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Namen magistrskega dela je bil predstaviti metodični postopek poučevanja žongliranja in ročnih spretnosti z namenom razvoja koordinacije pri učencih prvega in drugega triletja osnovne šole. Žongliranje uvrščamo med telesne dejavnosti, ki razvijajo tako intelektualne kot tudi gibalne sposobnosti, v največji meri z žongliranjem razvijamo in izboljšujemo koordinacijo gibanja. Za razvoj gibalne sposobnosti koordiniranega gibanja so otroci najbolj dovzetni v obdobju do šestega leta starosti in kasneje do konca drugega triletja osnovne šole. Prav to obdobje predstavlja največjo priložnost za pridobivanje gibalnih izkušenj in spoznavanje širokega nabora gibalnih spretnosti. Po pregledu zbrane literature in z upoštevanjem lastnih izkušenj smo prišli do zaključka, da uveljavljeni in razširjeni metodični postopki poučevanja in učenja žongliranja niso optimalni v smislu učinkovitosti izkoriščanja te atraktivne dejavnosti kot je žongliranje. Naš cilj je bil predstaviti metodični postopek poučevanja žongliranja, ki z podano argumentacijo prispeva k razumevanju in kasneje k smiselnemu posluževanju tega postopka poučevanja. Poleg vaj, ki so usmerjene na učenje žongliranja, je med cilje spadala tudi predstavitev vaj za razvoj koordinacije, ki so osnova za pridobivanje idej pri ustvarjanju novih iger in vaj. Vsebina magistrskega dela je namenjena vsem, ki se nameravajo lotiti učenja ali poučevanja žongliranja. The purpose of the master's degree was to present a methodological process for teaching juggling and manual skills in order to develop students' motor coordination in the first and the second three years period of primary school. Juggling is classified as a physical activity that develops both intellectual and motor skills, and we mainly develop and improve coordination of movement through juggling. Children are most susceptible to the development of coordinated movement in the period up to the age of six and later until the end of the second three years of primary school. This period provides the greatest opportunity to gain motor experiences and to acquire a wide range of motor skills. After a review of the collected literature and taking into account our own experience, we have come to the conclusion that established and widespread methodological procedures for teaching and learning juggling are not optimal in terms of the effectiveness of exploiting this attractive activity like juggling. Our aim was to present a methodical process for teaching juggling, which with the provided argumentation contributes to the understanding in the later to the meaningful use of the presented teaching process. In addition to the exercises aimed at learning juggling, the objectives also included the presentation of exercises for the development of coordination, which are the basis for generating ideas when creating new games and exercises. The content of the master's degree is intended for anyone who intends to start learning or teaching juggling.

This study evaluated the effects of an exergame program (TennisVirtua-4, Playstation Kinect) combined with traditional tennis training on autonomic regulation, tennis technique, gross motor skills, clinical reaction time, and cognitive inhibitory control in children. Sixty-three children were randomized into four groups (1st – two exergame and two regular trainings sessions/week, 2nd – one exergame and one regular training sessions/week, 3rd – two regular trainings sessions/week, and 4th – one regular training session/week) and compared at baseline, 6-month immediately post intervention and at 1-year follow-up post intervention. At 6-month post intervention the combined exergame and regular training sessions revealed: higher breathing frequency, heart rate (all ps ≤ 0.001) and lower skin conductance levels (p = 0.001) during exergaming; additional benefits in the point of contact and kinetic chain elements of the tennis forehand and backhand technique (all ps ≤ 0.001); negative impact on the shot preparation and the follow-through elements (all ps ≤ 0.017); higher ball skills (as part of the gross motor skills) (p < 0.001); higher percentages of clinical reaction time improvement (1st −9.7% vs 3rd group −7.4% and 2nd −6.6% vs 4th group −4.4%, all ps ≤ 0.003) and cognitive inhibitory control improvement in both congruent (1st −20.5% vs 3rd group −18.4% and 2nd −11.5% vs 4th group −9.6%, all ps ≤ 0.05) and incongruent (1st group −19.1% vs 3rd group −12.5% and 2nd group −11.4% vs 4th group −6.5%, all ps ≤ 0.001) trials. The 1-year follow-up test showed no differences in the tennis technique, clinical reaction time and cognitive inhibitory control improvement between groups with the same number of trainings per week. The findings support exergaming as an additional training tool, aimed to improve important cognitive-motor tennis skills by adding dynamics to the standardized training process. Caution should be placed to planning this training, e.g., in a mesocycle, since exergaming might decrease the improvement of specific tennis technique parts of the trainees. (ClinicalTrials.gov; ID: NCT03946436)., Frontiers in Psychology, 12, ISSN:1664-1078

