The assessment of preschool children's motor skills after familiarization with motor tests

This research study was conducted to establish the influence of familiarization on the information component of movement in a motor task for the assessment of preschool children's motor skills. The sample included 50 children whose mean age was 5.9 years (71.5 months). The experimental group consisted of 27 children who were 5.9 years (71.5 months) old, and the control group consisted of 23 children who were 5.9 years (71.5 months) old. The examinees performed 2 motor tasks, standing long jump (SJ, explosive strength) and standing on 1 leg on a beam "flamingo test" (FT, balance). The experimental group underwent a period of familiarization with the motor task in 3 sessions with 5 trials every 3 days. The results indicate statistically significant differences in the final testing between both groups of examinees; the experimental group mean was 112.73 cm, and the control group mean was 100.62 in the SJ test (p = 0.00), and the experimental group mean was 27.10 seconds and the control group mean was 15.01 seconds in the FT (for balance) (p = 0.00). The results obtained in this research indicate that children significantly improved the results in the motor test of strength and balance, being influenced by familiarization. It was confirmed that it was necessary for preschool children to be familiar with the test and it is not justified to use testing and assessment protocols and standards for adults. Physical educators and coaches, when testing preschool children, should introduce children to tests to obtain the best result.     

Repeated treatment with cholecystokinin octapeptide improves maze performance in aged Fischer 344 rats.

Previous studies have shown that sulfated cholecystokinin octapeptide (CCK-8S) can improve learning in adult rodents when administered systemically or into the central nucleus of amygdala. Here we analyzed the effect of repeated intraperitoneal (i.p.) injection of CCK-8S on the performance of 26-month-old Fischer 344 rats in different versions of the Morris water maze and in a rota-rod test of motor coordination. Old rats were injected daily with different doses of CCK-8S (0.32 to 8.0 microg/kg; IP) 10 min before the behavioral tests. Control groups included vehicle-injected old and adult (3-month-old) F 344 rats. To control for a possible development of tolerance to the behavioral effects of repeated CCK-8S administration, groups of aged rats were included which were subjected to an acute rather than a repeated CCK injection schedule. The repeated administration of CCK-8S did not influence the performance of the old rats in the hidden-platform version of the maze. In addition, the acute treatment with CCK-8S failed to modify navigation performance in this task, suggesting that drug-tolerance may not account for the lack of behavioral effects seen after repeated CCK-8S injection. During the "probe trial", the percentage of animals per group, which swam exactly across the former platform site, was markedly increased in aged rats treated repeatedly with 1.6 microg/kg CCK-8S. This might be indicative of improved retention of the prior platform location and/or a higher resistance of the learned escape response to extinction. The specificity of the effect of CCK-8S on processes related to spatial learning and memory is supported by the lack of effect on motor performance.     

Sex differences in motor characteristics of elementary school children included/not included in swimming training

The aim of the study was to assess the development of motor abilities in elementary school fifth- to eighth-graders (age 11-14 years) according to sex, age and physical activity. Study sample included 312 subjects divided according to age and sex into four groups: male subjects aged 11-12 (n = 93) and 13-14 years (n = 84); and female subjects aged 11-12 (n = 65) and 13-14 years (n = 70). Then, differences in basic motor abilities between children included (experimental group) and those not included (control group) in swimming training were analyzed. In male fifth- and sixth-graders, experimental group was superior to control group in the variables of trunk repetitive strength, sprint, flexibility and coordination, while in male seventh- and eighth-graders experimental group showed better performance than control group in agility, aerobic endurance and explosive throw and jump strength. In female fifth- and sixth-graders, experimental group proved superior to control group in the variables of explosive strength, coordination, trunk strength and aerobic endurance, whereas in female seventh- and eighth-graders experimental group had better performance in coordination, endurance, explosive strength, speed and flexibility. Discriminative analysis of motor variables between male and female subjects revealed male subjects to be superior in explosive strength, throw strength in particular, coordination and aerobic endurance, whereas female subjects showed better performance in the variables of flexibility and movement frequency, leg movement in particular. Study results showed the formation of appropriate motor system determining achievement of top results in swimming to be influenced by swimming training from age 11 to 14. In male children, motor system was found to integrate coordination/agility, aerobic endurance and explosive strength, whereas in female children it integrated coordination in terms of cortical movement regulation, aerobic endurance, explosive strength and psychomotor speed.     

