Syftet med detta arbete är att få en bild av vilka faktorer som är mest betydelsefulla för att lära sig motoriska färdigheter i bollspel och koppla detta till lärandeteori. Finns det skillnader i uppfattning om man är nybörjare eller har erfarenhet från bollspel? Spelar kön och ålder någon roll? Vilken lärandeteori värderas högst? För att ge en bakgrund till problemställningen görs en genomgång av tidigare forskning och en beskrivning av två dominerande lärandeteorier, Generella motoriska programteorin och Dynamiska systemteorin med tillhörande didaktiska och motoriska begrepp inom lärande och bollspel. Frågor har ställts i enkätform till två olika undersökningsgrupper, dels 112 studenter från enheten Idrottsvetenskap vid Lärande och samhälle, Malmö högskola och dels 129 elever från grundskolan och gymnasieskolan i två mellanskånska orter. Undersökningsgrupperna har fått värdera faktorer som anses betydelsefulla för att lära sig motoriska färdigheter i bollspel. Svaren har bearbetats i statistikprogrammet SPSS så att frekvensfördelning, skillnader och samband kan analyseras. Resultaten i undersökning 1, på studenter, visar att Sociala och psykologiska faktorer somkommunikation och motivation är högst värderade. 90 % av studenterna har värderat motivation till högst betydelse för att lära sig färdigheter i bollspel. Studenternas värdering av faktorer som sammankopplas med lärandeteorierna GMP- och DS-teorin visar att båda teorierna värderas likvärdigt. Studenterna uppvisar också samstämmighet i förhållande till kön, ålder och bollspelserfarenhet. De skillnader som finns redovisas. Elevernas svar, i undersökning 2, visar att faktorer som indikerar engagemang och motivation, har den största betydelsen för att lära sig motoriska färdigheter i bollspel. Eleverna värderar faktorer som sammankopplas till DS-teorin och ett indirekt lärande signifikant högre än faktorer som sammankopplas till GMP-teorin och ett direkt lärande. Elevundersökningen uppvisar resultat med signifikanta skillnader mellan könen. Flickor värderar faktorer som indikerar engagemang signifikant högre än pojkarna. Pojkarna värderar faktorer som indikerar fysisk förmåga signifikant högre än flickorna. Enskilda faktorer som instruktion, repetition och demonstration, har flickor värderat signifikant högre än pojkar. Betydelsen av bollspelserfarenhet och ålder har inte spelat någon större roll för hur eleverna har gjort sina värderingar. / The purpose of this work is to understand which factors are most important in learning motor skills in ball games and attach this to learning theory. Are there differences in the perception if you are a beginner or have experience from ball games? Makes gender or age any difference? Which learning theory is most valued? To give a background to the issue, a review of previous research and a description of the two dominant learning theories, General motor program theory and Dynamical systems theory is done together with didactic aspects and motor concept in learning and ball games. Questions have been raised in the questionnaire form to two different study groups, and 112 students from the institution of Sports and Science at Learning and society, Malmö University and part 129 pupils from a primary school and a secondary school in Skåne.Investigation teams have been assessing factors considered to be significant in learning motor skills in ball games. The answers have been processed in SPSS statistical programme, so that the frequency distribution, variation and correlation can be analyzed. The result of survey 1, students, reveals that the social and psychological factors such as communication and motivation are most valued. 90% of students have assessed motivation to a maximum importance to learn skills in ball games. Students ' evaluation of factors linked to learning theories GMP and DS theory shows that both theories are valued equally. Students demonstrate coherence in relation to gender, age and ball game experience. The differences are accounted for. The pupils ' responses, in study 2, shows that the factors which indicates commitment and motivation, have the greatest importance in learning motor skills in ball games. The pupils in this survey value factors linked to DS theory and an indirect learning significantly higher than factors linked to the GMP theory and direct learning. The pupils´ survey results show significant differences between the sexes. Girls value the factors indicating commitment significantly higher than boys. The boys value the factors that indicate physical ability significantly higher than the girls. Individual factors such as instruction, rehearsal and demonstration, have girls valued significantly higher than boys. The importance of ball game experience and age has not played a major role in how the pupils have done their values.

