Pomen gibalnih dejavnosti pri razvoju ravnotežja predšolskih otrok

Lovšin, Laura (avtor), Gregorc, Jera (mentor)

V diplomskem delu smo želeli ugotoviti, ali sistematično postavljen gibalni program, ki vsebuje vaje za razvoj ravnotežja, vpliva na razvoj omenjene gibalne sposobnosti. Na osnovi rezultatov testiranja smo želeli ugotoviti, ali se bodo pojavile razlike v napredku med eksperimentalno in kontrolno skupino. V raziskavi je sodelovalo 26 otrok, starih 3 do 4 leta. Razporejeni so bili v dve skupini. Polovico oziroma 13 otrok je sestavljalo eksperimentalno skupino, druga polovica pa je predstavljala kontrolno. Podatke smo pridobili tako, da smo testirali obe skupini z istimi testi za ugotavljanje stopnje ravnotežja. S kontrolno skupino smo izvedli obe testiranji (na začetku ter na koncu), medtem ko smo z eksperimentalno med začetnim in končnim testiranjem izvedli sistematično postavljen gibalni program, ki smo ga 15-krat ponovili. Pridobljene rezultate smo statistično obdelali s programom SPSS. Od rezultatov drugega testiranja smo odšteli rezultate, ki smo jih pridobili na prvem testiranju in tako dobili novo spremenljivko. Poimenovali smo jo napredek v ravnotežju. Za primerjavo med skupinami smo uporabili T-test za neodvisne vzorce. Statistično značilnost smo preverjali na ravni 5-odstotnega tveganja. Pridobljeni rezultati so nam pokazali, da se pri vseh 3 testih pojavijo statistično značilne razlike v napredku. Pri vseh testih je večji napredek dosegla eksperimentalna skupina.

• Jezik: Slovenski jezik
• Ključne besede: predšolski otrok
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2022
• PID: 20.500.12556/RUL-135287
• COBISS.SI-ID: 99571971
• Datum objave v RUL: 15.03.2022

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: The importance of physical activity in the development of balance of preschool children

Izvleček

The diploma thesis aimed to discover whether a systematically designed physical exercise programme, which contains exercises for developing balance, affects the development of this motor skill. We wanted to determine whether differences in progress would emerge between the experimental and the control group based on their test results. The research involved 26 children, aged 3-4. They were divided into two groups. Half of them, i.e., 13 children, made up the experimental group, while the other half represented the control group. Data were obtained by testing both groups with the same tests for determining their level of balance. We conducted both tests (at the beginning and end) with the control group; with the experimental group we carried out a systematically designed physical exercise programme between the initial and final test. The programme was repeated 15 times. The obtained results were statistically processed using SPSS software. We subtracted the results of the first test from the results of the second test, thus getting a new variable. We called it “progress in balance skills”. The independent samples t-test was used to compare the two groups. The statistical significance level was set at 5%. The obtained results show that there are statistically significant differences in progress in all three tests. The experimental group achieved greater progress in all the tests.

• Ključne besede: preschool child