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A qualitative study of 379 Salerno preschool children uses the Movement ABC checklist to analyze motor behavior in relation to body-environment dynamics across the first four sections. Results emphasize discontinuity in task difficulty progression and inform classroom guidance for recovery and development of psychomotor skills.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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individualized teaching programs?","Question",{"text":62,"@type":63},"It enables early identification of psychomotor problems in childhood, which supports the planning of tailored learning paths and educational project goals.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What elements must observation include in the psychomotor field?",{"text":67,"@type":63},"Observation should include knowledge of auxiological and psychomotor development phases, predefined purposes and ways of observation (what, how, when, where, with what), and defined times and specific stages aligned with the educational project.",{"name":69,"@type":60,"acceptedAnswer":70},"What was evaluated in the study using the Movement ABC checklist?",{"text":71,"@type":63},"The study carried out qualitative assessment of motor performance in 379 preschool children and analyzed observational data about motor behavior, focusing on body-environment relationships in the first four 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D’Elia† Rodolfo Vastola‡ Maurizio Sibilio 􀀎  \nThe early identification of motor difficulties through psychomotor assessment is fundamental for the planning of individualized and differentiated educational programs. In the field of motor activity, observation plays a crucial role. This is characterized by the knowledge of the level of psychomotor and auxiological development, the definition of aims and methodology, and the allocation of timing required for observation. Therefore, psychomotor assessment not only measures performance, but it also analyzes an array of aspects linked to it in a multidisciplinary view. In this study, a qualitative assessment of the motor performance of 379 preschool children residing in the province of Salerno was carried out using the Movement ABC checklist. In particular, the data obtained from observations on the motor behavior of the child was analyzed, in reference to the relationship between the body and the environment for the first four sections. The results showed a discontinuity in relation to the linear progression in terms of difficulty of motor tasks, as presented in the checklist. This highlighted features of everyday life and classroom activity that could help in guiding teaching for the recovery, development and enhancement of psychomotor skills.  \nKeywords: movement abc checklist, psychomotor assessment, psychomotor skills, teaching and educational research.  \nIntroduction  \nThe structuring of individualized teaching and learning paths depends of the early identification of psychomotor problems in childhood.  \nThe planning and achievement of each educational project must take its inspiration from refined skills and difficulties assessment systems in the various groups of motor, cognitive and behavioral skills (Graham, Holt/Hale & Parker, 1998) . The observation in the motor field is based on a careful analysis of the child, which is achieved by using specific techniques and adequate tools of observation. In the motor field, observation is a complex process that is not based on scientific traditions established in schools, where the docimology has mainly looked to other disciplines.  \n􀀍 PhD Student, University of Salerno, Italy.  \n† Associate Professor, University of Salerno, Italy.  \n‡ Assistant Professor, University of Salerno, Italy.  \n􀀎 Full Professor, University of Salerno, Italy.  \n[https://doi.org/10.30958/aje.4-2-5](https://doi.org/10.30958/aje.4-2-5) doi=10.30958/aje.4-2-5  \nThe observation in the psychomotor field must include three elements (Sibilio, 2003):  \n1. Knowledge of the auxological and psychomotor development phases. This refers to the need to link the child’s age to the characteristics of the child, in order to examine the morphological aspects, attitudes and bodily behaviors in relation to auxological and psychomotor development phases.  \n2. The predefinition of the purposes and ways of observation: what, how, when, where, with what.  \n3. The definition of the times and the specific stages of observations, in relation to the educational project.  \nThe Purposes and Ways of Observation  \nReferring to the purposes and ways of observation, it’s essential to give importance to specific descriptors; in particular:  \n􀁸 What to observe: in relation to the potential and attitudes that affect the motor behavior of each student. The interests and the motivations referred to specific moods of the moment in which the observation takes place: the non-verbal communication skills (an essential component in the teaching-learning process), the spatio-temporal organization (which represents one of the most important functional prerequisites of the movement), the evolution of the graphic sign (that concerns psychomotor components indicative of the skills development process) .  \n􀁸 How to observe: it presupposes avoid attitudes that can affect the behavior of the child and, at the same time,","cbCaiuk3d4cdOJFb","https://ap.wps.com/l/cbCaiuk3d4cdOJFb","pdf",540748,"English","# Introduction\n## Observation in the psychomotor field\n## The Purposes and Ways of Observation","[{\"question\":\"How does psychomotor assessment contribute to individualized teaching programs?\",\"answer\":\"It enables early identification of psychomotor problems in childhood, which supports the planning of tailored learning paths and educational project goals.\"},{\"question\":\"What elements must observation include in the psychomotor field?\",\"answer\":\"Observation should include knowledge of auxiological and psychomotor development phases, predefined purposes and ways of observation (what, how, when, where, with what), and defined times and specific stages aligned with the educational project.\"},{\"question\":\"What was evaluated in the study using the Movement ABC checklist?\",\"answer\":\"The study carried out qualitative assessment of motor performance in 379 preschool children and analyzed observational data about motor behavior, focusing on body-environment relationships in the first four sections.\"}]","Psychomotor Assessment in Teaching and Educational Research | PDF",1792075160,23]