Developing Motor Skills and Body Awareness

Posted on Mar 30, 2025 in Physical Education

Body Schema and Dynamic Coordination

Structuring the body schema involves general dynamic segmental coordination. Key aspects include:

Use and control of the body at rest and in motion.
Implementation of tonic control and respiratory motor control.
Adaptation of body position to expressive needs and drivers in an economic and balanced way.
Appropriate use of selective discrimination of stimuli and perceptual anticipation.
Execution of movements with non-dominant body segments.
Static and dynamic balance in complex situations.
Perception and spatial-temporal structure in complex motor actions and situations.
Assessment and acceptance of one’s physical reality and that of others.
Use of ICT as a means to promote critical thinking in relation to the area.

This involves adapting the execution of motor skills to practice contexts of increasing complexity, efficiency, and creativity. Focus areas are:

Engine domain and body control through decision-making and prior action approach.
Fitness oriented towards performance improvement and valuation of work.
Proper handling and management of objects in the environment, both in and out of school.
Autonomy and trust in one’s motor skills in new situations.
Acquisition of greater motor independence.
Appreciation, enjoyment, and respect for the environment.
Use of ICT as a means to gather information and produce documents.

Exploring the body and movement involves:

Exploration and awareness of the potential of body language, spontaneously and creatively.
Enhancing creativity in expressive movement.
Composition of movements from rhythmic and musical stimuli.
Development of simple dances.
Experimentation with the expressive possibilities of the body through dance.
Expression and communication of individual and shared feelings through the body.
Artistic improvisations with body language, potentially aided by objects.
Assessment of expressive uses of the body, both self and colleagues.
Valuation of individual initiative.
Participation in situations involving bodily communication.
Capacity building for cooperation and teamwork.
Use of ICT as a means to gather information and foster a critical spirit in relation to the area.

Developing interest and taste for responsible body care includes:

Acquisition of healthy postural habits and eating habits.
Recognition of the beneficial and harmful effects of physical activity.
Awareness of recovery and relaxation techniques.
Proper and respectful use of materials and spaces.
Valuation of effort to achieve greater self-esteem and autonomy.
Assessment of risk situations.
Use of ICT as a means to gather information and foster a critical spirit in relation to the area.

Understanding the game and sport as social and cultural phenomena involves:

Introduction to sport adapted to space, time, and resources.
Understanding different types of games and sports activities.
Making games and sports activities of diverse forms and increasing difficulty, potentially specific to regions like Murcia.
Respect for the rules and people involved in the game.
Developing and enforcing a code of fair play.
Assessment of personal and collective effort.
Participation in and appreciation of play and recreation.
Acceptance of the role to be played within a game or team.
Identifying the core values of the game.
Use of ICT.