Psychomotor
Psychological processes (e.g. emotionality or concentration, but also the individual personality structure) influence the movement of people. This causal connection is called psychomotor . Examples of psychomotor processes would be facial expressions, walking or speaking. However, the term psychomotor has several meanings that should not be mixed up:
- The entirety of physical movement and expressive behavior that is influenced by psychological processes (medical significance)
- Term for a holistic and development-oriented therapy concept that promotes perception and movement in equal measure
schools
The various schools of psychomotor skills emphasize the interplay between the psychological experience of people and their psychological - emotional - emotional development and the development of motor skills and perception. The influences of the social and material environment on the structure of psyche and motor skills are taken into account.
The psychomotor schools and facilities differ primarily with regard to some of their basic assumptions about the development of impaired movement sequences and abnormal behavior. The founders of the approaches use various psychological , educational , sociological and medical theoretical structures to underpin their practical approach . For example, suitable elements are taken from concepts of psychoanalytic and cognitive psychology and used for justification.
The concepts of psychomotor are also found, with varying emphasis, under the terms movement education , movement therapy , Motopdagogik , Motopädie , Moto therapy , psychomotor therapy, etc. again. Psychomotricity is both an educational and a therapeutic concept.
history
Psychomotorik was founded in Germany in the mid-1950s by Ernst Kiphard , who is considered to be its forefather. He took over the term psychomotor from the German rhythmist Charlotte Pfeffer , who published her first essay in 1938 with the title Psychomotor Therapy . In Kiphard's many years of work with behavioral, especially relationship-disturbed and aggressive children and adolescents , it became clear that his sports offer had a positive effect on the emotional development of children. With a view to this therapeutic and supportive effect, he began to systematically expand his range of exercise.
Kiphard attributed motor and sensorimotor abnormalities in children with learning and behavioral problems to minimal cerebral dysfunction . The resulting deficits in the area of perception and movement lead to concerns in his opinion. Occur secondary disorders such as restlessness, hyperactivity , emotional lability , inhibited and fearful behavior, motivation - lack or disturbance in stamina and concentration on. The ability to adequately control one's own behavior is generally impaired.
Here Kiphard considers the use of psychomotor exercise treatment to be necessary. Motor activity and dealing with one's own abilities and fears should lead to a harmonization and stabilization of the children's personality . As a professor for curative education and rehabilitation at the Johann Wolfgang Goethe University in Frankfurt am Main , Kiphard has further developed the concept of psychomotor skills.
development
The psychomotor exercise treatment according to Kiphard came under criticism especially from the mid-1980s. It was considered to be too medical-psychiatric and deficit-oriented concept. This was further developed and the focus was on the “child's point of view”. New psychomotor schools emerged such as the child-centered approach according to Renate Zimmer and Meinhart Volkamer and the competence-oriented approach according to Friedhelm Schilling .
The child-centered approach (child-centered mototherapy) shows parallels to indirect play therapy according to Virginia Axline and justifies its theoretical foundation on the basis of personality theory according to Carl Rogers . This offers the children a space for movement and social experience in order to find independent ways to cope with their emotional difficulties and problems in expression of movement. The self-concept of the children is to be strengthened through self-sought and hardly controlled movement experiences. The key here is that the children are aware of their own effectiveness and scope for action.
The competence-oriented approach , which can be seen as an extension of the exercise treatment, is based on the assumption that children with movement disorders develop psychological difficulties which are intended to compensate for this lack of competence in movement behavior and ability. The aggressiveness of children is then z. B. understood as compensation for a motor problem. Here, the psychomotor system is intended to give the children space to develop movement skills afterwards. As a result, misbehavior of the children can be given up. Theoretical foundations of the approach can be found in the Gestalt circle theory according to Viktor von Weizsäcker and the materialistic theory of action according to Alexei Leontjew , as well as in the approaches of Jean Piaget .