The Effect of an Acute Bout of Moderate-Intensity Aerobic Exercise on Motor Learning of a Continuous Tracking Task

Introduction

There is evidence for beneficial effects of acute and long-term exercise interventions on several forms of memory, including procedural motor learning. In the present study we examined how performing a single bout of continuous moderate intensity aerobic exercise would impact motor skill acquisition and retention in young healthy adults, compared to a period of rest. We hypothesized that exercise would improve motor skill acquisition and retention, compared to motor practice alone.

Materials and Methods

Sixteen healthy adults completed sessions of aerobic exercise or seated rest that were immediately followed by practice of a novel motor task (practice). Exercise consisted of 30 minutes of continuous cycling at 60% peak O₂ uptake. Twenty-four hours after practice, we assessed motor learning with a no-exercise retention test (retention). We also quantified changes in offline motor memory consolidation, which occurred between practice and retention (offline). Tracking error was separated into indices of temporal precision and spatial accuracy.

Results

There were no differences between conditions in the timing of movements during practice (p = 0.066), at retention (p = 0.761), or offline (p = 0.966). However, the exercise condition enabled participants to maintain spatial accuracy during practice (p = 0.477); whereas, following rest performance diminished (p = 0.050). There were no significant differences between conditions at retention (p = 0.532) or offline (p = 0.246).

Discussion

An acute bout of moderate-intensity aerobic exercise facilitated the maintenance of motor performance during skill acquisition, but did not influence motor learning. Given past work showing that pairing high intensity exercise with skilled motor practice benefits learning, it seems plausible that intensity is a key modulator of the effects of acute aerobic exercise on changes in complex motor behavior. Further work is necessary to establish a dose-response relationship between aerobic exercise and motor learning.     

Concurrent administration of coenzyme Q10 and alpha-tocopherol improves learning in aged mice

The main purpose of this study was to determine whether supplemental intake of coenzyme Q10 (CoQ) (ubiquinone-10) or alpha-tocopherol, either alone or together, could improve brain function of aged mice, as reflected in their cognitive or psychomotor performance. Separate groups of aged mice (24 months) were administered either CoQ (123 mg/kg/day), or alpha-tocopherol acetate (200 mg/kg/day), or both, or the vehicle (soybean oil) via gavage for a period of 14 weeks. Three weeks following the initiation of these treatments, mice were given a battery of age-sensitive behavioral tests for the assessment of learning, recent memory, and psychomotor function. In a test that required the mice to rapidly identify and remember the correct arm of a T-maze, and to respond preemptively in order to avoid an electric shock, the intake of alpha-tocopherol plus CoQ resulted in more rapid learning compared to the control group. Learning was not significantly improved in the mice receiving CoQ or alpha-tocopherol alone. None of the treatments resulted in a significant improvement of psychomotor performance in the old mice. In a separate study, treatment with higher doses of CoQ alone (250 or 500 mg/kg/day) for 14 weeks failed to produce effects comparable to those of the combination of alpha-tocopherol and CoQ. The apparent interaction of CoQ and alpha-tocopherol treatments is consistent with the previous suggestion, based on biochemical studies, that coenzyme Q and alpha-tocopherol act in concert. Overall, the findings suggest that concurrent supplementation of alpha-tocopherol with CoQ is more likely to be effective as a potential treatment for age-related learning deficits than supplementation with CoQ or alpha-tocopherol alone.     

康复训练对脑缺血大鼠运动功能恢复和脑组织cAMP-PKA信号通路的影响

目的观察康复训练对脑缺血再灌注大鼠运动功能及缺血灶周边脑组织cAMP、PKA表达的影响,探讨康复训练促进缺血性脑卒中运动功能恢复的分子机制。方法采用Longa改良线栓法制备大鼠大脑中动脉缺血再灌注模型（middle cerebral artery ischemia-reperfusion model,MCAO）,选择Bederson标准评分为1-3分的模型大鼠42只,随机分为自然恢复组（n=24）、康复训练组（n=18）,同时设立假手术组（n=12）。康复训练组大鼠于MACO术后48 h开始每天给予平衡木、转棒及滚筒训练。酶联免疫法（ELISA）检测缺血灶周围脑组织cAMP、PKA蛋白的表达,平衡木及网屏试验评定大鼠的运动功能。结果 （1）康复训练组缺血灶周围脑组织cAMP、PKA表达在术后7、14、21d均明显高于自然恢复组;（2）康复训练组大鼠的运动功能较自然恢复组明显改善。结论康复训练促进脑缺血再灌注大鼠的运动功能恢复,可能与cAMP-PKA信号通路活动有关。     

