Bibliographic identification Name and surname of the author: Mgr. Jakub Kokštejn Name of the dissertation: Physical activity of children with motor difficulties Workplace: Department of Sports Games Supervisor of the work: Doc. PaedDr. Rudolf Psotta, Ph.D. Year of presentation: 2011 Abstract Objective: Current knowledge of developmental disorders in motor skills of school children suggest potential negative impacts on the development of the personality of the child in the mental, social psychological and behavioural areas and also in the area of competence at school. Very little is known about how an insufficient level of motor skills of a child can limit his/her physical activity. This work was performed to discover whether developmentally determined motor deficit in children of older school age is a risk factor for lower physical activity (PA) and whether the attention of the child has a mediation function in the relationship between the level of motor skills and his/her physical activity. Methods: The research was based on analytical-descriptive examination of the motor skills of children, their physical activity in weekly regimes and the attention level, with subsequent comparison of children with a motor deficit (MD) and children without MD, through correlation analysis and analysis of the mediative...

O objetivo desta pesquisa, de delineamento quase-experimental, foi verificar a influência de um Programa de Iniciação ao Tênis (PIT) com duas abordagens, Clássica (AC) e de Contexto Motivacional para a Maestria (AM), no desempenho de habilidades motoras fundamentais (HMF), especializadas do Tênis (HMET) especializadas do Tênis no jogo (HETJ) e na percepção de competência (PC) de crianças em situação de risco. A amostra desta pesquisa foi não probabilística, intencional, composta por 61 crianças (29 meninas e 32 meninos), com idades de 6 a 12 anos (M = 9,4), sendo 30 crianças da AC e 31 crianças da AM. Para as avaliações das crianças foram utilizados o Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); o Instrumento de Avaliação das Habilidades Motoras Especializadas do Tênis, o Instrumento de Avaliação de Habilidades Especializadas do Tênis no Jogo e a escala The Self-Perception Profile for Children (HARTER, 1985). O PIT foi desenvolvido em 26 semanas, implementando, para a AM os pressupostos da estrutura TARGET e do Sport Education Model e para a AC os modelos clássicos de aprendizagem do Tênis. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do PIT no desempenho motor e nos níveis de PC, bem como, a influência de faixa etária e gênero. Teste de Wilcoxon foi utilizado para a comparação intra-grupo e teste de Mann-Whitney para a comparação inter-grupo (no jogo quanto à categorização). 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 indicaram que 1) crianças do PIT demonstraram mudanças significantes (p < 0,01) nas habilidades de locomoção (HL), sendo que as crianças da AM revelaram escores significativamente (p = 0,034) superiores quando comparadas com a AC ao final da intervenção; 2) todas as crianças evidenciaram mudanças significantes nas habilidades de controle de objeto (HCO) da pré para a pósintervenção (p < 0,01); 3) não houve interação da faixa etária nas HL (p = 0,885) e nas HCO (p = 0,940) e do gênero nas HL (p = 0,791) e nas HCO (p = 0,723); 4) mudanças positivas e significantes (p < 0,01) nas HMET para todas as crianças; 5) interação não significante da faixa etária (p = 0,519) e do gênero (p = 0,24) nas HMET; 6) interação não significante da faixa etária (p = 0,523) e do gênero (p = 0,117) nas HETJ quanto à freqüência; 7) quanto à categorização das HETJ, resultados evidenciaram mudanças positivas para as crianças do PIT ao longo da intervenção, representando 62,5% das atitudes demonstradas no jogo; 8) crianças mais velhas da AC apresentaram mudanças significantes (p < 0,05) da pré para a pós-intervenção em duas categorias de comportamento, enquanto que, crianças mais velhas da AM em cinco (p < 0,05); 9) quanto ao gênero, não houve interação significante (p = 0,50) nas HETJ na categorização das atitudes; 10) quanto à PC, todas as crianças apresentaram mudanças significantes da pré para a pósintervenção (p < 0,01);11) não houve interação significante para a faixa etária (p = 0,096) e gênero (0,465) nas percepções de competência. A implementação de um Programa de Iniciação ao Tênis, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais dos participantes, promove ganhos motores, sociais e emocionais que efetivam a participação das crianças no esporte e na