THE INFLUENCE OF MOTION GAMES IN THE IMPROVEMENT OF PSYCHOMOTRICITY DURING THE PHYSICAL EDUCATION LESSON IN PRIMARY SCHOOL EDUCATION

Abstract

Aim. In the present paper we aim at highlighting the influence of motion games in improving the components of psychomotricity in the physical education lesson in primary school education (the preparatory school year) and in shaping, among pupils, the belief that the physical education activity is a personal necessity. Methods. During the 2018–2019 school year, within the physical education classes we implemented a program of 20 motion games, for the first semester, and 17, for the second semester, meant to improve the psychomotor components. The research was carried out within the secondary school no. 1 Matca, Galati County, on a group of 50 preparatory school year pupils – the control group (24 subjects – 10 girls and 14 boys) and the experiment group (26 subjects – 13 girls and 13 boys), aged 6–7 years. For the evaluation of psychomotricity, we used the Bruininks-Oseretsky battery of tests, for segmental coordination and upper limb coordination, and the Motorin Test for general coordination. Results. In the final test, due to the implementation of motion games specific to the components of psychomotor activity, we noticed an ease of execution in the experiment group as compared to the control group, which still showed awkwardness and uncertainty in executing certain components of psychomotor activity by repeating the errors made in the initial test. Conclusions. After the creation and application of the training program in the school teaching activity, we reached the conclusion that it led to the acquisition of a high-level psychomotor components, and that it was qualitatively more valuable than the simple use of methods based on simple strength, sprint or endurance running, or dexterity exercises