Uvod: Pri stoji na mehki podlagi pride do sprememb, ki se kažejo tudi na ravni osrednjega živčevja in so podobne spremembam, ki jih opazimo pri motoričnem učenju. Namen: V diplomskem delu so nas pri zdravih mladih preiskovancih zanimali učinki na gibanje središča pritiska, do katerih pride pri ponavljajoči stoji na mehki podlagi in ali dosežejo plato spreminjanja gibanja središča pritiska. Metode: V raziskavi je sodelovalo 17 mladih preiskovancev, 12 oseb ženskega spola in 5 oseb moškega spola. Preiskovanci so bili stari od 18 do 25 let. Ugotavljali smo učinke stoje na mehki podlagi na gibanje središča pritiska v desetih zaporednih dneh. Preiskovanci so 60 sekund stali na pritiskovni plošči Kistler 9286AA ali na Airex® blazini, ki je bila položena na pritiskovno ploščo, bosi, s stopali tesno skupaj. Za meritve smo uporabili modificirani test senzorične interakcije: stoja na trdni podlagi z odprtimi očmi (TPOO), stoja na trdni podlagi z zaprtimi očmi (TPZO), stoja na mehki podlagi z odprtimi očmi (MPOO), stoja na mehki podlagi z zaprtimi očmi (MPOZ). Prvi in zadnji dan smo izvedli meritve v vseh štirih pogojih, ostale dni pa smo izvajali le meritve na mehki podlagi kot vadba ravnotežja. Opazovane spremenljivke: pot x, pot y, povprečna hitrost gibanja središča pritiska, ploščino gibanja središča pritiska po metodi PCA (izračunano s pomočjo lastnih vrednosti kovariančne matrike), ploščina gibanja središča pritiska z metodo Fourierjeve analize obrisa (FAO). Rezultati: Test t je pokazal statistično pomembno razliko (p < 0.05) le pri stoji na mehki podlagi z zaprtimi očmi med prvo in zadnjo meritvijo pri gibanju središča pritiska v anteroposteriori (AP) in mediolateralni (ML) smeri ter pri hitrosti gibanja središča pritiska. Pri stoji na mehki podlagi z zaprtimi očmi se v povprečju zmanjša pot gibanja središča pritiska v AP smeri za 17 %, pot v ML smeri za 19 % ter hitrost gibanja središča za 18 %. Zmanjša se tudi površina, in sicer za 12 %. Pri analizi 10 zaporednih meritev smo ugotovili pomembno razliko med deveto in deseto zaporedno meritvijo (p = 0,011) za pot gibanja središča pritiska v AP smeri pri odprtih očeh na mehki podlagi. Pri ostalih treh spremenljivkah razlike med posameznimi meritvami niso bile statistično pomembne. Pri zaprtih očeh se je spremenljivka AP poti približala meji statistične pomembnosti (p = 0,078). Post hoc test je pokazal največjo razliko med prvo in deseto meritvijo (p = 0,101). Razprava in sklep: Dobljeni rezultati niso pokazali statistično pomembnih sprememb med zaporednimi meritvami, zato ne moremo sklepati na večjo stabilnost ali učinek motoričnega učenja pri ponavljajoči stoji na mehki podlagi. Da bi lahko posplošili rezultate, bi bilo smiselno ponoviti raziskavo na večjem številu preiskovancev in/ali povečati število zaporednih meritev in/ali povečati zahtevnost. Introduction: Changes that occur during stance on a soft surface also appear at the level of the central nervous system and are similar to changes seen in motor learning. Aim: In this study on young and healthy subjects we were interested in effects of successive stance on a soft surface on the movement of center of pressure and whether they reach a plateau. Methods: The study involved 17 young subjects, 12 females and 5 males. The subjects were aged 18 to 25 years. We examined the effects of standing on a soft surface on center of pressure for ten consecutive days. The subjects were standing on the pressure plate Kistler 9286AA which Airex® pad was placed on (in 3rd and 4th condition), without shoes, with their feet tight together, hands relaxed along the body, the head straightened. For the performed measurements we used the modified sensory interaction test. Measurements: 1. firm surface - eyes opened, 2. firm surface – eyes closed, 3. soft surface – eyes opened, 4. soft surface – eyes closed. The test lasted for 60 seconds. On the first and last day, we carried out all four measurements, while the rest of the days we only performed measurements on a soft pad as balance training. Observed variables were path x, path y, mean velocity of the center of pressure, surface area of movement of the center of pressure using the PCA method and FAO method. Results: T test showed statistically significant difference (p

