Master of Applied Science / The aim of this investigation was to investigate the effects of computer-based visual feedback in the teaching of singing. Pitch accuracy, a readily-measured parameter of the singing voice, was used in this study to gauge changes in singing for groups with and without visual feedback. The study investigated whether the style of feedback affects the amount of learning achieved, and whether the provision of concurrent visual feedback hampers the simultaneous performance of the singing task. The investigation used a baseline–intervention–post-test between-groups design. Participants of all skill levels were randomly assigned to a control group or one of two experimental groups – with all participants given one hour of singing training. At intervention, the two experimental groups were offered one of two different displays of real-time visual feedback on their vocal pitch accuracy, while control participants had a non-interactive display. All sessions were recorded, and the vocal exercise patterns performed at baseline, intervention and post-test phases were acoustically analysed for pitch accuracy. Questionnaires assessed both general health and the amount of singing and music training of all participants; people in the two experimental groups were also given a further questionnaire about the visual feedback. The results indicate that visual feedback improves pitch accuracy in singing. Cognitive load related to the decoding of visual information was a factor at intervention. At post-test, the two groups who had used real-time visual feedback demonstrated marked improvement on their initial pitch accuracy. There was no significant difference between the results of participants from the two experimental groups, although the participants with some background in singing training showed greater improvement using a simpler visual feedback design. The findings suggest that a hybrid approach integrating standard singing teaching practices with real-time visual feedback of aspects of the singing voice may improve learning.

Diss. (sammanfattning) Stockholm : Karol. inst., 2003. / Härtill 5 uppsatser.

Diss. (sammanfattning) Stockholm : Karol. inst., 2004. / Härtill 4 uppsatser.

Diss. (sammanfattning) Stockholm : Karol. inst., 2003. / Härtill 5 uppsatser.

Bakgrund:  Barn med autismspektrumtillstånd (AST) avstår ofta fysisk aktivitet av anledningen att de har svårt med det sociala samspel som skapas i en grupp med människor. De kan även ha begränsad rörelseförmåga, vilket gör att den motoriska utvecklingen blir försenad eller aldrig utvecklas. Den fysiska aktiviteten bidrar till ökad motorisk utveckling i specifika idrotter som involverar fin och grovmotoriska färdigheter. Studiens syfte är att undersöka i vilken grad fysisk aktivitet påverkar fingrovmotoriska färdigheter och därmed ökar möjligheten för det sociala samspelet hos ett barn med autismspektrumtillstånd. Frågeställningarna lyder: Hur kan det sociala samspelet påverkas hos ett barn med autism genom fysisk aktivitet? Hur kan fysisk aktivitet påverka fin och grovmotorik hos ett barn med AST? Metoden som författarna valt är en systematisk litteraturstudie. De valda artiklarna är i från databaserna Discovery och Taylor & Francis. Hjälpmedel med sökord och övriga begränsningar användes för att hitta relevanta och aktuella vetenskapliga artiklar till denna studie. Artiklarna analyserades, värderades utifrån GRADE-modellen och därefter diskuterades evidensen av författarna. Resultatet påvisar att fysisk aktivitet ökar det sociala samspelet samt de finmotoriska och grovmotoriska färdigheterna förbättras hos barn med AST.  Slutsatsen är att fin och grovmotoriska färdigheter ökar kontinuerligt i samband med fysisk aktivitet. Graden av fysisk aktivitet ökar i specifika motoriska färdigheter beroende på form av aktivitet samt hur frekvent aktiviteten utförs. Deltagandet i fysisk aktivitet ledde till att den sociala förmågan förbättrades samt att det yttrade sig positivt på barnens välmående både fysiskt och psykiskt.