Learning ability and retention performance of a weanling squirrel monkey (Saimiri sciureus)

The visual discrimination and delayed-response tests and the test of conditioned-avoidance response were adapted and administered to a weanling squirrel monkey to determine its learning ability and retention performance. The data show that the weanling learned to perform all the tests successfully, indicating that the tractable squirrel monkey is a potentially satisfactory animal model for a comparative and developmental study of learning ability and retention performance during the early stages of life.     

Quantitative Evaluation of Human Cerebellum-Dependent Motor Learning through Prism Adaptation of Hand-Reaching Movement

The cerebellum plays important roles in motor coordination and learning. However, motor learning has not been quantitatively evaluated clinically. It thus remains unclear how motor learning is influenced by cerebellar diseases or aging, and is related with incoordination. Here, we present a new application for testing human cerebellum-dependent motor learning using prism adaptation. In our paradigm, the participant wearing prism-equipped goggles touches their index finger to the target presented on a touchscreen in every trial. The whole test consisted of three consecutive sessions: (1) 50 trials with normal vision (BASELINE), (2) 100 trials wearing the prism that shifts the visual field 25° rightward (PRISM), and (3) 50 trials without the prism (REMOVAL). In healthy subjects, the prism-induced finger-touch error, i.e., the distance between touch and target positions, was decreased gradually by motor learning through repetition of trials. We found that such motor learning could be quantified using the “adaptability index (AI)”, which was calculated by multiplying each probability of [acquisition in the last 10 trials of PRISM], [retention in the initial five trials of REMOVAL], and [extinction in the last 10 trials of REMOVAL]. The AI of cerebellar patients less than 70 years old (mean, 0.227; n = 62) was lower than that of age-matched healthy subjects (0.867, n = 21; p < 0.0001). While AI did not correlate with the magnitude of dysmetria in ataxic patients, it declined in parallel with disease progression, suggesting a close correlation between the impaired cerebellar motor leaning and the dysmetria. Furthermore, AI decreased with aging in the healthy subjects over 70 years old compared with that in the healthy subjects less than 70 years old. We suggest that our paradigm of prism adaptation may allow us to quantitatively assess cerebellar motor learning in both normal and diseased conditions.     

Motor Learning: An Analysis of 100 Trials of a Ski Slalom Game in Children with and without Developmental Coordination Disorder

ObjectiveAlthough Developmental Coordination Disorder (DCD) is often characterized as a skill acquisition deficit disorder, few studies have addressed the process of motor learning. This study examined learning of a novel motor task; the Wii Fit ski slalom game. The main objectives were to determine: 1) whether learning occurs over 100 trial runs of the game, 2) if the learning curve is different between children with and without DCD, 3) if learning is different in an easier or harder version of the task, 4) if learning transfers to other balance tasks.Method17 children with DCD (6–10 years) and a matched control group of 17 typically developing (TD) children engaged in 20 minutes of gaming, twice a week for five weeks. Each training session comprised of alternating trial runs, with five runs at an easy level and five runs at a difficult level. Wii scores, which combine speed and accuracy per run, were recorded. Standardized balance tasks were used to measure transfer.ResultsSignificant differences in initial performance were found between groups on the Wii score and balance tasks. Both groups improved their Wii score over the five weeks. Improvement in the easy and in the hard task did not differ between groups. Retention in the time between training sessions was not different between TD and DCD groups either. The DCD group improved significantly on all balance tasks.ConclusionsThe findings in this study give a fairly coherent picture of the learning process over a medium time scale (5 weeks) in children novice to active computer games; they learn, retain and there is evidence of transfer to other balance tasks. The rate of motor learning is similar for those with and without DCD. Our results raise a number of questions about motor learning that need to be addressed in future research.     

