THE INFLUENCE OF GROSS MOTOR GAMES ON THE MOTOR SKILLS ACQUISITION IN PRE-SCHOOL CHILDREN

Diplomsko delo z naslovom Vpliv elementarnih gibalnih iger na usvajanje gibalnih znanj pri predšolskih otrocih sestavljata teoretični in empirični del. V teoretičnem delu so predstavljene telesne značilnosti predšolskih otrok, gibalne sposobnosti, gibalna znanja, pomen elementarnih iger v otrokovem razvoju, gibalno izkušenjsko bogato okolje in kompetence vzgojitelja v vrtcu pri gibalnem razvoju otroka. V empiričnem delu so prikazani rezultati raziskave o vplivu izvajanja elementarnih gibalnih iger pri rednih gibalno-športnih dejavnostih v vrtcu na razvoj gibalnih znanj otrok. Rezultate smo pridobili na osnovi vzorca 47 otrok, starih od pet do šest let. Med pedagoškim eksperimentom so otroci eksperimentalne skupine poleg redne gibalno-športne dejavnosti dvakrat tedensko v obsegu 20 vadbenih ur izvajali še načrtovane in strokovno vodene elementarne gibalne igre, otroci kontrolne skupine pa v tem času niso imeli posebnega poudarka na elementarnih gibalnih igrah. Rezultati motoričnih testov so privedli do ugotovitev, da so na začetnem in končnem testiranju dečki pri motoričnih testih dosegli boljše rezultate kot deklice, da so otroci eksperimentalne skupine na končnem testiranju dosegli boljše rezultate kot otroci kontrolne skupine in da načrtovane in vodene elementarne gibalne igre vplivajo na razvoj gibalnih znanj.The diploma thesis titled “The Influence of Gross Motor Games on the Motor Skills Acquisition in Pre-school Children” is comprised of a theoretical and an empirical part. In the former, the physical attributes of pre-school children, their motor skills, motor knowledge, the importance of gross games for child development, a motor experientially rich environment and the competences of the kindergarten teachers in motor development in children are described. In the latter, the results of a research of the influence of implementation of gross motor games during regular physical and sports activities in kindergarten on the motor skill of the children in question are presented. The results were acquired on the basis of a sample comprising 47 children, ages five to six. During the pedagogical experiment, the children in the experimental group were twice a week (20 lessons altogether), in addition to their regular physical and sports activities, performing additional planned and supervised gross motor games, while the children in the control group did not experience any special emphasis on gross motor games during that time. The results of motor tests have led to the following conclusions: in the preliminary and final motor tests boys scored better than girlschildren in the experimental group scored better than children in the control groupplanned and supervised gross motor games influence motor skills development