Psychomotorics

Psychomotor Skills as a Psychological Concept

The term psychomotor skills, in the broadest sense, represent a close connection between the psyche (mental processes) and motor activity (bodily processes, movement). It therefore points to the close relationship between psychological experience and motor expression. Since ancient Greece, the well-known saying “A healthy mind in a healthy body” has been passed down. Movement is one of the fundamental components of maintaining health, not only physically but also psychologically and socially. Unfortunately, today very little attention is paid to motor development and the inclusion of physical activities in school practice (Hermová, 1994). These two components are often separated, with an emphasis placed primarily on the development of intellectual abilities, which results in insufficient motor development and the related psychological consequences.

In a narrower sense, psychomotor skills represent the set of human motor activities that are manifestations of psychological functions and mental states. This refers to motor action arising from mental processes (perception, thinking, memory) or mental states (mood, overall emotional tuning of a person) (Blahutková et al., 2007). The connection between psyche and motor activity can be observed in everyday life in each of us. Movements such as a smile, a wave of the hand, a slouched posture, or wringing of hands express mental processes taking place in the mind. Imagine how your heart starts to race when someone you love approaches, how your breathing rate increases before a difficult exam, how your hands sweat and your knees tremble when the moment of your first date approaches.

Towards the end of the last century, however, the term psychomotor skills began to be used in a slightly different context, not only in connection with psychological and motor processes. Although this connection remains preserved, the term gradually became a label for movement education that emphasizes the experience of movement.

Psychomotor Skills as Enjoyable Movement-Based Education

The roots of psychomotor skills as enjoyable movement-based education go back to the 1920s, when therapeutic physical education for people with intellectual disabilities emerged in France. The goal of therapeutic physical education was not performance but the experience of movement, through which certain psychological functions of patients improved. Gradually, this led to the development of psychomotor skills as movement education not only for people with health conditions but also for healthy individuals, and this term became established in our context as well.

Psychomotor skills represent a system of physical education that uses movement as an educational tool. It is often described as education through movement. It does not focus solely on the development of motor abilities or physical fitness but also on the psychological and social components of personality. It is a form of physical activity that emphasizes the experience of movement rather than performance (Blahutková, 2003). It ensures that exercises correspond to the level of motor abilities of participants and takes into account their psychological characteristics as well as their relationships with others. In psychomotor practice, emphasis is placed on awareness of one’s own feelings and emotions, the ability to empathize with the feelings and needs of others, to understand and respect them, to cooperate closely with others, and to support them (Adamírová, 2003).

The main aim of psychomotor practice is therefore the experience of movement, the creation of bio-psycho-social well-being, strengthening a positive relationship to physical activity, personal growth, health, and the development of motor skills. In connection with the broader concept of psychomotor skills, there is a clear overlap, as it is not only about movement education but also about personal development in physical, psychological, and social dimensions. Psychomotor practice is connected to many other scientific disciplines and is closely intertwined with them. It can be understood as education through movement and shows a close link to pedagogy. It also influences personality development, often leading to positive changes in external behavior through its impact on the emotional dimension, which points to a connection with psychology (Blahutková, Koubová, 1995). Sociology also plays a role, through interaction between individuals and groups, cooperation, mutual contact, and communication. Psychomotor practice also contributes to the development of physical fitness, balance, and agility, linking it to physical education, and it relates to ethics by fostering responsibility for others, fairness in play, and mutual support. Related fields also include aesthetics, where individuals learn to perceive beauty through movement and express music through movement. Finally, elements of sexology may appear, as some psychomotor exercises and games help reduce barriers of shyness between individuals of different genders in communication and direct contact. In recent years, cooperation has also developed with drama and visual arts education (Blahutková et al., 2007).

Areas of Psychomotor Skills

In psychomotor practice, the goal is not only for a person to experience joy from movement. One of the objectives is also to enable individuals to understand and know themselves, develop a positive relationship with their environment, and establish contact with others. This creates a foundation for the development and maintenance of social relationships throughout life. Szábová (2001) divides psychomotor skills into several sub-areas: neuromotor skills, sensorimotor skills, and sociomotor skills.

