Climbing as fundamental motor skill of pupils, aged 8 to 11 years

Elementarni gibalni vzorec (v nadaljevanju EGV) je osnovni gradnik človeškega gibanja in predstavlja gibalno abecedo človeka oz. gibalni minimum, ki bi ga moral obvladovati vsak otrok ob koncu svojega šolanja. V gibalnem razvoju človeka EGV prevzemajo osrednje mesto ter prestavljajo gibanja, ki so filogenetsko pogojena, človeku prirojena in zanj značilna. Posledično predstavljajo osnovo in podlago za nadaljnje zahtevnejše gibalne stereotipe. Stopnja in kakovost usvojitve EGV sta napovednika vseživljenjske gibalne aktivnosti posameznika. EGV predstavljajo izhodišča za vsa gibanja, ki jih človek v svojem vsakdanjem življenju potrebuje in izvaja. Delimo jih v tri temeljne skupine. Te so: (1) pedipulacije oz. lokomocije (vsa premikanja telesa v prostoru), (2) manipulacije (osnovne gibalne operacije s posameznimi deli telesa) in (3) osnovna sestavljena gibanja. Plezanje ima kot elementarni gibalni vzorec v celostnem razvoju otroka pomembno mesto. Plezanje uvrščamo med pedipulacije oz. lokomocije. S plezanjem aktivno in zavestno premagujemo silo težnosti ter krepimo moč rok in ramenskega obroča. Poleg izdatne krepitve mišic rok in ramenskega obroča s plezanjem krepimo stabilizacijo trupa, ki je večkrat kompenzirana, a je za učinkovito gibanje celega telesa ključna, ter razvijamo gibalne sposobnosti moči, koordinacije, gibljivosti in ravnotežja. Plezanje se od ostalih EGV razlikuje v izpostavljeni komponenti varnosti. EGV plezanja vključuje določeno stopnjo tveganja, ker je pri plezanju vadeči izpostavljen višini in ker je njegova varnost bolj ogrožena kot pri ostalih EGV. Vadba plezanja poleg pozitivnih učinkov na telesni in gibalni razvoj vpliva na širši kognitivni razvoj in učenje. Sočasno pomembno vpliva tudi na psihosocialni status vadečega in prinaša praktično vrednost za življenje posameznika. Učni načrt za športno vzgojo plezanje umešča v dva sklopa – naravne oblike gibanja in igre ter gimnastično abecedo. Plezalna naloga je tudi del dodatnih športnih programov Zlati sonček in Krpan. V raziskovalnem delu magistrskega dela je sodelovalo 209 učencev 3., 4. in 5. razreda izbrane osnovne šole. Izbranemu vzorcu smo razdelili anketni vprašalnik. Zanimali sta nas prisotnost plezanja v prostem času otrok in uporaba plezal (katera uporabljajo). Obenem smo želeli ugotoviti, v kolikšni meri na plezanje vplivata dovoljenje odraslih ter prisotnost strahu med plezanjem. Sočasno smo raziskovali prisotnost plezanja pri predmetu šport pri učencih iste starosti in iskali povezave med uporabo različnih plezal pri predmetu šport in v prostem času otrok izbranega vzorca. Z raziskavo smo ugotovili, da je EGV plezanja med otroki izbranega vzorca zelo prisoten gibalni vzorec. Za pogosto uporabljena plezala so se izkazala drevesa in igrala, za manj pogosta pa plezalna stena, ograje in lestve. Strah pred padcem je v vzorcu bolj prisoten kot strah pred višino. Otroci preučevanega vzorca v večini ocenjujejo, da jim starši dovolijo plezati, medtem ko jim učitelji ne. Od 11 opazovanih ur je bilo plezanje prisotno pri 4 urah športa. Pri slednjih so bila uporabljena naslednja plezala: letvenik, plezalo, lestev, plezalna stena, žrd in mornarska lestev. V prostem času se otroci preučevanega vzorca srečujejo s plezalno steno in lestvijo. Povezava med uporabo plezal pri urah športa in v prostem času otrok je posledično slaba.Fundamental motor skills (hereinafter FMS) are the basic building block of human movement and represent the minimum motors skills that every child should master at the end of their formal education. FMS take the central place and represent movements phylogenetically conditioned, innate, and natural. Consequently, they represent the basis and foundation for further more-demanding motor types. The level and quality of adoption of FMS is a predictor of an individual\u27s lifelong physical activity. FMS are the starting point for all the movements that a person needs and implements in his daily life. They are divided into three basic groups: (1) pedipulations or locomotions (all body movements in space), (2) manipulations (basic movement operations with individual parts of the body), (3) basic composite movements. Climbing has an important place in the child\u27s overall development as a fundamental motor skillit is classified as pedipulation or locomotion. By climbing, the child actively and consciously overcomes the force of gravity and strengthens the arms and shoulder girdle. Furthermore, climbing strengthens the stabilization of the torso, which is often compensated for, but is crucial for effective movement of the whole body and develops the motor skills of strength, coordination, mobility, and balance. Climbing differs from other FMS in the exhibited safety component. FMS climbing entails a certain level of risk because the climber is exposed to height when climbing and his safety is more at risk than with other FMS. In addition to positive effects on physical and motor development, the practice of climbing influences more extensive cognitive development and learning. At the same time, it has a vital impact on the psychosocial status of the child and brings practical value to the life of the individual. The curriculum for physical education places climbing is in two sets: natural forms of movement and play and the gymnastic alphabet. The climbing task is also part of the supplementary sports programmes Zlati sonček and Krpan. In the research part of this master\u27s thesis, 209 pupils, who attended the 3rd, 4th, and 5th grades, participated. A survey questionnaire was distributed to the selected sample of participants. We were interested in the presence of children\u27s leisure climbing and which climbing means they use. At the same time, we wanted to determine to what extent climbing is influenced by the permission of adults and the presence of fear during climbing. At the same time, we investigated the presence of climbing in the sports subject of students of the same age and looked for connections between the use of different climbing means in the sports subject and in the leisure time of children of the selected sample. With the study, we found that FMS climbing among children of the selected sample is a very present movement pattern. Trees and toys proved to be commonly used climbers while climbing walls, fences and ladders proved to be less common. In the selected sample, fear of falling is more present than fear of heights. The children of the studied sample mostly state that their parents allow them to climb, while the teachers do not. Of the 11 hours observed, climbing was present in 4 hours of sport activity. The following means were used for the latter: wall bar, climber, ladder, climbing wall, pole, and sailor ladder. In their free time, the children of the studied sample encounter a climbing wall and a ladder. The link between the use of climbing means in sports hours and the use of them in children\u27s leisure time is consequently poor