Development of basic motor competencies among standard population during the prepubertal period

A multidimensional approach to children's physical literacy encompasses four interrelated areas: physical fitness, basic motor skills, daily physical activity, and psycho-social/cognitive factors. The basic goal of physical and sports education in primary education is to maintain physical literacy and to develop motor competencies of younger school age children. These significantly affect the deficiency of physical activity in the daily routine of children, which proves to be one of the most serious health risk factors. Physical activity of children should be stimulated at a younger school age in which they should engage in adequate physical activity for at least 60 minutes a day.The aim of this study was to determine the motor learning of 6- and 7-year olds, to diagnose the level of their basic motor competencies and to develop them under the conditions of physical and sports education in schools. We assumed a significant positive impact on the level of motor competencies. The experiment was attended by 84 pupils in the first year of primary school in Presov (Slovakia). The level of motor competencies was assessed using the MOBAK 1 test battery before and after application of an exercise program. The program included physical exercises, activities with non-traditional equipment and psychomotor games. The intervention lasted 6 months. A parametric t-test for independent samples, F-test to compare variances, correlation coefficient, and effect size were used to compare the results of our study. All tests were performed at a = 0.01 or a = 0.05. The statistical significance of the differences in the level of movement competencies between experimental and control groups after the intervention was confirmed. Gender differences were not confirmed. We conclude that intentional stimulation of psychomotor development and intervention in the motor competencies, which takes into account the developmental acceleration, has a positive effect on the tempo and quality of motor learning. This study was supported by the Scientific Grant Agency of the Ministry of Education, Science, Research, and Sport of the Slovak Republic and the Slovak Academy of Sciences under Grant VEGA 1/0573/18Movement correction of problematic behavior of pupils in a typical population and pupils with special educational needs who were educated in integrated conditions.