COGNITIVE-MOTOR MECHANISMS IN LEARNING COMPLEX KINESIOLOGICAL TASKS IN TEN-YEAR-OLD CHILDREN

Abstract

The aim of this study was to determine the effect of cognitive-motor learning on the acquisition of complex kinesiological tasks in 10-year-old children.
The research was conducted on a sample of 25 fourth-grade elementary school students (13 girls and 12 boys). Over the course of five consecutive instructional sessions, the students practiced a complex motor obstacle course that involved jumping, crawling, and ball handling. Task performance time was measured using Witty photo cells, with both descriptive and inferential statistical methods applied. The results showed a statistically significant reduction in task completion time between the initial and final measurements (t = 10.27; p < .001), indicating effective motor learning. Gender-based analysis revealed that boys performed slightly better in the final series compared to girls, with significant differences observed in the final stages (p < .01). A stable normal distribution of results was also observed, which enabled the use of parametric statistical tests. This study confirms that systematically organized motor tasks engaging cognitive processes can enhance the efficiency of motor pattern acquisition in children. The obstacle course proved to be an effective tool for integrating cognitive-motor mechanisms into school practice.