Dance and School Age Children’s Psycho-Motor Development: The Oseretzky-Guilmain Test

Abstract

The importance of the relationship between the integration of sensory inputs and motor actions has given rise to large number of researches that have demonstrated how it is a necessary function not only for good academic performance but also for a proper development of the organizational thinking. The ability of sensory-motor integration is today recognized a central role in the integral formation of the subject (Viviani, Stucchi 1992). The Italian National Guidelines for the curriculum of primary school of 2012 require the achievement of motor skills related to balance and motor coordination as one of the goals for skill development at the end of primary school, measurable through a different use of evaluation tools. Among the several motor assessment tests recognised by the international scientific community, the Oseretzky-Guilmain test could be considered among evaluation tools for the possible detection of the psychomotor age, referring in detail to three categories such as: "balancing" on one leg; "staying" with your eyes closed on your toes and "jumping" on one leg. The Salerno research group conducted a field research involving a sample of 320 children, aged 6-8, whose only the half part practicing sport (dance), who were given Oseretzky-Guilmain tests represents a valid instruments of assessing the general coordination and balance and their constitutive elements. The aim of the research has highlighted the importance of an use of motor evaluation assessment in the primary school that is required to bring out potentialities and plurality of limits of each pupil, which are essential for effective customized teaching planning of educational act. It has been shown that children practicing sport-dance in our study case, pass the above tests easier than those ones not doing any physical exercises.

Influence of dancesport on segmental coordination development in 6-8-year-old children

“…Reflecting the importance of these skills, the Italian national guidelines for the primary school curriculum, issued in 2012, place a significant emphasis on motor skills development. These guidelines mandate achieving specific goals in balance and motor coordination as critical objectives for students by the end of their primary education [19].…”