The thesis presents different types of games that kindergarten teachers can use to teach skiing in the fundamental movement phase. Due to the specific development of children, some authors encourage the development of new games in such a way that the games are planned as a teaching method. A teaching method is a method of managing the teaching process. In sports stage we talk about the method of demonstration, explanation, clarification, etc., for the learners already understand themselves and the way they function, as well as the contents that the teacher presents. In the preschool period, the majority of children is in the so-called fundamental movement phase, in which the children are in the most basic forms of movement, just getting to know their bodies. Through the action they are gaining first movement experience, which, as a result of the integration of all the factors of development (cognitive, social, psychological, physical and motor), connect as a whole into new information. To teach in the preschool period it is therefore sensible to change the way of teaching and thus the role of a kindergarten teacher. The teacher must professionally plan the learning process, but use different methods in practice. In this thesis, we will present what these methods are and how they can they be effectively used to teach skiing.
By using these methods teachers can have an impact on what they estimate the children need. The learning process in children takes place spontaneously. This kind of method of teaching requires a different approach to both planning and the implementation of activities. Other forms of professional planning are similar to the traditional way of teaching, namely that at the beginning a thorough analysis of existing knowledge is needed (knowledge and recognition of child's development), process-development planning of the learning process, followed by a slightly different planning and implementation, and finally corresponding analysis and evaluation of the work, and the creation of new, innovative approaches to improve learning.
Through the thesis we try to show that the problem with the game method is multidimensional. Many teachers replace it with other types of games, especially for the free game. The game method requires an extremely good understanding of the current state of development of children and of the desired development. It requires a systematic upgrading in all areas at the same time, and with a relevant problem, which the children solve themselves, allow children their own solutions. At the same time it assumes the correct role for an appropriate and timely influence on the intensity, frequency, type and content of activities, depending on the desired process development objectives set.
Learning any new physical activity should take place spontaneously in a child who is in the fundamental movement phase, but should be planned in the teacher. Therefore, the teacher, in the preparation of such a method of teaching, has to base on his knowledge of the field and the problems and peculiarities of the development of preschool children, which primarily include the knowledge of the characteristics of their biological, psychological and sociological development, appropriate teaching and methodological knowledge. Furthermore, he must take into account quantitative, methodological, conceptual and organizational factors of teaching physical activities, enabling him to organize a safe, pleasant and efficient teaching process and bring the child to the desired process-development goal.
This thesis theoretically studies a variety of games. The results present the criteria for the distinction between the game method, didactic physical games and elementary games, and analyse the selected games for teaching skiing, which should serve the teachers to understand the games and help in their selection.