DEVELOPMENT OF THE CORPORAL SCHEME - A PRIORITY IN THE DEVELOPMENT OF THE YOUNG PUPIL

Abstract

In ontogenesis, the neuromotor equipment and the sensory proprioceptive apparatus are progressively "processed", and both the processes of the primary knowledge - sensation, perception, representation, but also those of the evolved ones - language memory rational thinking develop themselves through movement. These processes are differently sedimented, according to the sensory-motor fluxes, from the frame of every stimulus - response relationship of a certain physical action. The more intense these are, the more balanced the corporal scheme is, and assures the objectivization of certain important data linked to the real possibilities of execution of certain motor structures. [PUBLICATION ABSTRACT]

Sabina MACOVEI

Luciela VASILE

National Academy of Physical Education and Sports, Bucharest

Key words: corporal scheme, psycho-motor skills

Abstract

In ontogenesis, the neuromotor equipment and the sensory proprioceptive apparatus are progressively "processed", and both the processes of the primary knowledge - sensation, perception, representation, but also those of the evolved ones - language memory rational thinking develop themselves through movement.

These processes are differently sedimented, according to the sensory-motor fluxes, from the frame of every stimulus - response relationship of a certain physical action. The more intense these are, the more balanced the corporal scheme is, and assures the objectivization of certain important data linked to the real possibilities of execution of certain motor structures.

Premises

The development of the corporal scheme is a priority in the education of the young pupil, having in view the necessity of biosomatical harmonization and of the optimization of the general state of health through corporal education, through sports, through an active life style, opposite to a hypo kinesic one. The biologic child may change into a social adult, through a process of psychogenetic development, accelerated by any motor activity.

Theoretical - conceptual classification

Somato gnosis stands for a mental construction in which it is sedimented the integrative result of inverted connections, regarding the body and its segments in movement. It is defined in the psychological works as an image of the body, of its place in the space and of its possibilities to move (F. Lazon 1990, quoted by V. Horghidan, 2000, p 57-58).

During the growing period, an important functional link sets between somatognosis and the motor skills. Together, they form a unitary command and control system with self regulation. The cortical (formative-evolutive) plasticity is maximal, and the psychomotor skills are on an optimal level of educability. Anyway, the period of primary school years is characterized by the evolution of the perceptive activity due to the teaching process.

We think that the mental-corporal projection represents a permanent structure, being tributary to the movement, and charging during the acts and actions accomplished by us in the surrounding world. It determines the building of the ideomotor program of a physical action. The program includes data related to the purpose of the action, the concrete spatial-temporal conditions, the real possibilities of fulfilling and the pattern (the model) of the execution. The image program is rapidly transferred into a motor plan of the movement. The execution is conducted by the motor cortex, and the result is verified by confrontation with the primary intention.

All these aspects are well known to the specialists in the sports field, which must insist upon the development of all the vectors of the psychosomatic development, among which the corporal scheme plays an important part.

Particularizing, one knows that, getting the balance inside the water during swimming, the games with portable objects or with one's own segments in the gymnic structures, those with the ball, etc., develop the ludic sensorial feeling of the Self ana assure the self cognition. Thus, the repeated gestures within the frame of certain sports disciplines transform the movements from secondary events, of preserving the immediate life to central states activated on conscience level, assuring not only the " prolonging of biological adaptation" (J. Piaget), but the development of the child's personality as an individual, too.

If, at the beginning, it is difficult to make the distinction between the Ego and the Others, gradually both the Ego and the Others are perceived more rapidly and correctly in motor potentiality.

Initially, the spatiality is delimited through the exploration of the environment and integrates the corporal scheme and becomes aware of the body parts. Gradually, the making up of the Self has at its basis the corporal activity and the factors related to the persons seen in movement. Right from this alter we define ourselves as independent beings, every one with his/her own corporal scheme, more or less developed.

The development of a three dimensional image from the exterior of the body is a priority in the young pupil's evolution, taking into account the simple fact that during this period he will develop not only in his only house, but in the school, in the swimming pool or on the sportsground, too. Now, in the structure of the image about himself we must include a lot of corporal- dynamic representations upon his own actional possibilities, and, for the autonomy, he must possess images related to his own social role.

In this period, the functionality of the motor analyser registers the qualitative leap. The cortical segment of this operational - functional block occupies now the greater part of the cortex and contributes to the constitution of the corporal scheme - source of the self conscience.

