The system of basic notions of a science develops in parallel with the overall development of that science. If any science is new and little developed, its specificities and characteristic notions are less represented in it. The largest number of notions that we encounter in the methodology of physical education belongs to the unique system of notions, which on the one hand are related to education and education in general, and on the other hand are directly related to physical education. Among the most important notions, which are treated in physical education, are: physical culture, physical education, physical exercise, physical education system, physical growth, physical development, movement quality, physical preparation, movement ability, physical perfection, sport, movement activity , physical rehabilitation, recreation (Vertinsky & Hedenborg, 2018).
- Understanding of physical culture
Physical culture is an important part of the general culture of a country (nation), which has societal and material values, reflected in state and social institutions as well as physical education systems, known in the history of human society.
- Physical education
In everyday use, the concept of physical education is understood in different ways, and often its explanation in practice is not correct. Since three decades there have been great debates regarding whether the term education is the most appropriate for this field. Based on this point of view, other terms have been recommended, such as: movement education, kinesiology, sports education, physical vitality, sport, motor education, etc. The term that is widely used today is physical education and sports. This is due to the very fact that physical education is inextricably linked and integrated with sports. In essence, physical education also has its narrow and broad meaning. The narrow meaning of this notion is always directed to the results of the individual, while the broad meaning is directed to the organized pedagogical process.
In the narrow sense, by physical education we understand the totality of results achieved by the individual during systematic exercise. These results undoubtedly express a sufficient and necessary capacity (volume) of knowledge, skills and motor skills, which can be general or specialized in a sport.
In broadest sense, physical education means the pedagogical process organized (or spontaneous), programmed (or free), directed by the specialist (or independent), which aims at the realization of objectives by the individual or the group (Mitchell & Walton-Fisette, 2022).
- System of physical education
With notion of physical education system, we understand in a general way the historically determined type of physical education. Its structure and content clearly reflect the totality of measures, tools, methods and organizational forms, arranged in an appropriate manner, to respond to the purpose of the initial bases, in accordance with conditions of concrete social formation. In analysis of each system of physical education, the following are distinguished: historical basis, social basis, theoretical-methodical basis, programmatic-normative basis and organizational basis.
The status of a physical education system is conditioned by the level of development of a nation as well as the participation of the state and society in the development and operation of this system (Fletcher et al., 2021).
- Physical growth
Physical growth is result of innate biological processes, which gradually (from year to year) bring about quantitative and qualitative changes in the anthropometric and morphological indicators of a person.
Among the quantitative indicators, we mention:
- Body weight;
- Body height;
- Chest circumference;
- Muscle mass
Among the qualitative indicators, we mention:
- Harmony of the sizes of the rib cage with those of the arms and legs;
- Chest elasticity;
- Muscle tension,
Movement capacity (the number of movements and movement actions memorized) and the process of systematic exercise are factors with stimulating values, stimulating the physical growth of children and young people. Without complete food components and without sufficient food ration, physical growth cannot have satisfactory quantitative and qualitative indicators (Kemp et al., 2019).
- Physical development
Physical development is the result of the long process of progressive changes in the form and vital functions of the systems of the human organism. By shape, we mean the quantitative and qualitative anthropometric indicators, the size and weight of the body’s vital organs. By functions, we understand the gradual progressive changes in the work of the body’s systems, such as: central nervous system (CNS), breathing, blood circulation, endocrine, metabolism, motor-supportive, etc.
If normative parameters of the organism’s systems remain within the optimal limits, the anthropometric indicators are progressively increasing quantitatively and qualitatively. Thus, we can say that the individual is physically
developed (Guthold et al., 2019).
- Physical preparation
It is result of the unified process of physical development and human movement skills, in function of quality performance (certain level) of life, professional and sports movement activity or general movement formation (school) of children and young people. For the reason that it has similar content, it is used alongside the concept of physical education, but the concept of physical preparation is used when we want to emphasize the practical application of physical education, in relation to work or another activity, which requires a certain state and which is simultaneously a result of physical preparation (Behringer et al., 2011).
There are two types of physical preparation: general preparation (for life, work, learning, etc.) and special physical preparation (for athletes, types of weapons in the army, types of professions).
If we say that this person or that pupil has general physical preparation, we understand first of all the harmonious physical development of all basic motor skills, in order to effectively and easily carry out actions or motor activities of a vital, professional, educational character, etc.
When we say that this sportsman (athlete, acrobat) has special physical training, we understand that in addition to the general physical training, he has preferably developed one, two or three movement skills, depending on the relevant sports discipline, with the aim of achieving maximum results. Thus, for example, a long jumper preferentially develops running speed and leg power; an acrobat preferentially develops flexibility, static and dynamic strength, etc.