atividade física e contribuem com o seu desenvolvimento. / The purpose of the present study, with a quasi-experimental design, was to verify the influence of a Beginning Tennis Program (BTP) with two approaches – the Classical approach (CA) and the Mastery Motivational Climate approach (MA) – on the development of fundamental motor skills (FMS), specialized tennis motor skills (STMS), specialized tennis motor skills in play (STMSP), and on perceived competence (PC) of children in risky situation. The sample was not probabilistic, intentional, and composed of 61 children (29 girls and 32 boys), aged 6-12 yr. (M = 9.4). Thirty children were submitted to the CA and 31 to the MA. The children were assessed using the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000), the Instrument for Assessing Specialized Tennis Motor Skills, the Instrument for Assessing Specialized Tennis Motor Skills in Play, and The Self-Perception Profile for Children (HARTER, 1985). The BTP was carried out in 26 weeks and implemented for MA the assumptions of the TARGET structure and the Sport Education Model, and for CA the classical models for tennis learning. General Linear Model with repeated measures on the time factor was conducted to assess the BTP effects on motor development and on PC levels, as well as the influence of age group and gender. 7) concerning STMSP categorization, children in BTP demonstrated positive changes over the intervention, representing 62.5% of the attitudes adopted in the play; 8) older children of CA showed significant changes (p < 0.05) from pre- to post-intervention in two behavior categories, whereas older children of MA showed significant changes in five (p < 0.05); 9) concerning gender, there was no significant interaction (p = 0.50) in STMSP in attitude categorization; 10) all children showed significant changes in PC from pre- to post-intervention (p < 0.01); 11) there was no significant interaction of age group (p = 0.096) and gender (0.465) in PC. The implementation of a Beginning Tennis Program based on effective methodological proposals that are suitable for the participants’ real needs fosters motor, social, and emotional gains that reinforce the children engagement in sports and physical activity, and favour their development.

O objetivo desta pesquisa, de delineamento quase-experimental, foi verificar a influência de um Programa de Iniciação ao Tênis (PIT) com duas abordagens, Clássica (AC) e de Contexto Motivacional para a Maestria (AM), no desempenho de habilidades motoras fundamentais (HMF), especializadas do Tênis (HMET) especializadas do Tênis no jogo (HETJ) e na percepção de competência (PC) de crianças em situação de risco. A amostra desta pesquisa foi não probabilística, intencional, composta por 61 crianças (29 meninas e 32 meninos), com idades de 6 a 12 anos (M = 9,4), sendo 30 crianças da AC e 31 crianças da AM. Para as avaliações das crianças foram utilizados o Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); o Instrumento de Avaliação das Habilidades Motoras Especializadas do Tênis, o Instrumento de Avaliação de Habilidades Especializadas do Tênis no Jogo e a escala The Self-Perception Profile for Children (HARTER, 1985). O PIT foi desenvolvido em 26 semanas, implementando, para a AM os pressupostos da estrutura TARGET e do Sport Education Model e para a AC os modelos clássicos de aprendizagem do Tênis. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do PIT no desempenho motor e nos níveis de PC, bem como, a influência de faixa etária e gênero. Teste de Wilcoxon foi utilizado para a comparação intra-grupo e teste de Mann-Whitney para a comparação inter-grupo (no jogo quanto à categorização). 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 indicaram que 1) crianças do PIT demonstraram mudanças significantes (p < 0,01) nas habilidades de locomoção (HL), sendo que as crianças da AM revelaram escores significativamente (p = 0,034) superiores quando comparadas com a AC ao final da intervenção; 2) todas as crianças evidenciaram mudanças significantes nas habilidades de controle de objeto (HCO) da pré para a pósintervenção (p < 0,01); 3) não houve interação da faixa etária nas HL (p = 0,885) e nas HCO (p = 0,940) e do gênero nas HL (p = 0,791) e nas HCO (p = 0,723); 4) mudanças positivas e significantes (p < 0,01) nas HMET para todas as crianças; 5) interação não significante da faixa etária (p = 0,519) e do gênero (p = 0,24) nas HMET; 6) interação não significante da faixa etária (p = 0,523) e do gênero (p = 0,117) nas HETJ quanto à