On this train of ideas, M. Golu considers that the good functioning of the physical Ego represents the condition of the self conscience making up. As one knows, the conscience develops in confrontation with the world conscience. In its development, the Ego constitutes itself successively, in three stages:

* the corporal or physical Ego;

* the social Ego;

* the spiritual Ego.

Starting from the underlinings of J.M. Tanner and colab. (1960), quoted by Schiopu and Verzea (1995), that "on the human psychic level, it is a matter of disharmonie development, subjected to a continuous tendency towards harmonization", we state that a complex instructional education process, conducted intentionally towards the psychomotor development-sports training- has a well marked adaptative character. It must assure the capitalization of all internal resources: biological (somatic, motor, functional, hygienic order etc.), psychological (cognitive, affective, volitional, etc) social (the proper exertion of the status, etc).

Because the evolution of the human psychical system is multi-determined and non-linear, the value range includes polymorphous transformations, which have the motor activity at the basis, as a premise of the development through training and self-training, "through successive processes of assimilation and adaptation" (G. Mitrache, St Tudos, 2004).

Other aspects regarding the structure and the role of somatognosis

The components of these images are:

* body image;

* knowledge of corporal parts and their characteristics of movement;

* image of the corporal posture;

* image of the availabilities of the body in movement.

The image of the body and the knowledge of corporal parts and of their movement characteristics reflect their three-dimensional structure, respectively, the representation of the component parts and of the relationships which may be achieved between these and the environment. From this perspective, the spatial aspects related to the perception of the plans and of the corporal or segmentary axes, movement directions, trajectories and ways. The image of the corporal posture points out two essential aspects:

* the reflection of the static or dynamic state;

* the corporal attitude in movement, as a correct body posture and an appropriate positioning of the segments in planes, axes, directions, articular angles.

The image of the availability of the body in movement aims at the inter-relations among the cognitive, affective and motor planes. It is expressed by the level of grounding and motor experience; it is related to the carried out activities, it is the result of training, instructional-educational process, deliberately directed.

The factors of corporal scheme development mentioned in the specialized literature are divided on four categories (fig. no. 1):

Sensorial factors :

* the tactile, visual, auditory, labyrinthic and kinesthetic sensations contribute directly to the corporal scheme formation;

* the spatial body image and its positions in space - in its formation - an important role is played not only by the vestibular sensibility and the balance, but also by the relationships which are connected to the other sensorial and perceptive factors.

The importance of the involvement of the vestibular sensibility determined some authors to name the vestibular nerve - "Spatial nerve" (Benner, quoted by V. Horghidan, 2000, ? 64).

Affective factors:

* the emotional feelings determine the individual to feel his/her body agreeable or disagreeable in various moments;

*the motor experience, "applied" to the body by the correct dosing of strain, relaxation, and stretching, has an affective reflection of positive, neutral and negative nature.

These aspects lead to the fixation of an image regarding the availability of the body versus the performed movement. The body learns movements which it reproduces and on whose basis it may create other structures.

Intellectual factors:

* the intelligence has a great influence upon the corporal scheme, the psychology studies demonstrating that the individuals with mental debility show delay and differences in the evolution of corporal-mental representation, compared to the normal ones. This thing is also explained by the fact that mental debility correlates with the motor one (V. Horghidan, 2000, p.66).

Social factors:

* the imitation of the various postures and gestures as behavioural models represent a permanent activity , which the child gets from his first months of life and develops from the family environment towards the social one;

* the language is considered to have the most powerful influence, beginning from denominating te component parts of the body and evolving to the denomination of the various movements, actions or complex motor structures. By the language intervention, the corporal scheme is integrated in the conscience of the self.

Regarding its role, the corporal scheme, central component of the organizing and regulating process of the gestural behaviour, may influence the gestural repertory of the young pupils; it is simultaneously implied in the functions of communicating, knowing, symbolizing and adjusting the behaviour. Although they will gradually evolve differently, in this period, 7/1 1 years, the motor and psychical manifestation will condition each other, adjusting the system; for example, the balance in movement provides the self command, the perceptive development intensifies the capacity of kinesthetic discrimination and ideo-motor development assures the control of the movement on its whole way.

