Psychomotor practice in physical education as an inclusive strategy in childhood

Abstract

Objective: To describe the role of psychomotor practice in physical education as an inclusive strategy in childhood and health. Literature review: The literature review showed that psychomotor practice in Physical Education plays a fundamental role in the overall development of children, especially when adopted as an inclusive strategy. The reviewed studies indicate that systematized work with psychomotor skills, such as motor coordination, laterality, balance, body schema, and spatio-temporal organization, favors not only physical improvement but also cognitive, emotional, and social development. Psychomotricity contributes to the construction of autonomy, self-esteem, and body awareness, essential aspects for meaningful learning. Furthermore, when applied with adapted strategies, it enables the active participation of children with different needs, respecting individual rhythms and promoting equity in the school environment and in actions aimed at preventive health. Final considerations: It is possible to consider the need to value psychomotricity as a pedagogical practice, recognizing that the body is an essential instrument for learning, expression, and inclusion.