IMPLICIT MEMORY AS THE FOUNDATION OF MOTOR INTELLIGENCE IN UNIVERSITY STUDENTS

Abstract

Aim. This study aims to evaluate the contribution of implicit memory to the diagnosis of motor intelligence levels, using indicators of spatial and temporal perception. Materials and methods. The study involved students from South Ural State University. Participants were either engaged in specific physical activities (n = 20, including 10 from team sports and 10 from cyclic sports) or in a standard phy­sical education program (n = 10). To determine the level of motor intelligence, traditional diagnostic procedures were supplemented with metrics for spatial and temporal perception. These metrics are associated with an expanded range of functional capabilities, effective adaptation to physical exertion, enhanced motor fitness, and overall performance. Results. The findings indicate that the incorporation of spatial and temporal perception data elucidates the mechanisms underlying the formation of motor intelligence. This intelligence is structured around three components – motivational-axiological, procedural, and evaluative-reflexive – each of which can manifest at varying degrees, from threshold to high levels. Conclusion. The development of diagnostic tools based on spatial and temporal perception enables the identification of a student’s progression through component competency levels, demonstrating the formation of motor intelligence.