IMPACT OF A STRUCTURED PSYCHOMOTOR PROGRAM ON THE DEVELOPMENT OF ELEMENTARY SCHOOL CHILDREN
DOI:
https://doi.org/10.56238/revgeov17n1-090Keywords:
Psychomotor Skills, Physical Education, Child Development, Literacy, School ReadinessAbstract
This study investigated the impact of a structured psychomotor program, implemented over six months, on first-grade elementary school students at a municipal school in Anápolis - GO. Oliveira's (2008) psychomotor battery was applied through a quasi-experimental approach with an intervention and control group, complemented by instruments and analyses in accordance with the current guidelines of the Brazilian Psychomotricity Association (ABP). The results suggest that, in the intervention group (n=22), 86.4% of children with psychomotor developmental delays reached the expected levels for their age in critical domains such as body image, laterality, and spatial-temporal concepts. Furthermore, 94.7% of children who were already at the expected level (n=19) showed significant progress in all dimensions assessed. The results support the hypothesis that structured psychomotor interventions are essential predictors of children's comprehensive development and the cognitive maturation necessary for the literacy process. The study contributes to the literature by strengthening the empirical connections between psychomotor development and school readiness, providing a practical model for implementation in educational settings.
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References
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