It should be emphasized that the special physical preparation of a person cannot reach high levels, without relying strongly on the development of all movement skills, that is, on the general physical preparation. General and special physical preparation have their specific means of development, which are mainly movement actions and selected exercises (Li et al., 2016).
- Physical perfection
With the concept of physical perfection we understand a state of harmonious physical development and a general physical preparation, which is based on the laws of long-term maintenance of stable health.
Physical perfection is considered as a category of human personality and directly affects its development. Based on this point of view, before the methodology of physical education lies the very responsible task of processing the basic pedagogical criteria of the overall harmonious perfection of man, which responds to today’s requirements and the perspective of society’s development (Mathisen, 2016).
2. Education and movement development
- The impact of activity on development movement education
Movement education aims to develop movement behavior, which is the most significant manifestation of general behavior. Every intentional educational action must be scientifically based and addressed to the personality of the individual. Motor development is related only to childhood, it focuses on the first years of life. However, many authors today recognize that development in general and motor development in particular, include all stages of life.
Movement development has generally been seen from both the biological and the psychological side, where the individual has been studied as an emotional and judging being. His behavior is studied as a reflection of the developmental process. Both trends are important in the study of motor development Bio-psychological aspects of motor skills cannot be overlooked, because a complete understanding of motor development requires knowledge of physical growth and age-related changes. Thus, physical education teachers must relate to both biological and psychological tendencies (Armour, 2017).
The teenage years bring improvements in the level of skill display. Running ability, throwing distance, jumping height and so on, give variations in the opportunities available to teenagers. By this, we can mean that they reflect
many factors, such as: the development of the movement patterns used, the size of the body and its composition, strength and coordination.
These factors are particularly evident at the extremes of the continuum of motion presentation. Thus, differences in ability performance between genders depend in part on the types of motor tasks that are presented for solution. Individual differences in the specifics and delivery of movement tasks are distinct between boys and girls both quantitatively and qualitatively. Since skills are evaluated by their quantity and quality, referring to gender differences with their priorities, the stages of development can be classified, related to the development of each component of the body (Dashi, 2014).
The development of motor skills is a dynamic process, involving the interaction between the learning individual and the surrounding environment, mediated by the integration of nervous-reflective and voluntary activity. Information received as a stimulus from the environment (input) is conveyed through afferent pathways to the central associative areas, where appropriate responses are given and then appear in the form of motor responses. The afferent impulse from the pupils changed situation provides him with the necessary feedback information to adjust and modify the further response (Erindi et al., 2011).
Central nervous system controls and regulates the continuous and variable series that characterize complex motor activity. Central nervous system serves as a link between physical reality and subjective experience. At the age of adolescence, mental development is complete both quantitatively and qualitatively for both sexes (Zhurda, 2002).
When analyzing the mechanism of development of motor skills, we cannot help but mention the skills that can be open and closed. Open skills are those for which the environment is constantly changing. In these skills, the executor of the action fails to anticipate the response, and the feedback process does not work significantly. Closed skills are those in which the environment is predictable and stable. It has been observed that open skills require faster adaptation to the changing environment, while closed ones require
consistency of action.
Social development in adolescence, physical and mental maturity, psychological factors within the individual as well as social factors of the environment exert their influence on the adolescent, who aims for personal autonomy. When we talk about the independence of this age, we must mean the freedom that the teenager seeks in building new relationships (Gjata, 2019). According to the psycho-analytical point of view, the process of seeking autonomy represents the need to understand children’s relationships with parents and to pave the way for relationships with others. Adolescent relationships with parents are often characterized by an intense level of conflict. Many problems have to do with the authority-obedience dimension. Teenagers look to their parents to motivate their decisions. They feel the need to live their experiences, living more time away from home, even inside it, but alone in a space.
During the educational activity, we can observe tension situations between the teacher and the student, which often create misunderstandings and disagreements. For this age, connections with peers, friendship and society are very important. However, cases are not rare when problems and criminal behavior arise, where the main cause is the ignoring of social control. In these conditions, the consequences can be very dangerous and very significant for the future of the teenager (Tay & Diener, 2011).
The development of motor skills determines factors which are:
- Control over the position, which means speed and accuracy, as a result of the perfect performance of task.
- Coordination between limbs of the body, which means the immediate resolution of a choice between possible alternatives. This is observed in many movement activities, especially in collective ones.