V magistrskem delu se posvečamo učenju gibalnih vzorcev, ki mu pravimo tudi gibalno ali motorično učenje (ang. motor learning). Napredek takšnega učenja temelji na povratni informaciji o izvedbi gibalnega vzorca, na podlagi katere lahko v naslednjih ponovitvah učenec izboljša njegovo izvajanje. Povratna informacija je lahko notranja ali zunanja. Medtem ko prva izvira iz človekovih notranjih zaznavnih procesov (t. i. propriocepcije), pa zunanja povratna informacija (ZPI) izhaja iz človeku zunanjega okolja in je notranji povratni informaciji dodana z namenom narediti proces učenja gibanja še bolj učinkovit. ZPI je lahko posredovana preko zvočnega, vizualnega, ali haptičnega zaznavnega kanala ali pa v njihovi kombinaciji. V delu obravnavamo vizualno ZPI, ki smo jo izvedli v obliki spletne aplikacije. Spletne aplikacije se izvajajo v brskalnikih in so zaradi razširjenosti slednjih splošno uporabne na različnih napravah. Gibalne vzorce razvrščamo glede na kompleksnost, cikličnost in hitrost izvedbe, vse te lastnosti pa vplivajo na strategijo podajanja ZPI. Ta vključuje odločitve o številnih lastnostih ZPI, kot so: uporabljeni zaznavni kanal, vir in trenutek podajanja ZPI, svoboda uporabnikove odločitve o ZPI, polarnost in zahtevnost predelave. Vsako izmed omenjenih lastnosti podrobneje obdelamo v pripadajočih podpoglavjih. V nadaljevanju se osredotočimo na vizualno povratno informacijo, ki jo lahko prikažemo v naravni ali abstraktni obliki z uporabo različnih strategij. Pri vizualni ZPI je izbira oblike in strategije odvisna predvsem od kompleksnosti učenega gibalnega vzorca. Zapis tega vzorca je sestavljen iz natančno zabeleženih podatkov o vrednosti t. i. gibalnih spremenljivk, ki gibanje opišejo. Gre za rezultat t. i. zajema gibanja, ki ga v magistrskem delu izvedemo s pomočjo sistema za optično zajetje gibanja. Gibalne spremenljivke morajo biti zapisane v podatkovni strukturi, primerni za nadaljnjo analizo gibalnega vzorca in pripravo ZPI. Podatkovna struktura, ki smo jo definirali v okviru magistrskega dela, omogoča shranjevanje vrednosti poljubnih gibalnih spremenljivk v prostoru in času. V praktičnem delu magistrske naloge smo se osredotočili na upodobitev ZPI z uporabo spletnih tehnologij. Ker neposredni dostop do grafične strojne opreme dandanes ni mogoč, niti ni posebej smiseln, se v ta namen za računalniško upodabljanje uporabljajo t. i. aplikacijski programski vmesniki (Application Programming Interfaces - APIs) za prikaz grafike. Za tovrstni prikaz v spletni aplikaciji uporabimo WebGL (ang. Web Graphics Library) API, ki je, kot pove že njegovo ime, zasnovan ravno za uporabo v spletu. Upodabljanje je izvedeno v odjemalskem delu spletne aplikacije. Podatke o gibanju odjemalcu posreduje strežniški del, pri čemer se opira na komunikacijo preko protokola WebSocket. S pomočjo slednjega se podatki o gibanju v spletno aplikacijo prenesejo v realnem času, kar pomeni, da lahko učenec prejme ZPI v trenutku, ko dokonča izvajanje gibalnega vzorca. Zaradi vnaprej definirane podatkovne strukture, ki služi kot točka dostopa do storitve izdelane aplikacije, je aplikacija prenosljiva in ni odvisna samo od konkretnega sistema za zajem gibanja, temveč je uporabna širše. Povratna informacija, ki jo podaja, je namenjena za splošno gibanje (ni omejena samo z enim tipom gibanja), in je podana tako z abstraktnim prikazom kot s prikazovanjem v navideznem okolju (t. i. naravno prikazovanje) oz. s kombinacijo obeh. Uporaba izdelane spletne aplikacije in podrobnejši opis podprtih prikazov sta predstavljena na primeru zamaha v golfu. The topic of this master’s thesis is learning of motion patterns, which is also known as motion learning or motor learning. The progress of such learning is based on feedback on the performance of a motion pattern, on the basis of which a student can improve his performance in the following repetitions. The feedback can be internal or external. While the first originates from human’s internal perception processes (so-called proprioception), the external feedback (EFB) originates from human’s external environment and is added to the internal feedback with the purpose of making the motion learning process even more effective. The EFB can be transmitted through sound, visual, or haptic perceptual channel, or in a combination of them. In the thesis, we deal with visual EFB, implemented in the form of web application. Web applications are implemented in browsers. Due to their prevalence web applications are generally useable on various devices. Motion patterns are classified with regards to their complexity, cyclicality, and the speed of their performance. All these characteristics