Page 195 - Retar, Iztok. 2022. Zgodnje gibalno učenje in poučevanje. Koper: Založba Univerze na Primorskem.
P. 195
summary
by an examination of the last of the motor skills, accuracy, which is defined as
the ability to properly determine the right direction and force for directing the
body or an object towards the desired target. Also briefly examined is endu-
rance, a functional skill which relies on the efficient functioning of the cardio-
vascular and respiratory systems.
The second part of the book provides explanations and examples of mo-
tor learning and motor teaching in early childhood. In this context, motor le-
arning in early childhood is understood as a psychomotor learning process
whereby one voluntarily and permanently changes one’s ability of forming
movement patterns through motor play, either structured or unstructured,
which is later gradually followed by motor practice. Motor teaching, on the
other hand, is defined as a complex interaction between student and teacher
in the process of motor teaching, with the aim of acquiring new motor skil-
ls – learning outcomes. The first section looks at the neurological bases be-
hind the functioning of the motor system which facilitate motor learning. This
is followed by a definition of three interconnected key stages of the motor le-
arning process: observation and planning of movement, movement analysis,
and practice of movement, which again provokes the need for repeated ob-
servation. A special focus is placed on motivational factors, since merely en-
gaging children to take part in motor learning is not enough – teachers have
to help them maintain a longer attention span. The fact is that motor learning
is all about properly performing numerous repetitions, which become auto-
mated and get stored in the motor memory. In the context of repetition, com-
petition is an important motivational factor, where, as we see it, it is best to
introduce the ranking of children into first, second, third, and last place as la-
te in the learning process as possible. It is underlined that in early childhood
children should focus on competing against themselves and comparing to
others, not only or mainly on defeating others.
In their work, preschool teachers need an effective model of communicati-
on with children, one that is based on verbal and nonverbal modes of commu-
nication and characterized by directness, personal approach, equal treatment,
ethical conduct, clarity, focusing on one thing at a time and making sure the
message is properly understood. Quality communication alone is what contri-
butes to the safety of motor teaching. Particularly significant are the role and
importance of effective practical demonstration during the first stage of mo-
tor teaching, since it allows students to visualize their own scheme, or move-
ment plan, which they later follow when trying to repeat the observed move-
ment with their own bodies and minds. A large part of our study also focuses
on explaining the concepts of lesson and teaching, highlighting that didactics
195
by an examination of the last of the motor skills, accuracy, which is defined as
the ability to properly determine the right direction and force for directing the
body or an object towards the desired target. Also briefly examined is endu-
rance, a functional skill which relies on the efficient functioning of the cardio-
vascular and respiratory systems.
The second part of the book provides explanations and examples of mo-
tor learning and motor teaching in early childhood. In this context, motor le-
arning in early childhood is understood as a psychomotor learning process
whereby one voluntarily and permanently changes one’s ability of forming
movement patterns through motor play, either structured or unstructured,
which is later gradually followed by motor practice. Motor teaching, on the
other hand, is defined as a complex interaction between student and teacher
in the process of motor teaching, with the aim of acquiring new motor skil-
ls – learning outcomes. The first section looks at the neurological bases be-
hind the functioning of the motor system which facilitate motor learning. This
is followed by a definition of three interconnected key stages of the motor le-
arning process: observation and planning of movement, movement analysis,
and practice of movement, which again provokes the need for repeated ob-
servation. A special focus is placed on motivational factors, since merely en-
gaging children to take part in motor learning is not enough – teachers have
to help them maintain a longer attention span. The fact is that motor learning
is all about properly performing numerous repetitions, which become auto-
mated and get stored in the motor memory. In the context of repetition, com-
petition is an important motivational factor, where, as we see it, it is best to
introduce the ranking of children into first, second, third, and last place as la-
te in the learning process as possible. It is underlined that in early childhood
children should focus on competing against themselves and comparing to
others, not only or mainly on defeating others.
In their work, preschool teachers need an effective model of communicati-
on with children, one that is based on verbal and nonverbal modes of commu-
nication and characterized by directness, personal approach, equal treatment,
ethical conduct, clarity, focusing on one thing at a time and making sure the
message is properly understood. Quality communication alone is what contri-
butes to the safety of motor teaching. Particularly significant are the role and
importance of effective practical demonstration during the first stage of mo-
tor teaching, since it allows students to visualize their own scheme, or move-
ment plan, which they later follow when trying to repeat the observed move-
ment with their own bodies and minds. A large part of our study also focuses
on explaining the concepts of lesson and teaching, highlighting that didactics
195