The work was reflecting the effect of basic swimming training and the water environment on the fine motor skills of the upper limbs in a group of pupils with specific learning disabilities. Part of the work is a comparison with a group of pupils of the same age with specific learning disabilities without said swimming training. The main goal of the work is to observe a group of pupils from a Prague based private elementary school with focus on education of children with specific learning disabilities and evaluation of potential changes in fine motor skills of the upper limbs. The selected group of pupils consisted of children diagnosed with one or more specific learning disability, such as developmental dysphasia, dyspraxia, dysgraphia, dyslexia, ADHD syndrome and Asperger's syndrome in ages 8 to 10. The training was a mandatory basic swimming training in third grade and happened during the school year 2018/2019 with total of 15 participants. Input testing for fine motor skills and test of level of swimming abilities were organised in the beginning of the training. Output testing was organised in February of 2019 after completion of 20 hours of swimming training. This was then compared to level of fine motor skills of a group of pupils of same age without basic swimming training. Key words swimming...

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The diploma thesis consists of theoretical and practical part. The theoretical part deals with a definition of important concepts such as philosophy for children, historical development of this program, personality of a child, communication and thinking of pre-school children. The practical part is conceived as a controlled dialogue with children in preschool education, with a great emphasis on expressing their emotions and experiencing a given situation.

<p>Увод: Процена минималних неуролошких дисфункција (МНД) пружа информације о неуролошком стању детета, помаже у идентификовању вулнерабилности детета ка развоју моторних слабости, тешкоћа у учењу или поремећаја понашања. Деформитети кичменог стуба код деце предшколског узраста су у сталном порасту. Циљ истраживања: Утврђивање преваленце МНД-а у узорку предшколске деце тестирањем по Touwen-у, евалуација постуралног статуса код деце предшколског узраста, као и утврђивање повезаности јављања минималних неуролошких дисфункција и постуралних поремећаја код деце предшколског узраста. Материјал и методе: Истраживање је урађено у предшколској установи &bdquo;Радосно детињство&ldquo; из Новог Сада. Укупан узорак је обухватио 120-оро деце која су подељена у две групе у односу на узраст, 60-оро деце старости од 6 до 7 година (група А) и 60-оро деце старости од 5 до 6 година (група Б). Методом случајног избора су изабрана три вртића из различитих делова града, а деца су насумично одабрана са приближно једнаком заступљеношћу пола. Тестирање је урађено са Touwen-овим тестом модификованим од стране Hadders-Algre. Резултати су груписани у три групе: одсуство, присуство једноставних (присуство једне или две области дисфункције) и присуство комплексних МНД (присуство најмање три области дисфункције). Код све деце урађена је евалуација постуралног статуса, као и антропометријска мерења. Резултати: Постоји статистички значајна разлика у учесталости јављања МНД-а у односу на узраст, одступања су чешће присутна у млађем узрасту. МНД се чешће јављају код дечака у односу на девојчице, али није показана статистички значајна разлика. Код 68,3% деце уочени су елементи лошег држања тела. Најчешћа одступања од нормалног постуралног положаја била су у виду спуштених стопала (45,8%), асиметрије висине рамена (35%), искривљења ахилових тетива ван (30%), повећања слабинске кривине (29,2%) и асиметрије троуглова стаса (20%). Утврђена је статистички значајна позитивна повезаност између јављања минималних неуролошких дисфункција и лошег држања тела код деце предшколског узраста. Закључак: Деца старијих (узраст од 5 до 6 година) група предшколског узраста знатно чешће испољавају знаке минималне неуролошке дисфункције у односу на децу најстаријих (узраст од 6 до 7 година) група. Више од половине деце предшколског узраста показује одступање од нормалног постуралног статуса. Постоји статистички значајна позитивна повезаност између јављања минималних неуролошких дисфункција и лошег држања тела код деце предшколског узраста.</p> / <p>Uvod: Procena minimalnih neuroloških disfunkcija (MND) pruža informacije o neurološkom stanju deteta, pomaže u identifikovanju vulnerabilnosti deteta ka razvoju motornih slabosti, teškoća u učenju ili poremećaja ponašanja. Deformiteti kičmenog stuba kod dece predškolskog uzrasta su u stalnom porastu. Cilj istraživanja: Utvrđivanje prevalence MND-a u uzorku predškolske dece testiranjem po Touwen-u, evaluacija posturalnog statusa kod dece predškolskog uzrasta, kao i utvrđivanje povezanosti javljanja minimalnih neuroloških disfunkcija i posturalnih poremećaja kod dece predškolskog uzrasta. Materijal i metode: Istraživanje je urađeno u predškolskoj ustanovi &bdquo;Radosno detinjstvo&ldquo; iz Novog Sada. Ukupan uzorak je obuhvatio 120-oro dece koja su podeljena u dve grupe u odnosu na uzrast, 60-oro dece starosti od 6 do 