Let us go out and run! A study of how teachers are using the movement in preschool. In this essay I will demonstrate how kindergarten teachers included movement during their daily activities. Preschool teachers must follow regimented curriculum that makes their work important. During my four preschool observations and interviews; I have used the phenomenological theory; which is the understanding of how humans act in social surroundings, as well as the theological concept movement plan described by Maurice Merleau-Ponty. During my observations I have found that teachers seem to want to be outside more than inside. I noticed that the environment sometimes is in the way of the children’s movement. The children can run freely outside versus inside, where they had to run around arrangement of furniture. Another issue was the number of kids in a group. This is a big factor to why they can’t move around inside as easily. The teachers created therefore smaller groups to increase learning experience and distraction. I found that movement in preschool is highly recommended and will improve children’s motor skills. The teachers wish that there were better spaces for movement, but do the best to take advantage of the environment they already have.

O objetivo desta pesquisa, de delineamento quase-experimental, foi verificar a influência de um Programa de Intervenção Motora Inclusiva (PIMI) no desenvolvimento motor (DM) e social (DS) de crianças, portadoras (PNEE) e não portadoras de necessidades educacionais especiais (n-PNEE), com atrasos motores. A amostra desta pesquisa foi não probabilística, intencional, composta por 76 crianças (43 meninos e 33 meninas), com idades de 4 a 10 anos (M=7,00, DP=1,44), sendo 24 (31,6%) crianças PNEE e 52 (68,4%) crianças n-PNEE, que apresentaram desempenho motores inferiores a seus pares, configurando atrasos motores, avaliados por meio do Test of Gross Motor Development- 2 (TGMD-2) (ULRICH, 2000). Trinta e cinco crianças constituíram o Grupo de Intervenção (GI) e quarenta e uma crianças constituíram o Grupo Controle (GC). Para a avaliação do DM das crianças dos grupos foi utilizado o TGMD-2 e para a avaliação do DS das crianças do GI foi utilizado a estrutura de Níveis de Responsabilidade Social e Pessoal (HELLISON, 2003). O PIMI foi desenvolvido em 14 semanas, implementando os princípios do Contexto Motivacional para a Maestria e os pressupostos da estrutura TARGET. General Linear Model com medidas repetidas no fator tempo foi conduzida para avaliar os efeitos do PIMI no DM das crianças. Para a análise do DS foi utilizado o teste de Friedman. Os resultados indicaram que (1) crianças, PNEE e n- PNEE, do GI demonstraram ganhos significantes em habilidades de locomoção e de controle de objeto do pré-teste para o pós-teste, enquanto que para as crianças, PNEE e n-PNEE, do GC mudanças significativas não foram encontradas, (2) crianças, PNEE e n-PNEE, do GI demonstraram desempenho significantemente superior em habilidades de locomoção e de controle de objeto comparadas as crianças, PNEE e n-PNEE, do GC no pós-teste, (3) crianças PNEE, do GI, demonstraram padrões de mudanças positivas e significativas do pré-teste para o pós-teste nas habilidades de locomoção e de controle de objeto semelhantes aos seus pares n-PNE do mesmo grupo, (4) crianças PNEE, do GI, demonstraram no pós-teste desempenho significantemente superior nas habilidades de locomoção e controle de objetos comparadas aos seus pares PNEE do GC, (5) crianças n-PNEE, do GI, demonstraram no pós-teste desempenho significantemente superior nas habilidades de locomoção e de controle de objeto comparadas aos seus pares n-PNEE do GC, (6) crianças, PNEE e n-PNEE, do GI, demonstraram mudanças positivas e significativas no DS no contexto de aprendizagem por meio da conquista de níveis de responsabilidade social e pessoal mais elevados, no decorrer do PIMI, (7) crianças PNEE, do GI, demonstraram padrões de mudanças positivas e significativas no DS semelhantes aos seus pares n-PNEE do mesmo grupo. E mais, a implementação do Contexto Motivacional para a Maestria possibilitou a participação cooperativa e efetiva de todas as crianças indiferentemente dos níveis de habilidade motora. / The purpose if this quasi-experimental research was to investigate the influence of an Inclusive Motor Intervention Program (IMIP) on the motor development (MD) and social development (SD) of children with disability (D) and children without disability (WD), with motor delays. The sample of this research was intentional, not probabilistic, composed of 76 children (43 boys and 33 girls) with ages between 4 and 10 years (M=7,00, DP=1,44), being 24 (31,6%) children D and 52 (68,4%) children WD. All these children demonstrate lower motor performance than theirs pairs, configuring motor delays, measured by the Test of Gross Motor Development-2(TGMD-2) (ULRICH, 2000). Thirty five children composed the Intervention Group (IG), and 41 children composed the Control Group (CG). To evaluate both groups MD, the TGMD-2 was used. To evaluate SD, the Personal and Social Responsibility Level (HELLISON, 2003) structure was used. The IMIP was implement in 14 weeks and developed with the theoretical bases of the mastery motivacional climate, using TARGET structure. A General Linear Model with repeated measures was conducted to evaluate the influence of IMIP on the children's MD. To analyze the SD, the Friedman statistical test was used. The results suggested that (1) children D and WD who participated in the IG demonstrated significant gains in locomotor and object control skills from pre to postintervention; whereas, for the children D and WD in the CG, significant changes were not found. (2) Children D and WD in the IG demonstrated a significant higher performance in locomotor and object control skills after the IMIP; whereas, for the children D and WD of the CG, significant changes were not found. (3) Children D in the IG demonstrated a positive and signicant pattern of changes in locomotor and object control skills similar to that of theirs pairs WD with motor delay in the IG. (4) Children D demonstrated, in the post-test, higher performance in the locomotor and object control skills when compared to theirs pairs D in the CG. (5) Children WD in the IG demonstrated a significant higher performance in locomotor and object control skills when compared to theirs pairs WD in the CG. (6) Children D and WD in the IG demonstrated positive changes in SD, through achieving higher personal and social responsibility levels during the IMIP. (7) Children D in the IG demonstrated a positive and significant pattern of changes in SD similar to that of theirs pairs WD in the same group. A mastery motivacional climate intervention guaranteed a cooperative and effective participation of all children regardless of the levels of their motor skills.

