Studien syftar till att synliggöra förskollärarens roll för att främja motorisk utveckling och lärande i utomhusmiljön. Den metod som har använts är semistrukturerad intervju då den lämpade sig för att synliggöra den fenomenografiska uppfattningen hos förskollärarna som deltog i studien. Att aktivt använda sig av utomhusmiljön är viktigt för att främja undervisning och lärande inom många ämnen. Barnens rörelsemönster, koordination och motoriska färdigheter utvecklas hela tiden i utomhusmiljön och utmanas därför i större mån ute än inne vilket i sin tur främjar en god hälsa. Resultatet av studien visar att förskollärare aktivt arbetar med motorisk utveckling och lärande i utomhusmiljön men att förskollärare aktivt behöver planera, genomföra och utvärdera i större mån för att främja utveckling och lärande. Genom tydlig dokumentation synliggörs skillnader och utveckling av motoriska färdigheter vilket skulle underlätta när man aktivt arbetar för att främja barnens motoriska utveckling och lärande i utomhusmiljön. / The study aims to show the preschool teacher's role in promoting motor development and learning in the outdoor environment. The method that has been used is semi-structured interview as it was suitable for making visible the phenomonographic perception of the preschool teachers who participated in the study. Actively using the outdoor environment is important to promote teaching and learning in many subjects. Children's movement patterns, coordination and motor skills are constantly evolving in the outdoor environment and are therefore more challenged out there than inside which in turn promotes good health. The results of the study show that preschool teachers actively work with motor development and learning in the outdoor environment, but that preschool teachers actively need to plan, implement and evaluate to a greater extent to promote development and learning. Through clear documentation, differences and development of motor skills are made visible, which would facilitate when actively working to promote the children's motor development and learning in the outdoor environment.

The study aims to show the preschool teacher's role in promoting motor development and learning in the outdoor environment. The method that has been used is semi-structured interview as it was suitable for making visible the phenomenographic perception of the preschool teachers who participated in the study. Actively using the outdoor environment is important to promote teaching and learning in many subjects. Children's movement patterns, coordination and motor skills are constantly evolving in the outdoor environment and are therefore more challenged out there than inside which in turn promotes good health. The results of the study show that preschool teachers actively work with motor development and learning in the outdoor environment, but that preschool teachers actively need to plan, implement and evaluate to a greater extent to promote development and learning. Through clear documentation, differences and development of motor skills are made visible, which would facilitate when actively working to promote the children's motor development and learning in the outdoor environment. / Studien syftar till att synliggöra förskollärarens roll för att främja motorisk utveckling och lärande i utomhusmiljön. Den metod som har använts är semistrukturerad intervju då den lämpade sig för att synliggöra den fenomenografiska uppfattningen hos förskollärarna som deltog i studien. Att aktivt använda sig av utomhusmiljön är viktigt för att främja undervisning och lärande inom många ämnen. Barnens rörelsemönster, koordination och motoriska färdigheter utvecklas hela tiden i utomhusmiljön och utmanas därför i större mån ute än inne vilket i sin tur främjar en god hälsa. Resultatet av studien visar att förskollärare aktivt arbetar med motorisk utveckling och lärande i utomhusmiljön men att förskollärare aktivt behöver planera, genomföra och utvärdera i större mån för att främja utveckling och lärande. Genom tydlig dokumentation synliggörs skillnader och utveckling av motoriska färdigheter vilket skulle underlätta när man aktivt arbetar för att främja barnens motoriska utveckling och lärande i utomhusmiljön.

The purpose of my study was to investigate the child's gross motor movement activities as well as study of the educators planning of gross motor movement activities, and if so, how they are implemented. Methods used in the study is observational and interview. I observed children aged 3-6 years and interviewed two preschool teachers in two different kindergartens in a small municipality in northern Småland. The results showed that the teachers see positively movement in kindergarten and they work daily on children's gross motor skills most unplanned but even with a few planned activities during the week. In kindergarden there are many opportunities for children to exercise gross motor movement activities .