influence the strategy of providing the EFB. The latter includes the decisions on numerous characteristics of EFB, such as the used perceptual channel, the source and the moment of providing EFB, the freedom of an individual’s decision on EFB, polarity, and the difficulty of processing. Each of the mentioned characteristics is processed in the corresponding subchapter in more detail. In continuation, we focus on visual feedback, which can be presented in natural or in abstract forms by means of various strategies. In the case of visual EFB, the choice of a form and strategy depends mostly on the complexity of learned motion patterns. The record of such pattern consists of accurately listed data of value of so-called motion variables, which describe the motion. They are the result of the so-called motion capture, which in the master’s thesis is performed by means of the system for optical motion capture. Motion variables have to be recorded in the appropriate data structure, suitable for further analysis of motion patterns and preparation of the EFB. The data structure, defined within the framework of the master’s thesis, enables recording the values of any motion variables in space and time. In the practical part of the master’s thesis, we focused on depicting the EFB by means of web technologies. Since direct access to graphic hardware is not possible nowadays, nor it makes sense, the so-called Application Programming Interfaces (APIs) for graphics display are used for rendering images. We use WebGL (Web Graphics Library) API for rendering in the web application. WebGL is designed especially to be used on the web. Rendering is performed in the client part of the web application. The client is provided data on motion by the server part relying on communication via WebSocket protocol. With the help of the latter, the data on motion is transferred to the web application in real-time, which means that a student can receive EFB at the moment when he or she completes performing the motion pattern. Due to the predefined data structure which serves as an access point to the service of the developed application, the application is transferable and does not depend on an actual motion capture system but is applicable more widely. The feedback provided is intended for general motion (is not limited only to one type of motion) and is displayed either abstractly or in virtual environment (the so-called natural display), or by a combination of both. The use of the developed web application and more detailed description of the supported visualizations are presented in the example of a golf swing.

Vzdržljivost je kot motorična sposobnost odvisna od številnih dejavnikov in igra pomembno vlogo v večini športnih panog. Prav tako je pomembna v življenju vsakega posameznika, četudi ta ni športnik, saj v veliki meri vpliva na kakovost njegovega življenja v smislu telesnega in mentalnega zdravja ter druge pomembne dejavnike. Za optimalen razvoj vzdržljivosti so pomembni skrbno načrtovani treningi. Poznamo več vrst vzdržljivosti. Kot problem v svoji diplomski nalogi smo izbrali razvoj dolgotrajne vzdržljivosti tekača s ciljem opisati motorično učenje in faze v učnem procesu, osnove vzdržljivosti kot motorične sposobnosti, dejavnike, od katerih je ta odvisna, ter metode za razvoj dolgotrajne vzdržljivosti. Pri pisanju so nam bili v pomoč različnimi viri, predvsem pa tudi pogovori in nasveti izkušenih tekačev in strokovnjakov vzdržljivostnih panog. Vadba vzdržljivosti zahteva postopnost in individualizacijo, sploh kadar je govora o prvih korakih k tekaški vadbi, še posebno pri otrocih. Perseverance as a motoric faculty depends on numerous factors and plays and important role in most sports disciplines. It is just as relevant in the life of every individual, although he/she may not be a sports(wo)man, as its impacts greatly upon his/her corporeal and mental health and other important factors. Carefully planned trainings are relevant for perseverance development. A number of perseverance types may be discerned. As problem at this final paper, we chose the development of runner's long term perseverance, with a view to describing motoric learning and stages in the learning process, fundamentals of perseverance as motoric faculty, factors on which it depends, as well as methods for the development of long term perseverance. At composing this paper, various sources were of assistance, particularly interviews with and advice of experienced runners and experts in disciplines where perseverance is relevant. Exercise in perseverance presupposes a gradual escalation and individualization, particularly at initial steps in running exercise, most importantly among children.

