Kezić, A. et. al.: Motor learning in rhythmic… Acta Kinesiologica 12 (2018) Issue. 2: 20-28 MOTOR LEARNING IN RHYTHMIC GYMNASTICS: INFLUENCE OF FUNDAMENTAL MOVEMENT SKILLS Ana Kezić 1 , urđica Miletić 2 , Ivana Kujundžić Lujan 3 1 Faculty of Kinesiology, University of Split, Croatia, 2 University of Split, Croatia, 3 Faculty of Science and Education, University of Mostar, Bosnia and Herzegovina Original scientific paper Abstract 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. Key words: motor skills, preschool, beginners, BOT-2 Introduction Speaking of rhythmic gymnastics (RG) as a competitive sport, it can be said that it requires two diametrically opposite features: 1) power and explosiveness, and 2) flexibility and rhythm. In addition, it is precisely optimal relationship between these parameters what makes this sport complex, but interesting. In complete contrast to the competitive sphere is the beginner’s RG program. This program is equally focused on entertainment, active participation and enjoyment. In such environment, this sport is not determined by gender, and both girls and boys are equally involved (Pollatou, Karadimou, & Gerodimos, 2005; Bozanic & Miletic, 2011) as coeducational programs become more advocated by the experts. It attracts children of different ages and of all levels of motor skills since it is an effective mean for the enhancement of motor proficiency in early childhood (Karachle, Dania & Venetsanou, 2017). Mostly, children are involved in this program, from the age of 4 to greatly increase their training volume (Jastrjembskaia & Titov, 1999) by the time they enter the first competitions. As training volume includes all technical elements that an individual can perform, it’s still pretty modest in the preschool age, and the problem of selecting the appropriate tests to assess the specific movement skills of RG at that age arises. Although there are validated measurement instruments for assessment of RG skills in school children (Miletic, 2003), they have not been studied in a sample of preschool children. The importance of finding such measuring instruments is increased by the fact that children are involved in the program of RG in preschool age already. The problem that almost always occurs in the assessment of such skills is specific sport evaluation. The complexity of the problem manifests as severe ponderability of specialized skills. Specifically, the assessment of isolated technical elements with clearly defined levels of skills often leads to discrepancies among judges. Far greater problem occurs in official competitions where the judges have much more complex task and where impartiality is highly questionable (Seltzer & Glass, 1991; Ste-Marie, 2000; Liviotti & Hökelmann, 2012). This prominent problem in the assessment of specialized skills authors tried to solve in a number of ways: using the Likert scale evaluation (Miletic, Katic & Males, 2004), using the extended grading scales or with a “managed "/"failed” principle. What is common to all approaches are specific, exact assessment criteria which must be explicitly defined and identifiable to provide the most objective assessment. From the above it is clear that the