O objetivo desta pesquisa, de delineamento quase-experimental, foi investigar os efeitos de um Programa de Intervenção Motora, em crianças obesas e não-obesas, nos parâmetros motores, nutricionais e psicossociais. A amostra desta pesquisa foi de 78 crianças (38 crianças do grupo interventivo e 40 crianças do grupo controle), com idades de 5 a 7 anos. Para as avaliações das crianças, foram utilizadas a avaliação antropométrica, tendo como referência os padrões do National Center for Health and Statistics; a avaliação motora no teste e em contexto de aprendizagem, por meio do Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); a escala Pictorial Scale of Perceived Competence and Acceptance for Young Children (HARTER; PIKE, 1980); e as categorias descritoras de respostas (RINK, 1996). O programa foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do programa no estado nutricional, no desempenho motor, nos níveis de percepção de competência e nas categorias descritoras de respostas. Análise de variância com medidas repetidas no fator tempo, delta e significância do delta por meio de One Way ANOVA foram utilizadas para avaliar o impacto da intervenção. Os resultados quanto ao estado nutricional do grupo interventivo evidenciaram mudanças significativas no IMC (p = 0,000) da pré para a pós-intervenção. No grupo controle, mudanças significativas não foram encontradas (p = 0,383). No desempenho motor geral, houve diferenças significativas entre os grupos interventivo e controle (p =0,000). As crianças do grupo interventivo apresentaram um aumento de 22 pontos no quociente motor do teste, enquanto que as crianças do grupo controle tiveram um aumento médio de 3,22 pontos. Com relação ao desempenho motor em contexto de aprendizagem motora, mudanças significativas foram encontradas da pré para a pósintervenção, nas crianças obesas (p = 0,000) e não-obesas (p = 0,007). No somatório de percepção de competência, o grupo interventivo mudou significativamente da pré para a pós-intervenção (p = 0,000); ao passo que, no grupo controle, mudanças não foram encontradas do pré para a pós (p = 0,238). Quanto ao engajamento motor de forma apropriada com sucesso na ação motora, mudanças significativas foram encontradas da pré para a pós-intervenção nas crianças obesas (p = 0,000) e nãoobesas (p = 0,000). Conclui-se que a implementação de um Programa de Intervenção Motora, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais das crianças obesas e nãoobesas, promove ganhos nos parâmetros motores, nutricionais e psicossociais que efetivam o engajamento das crianças nas mais variadas práticas motoras. / The purpose of the present study, with a quasi-experimental design, was to investigate the effects of the Motor Intervention Program, in obese and nonobese children, on motor, nutritional, and psychosocial parameters. The sample was composed of 78 children (38 in the intervention group and 40 in control group), aged 5-7 yr. The children were assessed using the anthropometrical assessment, based on the National Center for Health and Statistics patterns; the motor assessment in test and learning environment, conducting the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); the Pictorial Scale of Perceived Competence and Acceptance for Young Children scale (HARTER; PIKE, 1980); and the descriptive response categories (RINK, 1996). The program was carried out in 28 weeks and implemented the TARGET structure assumptions to the learning of basic motor skills. General Linear Model with repeated measures on the time factor was conducted to assess the program effects on nutritional status, motor development, perceived competence levels, and descriptor response categories. Analysis of variance with repeated measures on the time factor, delta, and delta significance using One Way ANOVA were used to assess the intervention impact. The results regarding the intervention group’s nutritional status evidenced significant changes in BMI (p = 0.000) from pre- to post-intervention. In control group, no significant changes were found (p = 0.383). In general motor development, significant changes (p =0.000) between intervention and control groups were observed. Children in the intervention group showed a 22-point increase in the test motor quotient, whereas children in control group experienced an average increase of 3.22 points. Concerning motor development in motor learning environment, significant changes were found from preto post-intervention, in obese (p = 0.000) and nonobese children (p = 0.007). In the summation of perceived competence, the intervention group significantly changed from preto post-intervention (p = 0.000); whereas, in control group, no changes were found from preto post-intervention (p = 0,238). Concerning successful appropriate motor engagement in motor action, significant changes were found from pre- to post-intervention in obese (p = 0.000) and nonobese (p = 0.000) children. It was concluded that the implementation of a Motor Intervention Program based on effective methodological proposals that are suitable for obese and nonobese children’ real needs fosters motor, nutritional, and psychosocial gains that reinforce children engagement in the most varied motor activities.