7 godina (grupa A) i 60-oro dece starosti od 5 do 6 godina (grupa B). Metodom slučajnog izbora su izabrana tri vrtića iz različitih delova grada, a deca su nasumično odabrana sa približno jednakom zastupljenošću pola. Testiranje je urađeno sa Touwen-ovim testom modifikovanim od strane Hadders-Algre. Rezultati su grupisani u tri grupe: odsustvo, prisustvo jednostavnih (prisustvo jedne ili dve oblasti disfunkcije) i prisustvo kompleksnih MND (prisustvo najmanje tri oblasti disfunkcije). Kod sve dece urađena je evaluacija posturalnog statusa, kao i antropometrijska merenja. Rezultati: Postoji statistički značajna razlika u učestalosti javljanja MND-a u odnosu na uzrast, odstupanja su češće prisutna u mlađem uzrastu. MND se češće javljaju kod dečaka u odnosu na devojčice, ali nije pokazana statistički značajna razlika. Kod 68,3% dece uočeni su elementi lošeg držanja tela. Najčešća odstupanja od normalnog posturalnog položaja bila su u vidu spuštenih stopala (45,8%), asimetrije visine ramena (35%), iskrivljenja ahilovih tetiva van (30%), povećanja slabinske krivine (29,2%) i asimetrije trouglova stasa (20%). Utvrđena je statistički značajna pozitivna povezanost između javljanja minimalnih neuroloških disfunkcija i lošeg držanja tela kod dece predškolskog uzrasta. Zaključak: Deca starijih (uzrast od 5 do 6 godina) grupa predškolskog uzrasta znatno češće ispoljavaju znake minimalne neurološke disfunkcije u odnosu na decu najstarijih (uzrast od 6 do 7 godina) grupa. Više od polovine dece predškolskog uzrasta pokazuje odstupanje od normalnog posturalnog statusa. Postoji statistički značajna pozitivna povezanost između javljanja minimalnih neuroloških disfunkcija i lošeg držanja tela kod dece predškolskog uzrasta.</p> / <p>Introduction: Assessment of minor neurological dysfunction (MND) provides information about a child&#39;s neurological condition, which helps to identify the vulnerability of the child to the development of motor impairment, difficulties in learning or behavioral disorders. Spinal deformities in preschool children are constantly increasing. Aim: Determining the prevalence of MND in a sample of preschool children using Touwen&rsquo;s test, the evaluation of postural status in preschool children, as well as determining the relation between the occurrence of minor neurological dysfunction and postural disorders in preschool children. Material and methods: The examination was carried out in the preschool institution &ldquo;Radosno detinjstvo&rdquo; in the city of Novi Sad. The total sample included 120 children who were divided into two groups according to their age, 60 children aged 6 to 7 years (group A) and 60 children aged 5 to 6 years (group B). The children were recruited at three randomly selected kindergartens, and the children were randomly selected with approximately equal gender representation. The testing was done with Touwen&#39;s test modified by Hadders-Algra. The results were classified into three groups: the absence of MND, the presence of simple MND (presence of one or two domains of dysfunction) and the presence of complex MND (presence of at least three domains of dysfunction). Evaluation of postural status and anthropometric measurements were carried out for all the children. Results: There is a statistically significant difference in the prevalence of MND in relation to age, variations were more likely at a younger age. MND is more frequent in boys than in girls, but this difference is not statistically significant. In 68.3% of the children there are elements of bad posture. The most common deviations from the normal postural position are flat feet (45.8%), shoulder height asymmetry (35%), distortion of Achilles tendons to the outside (30%), excessive curvature of lower back (29.2%) and asymmetry of stature triangles (20%). There is a statistically significant positive correlation between the occurrence of minor neurological dysfunction and poor posture in children of preschool age. Conclusion: Children in older preschool groups (5 to 6 years old) more often show signs of minor neurological dysfunction in comparison to the children in the oldest groups (6 to 7 years old). More than half of the preschool children show deviation from normal postural status. There is a statistically significant correlation between the occurrence of minor neurological dysfunction and poor posture in children of preschool age.</p>

En plus de la triade de symptômes caractérisant l’autisme, ce trouble neurodévelopmental est associé à des particularités perceptives et motrices et, au niveau cérébral, par une connectivité atypique entre les différentes régions du cerveau. Au niveau anatomique, un des résultats les plus communs est la réduction du corps calleux. Toutefois, des effets directs de cette altération anatomique sur l’intégrité et l’efficacité du transfert interhémisphérique restent à être démontrés. Pour la présente thèse, trois différentes études investiguent différents aspects du traitement de l’information visuomotrice : le transfert interhémisphérique entre les régions bilatérales motrices et visuelles, la vitesse de traitement perceptif, et les habiletés motrices visuellement guidées. Dans la