Made available in DSpace on 2016-12-06T17:07:22Z (GMT). No. of bitstreams: 1 Marcio Borgonovo dos Santos.pdf: 1932024 bytes, checksum: 9d67e860aab8c8a8ecec2b2c6d46bc2f (MD5) Previous issue date: 2009-07-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study was to investigate the impact of a motor intervention program on performance of schoolchildren in implementing the agility s test of upper limbs by the Plate Tapping Test that is a part of the Eurofit Testing Battery. A group of 108 schoolchildren with ages between 12 to 15 years of both sexes participated of this study. According to the experimental design the individuals were evaluated firstly by the Plate Tapping Test, called pre-test, and after this they were organized by performance, age and sex. The Kolmogorov-Smirnov (p=0.20) and Shapiro-Wilk (p=0.063) normality tests were applied and both resulted in a normal distribution. By means of a stochastic selection algorithm, the individuals were randomly assigned to three groups: Experimental Group 1 (GE1), Experimental Group 2 (GE2) and Control Group (GC), each one of them comprising 36 schoolchildren. A one-way analysis of variance (ANOVA) was performed to verify if the division of groups was homogeneous and equivalent with relation to the individuals performance and it resulted in a value of p=0.317 at a confidence level of 95%, that means no significant differences between groups. The intervention motor procedures with 5 sets of 20 repetitions per day were then conducted to each group. The GC not received any intervention while GE1 and GE2 received respectively 3 days and 1 day of motor intervention. The Plate Tapping Test was applied in each group before (pre-test) and after (post-test) of the motor intervention procedures and the results were analyzed between groups through an ANOVA 2x3. No significant differences were found in the pre-tests, whereas all groups presented significant differences in the post-test. The results of the post-test indicated no differences between 1 and 3 days of intervention, nevertheless the application of motor intervention resulted in a superior performance of the experimental groups (GE1 and GE2) compared to CG. The groups presented respectively the following results for pre-test, post-test and the difference between of them: GE1 (41.11 sd 32.12 | 84.06 sd 24.26 | 42.95), GE2 (24.86 sd 23.83 | 73.61 sd 24.47 | 48.75) and GC (32.75 sd 28.75 | 57.56 sd 28.94 | 24.81). In the test execution were observed three distinct phases by the analysis of the performance curve, which were called of adaptation phase, optimized phase and fatigue phase, since those phases indicated the progression's behavior and allowed to observe the conduct of the intervention in each phase. In conclusion, the intervention showed to have an important role in the learning of a task and this suggested that for the evaluation protocols should exist adaptation periods to recognition and learning of the tasks to be performed, aiming to verify more faithfully the performance. / O objetivo desse estudo foi investigar o impacto de um programa de intervenção motora no desempenho de escolares, na execução do teste de agilidade de membros superiores Golpeio de Placas, da Bateria Eurofit. Participaram do estudo 108 escolares, com idades de 12 a 15 anos de ambos os sexos. De acordo com o delineamento experimental os sujeitos foram inicialmente avaliados com o teste Golpeio de Placas (pré-teste) os resultados foram ordenados por idade, sexo e desempenho. O teste de normalidade de Kolmogorov-Smirnov apresentou distribuição normal p=0,20. Por meio de um algoritmo de seleção estocástica, os sujeitos foram distribuídos aleatoriamente em três diferentes grupos: Grupo Experimental 1 (GE1), Grupo Experimental 2 (GE2) e Grupo Controle (GC), cada um composto por 36 escolares. A análise de variância one way, foi realizada para verificar a homogeneidade dos grupos quanto ao desempenho dos sujeitos, o resultado p=0,317 indicou que, a um nível de confiança de 95%, não verificou-se diferenças significativas entre os grupos. Conduziu-se então, para cada grupo, os procedimentos de intervenção motora, estes eram estruturados com 5 séries de 20 repetições por dia. O GC não recebeu intervenção motora, GE1 e GE2 receberam, respectivamente, 3 dias e 1 dia de intervenção motora. O teste de Golpeio de Placas foi aplicado em cada grupo antes (pré-teste) e depois (pós-teste) dos procedimentos de intervenção motora. Os resultados foram analisados entre os grupos através de uma ANOVA 2X3. No pré-teste não foram encontradas diferenças significativas, já em relação ao pós-teste, todos os grupos apresentaram diferenças significativas. Os resultados do pós-teste mostraram que não ocorreram diferenças entre 1 e 3 dias de intervenção, mas que a intervenção fez com que os grupos experimentais obtivessem um desempenho superior ao GC. Os grupos apresentaram os seguintes resultados para pré-teste, pós-teste, e a diferença entre ambos, respectivamente: GE1 (41,11 dp 32,12 | 84,06 dp 24,26 | 42,95), GE2 (24,86 dp 23,83 | 73,61 dp 24,47 | 48,75) e GC (32,75 dp 28,75 | 57,56 dp 28,94 | 24,81). Na análise da curva de desempenho foram observadas fases distintas durante a execução do teste, as quais foram chamadas de fase de adaptação, fase otimizada e fase de fadiga, pois indicaram o comportamento da progressão do teste e possibilitaram observar como a intervenção se comportou em cada fase. Concluiu-se que a intervenção tem um papel importante na aprendizagem de uma tarefa, portanto sugere-se que nos protocolos de avaliação deveriam existir períodos de adaptação para reconhecimento e aprendizagem das tarefas a serem realizadas, com o objetivo de verificar mais fidedignamente o desempenho.

