396 KB0 KB199220252001Bala, GustavHamza, Istvanštevilka:1/2letnik:7str. 13-18ISSN:1318-2269COBISSID:1328049URN:URN:NBN:SI:doc-Q0OI8BICenFakulteta za šport, Inštitut za kineziologijoKinesiologia Slovenicagimnastikameritvemotorične sposobnostimotorično učenjepredšolski otrociučne metodeEfficiency of active and passive verbalisation methods of motor learning for the stability of dynamic stereotypes of pre-school children| Učinkovitost aktivnih in pasivnih metod motoričnega učenja za stabilnost dinamičnih stereotipov pri pred-šolskih otrocih|Active and passive verbalisation, as well as standard (control) methods of motor learning of gymnastic floor exercises and compositions, were applied on a sample of three groups of pre-school children. Motor learning was practised one hour weekly during two months and after that the children had a two-month rest period. The measurements were performed twice, the first time after the experiment and the second time after the break. The results of the research showed that the motor abilities of the children had no significant influence on the quality of exercise and composition learning, but that the general motor ability had a significant influence on the stability of dynamic stereotypes. On the basis of the results of the canonical discriminant and regression analysis, it was confirmed that the active verbalisation group had the best success in learning and memorising, i.e. the most stable dynamic stereotypes. The passive verbalisation group came second and the control group had the poorest resultsAktivna in pasivna verbalizacija ter običajne (kontrolne) metode motoričnega učenja talnih gimnastičnih vaj in sestav so bile preizkusene na treh skupinah predšolskih otrok. Motorično učenje je bilo izvajano dva meseca, po eno uro na teden, potem je sledilo dva meseca odmora. Meritve so bile izvedene dvakrat, prvič po koncu eksperimenta in drugič po odmoru. Rezultati kaž ejo, da motorične sposobnosti niso imele značilnega vpliva na učenje vaj in sestav, splošna motorična sposobnost pa je imela značilen vpliv na stabilnost dinamičnih stereotipov. Rezultati kanonične diskriminantne in multiple regresijske analize so potrdili, da je imela skupina aktivne verbalizacije največ uspeha pri motoričnem učenju in pomnjenju, torej najbolj stabilne dinamične stereotipe. Skupina pasivne verbalizacije je bila druga, kontrolna skupina pa je imela najslabše rezultateTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Fakulteta za šport