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ACTIVITY
developmental processes specified in the literature were identified
and, on the basis of interpretation, were defined in the form of the
following four main categories or fields (for more details, cf. Bahr et
al., 2012, p. 98ff).
a) Exercise as a taught subject
The main focus here is on providing instruction in exercise. The
purpose of this separate educational field is to facilitate the acquirement
by children of the physical motor skills that will enable them
to participate in the activities of exercise, play and sport. In addition
to standard concepts with regard to the training of elementary motor
abilities (conditional and coordinating skills), particular attention is
paid to making children proficient in the basic activities essential to
their psychological and educational development, such as gripping,
walking, running, jumping, climbing, throwing etc.
b) Exercise as part of health education
Here the underlying concept is that if children are helped to acquire a
positive attitude towards exercise, play and sport at an early age, they
are less likely to subsequently suffer from motor maldevelopment and
lifestyle diseases. The standard preventative measures, such as
fitness, posture and strengthening exercises, are discussed in this connection.
More recent theories stress the salutogenic, resource-orientated
purpose of exercise: it is postulated that procedures designed to
promote both physical and psycho-emotional wellbeing will stimulate
resources that will contribute towards the healthy development of
the personality as a whole. This innovative approach perceives
exercise as one element within a holistic concept of health that involves
physical, emotional, social and environmental factors – not
forgetting the important role played by healthy diet.
c) Exercise as a means of learning
The basic idea here is that the experience of exercise as part of learning
can provide children with the capacity to act and form strategies
that will have a positive effect on their general ability to perform and
learn in the school environment. Consequently, the main interest is
on exercise-related precursor skills and the relevance of exercise and
performance capacity to the other educational components of the curricula
at the kindergarten and primary school level.
d) Exercise as a means of promoting development
This concept proposes that exercise has a fundamental and consolidating
function that is relevant to all developmental processes (cognitive,
social, emotional and physical). This means that the experience
of exercise has a categorical role to play in a child’s acquirement
of the skills relating to self-perception, social interaction, interaction
with the physical world and performance capacity that it needs to
establish a healthy relationship with the world around it. Through
exploration and exercise, a child can become the engineer of its own
development. As a result, aspects of the evolution of the self and the
personality are at the core of the corresponding discussions.
Subsequently drawn up were differentiated terminology lists that
represented each concept and that could thus be used to reveal
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