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This paper aims to determine the levels of motor achievements of lower elementary school1 students and to offer ways and procedures for evaluating motor achievements in lower elementary school teaching. The sample consisted of 154 lower elementary school students. The sample of variables consisted of five newly constructed tests for biotic motor knowledge: the polygon of biotic motor knowledge for overcoming obstacles, the polygon of biotic motor knowledge for mastering space, the polygon of biotic motor knowledge for overcoming resistance, the polygon of biotic motor knowledge for manipulating objects with the hand, and the polygon of biotic motor knowledge for manipulating objects with the foot. The tests were designed so that all elements were known to the students in advance, and the complexity of the polygon was adjusted to the students’ age. Each student completed each polygon twice, and both results were measured and recorded. The results in the described test measurements were processed by a standard statistical procedure to obtain basic statistical indicators. The test-retest method established a correlation between the two results of the same test. At-test revealed differences in all entities between girls and boys by test and age. The frequencies show the successes of each class separately. During data processing, a difference was found between students by age and sex. It was concluded that there is a visible statistical difference between students of different ages. The older the students, the less time they need to complete the polygon. A difference between boys and girls is also visible, i.e., a difference by sex. The boys achieved better results in the polygons of biotic motor knowledge for overcoming obstacles, mastering space, manipulating objects with the hand, and manipulating objects with the foot. The girls achieved a better result only in the polygon of biotic motor knowledge for overcoming resistance. By studying the results of students regarding the grade, this paper offers criteria to help in the evaluation of their results, i.e., teachers’ assessment. |
