Abstract:

Psychomotricity is a complex function which integrates and unites motor and psychic elements, determining the regulation of the individual’s behavior. It includes the participation of various psychic processes, thus ensuring the adequate performance of the response acts to various situations and stimuli.

The study of motor behavior in the activities of physical education and sports is very important, as the motor side is predominant in the corporal activities. Motor reactions are elaborate responses to certain stimuli. It is therefore natural that the psychomotor activities hold an important place in the instructive-educational process. One of the main objectives specific to Physical Education is psychomotor education.
The research conducted in a pilot study aimed at emphasizing the improvement of primary school students’ psychomotricity by applying a curriculum of motion games with psychomotor themes.

It was carried out during the second semester of the school year 2015-2016 on a sample of 19 subjects (9 boys and 10 girls), fourth-grade students. The average age was of 10.4 years.

In order to test psychomotricity, we applied the Ozeretski – Guillmainn test, an adaptation from P. Vayer and L. Picq. The test aims at identifying the main motor components and their four aspects: speed, coordination, strength, stamina, along the following coordinates: hands dynamic coordination, general dynamic coordination, balance, fastness, spatial orientation. The results obtained reveal the students’ psychomotor retardation coefficient, the degree of psychomotor inability and its category and clarify the aspects where interventions should be made and the means to do it.

The students in the study were evaluated at the beginning and the end of the research by applying the Ozeretski – Guillmainn test. The syllabus was applied throughout the second semester (32 weeks) during the physical education classes using psychomotricity improvement themes, with the implementation of a schedule of motion games for the education of the psychomotor components in the case of young students.

Between the two tests, we observed an improvement in accomplishing the tasks, as follows: 10% in static coordination, 15% in hands dynamic coordination, 15% - general dynamic coordination, 22 – motion speed, 32% - simultaneity of movements. The involuntary muscular contractions decreased by 5%.

The conclusions of the research underline the fact that, from a psychomotor perspective, the students follow the alternating stages of the evolution of the biological factors, which is the reason why the results differ. In order to acquire a good ratio of efficiency and quality, the level of psychomotor education and the formulation of its objectives must be carried out with consideration to age and gender particularities and to the requirements of the modern society.

The stimulation of various age-specific psychic processes should be acquired through an educational program based on motion games.
A balanced physical development, ludic behavior, the need to compete and succeed successfully contribute to the education and formation of psychomotricity in the case of young students. The morphological and functional particularities of these subjects require using specific means and methods, which confirm the individual paths taken by motor education.

Keywords:

Psihomotricity, physical activity, games movement, primary school.