Short-term vitamin E intake fails to improve cognitive or psychomotor performance of aged mice

The purpose of this study was to determine if relatively short-term vitamin E supplementation could reverse age-associated impairments in cognitive or motor function and the accumulated oxidative damage in the brain of aged mice. Separate groups of 5- or 20-month-old C57BL6 mice were placed on either a control diet or the same diet supplemented with alpha-tocopheryl acetate (1.65 g/kg). After 4 weeks on the diets, mice were tested for cognitive and motor functions over the next 8 weeks, during which the supplementation was maintained. Vitamin E supplementation increased the concentration of alpha-tocopherol in the cerebral cortex of both the young and old mice, but did not significantly affect oxidative damage to proteins and lipids in the brain cortex. When compared with young controls, the old control mice showed slower learning of a swim maze, longer reaction times, diminished auditory and shock-startle responsiveness, and diminished motor performance on tests of coordinated running and bridge walking. The vitamin E-administered old mice failed to show improvement of function relative to age-matched controls on any of the tests, but did show altered retention performance on the swim maze task and impaired performance in the test of coordinated running. The latter effects were not evident in young mice on the supplemented diet. Results of this study suggest that, when implemented in relatively old mice, supplementation of vitamin E is ineffective in reversing preexisting age-related impairments of cognitive or motor function, and has little effect on common measures of protein or lipid oxidative damage in the mouse brain. Moreover, the current findings indicate that vitamin E could have detrimental effects on some brain functions when implemented in older animals.     

Horses do not exhibit motor bias when their balance is challenged

In many equestrian pursuits such as dressage and show-jumping, it is important that the horse exhibits the same level of balance when ridden to the left as when ridden to the right in canter - that is, to show no motor bias. It is a long-held belief within such disciplines that to reduce bias that exists in horses and thus to enhance symmetry of performance to the left and right, the horse needs to be worked equally in both directions, although there is a lack of scientific evidence of this influencing bias. There also is little compelling evidence for either the existence or absence of motor bias in unridden (and therefore younger) or ridden (and therefore older) horses. In this study, we tested whether there was a difference in motor bias between unridden (n = 15) and ridden (n = 15) horses when their balance was challenged by cantering them in circles both to the left and to the right on the lunge. As indicators of a difference in balance between the left and right and thus as indicators of motor bias, we conducted three lunging tests - time spent in canter, whether the horse cantered on the correct lead and whether it became disunited. A grazing stance test, where the extended foreleg during grazing was recorded as the preferred forelimb, was also used to compare responses in a test where balance was not actively challenged, to the three lunging tests where balance was actively challenged. No bias was found in either the unridden or ridden groups when their balance was challenged, but ridden horses exhibited a motor bias in grazing stance - when their balance was not challenged. There was also a correlation between the responses in all three lunging tests, but none between the grazing stance test and any of the three lunging tests. We therefore conclude that neither ridden nor unridden horses are biased when their balance is challenged; thus it cannot be concluded that ambidextrous training affects an inherent bias, and that estimation of motor bias in horses is affected by the test conditions. Finally, if ridden horses are truly unbiased, strong human motor bias might be responsible for the common perception amongst riders that horses are biased.     

Student retention of course content is improved by collaborative-group testing

We recently reported that collaborative testing (i.e., group test taking) increased student performance on quizzes. It is unknown, however, whether collaborative testing improves student retention of course content. Therefore, this study was designed to test the hypotheses that collaborative-group testing improves student retention of course content. To test this hypothesis, our undergraduate exercise physiology class of 38 students was randomly divided into two groups: group A (n = 19) and group B (n = 19). During exam 1, students from both groups answered questions in the traditional format as individuals. Immediately after completing the exam as individuals, students from group A answered a randomly selected subset of questions from exam 1 in groups of two (1 group had 3 students) to test the effectiveness of collaborative-group testing on test performance and level of student retention. On the next exam (exam 2, 4 wk later), students from both groups answered questions in the traditional format as individuals and responded to the same subset of questions from exam 1. The subset of questions was analyzed to determine the level of retention of the original test material. In addition, immediately after completing the exam as individuals, students from group B answered a randomly selected subset of questions from exam 2 in groups of two (1 group had 3 students). Finally, on the next exam (exam 3, 4 wk later), students from both groups answered questions in the traditional format as individuals and responded to the same subset of questions from exam 2. This protocol followed a randomized crossover design to control for time and order effects. Student retention of course content was reduced when students completed the original examinations individually. In sharp contrast, student retention was improved (P < 0.05) when students completed the original examinations in groups. Results suggest that collaborative testing is an effective strategy to enhance learning and increase student retention of course content.     

