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If the space where the children stay is adequately equipped (in this case painted), the children will be intrigued by the space itself, which will encourage them to engage in physical activities independently. The space encourages them to play in a safe way, to wait their turn, help each other and establish the rules of the game themselves. The aim of this work is to empirically and experimentally examine the influence of the experimental program, called "Path of a Bee" on the organization of children's physical activity in the yard of the "Bee" kindergarten. The subject of the research is the drawing of the path "Path of a bee" (experimental program) in the function of the organization of children's physical activity in the yard of the "Bee" kindergarten. 118 children from kindergarten "Bee" of preschool institution "Nata Veljković" in Kruševac participated in the research. The action is divided into several steps, namely: determination of the part of the sidewalk for drawing the path, procurement of materials, design of the path and drawing tasks on paper, agreement on the distribution of tasks on the sidewalk, making templates, drawing the path, opening the "Path of a Bee". The instrument used in this research is the observation protocol. Through it, the organization and activities of children before (initial measurement) and after drawing the path (final measurement) in the yard of the kindergarten "Bee" were shown. When determining the initial state - free play with the current contents offered in the yard of the kindergarten, it was found that 25% of the children were independently organized in play and physical activities in the yard. By carrying out the action, i.e. drawing "The path of a bee", the space in the kindergarten yard was enriched (footsteps, flowers, snakes, frogs, spiders, ladders, dots, hummingbirds, lines, snails, etc.), and given to the children to use as they wish. After the action, the results were obtained which state that 98% of the children played and independently organized physical activities in the yard of the kindergarten. This new environment was inviting and stimulating for the children.

The aim of the paper is to examine the contribution of the constructed device, props and the new mobile gym to children's interest in their use in physical activities. Both parents and pre-school teachers took part in the creation of the mobile gym and its equipment. They provided all the necessary material needed for making the following: ladders, beanbags, hula hoops, skipping ropes, cubes, mats, bowling pins, balance bar. This research included 55 children (30 boys and 25 girls). The research was carried out by monitoring the children and their interest in the provided props during the period of 3 weeks. The first pieces of props (5 of them) were introduced in the first week. In the second and the third week the pieces of props for which the children showed less interest were removed and new were introduced. Parents, teachers and children filled in the interviews. The research was carried out successfully. The results showed which props were more and which less interesting to children. Also, in general, children showed great interest in a new mobile gym and physical education (P.E.) props.

Playing and socializing with others are basic needs of all young children with disabilities and these needs are adequately met in preschool context, where they can, through various social situations, adopt language and develop an ability to interact. The main aim of this paper is to show a way to improve access to inclusive physical education and supplement the curriculum by applying thematic modifications, visual aids and new content, depending on the disability. Thematic modifications of games, shaping exercises, movement patterns in children with disabilities imply changing and simplifying steps, giving specific tasks in the game, reducing the pace of work and the number of steps. The modification is also reflected in increasing the time available to complete tasks, adjusting the playing area and marking the position on the field. Using certain conditions, the goal of a given activity of children with disabilities in physical education is to make the content of play suitable to the children's interests, to enable children to overcome or alleviate the problems they have, through movement, to get to know themselves, their body and others in relation to themselves.This approach to the realization of activities in physical education is to combine the knowledge and experience of the child and the ability of the teacher to use new ideas and introduce creativity in work.

Besides the usual guided activities in physical education of preschool children based on applying certain forms of movements, performing certain tasks and aquiring mobile games, activities on a particular topic can also be successfully organized. The aim of this work and these targeted actions is the elaboration of specific contents based on selected themes from the cartoon 'The Smurfs', which are adjusted to the goal that forms the basic units of activity - prevention of flat feet. These contents have a goal to arouse children's imagination, to enable children to play and develop creativity, master certain forms of movements and develop orientation in time and space. This activity has a significant impact on strengthening the muscles of the arms, shoulders and legs and development of overall motor skills and socialization of children and can be used in all age groups. It also has an important influence in the development of imagination and creativity in children, as well as non-verbal communication skills through the use of gesture and movements and it should educate through entertainment. These focused activities have significant correlations with speech developing and art education.

