Abstract:
Focuses on the design of a motor guiding programme in which individual motor skills can effectively be taught. The first priority is to establish which motor skills a child must acquire at each developmental stage. This study analyses the different characteristics of the growing child in the three developmental stages: the neonate; the infant and the pre-school child. The criteria which constitute the basis for the motor guiding programme are established. They are: individual uniqueness, the original situation, estimation of time, content, school readiness, socialising, norm establishment, human dignity, positive self-concept, realistic aims, aspiration level, stimulation, affective stability, safety and evaluation. Appropriate teaching principles applicable to motor skills are determined by the analysis of the competitive, affective and motor aspects of the teaching of motor skills for pre-school children. These principles appear to be: aims and goals, self-actualisation, socialisation, motivation, evaluation, structuring and contextualisation. Having analysed these principles and criteria, a motor guiding programme has been developed.