Effects of estradiol and aging on fine manual performance in female rhesus monkeys

Aging is characterized by a progressive deterioration of motor function related to dysfunctions of the nigrostriatal system. Because estrogen has been reported to protect dopaminergic neurons and to improve the motor deficits associated with Parkinson's disease, we hypothesized that it would partially reverse the age-related decline of motor function in normal aging. We tested the effects of estrogen treatment and withdrawal on fine motor performance in five aged (21-24 years old) and five young (6-9 years old) ovariectomized female rhesus monkeys. The tests required the monkeys to use each hand to retrieve a Life Saver candy from metal rods bent in shapes of different complexity. Monkeys were tested twice a week for 8 consecutive weeks, during treatment with placebo or ethinyl estradiol (EE(2)) in alternating 14-day blocks. Each behavioral test was videotaped and subsequently scored for the duration and the success of the first trial on each shape. Both groups of monkeys improved rapidly with practice in speed and success of retrieval. The older monkeys were slower but as successful as the young monkeys in retrieving the candy. The left hand was faster than the right hand for both the aged and young females. We failed to detect any effect of EE(2) treatment on speed or success of retrieval in either group. These results confirm the slowing of fine motor performance with aging in female rhesus monkeys. They also indicate that estradiol, at least as administered in this study, does not benefit fine manual performance.     

Electromyographic biofeedback for tension control during fine motor skill acquisition

The presence of residual muscular tension has been implicated as a detrimental influence on the performance and learning of motor skills. A method for reducing muscular tension has been provided by the advent of biofeedback training. This study investigated the effects of tension-control training by electromyographic (EMG) biofeedback on learning and performance of the pursuit-rotor backing task. Thirty young adult males were pretested for pursuit-rotor (PR) tracking skill, ranked by performance scores, and divided into identical triplicates to form two experimental groups and a control group. After a total of 3 hours of EMG biofeedback training for the experimental groups, all subjects were reevaluated on the PR test. One experimental group received biofeedback during the posttests. Analysis of variance of pretest-posttest difference means andt tests of scores representing performance and tension indicated that the EMG biofeedback training (1) significantly reduced tension induced by the novel motor skill and (2) significantly improved performance of the motor skill. Transfer of tension-control training was shown to facilitate learning and performance more than direct EMG biofeedback during performance. Residual tension reduction during learning was particularly facilitated by EMG biofeedback training, a profound implication for the management of stress in a variety of situations.This investigation formed part of a Ph.D. dissertation research (1976) conducted by the author under the guidance of Dr. Donald E. Campbell, Department of Physical Education, and Dr. Carol A. Saslow, Department of Psychology, at Oregon State University.     

Long-term effects of delayed fatherhood in mice on postnatal development and behavioral traits of offspring

This study aims to analyze, in mice, the long-term effects of delayed fatherhood on postnatal development, spontaneous motor activity, and learning capacity of offspring. Hybrid parental-generation (F(0)) males, at the age of 12, 70, 100, and 120 wk, were individually housed with a randomly selected 12-wk-old hybrid female. The resulting first-generation (F(1)) offspring were tested for several developmental and behavioral variables. Cumulative percentage of F(1) pups that attained immediate righting in the 120-wk group was lower than that found in the 12-, 70-, and 100-wk groups. Furthermore, the postnatal day of attaining immediate righting was higher in pups from the 120-wk group when compared to pups from the other age-groups. At the age of 20 wk, F(1) offspring from the 120-wk group displayed lower counts of motor activity than offspring from the 12-, 70-, and 100-wk groups. One week later, a higher percentage of offspring from the 100- and 120-wk groups entered the dark compartment during the retention trial of the passive-avoidance test when compared to offspring from the 12-wk group. Offspring from the 120-wk group exhibited also lower step-through latency in the retention trial than offspring from the 12-, 70-, and 100-wk groups. These results show that advanced paternal age at conception has long-term effects on preweaning development, spontaneous motor activity, and reduced passive-avoidance learning capacity of mouse offspring.     

A Controlled Clinical Trial Using Placebos in Normal Subjects: A Teaching Exercise

An exercise for medical students was designed to illustrate one method of setting up a clinical trial and incidentally to demonstrate some effects of placebos. Twelve groups of four students participated: one in each group was the “recorder”, the other three (volunteers) were randomly assigned to the treatment A, treatment B, or untreated groups. Subjects performed seven psychomotor or mental tests before taking medication and 30 and 60 minutes after medication. The time taken for the tests and the errors made were recorded. Treatment A was one green and yellow gelatin capsule filled with lactose, taken with water; treatment B was a red and white capsule containing lactose; untreated subjects received a drink of water. No large changes in performance occurred and no evidence of fatigue or learning was noted, although the B''s took significantly longer to perform the arithmetic test after medication than before. Treated subjects were instructed to check any of 29 listed side effects that they experienced. A total of 44 side effects was reported: 8 of 12 in A group and 10 of 12 in B checked one or more symptoms. Indications are that the results of the trial will not soon be forgotten.     