The competence- oriented approach is also often criticized for its still deficit-oriented view. In the early 1990s, Jürgen Seewald formulated the understanding approach to psychomotor skills, which is essentially based on the psychoanalytic understanding of humans. Furthermore, with the basic assumptions of his approach, he refers to the body phenomenological point of view according to Maurice Merleau-Ponty . Seewald developed so-called body and relationship issues for children, on the basis of which problems and their origins should be recognized within psychomotor therapy. The therapist can then offer the children exercise and relationship opportunities in the psychomotor setting, which in the long term lead to subsequent processing and coping with the problems. The body and relationship issues are based, among other things, on the theory of psychosocial development according to Erik Erikson . Seewald's approach is essentially based on the relationship aspect.
The Psychomotor Practice Aucouturier, represented by Marion Esser and the German school ZAPPA in Bonn, has been promoting an expressive approach to psychomotor skills in Germany since the early 1990s. She sees the child's movement as an expression of his inner being moved, as an expression of his affective-emotional story. The approach relates to the child's preverbal lifetime. Theoretical foundations are formed by psychoanalysis, developmental and gestalt psychology and the French physical phenomenologists.
In the mid-1990s, Rolf Balgo and Reinhardt Voss published their systemic psychomotor skills , based on systems theory , radical constructivism , second-order cybernetics and the autopoiesis concept. They called for people's psychomotor development to be understood as an adequate adaptation of children to their respective material and, above all, social environment . Accordingly, it is not the children with mental and motor abnormalities that need to be treated, but the interpersonal relationships in which they are found. This ultimately led to the family being included in the therapeutic process to a much greater extent than before (Reichenbach, 2011).
Related developments
Anna Jean Ayres
Anna Jean Ayres , an American occupational therapist who comes from the group of perceptual-motor schools in the USA , has essentially shaped the scientific basis of psychomotor skills. In the 1960s she developed the concept of sensory integration (SI for short) and, with her research, essentially expanded the knowledge of human motor skills and perception and, in particular, their effects on one another. The facts about the anatomy and function of the musculoskeletal system and perception, which are already known in specialist medical circles, are essentially expanded to include the knowledge of the mutual effects and interdependencies.
The theory says that all areas of the central nervous system , which receives all of the information the body receives about movement and perception ( balance , depth sensitivity , tactile perception, visual perception, auditory perception, etc.) must be processed and then have to work together in an integrating manner in order to be understood by humans To depict an image of oneself and one's environment. This makes him able to act. This is the process of sensory integration. It is the basis for all human learning and behavioral processes and takes place unconsciously. The approach assumes linear processing. It states that if something is disturbed on the level of the sensory input , all subsequent processes in their processing must also be affected. In Ayres' concept, exercises for adapted movement serve to improve sensory integration; the aim of treatment is to normalize and optimize neural processes. Ayres developed sensory integration therapy , the basics of which are mainly used in occupational therapy , but also provide a scientific basis for the work of psychomotor skills.
Bernard Aucouturier
Bernard Aucouturier is the founder of the "Psychomotor Practice Aucouturier", a depth psychological , independent approach to psychomotor skills in France . In Germany, Marion Esser represents this approach with the training institute ZAPPA in Bonn.
Bernard Aucouturier, born in 1934, is a sports educator and has received several awards in the field of youth and sports in France and other countries. In more than 35 years of practical work with the child, he has developed an independent psychomotor approach for the prevention and therapy of children, which has found widespread use, especially in the Romance countries.
Aucouturier became known in Germany in the early 1980s through the therapy report »Bruno«.
The Europe-wide training institutes that work according to Aucouturier have joined forces in the Association Européenne des Ecoles de Formation de Pratique Psychomotrice (ASEFOP), of which Bernard Aucouturier is the founder and founding president. Until 2009 he worked as a trainer in the schools of the ASEFOP.
practice
Psychomotor skills are particularly important in the educational and therapeutic context, e.g. B. used in child and adolescent psychiatry. Which psychomotor school is used here then essentially depends on the executing specialist. Most psychomotricians combine the given approaches sensibly and mix psychiatric-medical diagnostics and procedures with pedagogical and depth psychological approaches in order to approach the children or adolescents holistically and to be able to offer them help on a broad level.
In some federal states, psychomotor therapy is paid for by health insurers and carried out in psychomotor practices. Sports clubs also offer psychomotor skills. Psychomotor elements are also found in the work of special educators , physiotherapists , occupational therapists , Heilerziehungspflegern and speech therapists .