freqüência; 7) quanto à categorização das HETJ, resultados evidenciaram mudanças positivas para as crianças do PIT ao longo da intervenção, representando 62,5% das atitudes demonstradas no jogo; 8) crianças mais velhas da AC apresentaram mudanças significantes (p < 0,05) da pré para a pós-intervenção em duas categorias de comportamento, enquanto que, crianças mais velhas da AM em cinco (p < 0,05); 9) quanto ao gênero, não houve interação significante (p = 0,50) nas HETJ na categorização das atitudes; 10) quanto à PC, todas as crianças apresentaram mudanças significantes da pré para a pósintervenção (p < 0,01);11) não houve interação significante para a faixa etária (p = 0,096) e gênero (0,465) nas percepções de competência. A implementação de um Programa de Iniciação ao Tênis, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais dos participantes, promove ganhos motores, sociais e emocionais que efetivam a participação das crianças no esporte e na atividade física e contribuem com o seu desenvolvimento. / The purpose of the present study, with a quasi-experimental design, was to verify the influence of a Beginning Tennis Program (BTP) with two approaches – the Classical approach (CA) and the Mastery Motivational Climate approach (MA) – on the development of fundamental motor skills (FMS), specialized tennis motor skills (STMS), specialized tennis motor skills in play (STMSP), and on perceived competence (PC) of children in risky situation. The sample was not probabilistic, intentional, and composed of 61 children (29 girls and 32 boys), aged 6-12 yr. (M = 9.4). Thirty children were submitted to the CA and 31 to the MA. The children were assessed using the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000), the Instrument for Assessing Specialized Tennis Motor Skills, the Instrument for Assessing Specialized Tennis Motor Skills in Play, and The Self-Perception Profile for Children (HARTER, 1985). The BTP was carried out in 26 weeks and implemented for MA the assumptions of the TARGET structure and the Sport Education Model, and for CA the classical models for tennis learning. General Linear Model with repeated measures on the time factor was conducted to assess the BTP effects on motor development and on PC levels, as well as the influence of age group and gender. 7) concerning STMSP categorization, children in BTP demonstrated positive changes over the intervention, representing 62.5% of the attitudes adopted in the play; 8) older children of CA showed significant changes (p < 0.05) from pre- to post-intervention in two behavior categories, whereas older children of MA showed significant changes in five (p < 0.05); 9) concerning gender, there was no significant interaction (p = 0.50) in STMSP in attitude categorization; 10) all children showed significant changes in PC from pre- to post-intervention (p < 0.01); 11) there was no significant interaction of age group (p = 0.096) and gender (0.465) in PC. The implementation of a Beginning Tennis Program based on effective methodological proposals that are suitable for the participants’ real needs fosters motor, social, and emotional gains that reinforce the children engagement in sports and physical activity, and favour their development.

Title: The level of motor skills, physical fitness and body composition in preschool children Objectives: 1) To find out the current level of selected motor skills, physical fitness and body composition in preschool children. 2) To find out the interrelationship between selected parameters from the area of motor skills, physical fitness and body composition in preschool children. Methods: The main research method was observation - measurement. The research sample included 35 preschool children (4 - 6 years, M 5.8 ± 0.7 y). Motor skills were measured using the MABC-2 test battery and physical fitness using the Unifittest 6-60 test battery. Furthermore, the body composition was evaluated by BMI index and the skinfold thickness. Obtained data were processed in Microsoft Excel 2007, subjected to descriptive statistical procedures and further analyzed by correlations and Cohen's d. Results: The MABC-2 "aiming and catching" subtest level of preschool children exceeded the population average (10.23 ± 2.2). On the contrary, in subtest "balance" children remained below the population average with a result of 9.5 ± 2.6. Overall, the results indicate average level of fundamental motor skills of our experimentee. We didn't find any statistically signifiant relationships between motor skills, physical fitness...

