Porovnání skutečné a vnímané úrovně motorické kompetence u testu "BOT-2"
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Diplomová práce se zabývá vztahem mezi subjektivně vnímanou a objektivní motorickou kompetencí u dětí mladšího školního věku. Cílem práce bylo prozkoumat, jak se tyto dva aspekty doplňují a jak je lze využít v návrhu doporučení. Výzkum probíhal na souboru 215 dětí ve věku 6-11 let. Objektivní motorická kompetence byla hodnocena pomocí
testovací baterie Bruininks-Oseretsky Test of Motor Proficiency-Second Edition pro české prostředí. Subjektivně vnímaná motorická kompetence byla zjištěna pomocí formuláře vytvořeného pro potřeby této diplomové práce. Výsledky ukázaly, že subjektivně vnímaná a objektivní motorická kompetence se u dětí mladšího školního věku vzájemně doplňují, ale naprosto se neshodují.
This thesis examines whether objective and subjective motor competence complement each other and provides practical recommendations for teachers and parents based on the findings. The research was conducted on 215 children aged 6 to 11 years, and the Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT-2) was used to assess objective motor competence. Subjectively perceived motor competence was assessed using a form created specifically for this thesis. The results indicated that subjective and objective motor competence complement each other in children of younger school age, but they do not entirely overlap. These findings have important implications for teachers and parents who can use them to devise effective strategies to motivate children to engage in physical activities.
This thesis examines whether objective and subjective motor competence complement each other and provides practical recommendations for teachers and parents based on the findings. The research was conducted on 215 children aged 6 to 11 years, and the Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT-2) was used to assess objective motor competence. Subjectively perceived motor competence was assessed using a form created specifically for this thesis. The results indicated that subjective and objective motor competence complement each other in children of younger school age, but they do not entirely overlap. These findings have important implications for teachers and parents who can use them to devise effective strategies to motivate children to engage in physical activities.
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motorická kompetence, vnímaná motorická kompetence, motivace, BOT-2