- Reaction time, the ability to respond as quickly as possible to a stimulus (the start in athletics, where athlete reacts to signal).
- Speed of arm (leg) The limb must move from one place to another, for a certain time.
- Hand dexterity, where relatively distant objectsare manipulated primarily with hands and arms.
- Finger dexterity, where small objects are manipulated with the fingers.
- Ability to maintain the position of the body or its separate parts.
- Integrated response, in which information obtained from many sources is needed, in a single solution (volleyball, basketball, soccer, etc. (Physical Education Self-Management for Healthy, Active Lifestyles: Carpenter, Jeff: 9780736063623: Amazon.com: Books).
Movement activity interferes with the development of cognitive, social and affective functions. From an intellectual point of view, motor activity allows the development of perceptual processes and intellectual abilities. It allows the development of perceptual processes and problem-solving skills, increases imagination and creativity. In social functions, motor activity develops the ability to cooperate. In affective functions, it helps to control the emotional state, increases confidence and security in oneself and others and allows a rational channeling of aggressiveness. Most of these effects are realized in the first 10 years of life.
Movement activity constitutes the content of movement skills, which are displayed by humans. It constitutes in itself the interaction between the nervous and muscular systems. This interaction builds the basis of overall motor activity (McKenzie & Kahan, 2008).
1. Meaning movement education
Today’s phenomena, concepts and demands in the field of physical culture, in particular the content of physical education and the teaching process, have given new meanings in all aspects to the concept of physical education. These understandings treat physical education as an integral part of the overall education of subjects, not only in the external aspect of morphological and functional structures, but also in other aspects of the education of the best character and personality traits.
The term movement education does not mean simple physical phenomena or only features of movements. The term or concept of movement education has a much broader meaning and
without knowing the overall meaning and its basic components, it is impossible to implement and realize the quality of the physical education program in all disciplines. Combination of movement education phenomena is the most fundamental factor for the qualitative implementation of the physical education program in all school categories. These are exactly the reasons for which the realization of the physical education program with pupils requires increase of mobile baggage and together with their characteristics and executive features in the simplest essence constitute the meaning of movement education. The higher quality level of motor education displayed in the teaching and educational process, higher the level of mastery of teaching tasks and higher the degree of predispositions for any sports discipline desired by pupils (Armour & Macdonald, 2012).
We often see the term movement education expressed and used in different ways by many specialists, who in some way have limited its full meaning. Various authors use this term to mean only the interpretation side of the movement. Others use this term to connect the execution of the movement with the physical beauty of the body of the subjects, eliminating the phenomena of the technique of execution of the movements. Someone else sees the culture of movements closely related to the correct execution of the rhythm of the movements, identifying them with each other and creating an analogy between rhythm and culture of the movements, and many others like these (Kaçurri, 1997).
Term movement education means the totality of skills, habits and individual knowledge about movement, as well as the opportunity to make them valuable in complex and different forms to express them maximally, constitutes the most complete understanding of the concept of movement education in process physical education (Dashi, 2005).
Each individual represents a human being. As human beings, they have felt the need to express themselves and communicate with surrounding environment through movement. However, expression through movement should not be a mechanical transmission, an exposition of
movement or body forms, but an action that transmits a thought, a message which, in terms of level, should satisfy personal needs and the environment. To accomplish this, the individual must:- Harmonious physical construct;
- Motor intelligence;
- High motor coordination skills;
- Artistic sense;
-Orientation in space;
-Differentiation in time;
-Precision, etc. (Zach & Inglis, 2013).
To make this simpler, let’s see the explanation below:
- A pupil in the lesson of physical education with the theme: soccer game, after dribbling at a high speed two other students, shot the ball towards the goal with a high speed and achieve the goal desired by his All the actions performed by pupil were at a high technical level, high level of coordination of movements, high level of hitting the ball, but we can also say about beautiful movements.
- In the same way, different pupils in the basketball game, applying the acquired movement skills with high quality, exhibit a high level in this game.
Continuing with other disciplines in the content of programs, we observe same phenomenon. These realizations indicate an acquisition of motor tasks formed during learning process and a perfection of the movement technique included in learning topics.
- Evolution classification of motor skills
We have not seen the analysis of evolution classification of motor skills as a goal in itself, but above all through it, we think we can define a clearer methodical guide for their education, development and improvement.
Practical application of physical, movement and structural components made it necessary to create a wider knowledge on the verification of physical abilities and the methodologies derived from them. The literature of recent years informs us of various classifications. However, from our point of view, we have chosen the most popular ones that match our object. Classification of motor skills according to (Raiola, 2013),