Sport has become a very competitive business and focus has been placed on reaching ones full potential. Visual involvement in a sport varies according to environmental demands associated with that sport. These environmental demands are matched by a task specific motor response. The primary aim of this study was to determine if visual skills training programmes could produce beneficial performance results for cricket and soccer players. In order to measure the athletic ability of a cricket and soccer player it is important not only to measure the hardware visual skills of the player, but also the player’s hand-eye co-ordination ability and software visual skills. Thus, aspects of the nervous system such as perceptual motor co-ordination, reaction time and anticipation ability should also be measured to get an indication of the player’s performance ability. In this study highly skilled cricket players and highly skilled soccer academy players, who were actively participating at a provincial level of competition, served as subjects. Due to professional reasons, the soccer academy players had to withdraw from this study. The provincial cricket players continued for the duration of the programme. Thus, due to the abovementioned the aim of this study was two fold, to determine whether statistically significant differences exist between the pre and post-training measurements of cricket players on several visual skills tests and secondly to determine whether statistically significant differences exist between the pre-training measurements of cricket and soccer players on the various visual skills measurements. The data of the variables tested were coded in computer format and statistically evaluated. Since the sample is relatively small non-parametric statistics were used to analyse the data. Two different Non-parametric t-tests were used: the Wilcoxon test is the distribution-free analogue of the t-test for related samples and the Mann-Whitney test is the distribution-free alternative to the independent samples t-test and was used for testing the differences between the means of the cricket players and the soccer players. After the initial testing the cricket players participated in an eight-week visual skill and performance skills programme for 60 minutes a day, once a week. The programme included sports vision activities, speed and agility activities and ball skills activities. Hereafter a retest was done. The pre-training and post-training values of the cricket players were recorded and significance of difference was determined by using the Wilcoxon signed-ranks test. The experimental research revealed that the visual skills programme did have a significant influence on most of the tested variables (ball handling skills, co-ordination, visual awareness, eye tracking skills, accuracy, peripheral awareness, pro-action – reaction skills and visual concentration). For some variables that were tested on the experimental group (the cricket players) improvements were found, which indicates that the improvements can be ascribed to the visual skills programme. The results indicated that more than half of the variables tested improved. It can thus be concluded that the hypothesis that was set for this paper has been proven right. Statistics indicated that there was an increase in most of the variables tested (ball handling skills, co-ordination, visual awareness, eye tracking skills, accuracy, peripheral awareness, proaction – reaction skills and visual concentration), which prove then that visual skills training will result in an increase in the players’ visual fields resulting to an increase in the visual skills on and off the cricket fields. Visual skills training programmes are beneficial to competitive sports performance. Copyright / Dissertation (MA)--University of Pretoria, 2009. / Biokinetics, Sport and Leisure Sciences / unrestricted

Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution des performances motrices. La nature et l'origine des perturbations motrices dans les TSA ne sont pas claires. Les processus neuro-développementaux, en lien avec la maturation du système nerveux central, sont peu explorés dans les TSA, or ces processus sous-tendent les performances motrices. Peu d'études portent sur l'analyse fine de la sémiologie des fonctions neuro-psychomotrices dans les TSA et l'existence d'une trajectoire neuro-développementale de ces fonctions n'est pas connue chez les enfants avec TSA. L'objectif de cette étude est de mettre en évidence la sémiologie des troubles psychomoteurs auprès d'enfants avec TSA, à l'aide d'une batterie standardisée