Motor learning in rhythmic gymnastics: Influence of fundamental movement skills

The main aim of this research was to determine the influence of fundamental movement skills on the performance of specific rhythmic gymnastics skills in different stages of motor learning in 6-year-old children. Seventy preschool children participated (30 girls and 40 boys; mean age 6±0.5y; height 122.5±5.0 cm, weight 24.49±3.78 kg). A battery of 20 rhythmic gymnastics skills tests (5 tests with each of the apparatus: rope, hoop, ball and ribbon) was constructed and evaluated by experienced judges. Fundamental movement skills were measured using the Bruininks-Oseretsky Test of Motor Proficiency, second edition (short form). Children exercised for approximately 6 months, three times a week for 35 minutes. Three measurements of specific rhythmic gymnatics skills were carried out: initial (first week), transitive (ninth week) and final (nineteenth week). The level of fundamental movement skills was tested in the first week of the treatment. The results of multiple regression analyses indicate the existence of statistically significant influence of fundamental movement skills on the degree of specific rhythmic gymnastics skills acquisition for all apparatus and all measurement points (p value ranging from 0.00 to 0.02). Partially, the verbal-cognitive phase of learning specific rhythmic gymnastics skills is characterized by the influence of precise motor skills. In the motor phase of learning, hand coordination, as well as bilateral coordination, becomes more and more important. Finally, at the advanced motor stage of learning, the influence of significant predictors is changed. These changes are reflected in the increasing influence of bilateral coordination, hand coordination and strength, and also the same, or somewhat smaller, impact of precise motor skills.