Motor skill learning, retention, and control deficits in Parkinson's disease

Parkinson's disease, which affects the basal ganglia, is known to lead to various impairments of motor control. Since the basal ganglia have also been shown to be involved in learning processes, motor learning has frequently been investigated in this group of patients. However, results are still inconsistent, mainly due to skill levels and time scales of testing. To bridge across the time scale problem, the present study examined de novo skill learning over a long series of practice sessions that comprised early and late learning stages as well as retention. 19 non-demented, medicated, mild to moderate patients with Parkinson's disease and 19 healthy age and gender matched participants practiced a novel throwing task over five days in a virtual environment where timing of release was a critical element. Six patients and seven control participants came to an additional long-term retention testing after seven to nine months. Changes in task performance were analyzed by a method that differentiates between three components of motor learning prominent in different stages of learning: Tolerance, Noise and Covariation. In addition, kinematic analysis related the influence of skill levels as affected by the specific motor control deficits in Parkinson patients to the process of learning. As a result, patients showed similar learning in early and late stages compared to the control subjects. Differences occurred in short-term retention tests; patients' performance constantly decreased after breaks arising from poorer release timing. However, patients were able to overcome the initial timing problems within the course of each practice session and could further improve their throwing performance. Thus, results demonstrate the intact ability to learn a novel motor skill in non-demented, medicated patients with Parkinson's disease and indicate confounding effects of motor control deficits on retention performance.     

The effect of case teaching on meaningful and retentive learning when studying genetic engineering

The purpose of this study is to investigate the effects of case teaching on how students learn about genetic engineering, in terms of meaningful learning and retention of learning. The study was designed as quasi-experimental research including 63 8th graders (28 boys and 35 girls). To collect data, genetic engineering achievement tests were developed by the researchers and concept maps (CMs) were used. In the study, the experimental group (n = 31) experienced case teaching, while the comparison group (n = 32) experienced ordinary teaching. To analyse the data from achievement test scores, the Wilcoxon signed-rank test and the Mann–Whitney U test were used. In analysis of the CMs, the number of concepts, number of connecting phrases, number of examples used in the maps and shape of the maps were determined. The analyses showed that the mean achievement scores of the groups significantly differed in favour of the experimental group. Also, retention of the learning in the experimental group was observed. The number of concepts used in CMs did not significantly differ, while the number of connecting phrases in both groups differed significantly in favour of the experimental group. In addition, the students in the experimental group changed their initial hierarchical maps into branched maps, indicating more connection to other concepts.     

The impact of football training on motor development in male children

The aim of the study was to determine the effect of football school program and physical education curriculum on changes in the motor abilities of 7- and 8-year-old boys. The study included a sample of 180 boys divided into group 1 (7-year-old boys), subdivided to experimental (n = 40) and control (n = 50) groups, and group 2 (8-year-old boys), subdivided to experimental (n = 40) and control (n = 50) groups. Experimental groups included children attending three training units of football training over a 9-month period, in addition to the conventional physical education curriculum. Control groups included children attending only conventional physical education curriculum. All study subjects underwent testing with a battery of 12 motor tests at the beginning and at the end of the study. Results obtained by discriminative canonic analysis showed no statistically significant between-group difference in motor abilities at the beginning of the study. However, significant differences in favor of experimental groups were recorded at the end of the study. Favorable changes in all motor variables were observed in both experimental and control groups of children from the initial through the final state. These changes were more pronounced in experimental groups. Analysis of variance for difference variables (final to initial measurement) indicated programmed education in the form of football training in addition to regular physical education curriculum to predominantly influence the development of aerobic endurance, agility, speed and flexibility in 7-year-old boys, and of explosive strength, aerobic endurance, flexibility and speed in 8-year-old boys. In the latter, football training led to the formation of a motor complex integrating explosiveness, speed, coordination, endurance and flexibility as a general motor factor determining future quality development in football.