première étude, le paradigme visuomoteur de Poffenberger a été utilisé pour mesurer le temps de transfert interhémisphérique (TTIH). L’imagerie par résonnance magnétique fonctionnelle (IRMf) et structurale ainsi que l’imagerie de diffusion ont aussi été utilisées pour étudier les réseaux cérébraux impliqués dans la tâche de Poffenberger. Les autistes ont été comparés à un groupe d’individus à développement typique. La deuxième étude avait pour but d’investiguer la vitesse de traitement perceptif en autisme. Dans la troisième étude, deux tâches motrices (Purdue et Annett) ont été utilisées pour examiner la nature et l’importance des déficits moteurs. La tâche de Purdue inclut deux conditions bimanuelles utilisées comme indice additionnel d’intégration interhémisphérique. Dans les études 2 et 3, le groupe d’autistes a aussi été comparé à un groupe d’individus Asperger afin de voir si, et comment, les deux sous-groupes peuvent être distingués en ce qui concerne le traitement visuel et les déficits moteurs. Aucune différence entre les groupes n’a été observée en termes de TTIH. Les résultats de l’étude IRMf révèlent des différences d’activations corticales en lien avec la tâche de Poffenberger. Dans les groupes d’autistes et de typiques, l’efficacité de la communication interhémisphérique était associée à différentes portions du corps calleux (frontales/motrices chez les typiques, postérieures/visuelles chez les autistes). De façon globale, les résultats de cette étude démontrent un patron atypique de transfert interhémisphérique de l’information visuomotrice en autisme, reflétant un rôle plus important des mécanismes visuels dans le comportement sensorimoteur possiblement en lien avec une réorganisation cérébrale. Les résultats des études comportementales 2 et 3 indiquent que les autistes excellent dans la tâche mesurant la vitesse de traitement perceptif alors que les Asperger accomplissent la tâche à des niveaux similaires à ceux des typiques. La nature des déficits moteurs diffère aussi entre les deux sous-groupes; la dextérité et la coordination bimanuelle est affectée chez les individus Asperger mais pas chez les autistes, qui eux sont plus atteints au niveau de la rapidité unimanuelle. Les sous-groupes d’autistes et de syndrome d’Asperger sont caractérisés par des profils cognitifs différents dont les particularités perceptives et motrices font partie intégrante. / In addition to the triad of symptoms characterizing autism, this neurodevelopmental condition is characterized by visual and motor atypicalities and, at the cerebral level, by atypical connectivity between the different brain areas. Anatomically, one of the most replicated finding is a reduction of the corpus callosum. However, evidence of a direct effect of the corpus callosum reductions on integrity and efficiency of interhemispheric transfer is lacking. Three different studies were designed to investigate different aspect of visuo-motor processing: interhemispheric transfer between bilateral motor and visual brain areas, perceptual processing speed, visually guided motor performance. In the first study, the visuo-motor Poffenberger paradigm was used to measure interhemispheric transfer time (IHTT). Structural and functional magnetic resonance imaging (fMRI) and diffusion tensor imaging (DTI) were also used to study the brain networks involved in the Poffenberger task. Autistics were compared to typically developing individuals. The second study investigates whether perceptual processing speed (Inspection Time task) is atypical in autism. In the third study, two visually-guided motor tasks (the Purdue pegboard and Annett peg moving task) were used to verify the nature and magnitude of motor deficits. The Purdue task includes two bimanual conditions used as additional measures of interhemispheric communication integrity. Moreover, in studies 2 and 3, behavioral differences between autistic and Asperger individuals were investigated in order to see if and how the two subgroups can be distinguished in terms of perceptual processing and motor deficits. No group difference was observed in terms of IHTT. The fMRI results reveal a different pattern of cortical activations associated to the Poffenberger task. In the autism and typical groups, the efficiency of interhemispheric communication was associated with different portions of the corpus callosum (frontal/premotor in typicals, posterior/visual in autistics). These results demonstrate an atypical pattern of interhemispheric visuo-motor information transfer, possibly reflecting a more prominent role of visual mechanisms guiding sensorimotor behavior in autism, related to cerebral reorganizations. Results of the behavioral studies indicate that autistics have an excellent visual processing speed while Asperger individuals performed like typicals. Motor impairments also differed between the two subgroups; dexterity and bimanual coordination was impaired in Asperger individuals but not in autistics, who presented more difficulties in unimanual conditions. Autism and Asperger subgroups are characterized by different cognitive profiles in which visual processing and motor deficits are important factors.