Thus, the young pupils involved in various forms of physical activity will exceed the behavioural standards specific to their age, because within the psycho-motor development, the constituted structures do not overlap others just by mere juxtaposition, but they become components of other new structures which belong to the next age.

Conclusions

The development of every individual in his own rhythm, unique and irreversible phenomenon, may undergo beneficial influences through psycho-motor education. In this context, the corporal scheme represents a central component of the organizing and adjusting process of the gestural behaviour, which may influence the gestural repertory.

At the growth age especially, between the somatognosis and the motor skills, an important functional relationship is set up and it leads to the making up of a command and control unitary system with self adjustment.

Now, the corporal scheme, usually unconscious, may enter the field of consciousness when the subject is put to analyse himself, and the cognitive-motor inter-relationships favorably interweave with the affective-volitive ones, especially through sports training.

DEZVOLTAREA SCHEMEI CORPORALE - O PRIORITATE ÎN EDUCAJIA 5COLARULUI MIC

Sabina AAACOVEI

Luciela VASILE

ANEFS, Bucuresti

Cuvinte cheie: schema corporalä, psihomotricitate

Rezumat

In ontogenezä, echipamentul neuromotor si aparatul senzorio-proprioceptiv sunt "prelucrate" progresiv, iar procésele cunoasterii primare - senzatia, perceptia, reprezentarea, dar si ale celei evoluate - limbajul, memoria, gândirea rationalä, se dezvoltä prin miscare.

Respectivele procese sunt sedimentate însa diferit, în functie de fluxurile senzori-motorii, din cadmi fiecârei relatii stimul-räspuns aie unui anumite acfiuni fizice. Cu cât acestea sunt mai intense, cu atât schema corporalä se echilibreazä si asigurä obiectivizarea unor date însemnate legate de posibilitätile reale de executie a anumitor structuri motrice.

Premise

Dezvoltarea schemei corporale constituie o prioritate în educatia çcolarului mie, având în vedere necesitatea armonizärii biosomatice si a optimizärii stärii generale de sänätate prin educatie corporalä, prin sport, prin stil activ de viatä, opus unuia hipokinezic. Copilul biologie se poate transforma astfel ìntr-un adult social, printr-un procès de dezvoltare psihogeneticä accélérât de orice activitate motricä.

Clarifican de ordin teoretic-conceptual

Somatognozia reprezintä o construefie mintala, în care se sedimenteazä rezultatul integrativ al conexiunilor inverse, privind corpul si segméntele sale în miscare. Este definita în lucrärile de psihologie ca imagine a corpului, a locului lui în spatiu si a posibilitätilor lui de miscare (F. Lazon 1990, citat de V. Horghidan, 2000, ? 57 - 58).

La vârsta cresterii, între somatognozie ci motricitate se instaleazä o legatura functional! importantâ. Impreunä, ele formeazä un sistem unitar de comanda si control cu autoreglare. Plasticitatea corticalä (formativ-evolutivä) este maxima, iar psihomotricitatea se situeazä pe un palier optim al educabilitätii. Oricum, perioada scolaritätii mici se caracterizeazä prin evoluita marcata a activitátii perceptive datoritä procesului învatârii scolare.

Gândim astfel cä, proiectia mental-coforalä reprezinta o permanentä structurare, fiind tributara miscärii, ea ajustându-se în timpul actelor si acjiunilor efectúate de noi în lumea înconjuratoare. Ea determina constructia programului ideomotor al unei actiuni fizice. Programul include date legate de scopul acfiunii, conditile spazio-temporale concrete, posibilitadle reale de îndeplinire ci patternul (modelul) execufiei. Imaginea program este transferatä rapid într-un plan motor al miscärii. Execufia este dirijatä de scoarta motorie, iar rezultatul este verificat prin confruntare cu intenfia primara. Tóate aceste aspecte sunt binecunoscute specialistilor domeniului sportiv, care trebuie sä insiste pe dezvoltarea tuturor vectorilor dezvoltärii psihosomatice, între care un roi însemnat îl are schema corporata.

Particularizând, se cunoaste cä, echilibrarea pe apä în timpul înotului, jocurile cu obiectele portative sau cu propriile segmente în structurile gimnice, cele cu mingea, etc., dezvolta träirile ludic-senzoriale ale Sinelui si asigurä autocunosterea. Astfel, gesturile repetate în cadrul anumitor discipline sportive transforma miscärile din evenimente periferice, de conservare a vietii imediate, în stari centrale, adivate la nivel de constiintä, asigurând nu doar "prelungirea adaptärii biologice" (J. Piaget), ci si dezvoltarea personalitätii copilului ca individ.