Française d'évaluation développementale des fonctions neuro-psychomotrices de l'enfant (NP-MOT) (Vaivre-Douret, 2006). L'évaluation neuro-psychomotrice complète les évaluations de premières instances (psychiatrique; psychologique; compréhension; psychomotrice). L'identification d'un profil clinique neuro-psychomoteur, l'identification de troubles ou décalages par rapport à une norme de référence, la mise en évidence de fonctions cérébrales éventuellement touchées dans les TSA devraient permettre de mieux comprendre l'origine et la nature des troubles observés dans les TSA. Les résultats de plus en plus nombreux concernant la motricité chez ces enfants doivent pouvoir également être analysés au regard des évaluations cognitives et neuro-cognitives, afin d'affiner le profil de développement et permettre ainsi de mieux comprendre la nature des troubles autistiques parmi une comorbidité d'éventuels autres dysfonctionnements. / Motor disorders have been described in the Autistic Spectrum Disorders (ASD), however all children with ASD show no decrease in motor performances. The nature and origin of motor disturbances in ASD are unclear. Neurodevelopmental processes linked to the maturation of the central nervous system, are not really explored in ASD, but these processes underlie motor performances. Few studies trat of an acute semiology of motor abnormalities in ASD and the existence of a neuro-developmental trajectory of neuro-psychomotor functions is not known in children with ASD. The aim of this study is to highlight the semiology of psychomotor disorders among children with ASD, using a French standardized neurodevelopmental assessment tool (NP-MOT) (Vaivre-Douret, 2006). Evaluations of the first instances (psychiatric; psychological; understanding; psychomotor) were supplemented by a standardized assessment battery of neuro-developmental psychomotor functions (NP-MOT). The identification of a neuro-psychomotor clinical profile, identification of problems or discrepancies compared to a standard reference, the identification of potentially affected brain functions in ASD should provide a better understanding of the origin and nature the observed disorders in ASD. The results, more and more numerous concerning motor skills in these children, should be able to be analyzed in light of cognitive or neuro-cognitive assessments and should allow to refine the profile of development and thereby enable a better understanding of the nature of autism among a comorbidity other possible malfunctions.

<p>Uvod: Ko&scaron;arka je naizmeničan, dominantno anaerobni timski sport koji igraju sportisti na različitim nivoima. Iako je primarno američki sport, ko&scaron;arka je ubrzo postala i međunarodni, a danas gotovo da nema zemlje u kojoj se ne igra. Razlog za podizanje svesti o ko&scaron;arka&scaron;koj igri je taj &scaron;to je to dru&scaron;tvena igra čijim upražnjavanjem se može zadovoljiti niz sociolo&scaron;kih, fiziolo&scaron;kih, psiholo&scaron;kih i mnogih drugih aspekata. U trenažnom procesu, samo pravilnim izborom trenažnih programa, raznovrsnosti trenažnih sadržaja, izborom trenažnih metoda i sredstava rada može se očekivati razvoj svih kretnih, funkcionalnih i drugih sposobnosti ko&scaron;arka&scaron;a. Prethodno navedeno utiče na izbor vežbi koje će biti primenjene na sportiste odnosno ko&scaron;arka&scaron;e, a koje su osnovno sredstvo u trenažnoj tehnologiji za prevođenje sportiste iz nižeg u vi&scaron;i nivo sportske forme.<br />Cilj: Cilj istraživanja je da se kroz odabranu bateriju testova ustanovi efekat zadatog tretmana na transformaciju morfo-funkcionalnih, motoričkih i specifično motoričkih sposobnosti studenata ko&scaron;arka&scaron;a sprovedenog u pripremnom delu sezone (predtakmičarski ili bazični deo).<br />Metodologija: Uzorak ispitanika činio je ukupno 95 studenata mu&scaron;kog pola, Severoistočnog federalnog univerziteta u Jakutsku (Rusija) koji broji oko 20000 studenata pretežno iz azijatskog dela sveta. Uzrast ispitanika je od 18-23 godine gde je prosečna starost 20.841.26 godina. Naveden uzorak je metodom slučajnog uzorka podeljen u dve grupe: prva grupa je bila eksperimentalna (N=45), dok je druga grupa bila kontrolna (N=50). Eksperimentalna grupa je realizovala eksperimentalni plan i program. Kontrolna grupa je realizovala &bdquo;Op&scaron;ti program treninga ko&scaron;arka&scaron;kih performansi&ldquo; koji se primenjuje u KK&ldquo;Borac&ldquo; iz Čačka.