Neuromotor Skills

Neuromotor skills include fine and gross motor skills, movement coordination, body schema, balance, and spatial orientation.

Sensorimotor Skills

Sensorimotor skills are understood as a motor action or reaction of an individual to stimuli perceived through sight, hearing, touch, smell, taste, etc. In psychomotor practice, musical accompaniment is often used because children respond strongly to auditory stimuli and spontaneously express their emotions through movement.

Sociomotor Skills

Sociomotor skills are a term that is still relatively little used and known in our context. It refers to movement, behavior, actions, and reactions of a person within the family, school, peer groups, workplace, various characteristic groups, and society as a whole. This division is particularly important in early childhood; later, the individual areas increasingly overlap, develop simultaneously, and strongly influence each other. They cannot be separated; on the contrary, this multifaceted influence should be used to the benefit of the individual or group.

According to Adamírová (2003), the foundation is to gain as much experience as possible through movement about the person from a physiological, cognitive, and emotional perspective and to be able to use this experience for self-knowledge, self-development, as well as for behavior and action. She distinguishes three competence areas that need to be developed, each consisting of several components.

Competence Area of One’s Own Body and Self

  • body schema, its size, individual parts;
  • muscle tension and relaxation, the connection between physical and mental tension;
  • stability and instability – balance;
  • calmness, different levels of load (functions of internal organs);
  • space, movement in space, its control;
  • emotions and feelings.

Material (Object-Related) Competence Area

  • environment;
  • objects and materials: natural materials, everyday objects, tools and equipment, specific psychomotor aids.

Social Competence Area

  • social perception,
  • establishing contacts,
  • communication,
  • cooperation,
  • development of personal qualities, responsibility, readiness to help.

From the overview above, it is clear that the social area is an integral part of education through movement. As Dvořáková (2002, p. 25) states, some physical activities can be carried out entirely alone, but most take place with a friend, in a group, sometimes in cooperation, sometimes in competition. This naturally cultivates both personal and social qualities and relationships.

An important positive aspect of psychomotor practice is that its demands can be met by everyone. Individual exercises can always be adapted to the level and needs of the group with which we work. Even people who are not usually successful in traditional sports or physical education can find their place in psychomotor activities. They receive praise and encouragement, which is very important both for them personally and for their further relationship with movement (Blahutková et al., 2007). Psychomotor practice provides space for evoking positive feelings and for releasing or eliminating negative ones that may hinder further development in various areas.

References

  • Adamirova, J. Foundations of Psychomotor Skills. 2nd ed. Prague: ČASPV, 2000. 68 pp.
  • Adamirova, J. Playful and Enjoyable Education through Movement. Prague: ČASPV, 2003. 68 pp.
  • Blahutková, M. Psychomotor Skills. Brno: Masaryk University, 2007. 92 pp. ISBN 978-80-210-3067-1.
  • Blahutková, M., Klenková, J., Zichová, D. Psychomotor Games for Children with Attention Disorders and Hyperactive Children. Brno: Masaryk University, 2007. ISBN 978-80-210-3627-7.
  • Blahutková, M., Koubová, J. Psychomotor Skills or the Experience of Movement. Brno: CDVU MU, 1995. 57 pp.
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  • Dvořáková, H. Developing a Child’s Personality through Movement and Play. Prague: Portál, 2002. 137 pp. ISBN 80-7178-693-4.
  • Mareš, J. et al. Social Support in Children and Adolescents II. Hradec Králové: Nucleus, 2002.
  • Hermová, S. Psychomotor Games. Prague: Portál, 1994. 95 pp. ISBN 80-7178-139-8.
  • Szábová, M. Preventive and Corrective Exercises. Prague: Portál, 2001. 143 pp. ISBN 80-7178-504-0.
  • Szábová, M. Exercises for the Development of Psychomotor Skills. Prague, 1999. ISBN 80-7178-276-9.
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