The main point of this master´s thesis is the comparison of motor abilities by children who have been actively dedicated to sport gymnastics for at least four years and by those who have been involved in no sporting activity at all. On the basis of the results of motor tests and statistics calculations it was determined whether the sport gymnastics provides young school-age children with a particular impact on their motor abilities. That was even the aim of the whole study. The master´s thesis contains a list of twelve chosen motor tests that were carried out with children.

Title: Judo training concept of children in age group 8 to 10 years (U11) Objectives: The main objective of this work is to describe and evaluate a judo training concept for children in age group 8 to 10 years (U11). The secondary objective is to create a suitable test battery valid for children of this age. Methods: The thesis has an empirical-theoretical character. The work incorporates analyses of professional literature from the areas of general sports and judo training, data collection, and t-test and Spearman's rank correlation coefficient statistical methods. Results: The results of the thesis show that it is very important to focus on the growth of all the individual components of the training based on the age and development specifics of the children. It is also apt to periodically evaluate the training performance through the whole training plan. Keywords: judo, conception, training, children in age group 8 to 10 years (U11), battery of tests

Diploma thesis Assessment of language skills of specific language impaired children deals with children with specific language impairment in preschool and early school age (6-8 years). The thesis is to map the resources that are dealing with this issue and define the concept of specific language impairment in our country and foreign environment, because it is a very problematic term The theoretical part describes the status of speech therapy and special education diagnosis of children with specific language impairment in Czech Republic and foreign countries. It maps out how this developmental disorder speech therapists and special educators diagnose, what tools to use and what diagnostic criteria used in their practices. The aim of our research activities in the framework of this thesis is to determine whether and what value could have a Battery of tests of phonological skills (Seidlová Málková, Caravolas 2013) for the diagnostic process of specific language impairment. And also try to detect whether the battery includes tests to detect potential child with specific language impairment and thus contribute to the differential diagnosis. Keywords: Specific language impairment, language assessment, diagnostic markers, Battery of tests of phonological skills

The thesis deals with issues of random numbers, their generating and use in cryptography. Introduction of work is aimed to resolution of random number generators and pseudo--random number generators. There is also included often used dividing generators on software and hardware. We mention advantages and disadvantages of each type and area of their use. Then we describe examples of random and pseudorandom numbers, mainly hardware based on physical phenomenon such as the decay of radioactive material or use atmospheric noise. The following part is devoted to suggestion own random number generator and a description of its functionality. In the second half of the work we devote to the field of cryptography. We know basic types of cryptographic systems, namely symmetric and asymmetric cryptosystems. We introduce a typical representant the various type and their properties. At the end of the work we again return to our random number generator and verify the randomness generated numbers and obtained cryptograms.

The diploma thesis deals with the influence of Elkonin's method on phonological abilities in preschool age. In the term of content, the thesis is divided into two main parts - teoretical and empirical. The first main part creates a theoretical framework of the selected topic and is further divided into four chapters. First, the basic terminology - speech and language - are defined and the ontogenesis of human speech is conceptualized in more detail. The next chapter describes the phonological skills. There is also a distinction between phonological and phonemic awareness and a possible diagnosis of the field of phonological processing. Above all, the Battery of Tests of Phonological Abilities (by the authors Seidlová Málková and Caravolas) is described, because it was used for the needs of the research. The third chapter characterizes the methodology of D. B. Elkonin. The last chapter approaches school maturity and its diagnosis. The empirical part has a qualitative character and its main purpose of the researche is to analyze the influence of Elkonin's method on the phonological abilities of preschool children. From the research methods the analysis of the results of the activity, the analysis of the documents, the observation and the elaboration of the case study were used. Four preschool...