The effectiveness of motor activity on psychomotor development in school-aged children
DOI:
https://doi.org/10.14198/jhse.2020.15.Proc2.13Keywords:
APCM-2, Motor activity, Psychomotor developmentAbstract
In continuity with research on learning through mirror neurons (Rizzolatti G., Sinigaglia C. 2005), with a constructivist conviction (Bellantonio, 2014) it is stated that sports practice, as an instrument that exposes the person to multiple and different motor stimuli and perceptive is an effective medium for psychomotor development. In addition to promoting physical growth and organic development, motor skills also promote the growth of learning. It is no coincidence that psychomotor activity educates and realizes the whole of the person and constitutes an important means of interacting with it through movement. (Lapierre, A., 2001) The research group from Salerno conducted a field research involving a sample of 281 children between 6 and 8 years old, who were given the APCM-2 protocol (Sabbadini, 2005) and who were divided into three categories thanks to a survey completed through questionnaires: children who practice motor activity, children who do not practice motor activity, children who have not returned the questionnaire (group that is supposed to be mixed). It has emerged that participation in a motor activity produces positive effects on the development of the motor pattern and therefore of the person as a whole, achieving homogeneously higher scores on average than the other groups. Therefore, motor activities in school age represent a facilitator in psychomotor development as the stimulation of fundamental motor skills helps children in recreational activities by allowing them to manipulate their environmental conditions and control their own bodies. (Goodway, 2003).
Funding
Department of Human Sciences, Philosophy and Education of University of SalernoDownloads
References
Axeti G., Gissis I., Vrabas I., Grouios G., Komsis G., & Komsis S. (2017). Assessment of kinematic characteristics of preschoolers’ gait during the implementation of an intervention training program. Journal of Human Sport and Exercise, 12(4), pp. 1298-1309. https://doi.org/10.14198/jhse.2017.124.16
Bellantonio S. (2014). Sport e adolescenza. L’educazione come promozione delle risorse. Milano: Franco Angeli, p. 87.
Bertoldo N., Siravegna D., Pacilli C., Gliozzi G., Bazzao D. (2008). La valutazione della disprassia evolutiva: sperimentazione e confronto fra le scale maggiormente in uso in età evolutiva. Giornale di Neuropsichiatria dell'Età Evolutiva.
Buccino G., Vogt S., Ritzl A., Fink GR., Zilles K., Freund HJ., et al. (2004). Neural circuits underlying imitation learning of hand actions: an event-related fMRI study. Neuron. Apr 22;42(2):pp.323-34. https://doi.org/10.1016/s0896-6273(04)00181-3
Casile A, Caggiano V, Ferrari PF. (2011). The mirror neuron system: a fresh view. Neuroscientist. Oct;17(5):pp.524-38. https://doi.org/10.1177/1073858410392239
Čillík, I., & Willwéber, T. (2018). Influence of an exercise programme on level of coordination in children aged 6 to 7. Journal of Human Sport and Exercise, 13(2), 455-465. https://doi.org/10.14198/jhse.2018.132.14
Ferrari PF., Rizzolatti G. (2014). Mirror neuron research: the past and the future. Philos Trans R Soc Lond B Biol Sci. 1 Apr 28;369(1644):20130169. https://doi.org/10.1098/rstb.2013.0169
Fionda B., (2005). Application and experimentation of the APCM Protocol in a sample of children with Specific Language Disorder: correlation between DSL and dyspraxia. In: Protocol for the evaluation of Praxic Skills and Motor Coordination APCM. Rehabilitation Methodologies in Speech Therapy, vol 13. Springer, Milan, pp. 101-108.
Fisher A., Reilly J., Kelly L., Montgomery C., Williamson A., Paton J. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine and Science in Sports and Exercise, 37, pp. 684–688. https://doi.org/10.1249/01.mss.0000159138.48107.7d
Gallahue, D., & Donnelly F. (2003). Developmental physical education for all children. Champaign: Human Kinetics.
Hamilton AF. (2013). Reflecting on the mirror neuron system in autism: a systematic review of current theories. Dev Cogn Neurosci. Jan; 3:pp.91-105.
Lengel T., Kuczala M. (2010). The kinesthetic classroom Teaching and through movement. Thousand Oaks, CA Corwin Press.
Lapierre A., (2001). From relational psychomotor skills to the bodily analysis of the relationship. Rome: Armando Editore, p.20.
Lago-Rodríguez A., Cheeran B., Koch G., Hortobagy T., Fernandez del Olmo M. (2014). The role of mirror neurons in observational motor learning: an integrative review, European Journal of Human Movement.
Le Bel RM., Pineda JA., Sharma A. (2009). Motor-auditory-visual integration: The role of the human mirror neuron system in communication and communication disorders. J Commun Disord. Jul-Aug;42(4): pp.299-304. https://doi.org/10.1016/j.jcomdis.2009.03.011
Rizzolatti G., Fabbri-Destro M., Cattaneo L. (2009), Mirror neurons and their clinical relevance. Nat Clin Pract Neurol. Jan;5(1): pp.24-34. https://doi.org/10.1038/ncpneuro0990
Rizzolatti G., Sinigaglia C. (2005). So quello che fai. Il cervello che agisce e i neuroni a specchio. Milano: Raffaello Cortina Editore.
Sabbadini L. (2015). Manuale APCM-2, Abilità Prassiche e della coordinazione motoria 2° edizione. Firenze: Hogrefe Editore.
Seitz J. (1993). I move.... therefore I am. Psychology Today, 26, pp.50–55.
Sgambelluri R., Pistoni M. (2017). The podalic proprioception channel to increase motor skills in blind children: Operational applications. Journal of Human Sport and Exercise, 12(3), pp.753-759. https://doi.org/10.14198/jhse.2017.123.19
Simpson EA., Fox NA., Tramacere A., Ferrari PF. (2014). Neonatal imitation and an epigenetic account of mirror neuron development. Behav Brain Sci. Apr;37(2):220. https://doi.org/10.1017/s0140525x13002495
Simpson EA., Murray L., Paukner A., Ferrari PF. (2014). The mirror neuron system as revealed through neonatal imitation: presence from birth, predictive power and evidence of plasticity. Philos Trans R Soc Lond B Biol Sci. Apr 28;369(1644):20130289. https://doi.org/10.1098/rstb.2013.0289
Timmons B.W., Naylor P-J., Pfeiffer K. A. (2007). Physical activity for preschool children—how much and how? Applied Physiology, Nutrition and Metabolism, 32(Suppl), pp.S122–134.
Venetsanou F., Kambas A. (2010). Environmental factors affecting preschooler’s motor development. Early Childhood Education Journal, 37, pp.319–327. https://doi.org/10.1007/s10643-009-0350-z
Woodward AL., Gerson SA. (2014), Mirroring and the development of action understanding. Philos Trans R Soc Lond B Biol Sci. Apr 28;369(1644):201301.
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