Several motor problems in ADHD learners are reported, including problems with balance, fine muscle control (Szatmari & Taylor; 1984; Havey & Reid, 2003) and motor planning (Piek et al., 1999; Pless & Corisson, 2000). It seems that overlapping conditions such as DAMP (which is a combination of ADHD and Developmental Coordination Disorder (DCD)) display greater connections with motor problems, than when a child displays only ADHD symptoms (Gillberg, 2003; Gibbs et al., 2007). There is also continuing controversy in the research literature as to whether ADHD is in fact remediable and what the most appropriate methods in this regard would be. Behavioural therapy at school and various forms of psychotherapy are reported to be the most popular forms of interventions complementary to medication. It also appears that motor exercise can stimulate the brain in various ways, resulting in improvement in learning and attention (Summerford, 2005). Motor therapy appears to be important, since many ADHD learners display motor difficulties. Motor control problems of learners with ADHD are also neglected during research. The objectives of this study were firstly to determine the nature and extent of coordination related neuro-motor and visual-motor integration deficits of an availability sample of six- to eight-year-old (N=95) learners diagnosed with ADHD in Brakpan, South Africa. A further objective was to determine whether treatment methods, including neuro-motor therapy, pharmacological agents and neuro biofeedback can indeed address neuro-motor problems and ADHD symptoms successfully. A further objective was to determine which of the various treatment programs, including neuro-motor therapy, pharmacological agents and brain conditioning intervention, will be the most effective for the treatment of six- to eight-year-old ADHD learners. The "Disruptive Behaviour Scale" checklist for ADHD (Bester, 2006) was used to identify learners with ADHD. The "Movement Assessment Battery for Learners 2" (MABC), and the “Quick Neurological Screening Test II" (QNST-II) were used to determine the learners’ motor skills, as well as neuro-motor progress. The "Beery Developmental Test of Visual-Motor Integration" (VMI-IV) was used to examine the learners' visual-motor integration (VMI), visual perception (VP) and motor coordination (MC). "Statistica for Windows 2012" was used for the analysis of the results. One-way Analysis of Variance, independent t-testing and co-variance analysis were used respectively to analyze data related to the abovementioned objectives. A p-value less than or equal to 0.05 was accepted as statistically significant, and effect sizes were calculated to determine the practical significance of the results (d≤0.8). The results of the study showed that the neuro-motor status of the selected six- to eight-year-old ADHD learners (N=95) that had been identified, using the Bester questionnaire, and analyzed by means of the MABC, QNST and VMI, was affected negatively by the condition. Fine motor and hand control skills of learners with ADHD were indeed found to be significantly weaker compared to learners without ADHD, and the fine motor skills of learners with DAMP showed impairment to a greater degree. Neurological and visual-motor integration do not appear to differ between learners with and without ADHD symptoms, although trends of weaker values and significant differences were found in the palm shape recognition, arm-leg extension (muscle tone) subscale and the stimulation of hand and cheek subscale in the ADHD and DAMP groups. For objective 2, the learners were divided into two groups (an ADHD intervention group (n=10) that was subjected to an neuro-motor intervention program of nine weeks, 37 minutes per session, twice a week, and compared to a non-control group consisting of non-ADHD learners (n=18)). When the pre-test differences between the groups are taken into account, it indicated that the ADHD group performed weaker than the control group in the QNST and MABC total, MABC percentile, ball skills and palm shape recognition subtest values, before starting the intervention, but that during the after-test no more differences were observed between the groups. This suggests that the intervention group showed improvement and that their average values draw closer to those of the control group, confirming that the intervention did exert an influence on the deficits that these ADHD learners experienced. The neuro-motor dysfunction of the group of learners with ADHD did not show a significant improvement, although non- significant trends of improvement that occurred in all variables may indeed be attributed to the effect of the intervention. A reduction in the ADHD symptoms and improved visual-motor integration in learners with ADHD were observed, suggesting that the severity of the symptoms of ADHD displayed by this group before the start of the intervention was significantly reduced. For objective 3, the learners (n=95) were divided into five groups (Sharper Brain group (n=25); neuro-motor intervention group (n=21); medication group (n=17); a group with no symptoms of ADHD (n=18), and an ADHD control group (n=14)). The Sharper Brain group showed practical significant lower values than the ADHD control group and the medication group in most of the MABC variables, from which can be deduced that neuro-biofeedback therapy will not improve motor problems. The results obtained in the visual-motor integration subtest showed that the neuro-motor intervention group performed significantly better than the ADHD control group, although the groups did not differ significantly. ADHD symptoms decreased significantly in all groups, most of all in the Sharper Brain group, from which can be deduced that the intervention has possibilities to improve focus and attention. A trend also occurred (p>0.05) that the neuro-motor intervention contributed more to improving visual-motor integration than the other intervention groups, while the medication intervention meaningfully addressed visual perception skills. However, from the results could not be determined whether one group performed better than another group, as no significant differences occurred consistently between groups. The neuro-biofeedback therapy, medication and neuro-motor intervention each had a achieved a unique improvement, and it is recommended that a combination of the various intervention methods should be used in the treatment of ADHD. In summary, the conclusion can be drawn that ADHD learners experience problems with skills related to attention, visual-motor integration and fine motor skills to a greater extent than non-ADHD learners, and that learners diagnosed with DAMP display more serious problems in this regard. The results showed that the various interventions have various treatment effects, but did not have a significant effect on the motor status of the ADHD learners. The conclusion may be drawn that there is no one single method of treatment for learners with ADHD symptoms, but that a combination of treatment methods should rather be implemented. From the study it is clear that ADHD does indeed affect learners negatively, but also that the exposure to focused intervention programs has a positive effect on their neuro-motor skills and ADHD symptoms. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2014