Functional training with music (DMT) is one of the modern approaches in occupational therapy. It is intended for persons with central nervous system (CNS) impairment or disease. Persons with CNS have difficulties in several aspects of human functioning. The basic aim of DMT is preserving or restoring body functions – the functions of the nervous system, muscular and skeletal systems and movement-related functions, the functions of the cardiovascular, respiratory systems, sensory functions, oral and speech functions as well as general and specific mental functions. DMT influences on the establishment of motor, process and communication skills – position, movement, coordination, strength and strain, energy, use of knowledge, time organisation, adaptability, establishing relations and information exchange. The essence of DMT is to encourage the performance of movement patterns, Elements of movement patterns originate from: sensorimotor integration, neuro-therapeutic approach and motor learning. It is based on the model of International classification of functioning disability and health (ICF) and comprises of four sets: preparation for dancing, dancing while seated, dancing and socializing. The evaluation instruments used to monitor the effects of DTM are Functional independence measure (FIM) and Evaluation of Structured Activity - ESA. Music is a therapeutic medium which by means of melody and rhythm increases emotional stability, sense of control and stress reduction. At the University Rehabilitation Institute of the Republic of Slovenia - Soča, the first test DMT programme was initiated as early as 2001 for the patients after CVI. The protocol was designed and outlined by Occupational therapy manager Uri Soča MS. Zdenka Pihlar. The purpose of this article is to represent DMT therapeutic practise used in Neurology Department of URI SOČA, which includes patients suffering head trauma, multiple sclerosis and Parkinson’s disease., Funkcijsko usposabljanje z glasbo ( FUNB) je eden od sodobnih pristopov v delovni terapiji. Namenjen je osebam z okvaro ali boleznijo osrednjega živčnega sistema. Osebe z okvaro CŽS imajo težave na več področjih človekovega funkcioniranja. Osnovni namen FUNB-a je ohranjanje oziroma ponovno vzpostavljanje telesnih funkcij – funkcije živčevja, mišičja in okostja ter z gibanjem povezanih funkcij, funkcije srčno-žilnega, dihalnega sistema, funkcije čutil, glasovne in govorne funkcije, ter splošne in specifične duševne funkcije. FUNB vpliva na vzpostavljanje motoričnih, procesnih in komunikacijskih spretnosti- položaj, gibanje, koordinacijo, moč in napor, energijo, uporabo znanja, časovno organizacijo, spretnost prilagajanja, vzpostavljanja odnosov, izmenjave informacij. Bistvo FUNB-a je, da s pomočjo glasbe vzpodbujamo izvedbo gibalnih vzorcev, kateri elementi izhajajo iz: senzomotorične integracije, nevroterapevtskega pristopa in motoričnega učenja. Zasnovan je po modelu Mednarodne Kvalifikacije Funkcioniranja (MKF). Sestavljajo ga štirje sklopi: priprava na ples, ples sede, ples, druženje. Ocenjevalni inštrumenti s katerimi spremljamo učinek so FIM in Ocenjevanje Strukturirane Aktivnosti – OSA. Glasba je terapevtski medij, ki z močjo melodije in ritma vpliva na čustveno stabilnost, občutek prevzema kontrole in redukcijo stresa. Prvi poskusni program FUNB smo na Univerzitetnem rehabilitacijskem inštitutu Republike Slovenije – Soča zasnovali že leta 2001 za paciente po možganski kapi. Idejno zasnovo za protokol je zasnovala vodja delovne terapije Uri Soča Zdenka Pihlar. Namen prispevka je predstaviti FUNB na 1. nevrološkem oddelku URI SOČA, kjer so vključeni pacienti po nezgodni poškodbi glave, z multiplo sklerozo in Parkinsonovo boleznijo.