<br />Za svaku dobijenu varijablu izračunati su centralni i disperzioni parametri. Za procenu normalnosti distribucije svih varijabli primenjen je Kolmogorov-Smirnov test. U cilju utvrđivanja razlika u morfo-funkcionalnim i motoričkimi specifično motoričkim sposobnostima studenata ko&scaron;arka&scaron;a u inicijalnom i finalnom merenju između kontrolne i eksperimentalne grupe primenjena je multivarijatna analiza varijanse (MANOVA) i univarijatna analiza varijanse (ANOVA). Struktura razlika između grupa i hijerarhija antropometrijskih i motoričkih varijabli na inicijalnom i na finalnom merenju utvrđena je primenom Diskriminativne analize. Stvarni efekti eksperimentalnog i kontrolnog tretmana, na finalnom merenju utvrđeni su uz pomoć univarijatne analize kovarijanse (ANCOVA) i multivarijatne analize kovarijanse (MANCOVA).<br />Rezultati: Rezultati multivarijatne analize varijanse ukazuju da u sistemu primenjenih varijabli postoje statistički značajne razlike između kontrolne i eksperimentalne grupe na finalnom merenju u varijablama za procenu morfolo&scaron;kih karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih (p = .000) i specifično motoričkih sposobnosti (p = .000). Rezultati diskriminativne analize (p = .000) ukazuju da postoji jasno definisana granica između subuzoraka kada su u pitanju varijable za procenu morfolo&scaron;kih karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih (p = .000) i specifično motoričkih sposobnosti na finalnom merenju. Primenom ANOVA analize utvrđeno je da postoje statistički značajne razlike između subuzoraka studenata ko&scaron;arka&scaron;a u varijablama za procenu morfolo&scaron;kih karakteristika i u varijablama za procenu funkcionalnih sposobnosti ispitanika. ANOVA je takođe potvrdila statistički značajne razlike u varijablama za procenu motoričkih i specifično motoričkih sposobnosti. Statistički značajne razlike u gore navedenim varijablama je uočena u korist eksperimentalne grupe.<br />Putem MANCOVA analize utvrđena je statistički značajna razlika između eksperimentalne i kontrolne grupe studenata ko&scaron;arka&scaron;a u sistemu primenjenih varijabli za procenu morfolo&scaron;kih karakteristika ispitanika (p=.000), za procenu funkcionalnih sposobnosti (p=.000), za procenu motoričkih sposobnosti (p=.000) i za procenu specifično motoričkih sposobnosti ispitanika (p=.000) na finalnom merenju, na kraju primenjenog eksperimentalnog tretmana u korist eksperimentalne grupe. Rezultati diskriminativne analize (p = .000) ukazuju da postoji jasno definisana granica između subuzoraka kada su u pitanju varijable za procenu morfolo&scaron;kih karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (p = .000) i specifično motoričkih sposobnosti na na kraju primenjenog eksperimentalnog tretmana.<br />Zaključak: Kako je uočena statistički značajna razlika u celom ispitivanom prostoru, može se zaključiti da postoji statistički značajan efekat eksperimentalnog tretmana na određene morfolo&scaron;ke karakteristike, funkcionalne, motoričke i specifično motoričke sposobnosti ispitanika. Efekti eksperimentalnog tretmana na ko&scaron;arka&scaron;e su bili bolji od efekata konvencionalnog ko&scaron;arka&scaron;og treninga.</p> / <p>Introduction: Basketball is an alternate, dominant anaerobic team sport that plays athletes at different levels. Although it is&nbsp; the US primarily sport, basketball soon became international, and today there is almost no country in which it is not played. The reason for raising awareness about the basketball game is that it is a social game whose practice can satisfy a range of sociological, physiological, psychological and many other aspects. In the training process, only the correct selection of training programs, variety of training contents, choice of training methods and training tools can be expected to develop all the locomotional, functional and other abilities of basketball players. The aforementioned influences the selection of exercises that will be applied to athletes or basketball players, which are the basic instrumentality in the training technique for translating an athlete from a lower to a higher level of sports form.<br />Objective: The aim of the research is to determine the effect of the given treatment on the transformation of the morpho-functional, motor and specific motor skills of basketball players conducted during the preparatory part of the season (pre-competitive or basic part) through the selected battery of tests.<br />Methodology: The sample of respondents consisted of a total of 95 male students, Northeastern Federal University in Yakutsk (Russia), which has about 20000 students predominantly from the Asian region. The age of the respondents is from 18-23 years, where the average age is 20.841.26 years. The sample was randomly divided into two groups: the first group was experimental (N = 45), while the second group was control group (N = 50). The experimental group realized the experimental plan and program. The control group realized the &quot;General Basketball Performance Training Program&quot;, which is being applied in BC &quot;Borac&quot; from Cacak.