Abstact The diploma thesis aims to develop the theme "Activities with the paper in education programs pre-primary education", evaluates the importance of these activities for development of fine motor skills and connections to general educational program for preschool education in the Czech Republic. Through survey the thesis examines the experiences of the kindergarten teachers with realization of activities with paper during their work with children and also current status of necessary equipment for this work in kindergarten. The practical section of this diploma thesis summarizes the experiences with realization of an annual project called "We form with paper", in mixed-age class of the kindergarten.

This thesis Methodology of playing the flute of children from 4 to 6 years deals with the problem of learn to play the flute preschool children. The theoretical part deals with the importance of this activity, its contribution to the children themselves. It focuses on the developmental characteristics of this period, the physical and mental maturity, the skills needed for learning to play flute. It also compares the methodology and the methodology of music education games on the soprano recorder for children of school age and younger children. The practical part deals with the specific methodology you learn to play the soprano flute - using the "color music". Describes the formation method, its advantages for the acquisition of flute playing children 4 to 6 years, application of methods in teaching and, not least, textbook design, the concept would be based on this method.

Syftet med det självständiga arbetet var att undersöka hur äventyrspedagogik tillämpas i en Reggio Emilia-inspirerad förskola. Genom att jämföra dessa pedagogiker kan man få syn på likheter och skillnader som motiverar tillämpningens betydelse för barns lärandeprocesser. Undersökningen fick sitt praktiska utförande i en skogsmiljö på en av förskolorna, där två förskollärare hade teoretiska kunskaper inom äventyrspedagogik och Reggio Emilia. Tio pedagoger och en förälder deltog som observatörer i äventyret. Utöver dessa deltog två studenter från förskollärarutbildningen, Stockholms universitet som också är författarna till denna undersökning. Deras observationer och intervjusvar från de två förskollärarna ingår i undersökningen. I äventyret deltog femtiofem sexåringar från fem förskolor inom enheten. Utformningen av äventyret bestod av sju stationer med diverse samarbetsövningar där utmaningarna i övningarna hade olika svårighetsgrader. Barnen skulle utmanas i och få utforska sina frågor i en spännande miljö med hela kroppen. Det framkom att resurser i form av tid för planering, föräldrar och pedagoger ute i äventyret både som observatörer och som säkerhet och trygghet krävdes. Resultatet av vår undersökning visar att tillämpningen av äventyrspedagogik med sin syn på sinnliga samspelsövningar med motoriska inslag och med naturen som stöd, berikar och kompletterar förskolors arbete med barns lärandeprocesser samt Reggio Emilias syn på barns möjligheter till utveckling och lärande. / The purpose of the independent work was to investigate the adventure pedagogy applied in a Reggio Emilia-inspired preschool. By comparing these pedagogies can catch sight of the similarities and differences that justify the application's impact on children's learning processes. The survey received a practical point in a woodland setting on one of the pre-schools, where two preschool teachers had theoretical knowledge in adventure education and Reggio Emilia. Ten teachers and a parent participated as observers in the adventure. In addition to these two students attended from preschool teacher, Stockholm University, who is also the authors of this study. Their observations and interview responses from the two preschool teachers surveyed. The adventure took fifty-six year olds from five kindergartens within the unit. The design of the adventure consisted of seven stations with various team-building exercises where the challenges of the exercises had different difficulty levels. The children were challenged to explore and get their questions in an exciting environment with your whole body. It was revealed that the resources in terms of time for planning, parents, and educators around the adventures both as observers and that safety and security was required. The results of our study show that the application of adventure education with its view of sensuous interplay exercises with motor elements and with nature that support, enrich and complement förskolors work with children's learning processes and the Reggio Emilia approach to children's opportunities to learn and develop. / <p>Sebastian Palm har efter att uppsatsen skrevs bytt efternamn till Denus.</p>

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