Title: Analysis of the relationship motor docility, emotional stability and reactibility. Aim : The objective was to gain insight into the theoretical knowledge of motor docility. Try to analyze the correlation between the motor docility, reactibility and emotional stability of students of physical education UJEP. Methods: The level of motor docility was measured by IOWA BRACE test, the shift in learning new motor skills in selected sports during the semester and expert assessment. Reactibility was through disjunctive test reaction times observed temporal variability of response times. Emotional stability was diagnosed with neuroticism dimension in the EPQ-R. Results: The sample had the expected characteristics due to the emotional stability. It was proved relation between values of neuroticism and temporal variability in reaction time test reactibility. Partly succeeded confirm the relationship between motor docility (test progression in learning new motor skills) and temporal variability of response times. The relationship between the level of motor docility and emotional stability was not demonstrated. Keywords: motor docility, neuroticism, EPQ-R, IOWA BRACE.

Title: The Physical Fitness monitoring of The Volleyball players from the Age 15 - 18 Objectives: The aim of the thesis is to find out and compare changes in averaged performances of physical fitness in selected girls' volleyball teams based on testing in 2014 with the 2017 results Methods: The thesis uses methods of summarization and compilation, comparation, description and result evaluation Results: The best performance was recorded in the volleyball team SK Dansport Praha. The biggest improvement was found in team VK Kavčí hory compared to the previous measurement. All surveyed teams showed higher performance in the test than in 2014 Keywords: monitoring, testing, volleyball, teen-agers, fitness, condition, physical activity, movement load, movement