok starih povprečno 63,2 meseca (± 1,5 meseca), od tega je 63 otrok predstavljalo eksperimentalno skupino, in sicer 25 otrok je 2-krat na teden obiskovalo vadbo plezanja, 19 otrok je dvakrat tedensko obiskovalo vadbo juda in 19 otrok je 2-krat na teden obiskovalo splošno vadbo. Ostalih 25 otrok predstavlja kontrolno skupino, ki ni obiskovala nobene dodatne gibalne dejavnosti. Za ugotavljanje gibalne učinkovitosti smo uporabili test MOT 4–6, ki je od leta 1993 standardiziran za slovensko populacijo 5,5 letnih otrok. Vsebuje 18 gibalnih nalog, ki pokrivajo področja stabilnosti, lokomotorike, manipulacij in finomotoričnih nalog. Ocenjevanje pri testu je zgrajeno na sistemu točkovanja in sicer se posamezna naloga ocenjuje s točkami 0, 1 ali 2, glede na postavljene kriterije, pri čemer 0 pomeni, da otrok ne obvlada naloge in 2, da otrok nalogo obvlada. Otroke smo testirali dvakrat in sicer prvič ob začetku vadbe in drugič po pol leta vadbe. Zastavili smo si štiri hipoteze. Prvo hipotezo, ki se je glasila: ob koncu raziskave bo pri vseh vključenih otrocih prišlo do vsaj 5-odstotnega izboljšanja gibalne učinkovitosti, smo zavrnili, saj se je izkazalo, da pri 20,5 % otrok do pričakovanega napredka ni prišlo. Izmed teh otrok jih je bilo kar 89 % iz skupine, ki ni obiskovala nobene gibalne dejavnosti. Drugo hipotezo, da bo pri otrocih iz eksperimentalne skupine večji napredek v gibalni učinkovitosti kot pri otrocih iz kontrolne skupine smo potrdili, saj je aproksimativni t-test med skupinama pokazal statistično pomembne razlike (t = -10,890, p < 0,001). Tretjo hipotezo, da se bodo med otroci iz eksperimentalne skupine pojavljale razlike v napredku glede na vrsto vadbe smo zavrnili, saj so imele vse vadbe približno enako velik napredek, prav tako Welchov test ni pokazal statistično pomembnih razlik glede napredka med različnimi vrstami vadbe. Tudi četrto hipotezo, ki se je glasila: največji napredek bo pri otrocih, ki bodo 6 mesecev obiskovali vadbo plezanja, smo zavrnili, saj so bili otroci, ki so obiskovali vadbo plezanja, v napredku boljši le od otrok iz kontrolne skupine, ki se niso udeleževali nobene gibalne vadbe, med tem dvema skupinama so bile razlike tudi statistično pomembne, medtem ko z judom in splošno vadbo ni bilo statistično pomembnih razlik. Raziskava je tako pokazala, da je pri otrocih, ki so bili vključeni v organizirane vadbe prišlo do več kot 5 % izboljšanja gibalne učinkovitosti, medtem ko pri otrocih kontrolne skupine napredka pri večini ni bilo ali pa je bil le ta minimalen. Vključevanje otrok v katerokoli organizirano gibalno vadbo, kjer se zavedajo specifičnega razvoja predšolskega otroka in vadbo prilagajajo njegovemu celostnemu razvoju, je tako smiselno, saj je že ob dvakrat tedenski udeležbi zaznati pozitivne spremembe na gibalni učinkovitosti otrok, prav tako pa sama vadba, zaradi otrokovega celostnega razvoja, pozitivno vpliva tudi na ostala področja otrokovega razvoja. Ob vadbi otrok razvija svoje socialne veščine (komunikacija, sodelovanje, upoštevanje pravil itn.), kognitivne veščine (razumevanje pravil, novi izrazi itn.), se sooča z različnimi čustvi (veselje, strah, jeza itn.), prav tako pa ima sama vadba pozitivne učinke na telesni razvoj (pridobivanje mišične mase, izgubljanje maščobnega tkiva, pozitiven vpliv na kardiovaskularni sistem itn.).

Keywords

gibalni razvoj;test MOT 4-6;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Humar]
UDC: 373.2.016:796.012.265(043.2)
COBISS: 11176521 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Influence of different kinds of moving activities on physical efficiency of slovenian five years old children
Secondary abstract: Movement is a primary need of pre-school children and also a crucial element of holistic development of a child. Motor efficiency is a product of movement and motor skills. Motor skills and also the movement are partially genetically disposed, but with learning and experience we can reach improvement/development. The purpose of this thesis is find out if we can, with practicing different kind of moving activities, influence faster development of motor skills and with this on improved motor efficiency. Also, we will try to find out which of the following moving activities: judo, sport climbing or organized general physical activity, would be the most appropriate for this. In this research 88 children were included with average age of 63.2 months (± 1.5 month), 63 of these children represented experimental group, among which 25 children were twice a week involved in sport climbing programme for pre-schoolers. 19 children were twice a week involved in judo programme for pre-schoolers, and 19 children were twice a week involved in general physical activity for pre-schoolers. The remaining 25 children represented a control group and were not involved in any additional moving activity. For assessment of motor efficiency the motoric test MOT 4–6 was used. Since 1993, this test is standardized for Slovenian 5.5 year old children. Test consists of 18 test items that cover stability, locomotors, manipulation, and fine motor area. Test assessment is built on score system where each item is scored with 0, 1, or 2 points depending on the given criteria. Zero points mean that child does not master the skill, and two points mean that child masters the item. We tested children twice, first at the beginning of the research, and secondly after six months. We set four hypotheses. The first statement which says that all children will improve motor efficiency for at least 5% till the end of the research, had to be denied, because from the results we can see that 20.5% of all children did not reach this progress. 89% of these children were those who did not participate in any additional moving activity. The second statement claims that children from experimental group will achieve higher progress in motor efficiency than those from the control group. The t-test (t = -10.890, p<0.001) showed significant differences between these two groups, so we confirmed this statement. The third statement, which says that there will be differences in progress between children who were involved in different kinds of moving activities, was refused. The results show that children from all programmes have on average almost the same progress in motor efficiency. Welch test did not show significant differences in progress between different kinds of moving activities. We also refused the fourth statement, which says that children involved in the sport climbing programme would achieve the highest progress. The results show that children involved in sport climbing programme achieved better results only compared to children involved in the control group. Also, there were statistically important differences with these two groups, while differences between sport climbing and judo and also between sport climbing and organized general physical activity were not statistically important. The result of this research show that children involved in organized moving activities improved their motor efficiency for more than 5%, while children from the control group did not or minimally improved their motor efficiency. From this aspect, including children in organized moving activities, where a coach is aware of specific development of pre-school children and adapts the exercises to their holistic development, is meaningful. Organized moving activity, which is performed twice per week, has a positive influence on child´s motor efficiency and because of holistic development also on social development (communication, co-operation, considering the rules...), cognitive development (understanding the rules, new words...), emotional development (facing with different emotions: happiness, anger, fear...), and on physical development (obtain muscles, lose fat, effects on cardiovascular system...).
Secondary keywords: pre-school child;motion;predšolski otrok;gibanje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 46 str.
ID: 9171272