Dacä la început este grea delimitatea Eului de Ceilalfi, treptat si Eul si Ceilalfi sunt percepufi mai rapid si mai corect în potenfialitate motricä.

Initial, spatialitatea este delimitata prin explorarea mediului si integreazä schema corporalä, determinând constientizarea pärtilor corpului. Treptat, constituirea Sinelui are la bazä activitatea (raporalä si factorii relationali cu mediul, cu obiectele manipulate, cu persoanele reperate în miscare. Tocmai din acest alter ne délimitant ca finite independente, flecare cu o schema coporalä proprie, mai mult sau mai putin evoluatá.

Dezvoltarea unei imagini tridimensionale din exteriorul crapulili se impune astfel ca prioritate în evolufia scolarului mie, având în vedere simplul fapt cä în aceastä perioadä el se va dezvolta nu doar în propria casa, ci ci în scoalä, în bazinul de înot sau pe terenul de sport. Acum, în structura imaginii despre sine trebuie sä se încadreze numeroase reprezentäri cc^c)ral-áMnamice. El trebuie sä-si consolideze reprezentari asupra propriilor posibilitan actionale, iar, pentru autonomie, trebuie sä posede si imagini legate de propriul rol social.

In aceastä perioadä functionalitatea analizatorului motor înregistreaza saltul calitativ. Segmentul cortical al acestui bloc operational- funcional ocupa acum cea mai mare parte a scoartei cerebrale si contribuie la constituirea schemei corporale - izvor al constiintei de sine. Pe aceastä linie de idei, M. Golu considera cä buna functionare a Eului fizic reprezinta condifia formärii constiintei de sine. Asa cum se cunoaste, constiintä se dezvolta în confruntare cu constiinfa lumii.

In dezvoltarea sa, Eul se constitute succesiv, parcurgând trei etape:

- Eul ??f?G3? sau fizic;

- Eul social;

- Eul spiritual.

Pornind de la sublinierile lui J. M. Tanner si colab. (1960), citati de Çchiopu si Verzea (1995), cä "la nivelul psihicului uman, este vorba de o dezvoltare dizarmonicä, supusä tendintei continue spre armonizare", afirmäm cä un procès instructiv-educativ complex, dirijat intentionat spre dezvoltare psihomotricä - antrenamentul sportiv - are un pronunjat carácter adaptativ. El trebuie sä asigure valorificarea tuturor resurselor interne: biologice (de ordin somatic, motric, functional, igienic, etc.), psihologice (cognitiv, afectiv, volitiv, etc.), sociale (exercitarea corecta a statusului, etc.).

Deoarece evolutia sistemului psihic uman este multideterminatä si neliniarä, câmpul valoric include transforman polimorfe, ce au la bazä activitatea motricä, ca premisa a dezvoltärii prin antrenare §i autoantrenare, "prin succesive procese de asimilare si acomodare" (G. Mitrache, Çt Tudos, 2004).

Alte aspecte privind structura si rolul somatognoziei

Componentele acestei imagini sunt:

- imaginea ??f??a?;

- cunoasterea pärtilor ??f?Ga?e si a particularitätilor lor de miscare;

- imaginea postimi ??f?G3?e;

- imaginea disponibilitätilor ??f??? în miscare.

Imaginea corpului si cunoasterea pärfilor corporale si a particularitäfilor lor de miscare reflecta structura tridimensional! a acestora, respectiv reprezentarea pärtilor componente si a relatiilor care se pot realiza între acestea si mediu. Din aceastä perspectiva intereseazä aspectele spatiale legate de perceptia planurilor si a axelor ??f???e sau segmentare, directii, traiectorii si sensuri de miscare.

Imaginea pos turii corporale reliefeazä douä aspecte esentale:

* reflectarea stärii statice sau dinamice;

* atitudinea corporata în miscare, ca tinuta corectä a corpului si pozitionare corespunzätoare a segmentelor ìn planuri, axe, directii, unghiuri articulare.

