PSYCHOMOTRICITY AND ITS ROLE IN THE DEVELOPMENT OF THE CHILD DURING PUBERTY

Psychomotricity, which integrates motor and cognitive development, plays a key role in childhood, particularly during puberty when developmental processes accelerate and interconnect. In the context of decreasing physical activity among children due to urbanization and digitalization, structured psychomotor interventions represent a promising avenue for promoting holistic growth. This study aimed to examine the effects of a 12-week psychomotor intervention on the cognitive and motor development of children aged 10 to 11 years, testing the hypothesis thatthese two domains are interdependent and mutually reinforcing. A pretest–posttest design was implemented with a cohort of 32 fifth-grade students. Two standardized instruments (the Goodenough-Harris Draw-a-Man Test and the Wechsler Intelligence Scale for Children) were administered before and after the intervention. Statistical analyses included the Shapiro–Wilk test for normality, paired-sample t-tests to assess intra-group differences, and Pearson correlations to determine inter-domain relationships. Results demonstrated significant improvements in both cognitive scores (from 106.36 to 111.75) and psychomotor performance (from 105.88 to 112.46), along with a strong positive correlation between motor and cognitive gains (r = 0.982, p < 0.001). These outcomes confirm the interdependence of psychomotor and intellectual development and highlight the value of psychomotor activities as educational tools. Behavioral observations, such as increased engagement, confidence, and cooperative behaviors, further reinforced the developmental benefits. Despite limitations related to sample size and duration, the study provides empirical support for integrating psychomotor interventions into school curricula to foster balanced physical and cognitive growth in children.