APA 6th Edition Ozbič, M. i Filipčič, T. (2010). Imitiranje složenih pokreta kod školske djece s poteškoćama u učenju. Kinesiology, 42. (1.), 44-55. Preuzeto s https://hrcak.srce.hr/54241
MLA 8th Edition Ozbič, Martina i Tjaša Filipčič. "Imitiranje složenih pokreta kod školske djece s poteškoćama u učenju." Kinesiology, vol. 42., br. 1., 2010, str. 44-55. https://hrcak.srce.hr/54241. Citirano 29.10.2020.
Chicago 17th Edition Ozbič, Martina i Tjaša Filipčič. "Imitiranje složenih pokreta kod školske djece s poteškoćama u učenju." Kinesiology 42., br. 1. (2010): 44-55. https://hrcak.srce.hr/54241
Harvard Ozbič, M., i Filipčič, T. (2010). 'Imitiranje složenih pokreta kod školske djece s poteškoćama u učenju', Kinesiology, 42.(1.), str. 44-55. Preuzeto s: https://hrcak.srce.hr/54241 (Datum pristupa: 29.10.2020.)
Vancouver Ozbič M, Filipčič T. Imitiranje složenih pokreta kod školske djece s poteškoćama u učenju. Kinesiology [Internet]. 2010 [pristupljeno 29.10.2020.];42.(1.):44-55. Dostupno na: https://hrcak.srce.hr/54241
IEEE M. Ozbič i T. Filipčič, "Imitiranje složenih pokreta kod školske djece s poteškoćama u učenju", Kinesiology, vol.42., br. 1., str. 44-55, 2010. [Online]. Dostupno na: https://hrcak.srce.hr/54241. [Citirano: 29.10.2020.]
Sažetak Developmental Coordination Disorder (DCD) has often been overlooked both in school practice and
in everyday work with children. DCD is one or all of the heterogeneous range of development disorders
affecting the initiation, organization, and performance of action. The aim of this article, therefore, was to
draw attention to this problem and prove how teachers of different subjects can easily recognize pupils with DCD. Prompt recognition enables fast intervention, resulting in progress in the movement abilities of pupils with DCD. Our research has shown that we can discriminate between pupils with learning difficulties and those without them on the basis of 20 tasks of the Bergès-Lézine’s Test of Imitation of Gestures. In particular, we wish to emphasize three tasks (12, 17, and 20) in which pupils had to cross the vertical midline of the body. Individuals with DCD face problems in spatial orientation and in complex imitation of gestures. Pupils can be classified into two groups (with and without motor coordination and learning difficulties) based on differences found in tasks requiring them to cross the vertical midline of the body and rotate their hands. Learning difficulties can be predicted by pupils’ performance doing such specific tasks. School teachers, especially physical education teachers, can recognize pupils with motor coordination difficulties in informal tasks, and organize appropriate psychomotor activities for them.