PSYCHOMOTOR INTERVENTION IN EDUCATION: ANALYSIS OF THE RELATIONSHIPS BETWEEN MOTOR ACT, MENTAL REPRESENTATION AND THE PREVENTION OF LEARNING DIFFICULTIES

Abstract

Psychomotor intervention in education is a crucial field of action that aims to promote the comprehensive development of students, going beyond the simple execution of movements. It is based on the understanding that motor activity is the foundation upon which mental representation and cognition are built. In the classroom, this translates into activities that use the body as a learning tool, allowing children to experience, explore, and ultimately internalize complex concepts in a concrete way. This approach proves particularly effective in preventing learning difficulties. By working on coordination, balance, laterality, and body schema, psychomotor intervention helps children organize their thoughts and orient themselves in space and time—skills that are fundamental prerequisites for literacy, mathematical reasoning, and the acquisition of other academic skills. A lack of adequate psychomotor development can often manifest as problems with reading, writing, or concentration. The key point is that psychomotor intervention is not just a therapy, but a preventative educational strategy that integrates movement and intellect, empowering students to overcome challenges and build solid and meaningful learning.