Psychomotor Development and Intervention
1. Fundamental Aim of Psychomotor Development: The empowerment of psychomotor structures and systems allows individuals to resolve adaptive challenges, contributing to behavior and personality development. This involves integrating cognitive, emotional, symbolic, and sensorimotor interactions within a social context.
2. The Response: The subject’s reaction to stimulation informs the balance between elements of the adaptive equation. This behavioral response is key to the intervention strategy.
3. Modularization of Behavior: Behavior involves a motor format, an instrument in memory that allows for behavior implementation based on three actions:
- Relating a specific format to sensory stimulation.
- Acquiring and internalizing motor formats.
- Choosing a format appropriate to the problem.
Key factors influencing format selection include self-perception, environmental knowledge, and intentionality.
4. Internalization: Internalization involves mental representation, where proprioceptive information is replaced by a schema (body schema or self-perception). This links cognitive and psychomotor aspects:
- Sensorimotor kinetic response corresponds to the unconscious body schema.
- Cognitive strand corresponds to a conscious image of the body.
This mental representation allows association of the body’s visual image with kinetic information, leading to new adaptive learning resources.
5. Meaning of Affection: Affection is a widespread emotional reaction affecting the body and psyche. It’s a subjective, bipolar internal driving experience that gives meaning to subjective content.
6. Types of Feelings:
- Self-Referential: Coordinate and unify mental processes in psychological awareness.
- Sensitive: Connect the physical and psychological with local note.
- Vital: Affect all corporeality without local note.
- Mood: Pure states of self.
- Spiritual: High-level, transcendental feelings motivated by mental operations.
7. Body Schema (Pierre Vayer): The body schema is the organization of body sensations in relation to external data. The body ego is the set of relationships and actions for adjustment and adaptation to the outside world. Structuring the body schema requires:
- Perception and control of the body.
- Postural balance.
- Independence of body segments.
- Impulse control and breathing control.
8. Homeostatic Principle: Adaptive problem-solving involves establishing an interactive balance. Intervention goals include:
- Identifying initial motivations and sensory information.
- Stimulus perception for self-knowledge and behavior availability.
- Body schema construction and psychomotor organization.
- Developing capacities and skills.
- Acquiring a dynamic repertoire of motor skills.
- Establishing environmental interaction through object analysis.
9. Bruner’s Encoding Model: Thinking is a socially driven process where education is key. Consolidation involves representing events and objects using different sensory data:
- Enactive: Information from motor responses.
- Iconic: Images and perceptions.
- Symbolic: Reduction to characteristics.
10. Triarchic Theory: This theory comprises three subtheories:
- Contextual: Intelligent behavior is defined by sociocultural context.
- Experiential: Intelligent behavior varies within contexts.
- Componential: Mental structures govern behavior regardless of other factors.
12. Le Boulch’s Body Availability: Availability is the immediate knowledge of our body at rest or in motion, its interrelationship of parts, and relation to space and objects.
13. Tone Objectives:
- Developing tonic capacity (contraction and relaxation).
- Developing inhibitory mechanisms.
- Controlling balance.
- Developing expressive capacity through nonverbal communication.
14. Experience as a Resource: Experience is crucial, with key aspects being its nature, impact control, and diverse significance (traditional, emotional, symbolic). Experiences have unique characteristics:
- Development and outcome are dynamic.
- Structure can have various organizations.
- Timing is not specific.
- Psycho-emotional significance is not defined by character.
- Experiences are difficult to predict.
- Flexibility is essential.
- Activity provides dynamic drive.
- Syncretic character.
15. Components of Emotional Processing (Goleman): Bodily experience, cognition, and expressive reaction. (Moiso): Sensation, emotion, and intellectual response.
16. Tone Functions (Ajuriaguerra): Tone manifests differently depending on its function:
- Resting Tone: Present in the living organism.
- Activity Tone: For movements and actions.
- Attitude Tone: Defines position and attitude, supporting affective expression.
- Motor Function: Muscle contraction.
- Posture Function: Expresses emotional dimension.
- Information Function: Proprioceptive and kinesthetic self-perception.
- Expressive Function: Nonverbal communication.
17. Intervention Design: Intervention design considers intervention levels, activity areas, and resources. Levels include tonic-motor, cognitive, emotional, and symbolic/social. Activity areas include education, re-education, therapy, clinic, maintenance, 3rd age, and recreation. Resources include materials that encourage student development.
19. Elements of Intervention: These include the target behavior, intervention area, psychomotor dimensions, awareness levels, skills/aptitudes, and aims/objectives.
20. Body Awareness (Frosting): Body awareness is the sum of body image (sensations and feelings), body schema (segment alignment and tension), and body concept (factual knowledge). The body ego and schema are the first references for organizing relations with the environment, objects, others, and self.
Two key aspects of body awareness are its instrumental character (determining availability and functional capacity) and its role in body ego identification and training.
22. Forms of Emotional Experience: Emotional experiences are organized through functional schemas, involving complex sensations, physiological elements, memories, and situational clues. They summarize our biology, psychology, and culture.
23. Tone: See #16.
24. Motor Format: See #3.
25. Types of Coding: See #9.
26. Subtheories of Triarchy: See #10.
27. Bruner’s Coding: See #9.
28. Experiential Activity: See #14.