Goda möjligheter till rörelse och medveten motorisk träning skapar goda möjligheter för barn att utveckla motoriska färdigheter, vilket kan leda till bättre skolprestationer. Forskning visar att dagens stillasittande aktiviteter så som tv, surfplattor och datorer m.m. har negativ inverkan på hälsan och kan leda till en rad olika negativa hälsoeffekter. Denna studie fokuserar på pedagogers medvetenhet, syn och kunskap angående barns motoriska utveckling samt hur de arbetar för att stimulera förskolebarnen till att utveckla goda motoriska färdigheter. Metoden som använts i undersökningen är semistrukturerade intervjuer med sex stycken förskollärare. Deras svar har behandlats i studiens i resultat- och analysdel. Tidigare forskning har visat att motorisk träning i tidig ålder ger en god hälsa och bra förutsättningar för kognitiv inlärning. Motoriken anses ha betydelse får såväl motoriska som sociala färdigheter samt en god självkänsla. Resultatet i den här studien visar att det skiljer sig ganska mycket mellan de olika förskolorna och att mycket hänger på pedagogens ambitionsnivå och intresse för just motorisk utveckling. Det framkommer att några av pedagogerna jobbar aktivt och medvetet med motoriska övningar, medan andra anser att barnen automatiskt får mycket motorisk träning på förskolan genom exempelvis utegården. Förskolegården och skogen lyfts fram som betydelsefulla platser för motorisk träning enligt många av förskollärarna. Det framkommer även att flera utav förskollärarna anser att det finns för lite kunskap kring ämnet motorik i förskolan. I den här studiens diskussionsdel diskuteras resultatet i förhållande till tidigare forskning. / A good possibility for movement and conscious motor training creates opportunities for children to develop motor skills, which can lead to better school performance. Previous research shows that today's sedentary activities such as TV, tablets and computers etc. have negative impact on health and may lead to a variety of adverse health effects. This study focuses on finding out what grade of awareness, vision and knowledge preschool teachers have about child motor development, and how they work to stimulate the children in pre-school so that they develop good motor skills. The method used in the study is semi-structured interviews with six pre-school teachers. Their answers will be processed in the results and analysis section of the work. Previous research has shown that motor training at an early age gives good health and good opportunities for cognitive learning. Motor skills are considered pertinent in order to develop both social skills and a good self-esteem. The results of this study show that there are big differences between the various pre-schools and much depends on the pre-school teachers level of ambition and interest in the development of motor skills. It appears that some of the teachers are working actively and consciously with motor exercises, while others believe that children automatically get a lot of motor skill training in preschool through, for instance, the preschool playground. The pre-school playground and the forest were pointed out as important sites for motor training by many of the preschool teachers. It also reveals that several pre-school teachers believe that the knowledge of motor skills in pre-schools is small. In the last part of this study the results are discussed in relation to previous research.