With the aim of investigating the postural status of preschool children and the effectiveness of corrective exercises as part of guided activities in physical education preschool children performed a study on a sample of 60 children (39 girls and 21 boys), aged 6 years, from preschool institution 'Our Joy' in Kruševac in a period of one month. Postural status of the legs were assessed using the methods of Napoleon Volansky. According to them, there are three grades: 0, 1 and 2. The degree of foot arch descending properly estimated using plantogram (interpretation methods - Thomsen's). The results were extracted corresponding to the normal foot, and second degree descending properly. Based on the obtained results it can be concluded that the postural status of the legs and foot in children and determined that the program of corrective exercises in the guided physical activities has a positive effect on correcting these disturbances.

The research had been carried out with the aim to investigate relations of longitudinal dimensionality of the body and success in performing dancing structures with preschool children. The specimen consisted of 180 preschool children aged 6 (100 boys and 80 girls). For assessing longitudinal dimensionality of the body the following parameters were applied: body height, body height in sitting position, leg length, arm length, lower leg length and foot length. For assessing the success in performing dancing structures the following metric instruments were applied: Waltz steps, Polka steps, Moravac steps. The criterion was the mark for evaluating the success in performing the given dancing structures. The 'judges' evaluated the performance for each child with marks from 1 to 5. In order to establish the relation between the variables of dimensionality of the body and success in performing dancing structures, the canonical correlation analysis was applied. Based on the results of the degree of significance, it was established that there is not a statistically significant connection between the two sets of variables with the girls. Based on canonical correlation with the boys, the general connection of longitudinal dimensionality of the body and performing dancing structures was established.

Copyright of Facta Universitatis: Series Physical Education & Sport is the property of Facta Universitatis, Series Physical Education & Sport and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Facta Universitatis: Series Physical Education & Sport is the property of Facta Universitatis, Series Physical Education & Sport and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Physical education with children in kindergartens is achieved through appropriate forms of work. These forms or types of work are the basis of children motion activities, and they are composed of health - hygiene and educational tasks that children achieve. General forms of work in physical education are: the morning physical exercise, mobile games, focused physical activity, free activities and recreational breaks, tours, walks and expression of movement, the so-called dancing children activities. Morning activity of children in kindergarten is considered for one of the main form of work within the physical education of preschool children. It is performed daily, in the morning before the breakfast time. In order to choose the appropriate exercises and measured strain to which the children will be exposed during the exercise, it is determined the optimal structure of the morning physical activity. This activity is divided into three parts - introduction, main and the final part. [ABSTRACT FROM AUTHOR]

The main objective of this research was to determine the metric characteristics of speed frequency jumping tests. The research was conducted on a sample of 48 boys and 52 girls 6 years of age (+ / - six months), within the kindergartens in Krusevac city, using 3 tests for evaluation of speed frequency jumping - lateral jumps (SBOC), two- leg jumps with touch (SDOD), as well as jumps toward the side (SUST). The results obtained indicates that the tests for evaluation of speed frequency jumping have a solid discrimination, very high reliability, and belongs to a hypothetical factor responsible for the preschool children's evaluation of speed frequency jumping. Tests: lateral jumps (SBOC), two-leg jumps with touch (SDOD) and jumps toward the side (SUST) are recommended as a smaller battery tests for the preschool children evaluation of speed frequency jumping. [ABSTRACT FROM AUTHOR]

Aspect plays an important role in the development of a small childrens motor, because they give a reason for moving. Vision is the primary motivator for children to move around and explore their environment, to manipulate objects and to interact with people and in this way learn about the world around them. Stimulates and supports the vision of early righting reflexes, which are essential to learning how to properly direct the head and body for coordinated movements. As a result, a child with impaired vision can have a reduced capacity to shifting weight and rotating trunk and upper body. These factors may affect the quality of movement of the trunk, shoulders and upper extremities, which often manifests in the form of atypical body position and movements of visually impaired children. [ABSTRACT FROM AUTHOR]

Copyright of Facta Universitatis: Series Physical Education & Sport is the property of Facta Universitatis, Series Physical Education & Sport and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)