In the meantime, there are also psychomotor offers in many kindergartens and within school sports, either self-organized or by an outside agency. In the curative and special educational context, psychomotor skills are traditionally used in work with children and adolescents who have disabilities (mental, emotional, physical) or are threatened by disabilities.
Curative and special education are part of general education . The patients with whom they deal, however, have specific requirements that require special educational support. Children and young people with disabilities can have problems in the areas of sensory , motor, emotion, communication and cognition . It is precisely these fields that can be positively influenced with the help of educational measures. In this context, psychomotor skills can make a significant contribution to both movement education and a positive development of the overall personality of people with a disability. With the intention of imparting personal, social and technical competence to children and young people, it is in line with the objectives of curative and special education.
Psychomotor in a social context
In a social context, movement within child development is becoming increasingly important. On the one hand, there are now numerous research results in developmental psychology that show the importance of movement and perception for stable early childhood development in the areas of emotionality , language development , social behavior and cognition. On the other hand, social developments such as increasing urbanization with increasing "islanding" of childhood , child poverty , media consumption among children, unhealthy diet, etc. limit the opportunities for movement for children and thus lead to a lack of exercise .
See also
literature
- Rolf Balgo: Movement and Perception as a System - Systemic-Constructivist Positions in Psychomotor . Motorik series Volume 21 , Schorndorf 1998, ISBN 3-7780-7021-5
- Wolfgang Beudels / Rudolf Lensing-Conrady / Hans Jürgen Beins: … that's child's play for me - manual for psychomotor practice . Borgmann, Dortmund 2001, ISBN 3-86145-221-9
- Béatrice Buschor: When stories move and colors sound. Psychomotor and expressive arts with children . Seismo Verlag, Zurich, 2012, ISBN 978-3-03777-116-7
- Marion Esser: Reasons for Movement - Psychomotor according to Bernard Aucouturier . 4th revised edition, E. Reinhardt Verlag, Munich 2011, ISBN 978-3-497-02252-6
- Klaus Fischer: Introduction to psychomotor skills . Reinhardt, Munich 2003, ISBN 3-8252-2239-X
- Ernst Kiphard: Moto Therapy Part I . Modern learning, Dortmund 2005, ISBN 3-8080-0226-3
- Ernst Kiphard: Mototherapy Part II . Modern learning, Dortmund 1994, ISBN 3-8080-0227-1
- Ernst Kiphard: Motor pedagogy - psychomotor development promotion . Modern learning, Dortmund 2001, ISBN 3-8080-0486-X
- Helmut Köckenberger / Richard Hammer: Psychomotor - approaches and fields of work . Modern learning, Dortmund 2004, ISBN 3-8080-0501-7
- Rita Krämer-Stamm: Handbook of psychomotor terms . Modern learning, Dortmund 2009, ISBN 978-3-8080-0653-5
- André Lapierre / Bernard Aucouturier: The Symbolism of Movement - Psychomotor and Child Development . Reinhardt, Munich 1998, ISBN 3-497-01444-3
- Jolanta Majewska / Andrzej Majewski: Strengthening children. A guide to psychomotor development promotion. A practical book with theoretical basics . Hofmann Verlag, Schorndorf, 2012, ISBN 978-3-7780-7030-7
- Michael Passolt / Veronika Pinter-Theiss: I have an idea ... plan, shape, reflect on psychomotor practice . Modern learning, Dortmund 2003, ISBN 3-8080-0509-2
- Christina Reichenbach: Psychomotor . Munich, UTB 2011
- Renate Zimmer : Psychomotor manual. Theory and practice of psychomotor development in children. Revised new edition. Herder, Freiburg im Breisgau 2019, ISBN 978-3-451-38580-3 (14th complete edition of the first edition from 1999).
Individual evidence
- ↑ Duden.de: Keyword psychomotor
- ↑ Pschyrembel clinical dictionary, Verlag deGruyter, 267th edition 2017 ISBN 978-3-11-049497-6 . ( Keyword psychomotor skills, online )