Studien syftar till att ta reda på hur musiklärare ser på motoriska problem, hur informerade de är om elevers svårigheter och hur de hanterar eventuella motoriska problem som kan uppstå i instrumentalundervisningen. I bakgrundskapitlet presenteras motoriska aspekter, samt tidigare forskning och studiens teoretiska utgångspunkter. Den forskningsmetod som använts i studien är den kvalitativa intervjun. Jag har intervjuat fyra lärare som arbetar med brasselever. Intervjuerna transkriberades, bearbetades och analyserades och de svar som framkommit utgör studiens resultat. I resultatet beskrivs hur lärarna får reda på motoriska problem och hur de hanterar dem. Det visar sig att de nästan aldrig får någon information. Lärarnas arbetssätt skiljer sig från varandra. Det finns två tydliga metoder: Task-specific training där lärarna övar eleverna på ett specifikt problem och det holistiska synsättet där grovmotorisk träning står i centrum. I diskussionen jämförs lärarnas svar med de motoriska aspekter som står i bakgrunden, forskningsfrågorna och det teoretiska perspektiv som jag valt. Jag ställer lärarnas tillvägagångssätt mot varandra och pekar på skillnaderna mellan deras metoder. / The study aims to find out how the teachers' look at motor problems, how informed they are about pupils difficulties and how they handle motor skill problems that may arise in instrumental teaching. The background chapter presents motor skill aspects, previous studies about the subject and the study's theoretical starting points. The research method used in this study is the qualitative interview. I have interviewed four teachers who work with brass pupils. The interviews have been transcribed, processed, analyzed and the answers came to constitute the study's results. The result describes how teachers' learn about motor problems and how they handle them. It turns out that they hardly ever get any information. The teachers have different approaches from each other. There are two distinct methods: Task -specific training where the teachers practice the students on a specific problem and the holistic approach, which is about gross motor training. The discussion compares the teachers’ responses to the motor skill aspects, research questions and the theoretical perspectives that I have chosen. I put the teachers approaches against each other, pointing out the differences between their methods.

Work name: Utilization of balance equipment in windsurf beginners off water training. Aim of work: To determin and evaluate significance of balance equipment in off water training. Method: The method of comparative experiment have been used in this thesis. Than the obtained data were evaluated. It was nessesary to create and compare two groups of people, compound of young healthy individuals in the age 20 - 30 both male and female. The only condition for the research was their zero experience with windsurfing training. Two testings of motor skills on the windsurf board were made at the swimming pool. Experimental group participated in an off water balance training program between first and second testing. Results: The result of this thesis is sumarized description of obtained data and conclusions. Further more to evaluate wheter balance training have effects on beginer windsurfer training. Key words:

The deal of these thesis is to determinate the level of physical abilities of elementary school children, specifically children aged 6 to11 years. Testing was conducted at two schools - Elementary School Kladská 1in Prague and Elementary School Bedřicha Hrozného in Lysá nad Labem. Furthermore, I focused on the results differences between the Prague school and the school outside Prague and the differences between the results of physically active and physically inactive pupils. For testing purposes, I used the test battery UNIFITTEST. Used were the following tests: long jump with take-off from the place, sit-ups / 60 seconds and endurance shuttle run. Obtained results were put in the norms identified in 1993 by Měkota and Kovář. KEYWORDS: physical abilities, primary school age pupil , UNIFITTEST (6-60), motor tests

Author's first name and last name: Bc. Lukáš Fait Title of master thesis: Creation of professiogram for selected military specialisation Department: Department of Military Physical training Supervizor: Ing. Mgr. Kateřina Dědáková Presentation year: 2012 Abstrakt: Problem solving: Ability of problem solving is inaccurate knowledge of working activity of an employee at systematized rank of Group of protection, Close protection detachment, Headquarters of protection service, Military police and resultant problems with selection of reasonable candidates for the position. Soldiers involved at the group of guarding and accompanying members of foreign delegations during their formal visits in the Czech Republic. Purpose of work: Purpose of the work is to gather list of activities of a bodyguard from protection and escort Group of protection, Close protection detachment, Headquarters of protection service, Military police. To attempt approve or disapprove the results of my bachelor assignment that was showing the motor and endurance skills as prevailing Methods: Main used method is the analysis time frame and creation of characteristics of the given possition in the AČR. I will conduct by standardized tests for testing of motor skills. Result: Determine the most important motor skills, which are necessary for a...

Name: The relationship between physical somatotype and psychomotor age applied on the football players of U12 category in the Czech Republic Objectives: The aim of this work is to determine the relationship between the component of a body somatotype "ectomorph" and the level of psychomotor development of football players at the age of 12. Methods: To obtain the data the testing method was used. For data processing the method of statistical analysis was applied, the most important element of the analysis was the analysis of correlation. For the partial results the method of comparison was chosen. Results: The most important finding in this study was a positive but weak dependence (r = 0.15) between ectomorphic component level and psychomotor development. There were no factually or statistically significant differences among the teams in sub-monitored parameters such as the average body weight and height, BMI, age, ectomorph and the level of psychomotor development. Only on the level of psychomotor age a moderate effect from the perspective of substantive significance (Cohen's d = 0.582) was found. Keywords: football, youth, comparison, motor skills, ectomorph