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

Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study investigated the effect of a coordination-training programme on selected fundamental motor skills of children (ages 9 to 12) who were identified as having motor development delays. The group of participants identified included seven boys and one girl. The study followed an A-B-A reversal design. The intervention was a rhythm-based training programme. The dependent variables were the motor abilities of bilateral coordination, balance and upper-limb coordination, assessed using the BOT-2. The results of an ANOVA for dependent groups indicated a significant improvement in bilateral coordination and no change in balance. The improvement in upper-limb coordination was attributed to a familiarisation or learning effect on the test. A descriptive analysis of each child’s results revealed high variability in the effect of participation in the programme. The results of this study supported the conclusion that a rhythm-based coordination-training programme may help children with coordination problems improve their bilateral coordination, which will have a positive impact on the performance on many fundamental gross motor skills. / AFRIKAANSE OPSOMMING: Hierdie studie het die effek van ‘n koördinasie-inoefeningsprogram op die geselekteerde fundementele motoriese vaardighede van kinders (9-12 jaar) ondersoek wat geïdentifiseer is met vertraagde motoriese ontwikkeling. Die geïdentifiseerde groep deelnemers sluit sewe seuns en een dogter in. Die studie het ‘n A-B-A omgekeerde ontwerp gevolg. Die intervensie was ‘n ritmies-gebaseerde inoefeningsprogram. Die afhanklike veranderlikes was die motoriese vaardighede van bilaterale koördinasie, balans en boonste ledematekoördinasie wat geassesser is deur middel van BOT-2. Die resultate van ‘n ANOVA vir afhanklike groepe dui ‘n beduidende verbetering aan in bilaterale koördinasie en geen verandering in balans nie. Die verbetering in boonste ledemate-koördinasie kan toegeskryf word aan vertroudheid met of leereffek van die toets. ‘n Beskrywende analise van elke kind se resultate het ‘n hoë veranderlikheid aan die lig gebring op die effek van deelname in die program. Die resultate van hierdie studie ondersteun die gevolgtrekking dat ‘n ritmies-gebaseerde koördinasie-inoefeningsprogram kinders met koördinasieprobleme kan help om hulle bilaterale koördinasie te verbeter wat ‘n positiewe impak sal hê op prestasie tydens verskeie fundamentele groot motoriese vaardighede.

This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with author guidelines of the journals proposed for submission. The first paper presents a systematic review of the literature examining the effects of poor motor skills on self-esteem (global and/or domain specific) in children and adolescents. Four databases were searched for articles focusing on motor skills and self-esteem in children and adolescents. 26 potentially relevant studies were identified and from the 26, eight studies met the inclusion criteria. A synthesis of the studies reveals that there appears to be a relationship between motor skills and self-esteem, however this relationship is complex and likely to vary depending on age, gender and co-morbidity. Implications for EP practice are discussed. The second paper is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore outcomes for four KS2 children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills, academic outcomes and self-esteem were assessed using standardized measures pre and post intervention and at follow up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated improvements in some motor skill domains which were sustained at follow up. Qualitative data highlights perceived improvement in children's social skills, confidence, and use of meta-cognitive strategies. Further research is needed into outcomes of the MMSP on children's social skills and self-esteem. The third paper discusses the dissemination of the research, providing a summary of the research development implications from the research at, the research site and at a wider Local Authority level. A strategy for promoting the dissemination and impact of the research will be discussed.