Background. The aim of this study was to determine kinematic parameters relevant for the proficient performance of standing long jump (SLJ) test in boys and adolescents. Methods. The investigation was conducted on 120 participants divided into five experimental groups of 20 boys and adolescents aged 4–18 and one control group composed of 20 students from the second year of Faculty of Kinesiology whose performance was considered as a model of proficient execution of analysed test. The set of variables was composed of 15 kinematic parameters. For determining the influence of selected kinematic parameters on proficiency of standing long jump test, the Stepwise Regression Analyses was used. Results. The results showed the existence of specific relationship between selected kinematic parameters that significantly affected the execution of standing long jump test in each age group. Conclusion. It can be concluded that, according to analysed kinematic parameters, technique of standing long jump significantly differ from early age to maturity.

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.

The study was conducted with the aim to research the influence of familiarization on test results for the assessment of motor skills in preschool children. In sum, 165 children (84 boys and 81 girls; mean age = 5.2 years, SD = 0.91) participated in the study. The measurement protocol consisted of six series of measurements in three different motor tests. Results showed a significant improvement of 11.51% in the standing long jump test, 13.02% in the polygon backwards test, and 26.29% in the hand taping test. In assessing the motor status of preschool children, it is essential to conduct a process of familiarizing with motor tests as well as the overall situation in which the measurement is carried out and wait for the stabilization of scores before their use.

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