Imaginea disponibilitàfilor corpului ìn miscare vizeazä inter-relajiile dintre planurile cognitiv, afectiv si motric. Ea este exprimatä prin nivelul de pregätire si de experienta motricä; este legata de activitatea depusä, este rezultatul antrenamentului, procès instructiv-educativ, dirijat intentional

Factorii de dezvoltare ai schemei corporale menzionati ìn literatura de specialitate se repartizeazä pe patru categorii (fig. nr.l):

Factorii senzoriali:

* senzafiile tactile, vizuale, auditive, labirintice si kinestezice contribuie nemijlocit la formarea schemei ??f?Ga?e;

* imaginea spatialä a corpului §i a pozrfiilor sale în spaÇiu - in formarea ei un rol deosebit revine sensibilitätii vestibuläre si echilibrului, dar si relatiilor care se stabilesc cu ceilalti factori senzorialperceptivi.

Importanta implicàrii sensibilitäfii vestibuläre a déterminât unii autori sä denumeascä nervul vestibular - "nerv spafial" (Benner, citât de V., Horghidan, 2000, ? 64).

Factorii afectivi:

* träirile emotionale il determina pe individ sä-si simtä corpul agreabil sau dezagreabil în diferite momente;

* experienta motricä, "aplicara" corpului prin corecta dozare a incordarli, a relaxärii, a întinderii, are o reflectare afectiva de natura pozitivä, neutra sau negativa.

Aceste aspecte conduc la fixarea unei imagini privind disponibilitatea corpului vis a vis de miscarea executatä. Corpul invatä miscäri pe care le reproduce si pe baza cärora poate crea alte structuri.

Factorii intelectuali:

* inteligenfa are mare influenfä asupra schemei corporale, studiile de psihologie demonstrând cä indivizii cu debilitate mintala prezintä întârzieri ci diferente în evolutia reprezentärii ??f?G3?mentale fata de cei normali. Acest lucru se explica si prin faptul cä debilitatea mintala coreleazä cu cea motricä (V. Horghidan, 2000, ? 66).

Factorii sociali:

* imitatia diferitelor postuli si gesturi ca modele de comportament reprezintá o activitate permanentä;

* limbajul se considera cä ar avea cea mai puternicä influentä, pornind de la denumirea pärfilor componente ale ??f???? si evoluând spre denumirea diferitelor miscäri, actiuni sau structuri motrice complexe. Prin interventia limbajului, schema corporalä este integrata în constiinta sinelui.

Privind rolul säu, schema corporalä, componentä centrala a procesului de organizare si regiare a comportamentului gestual, poate influenta repertoriul gestual al micilor scolari. Ea este implicata simultan în funcjiile de comunicare, cunoastere, simbolizare si regiare a comportamentului. Desi treptat vor évolua diferenfiat, în aceastä perioadä, 7/11 ani, manifestarea motricä si cea psihicä se vor interconditiona, adaptând sistemul; de exemplu, echilibrul în miscare asigurä stapânirea de sine, dezvoltarea perceptiva potenteazä capacitatea de discriminare kinestezicä, iar dezvoltarea ideomotricä asigurä controlul miscärii pe tot parcursul ei. Astfei, micii scolari încadrafi în diverse forme de activitate fizicä vor depäsi standardele comportamentale spécifiée vârstei, deoarece în cadrul dezvoltärii psihosomatice structurile constituite nu se suprapun altora prin simplä juxtapunere, ci devin devin componente închegate ale unor noi structuri, ce apartin vârstei urmätoare.

Concluzii

Dezvoltarea fiecärui individ în ritm propriu, fenomen unie §i ireversibil, poate suferi influenfe benefice prin educatie psihomotricä. In acest context, schema corporalä, reprezintä o componentä centrala a procesului de organizare si regiare a comportamentului gestual, care poate influenta repertoriul gestual.

Mai ales la vârsta cresterii, ìntre somatognozie si motricitate se instaleazä o legatura funcfionalä importantä, ce conduce la formarea unui sistem unitar de comanda si control cu autoreglare. Acum, schema corporalä, de regulä inconstientä, poate intra în câmpul constiintei când subiectul este pus în mod exprès sä se autoanalizeze, iar inter-relatiile cognitiv-motrice se împletesc favorabil cu cele afectiv-volitive, în special prin antrenament sportiv.

Bibliografie selectiva

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