Efficiency 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

english

2001

volume 7, issue 1/2

Univerza v Ljubljani, Fakulteta za šport

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 results.

14.09.2021