The psychomotor trend as an epistemological foundation for an inclusive physical education in Venezuelan basic education
DOI:
https://doi.org/10.64325/IJIP.v2i1.1Keywords:
Psychomotricity, Physical Education, psychomotor trend, basic education, inclusionAbstract
This research analyzes the psychomotor approach as an epistemological foundation for inclusive Physical Education in the first stage of Venezuelan Basic Education. It stems from the historical tension between a Physical Education oriented towards sport, fitness, and performance, and one centered on the child's holistic development. Drawing on the contributions of Piaget, Wallon, Le Boulch, Lapierre, and Aucouturier, psychomotor skills are understood as a perspective that recognizes the body and movement as mediators of cognitive, affective, social, and relational development. The study was conducted through documentary, qualitative, and phenomenological research, based on a systematic review of specialized sources. Concepts of psychomotor skills, their main components—tonicity, balance, laterality, body schema, and spatio-temporal structuring—their relationship with Physical Education, and their presence in the Venezuelan curriculum were examined. The findings show that the 1997 National Basic Curriculum includes principles closely related to psychomotor skills; However, teaching practice continues to prioritize motor skills and physical fitness. It is concluded that the psychomotor trend implies a paradigm shift towards a humanistic, inclusive, and contextualized pedagogy, grounded in ongoing teacher training. Furthermore, it recommends updating curricula to better reflect the current Venezuelan educational reality.
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