<br />For each obtained variable, the central and dispersion parameters. The Kolmogorov-Smirnov test was used to estimate the normal distribution of all variables. In order to determine the differences in the morpho-functional, motor and specific motor skills of basketball students in the initial and final measurement between the control and the experimental group, a multivariate variance analysis (MANOVA) and a univariate variance analysis (ANOVA) were applied. The structure of differences between groups and the hierarchies of anthropometric and motor variables on initial and final measurement was determined using the Discrimination Analysis. The actual effects of experimental and control treatment were determined at the final measurement using a univariate covariance analysis (ANCOVA) and multivariate covariance analysis (MANCOVA).<br />Results: The results of the multivariate analysis of variance indicate that in the system of applied variables there are statistically significant differences between the control and the experimental group at the final measurement in variables for estimating morphological characteristics (p = .000), functional abilities (p = .000) .000), motor skills (p = .000) and specific motor skills (p = .000). The results of the discriminant analysis (p = .000) indicate that there is a clearly defined boundary between subunits when it comes to variables for assessing morphological characteristics (p = .000), functional abilities (p = .000), motor (p = .000) and specific motor skills in final measurement.<br />Using ANOVA analysis it was determined that there are statistically significant differences between subsamples of students in variables for evaluation of morphological characteristics and variables for assessing the functional abilities. ANOVA also confirmed statistically significant differences in variables for assessing motor abilities and specific motor skills. In the above mentioned variables statistically significant differences were observed in favor of the experimental group.<br />The MANCOVA analysis showed a statistically significant difference between the experimental and control group of basketball students in the system of applied variables for assessing the morphological characteristics of the respondents (p = .000), for assessment functional abilities (p = .000), for the assessment of motor abilities (p =. 000) and for the assessment of the specific motor abilities of the subjects (p = .000) at the final measurement, at the end of the applied experimental treatment, in favor of the experimental group. The results of the discriminant analysis (p = .000) indicate that there is a clearly defined boundary between subunits when it comes to variables for assessment morphological characteristics (p = .000), functional abilities (p = .000), motor (p = .000) and specific motor abilities, at the end of the applied experimental treatment.<br />Conclusion: As a statistically significant difference was observed in the entire study area, it can be concluded that there is a statistically significant effect of experimental treatment on certain morphological characteristics, functional, motor and specific motor abilities of the respondents. The effects of experimental treatment on basketball players were better than the effects of conventional basketball training.</p>

Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution des performances motrices. La nature et l'origine des perturbations motrices dans les TSA ne sont pas claires. Les processus neuro-développementaux, en lien avec la maturation du système nerveux central, sont peu explorés dans les TSA, or ces processus sous-tendent les performances motrices. Peu d'études portent sur l'analyse fine de la sémiologie des fonctions neuro-psychomotrices dans les TSA et l'existence d'une trajectoire neuro-développementale de ces fonctions n'est pas connue chez les enfants avec TSA. L'objectif de cette étude est de mettre en évidence la sémiologie des troubles psychomoteurs auprès d'enfants avec TSA, à l'aide d'une batterie standardisée Française d'évaluation développementale des fonctions neuro-psychomotrices de l'enfant (NP-MOT) (Vaivre-Douret, 2006). L'évaluation neuro-psychomotrice complète les évaluations de premières instances (psychiatrique; psychologique; compréhension; psychomotrice). L'identification d'un profil clinique neuro-psychomoteur, l'identification de troubles ou décalages par rapport à une norme de référence, la mise en évidence de fonctions cérébrales éventuellement touchées dans les TSA devraient permettre de mieux comprendre l'origine et la nature des troubles observés dans les TSA. Les résultats de plus en plus nombreux concernant la motricité chez ces enfants doivent pouvoir également être analysés au regard des évaluations cognitives et neuro-cognitives, afin d'affiner le profil de développement et permettre ainsi de mieux comprendre la nature des troubles autistiques parmi une comorbidité d'éventuels autres dysfonctionnements. / Motor disorders have been described in the Autistic Spectrum Disorders (ASD), however all children with ASD show no decrease in motor performances. The nature and origin of motor disturbances in ASD are unclear. Neurodevelopmental processes linked to the maturation of the central nervous system, are not really explored in ASD, but these processes underlie motor performances. Few studies trat of an acute semiology of motor abnormalities in ASD and the existence of a neuro-developmental trajectory of neuro-psychomotor functions is not known in children with ASD. The aim of this study is to highlight the semiology of psychomotor disorders among children with ASD, using a French standardized neurodevelopmental assessment tool (NP-MOT) (Vaivre-Douret, 2006). Evaluations of the first instances (psychiatric; psychological; understanding; psychomotor) were supplemented by a standardized assessment battery of neuro-developmental psychomotor functions (NP-MOT). The identification of a neuro-psychomotor clinical profile, identification of problems or discrepancies compared to a standard reference, the identification of potentially affected brain functions in ASD should provide a better understanding of the origin and nature the observed disorders in ASD. The results, more and more numerous concerning motor skills in these children, should be able to be analyzed in light of cognitive or neuro-cognitive assessments and should allow to refine the profile of development and thereby enable a better understanding of the nature of autism among a comorbidity other possible malfunctions.

Bibliographic identification Name and surname of the author: Mgr. Jakub Kokštejn Name of the dissertation: Physical activity of children with motor difficulties Workplace: Department of Sports Games Supervisor of the work: Doc. PaedDr. Rudolf Psotta, Ph.D. Year of presentation: 2011 Abstract Objective: Current knowledge of developmental disorders in motor skills of school children suggest potential negative impacts on the development of the personality of the child in the mental, social psychological and behavioural areas and also in the area of competence at school. Very little is known about how an insufficient level of motor skills of a child can limit his/her physical activity. This work was performed to discover whether developmentally determined motor deficit in children of older school age is a risk factor for lower physical activity (PA) and whether the attention of the child has a mediation function in the relationship between the level of motor skills and his/her physical activity. Methods: The research was based on analytical-descriptive examination of the motor skills of children, their physical activity in weekly regimes and the attention level, with subsequent comparison of children with a motor deficit (MD) and children without MD, through correlation analysis and analysis of the mediative...

The research deals with the formation of motor skills and self-help skills in terms of family upbringing. As a result the developed program, which included: diagnosis of formation of motor skills and self-help skills; advice for parents; training activities and monitoring the formation of motor skills. The resulting research positive results allow to recommend the program developed a wide range of professionals working with children with cerebral palsy. / В диссертационном исследовании рассмотрены вопросы формирования двигательных навыков и навыков самообслуживания в условиях семейного воспитания. В результате разработана программа, в которую вошли: диагностика формирования двигательных навыков и навыков самообслуживания; консультации для родителей; тренировочная деятельность и мониторинг формирования двигательных навыков. Полученные в результате исследования положительные результаты позволяют рекомендовать разработанную программу широкому кругу специалистов, работающих с детьми ДЦП.