The Effect of a Psychomotor Program on the Motor Proficiency of Early Elementary School Children

Irene E. Spanaki1, Emmanouil K Skordilis2, & Fotini Venetsanou3

1Department of Primary Education, University of Patras, Hellas

2Department of Physical Education & Sports Sciences, National & Kapodestrian University of Athens, Hellas

3Democritus University of Thrace, Komotini, Hellas

Abstract

The present study examined the effect of a psychomotor intervention program in the motor profi- ciency of children with and without motor difficulties, aging 7 to 9 years old. The motor proficiency was assessed with the Bruininks- Oseretsky Test of Motor Proficiency- Short Form (Bruininks, 1978), in 148 stu- dents from Athens, Greece. Intact sampling selection was used to classify the students in the experimental (EG) and control groups (CG). Following initial assessment the low motor proficiency group was detected, according to the criterion of Wilson et al (2000). The students in the EG followed an 8 week psychomotor intervention program based on their respective needs, while the CG followed the ‘regular’ school program. The students from both groups were reexamined at the end of the 8 weeks program and the results were significant, for: a) the total sample and b) the students with low motor proficiency. Specifically, students in the EG exhibited significantly higher mean scores at the end of the program, compared to the CG. Finally, the interaction between experimental treatment and time was examined with respect to the gross, fine and gross-fine motor skills. The results were significant once again, since the EG scored significantly higher than the CG at post test. Overall, the psychomotor intervention program may be used for the improvement of motor proficiency in school aged children.