STATE OF THE ART OF PSYCHOMOTOR EDUCATION AT THE PRESCHOOL LEVEL IN THE COMMUNE OF PORTO-NOVO IN BENIN

Authors

  • Yakoubou M. Sawab PhD Candidate, Teacher, Department of Sport Psychology, University of Abomey Calavi, Benin
  • Edoh Koffi Pierrot Professor, Department of sport Psychology, University of Abomey-Calavi, Benin
  • Messan Folly Professor, Department of Exercise Physiology, University of Abomey-Calavi, Benin
  • Tito Albérick PhD, Teacher, Department of Exercise Physiology, University of Abomey-Calavi, Benin
  • Lawani M. Mansourou Professor, Department of Biomechanic, University of Abomey-Calavi, Benin

DOI:

https://doi.org/10.46827/ejpe.v9i1.4480

Keywords:

psychomotor development, preschool education, educational program, Porto-Novo

Abstract

Context: In general, well-conducted psychomotor activities promote harmonious development and have a positive impact on children's health. These activities also condition the acquisition and improvement of the child's global motor skills. In the Commune of Porto-Novo, incomplete motor skills are observed among primary school children in both the public and private sectors. This is why the present study aims to investigate the causes of this observation in kindergarten in order to propose approaches to remedy it. Materials and Method: Twenty-seven (27) teachers from both public kindergartens with at least 100 pupils (15) and private kindergartens with at least 70 pupils (12) were randomly selected. They were grouped according to spontaneous, hidden and evoked interventions. Spontaneous and hidden interventions represent practices that are not conducive to children's psychomotor development, whereas evoked intervention was found to be the best option for promoting children's psychomotor development. Data were collected through individual semi-directive interviews and open observation in the classrooms. These data were analyzed and the percentages were compared. Results: Only 8 teachers (29.63%) practiced an evoked intervention. However, 19 teachers (70.37%) practiced either spontaneous (11) or covert (8) intervention. The comparison of these observed percentages shows a significant difference (p<0.05) at the 5% risk. Conclusion: The incomplete achievements observed at the primary level are due to the lack of space, and teaching materials and especially to the lack of knowledge of the concept of psychomotricity and its implications. Initial training that deviates from these requirements does not seem to be conducive to the harmonious psychomotor development of kindergarten children.

 

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Author Biographies

  • Yakoubou M. Sawab, PhD Candidate, Teacher, Department of Sport Psychology, University of Abomey Calavi, Benin

    Yakoubou M. Sawab, PhD candidate in psychology in National Institute for Youth, Physical Education and Sport, Benin. Part-time physical education teacher in secondary schools in Porto-Novo. He is also a basketball coach.

  • Edoh Koffi Pierrot, Professor, Department of sport Psychology, University of Abomey-Calavi, Benin

    Prof. Edoh Koffi Pierrot, CAMES full university professor. Teacher of Social Psychology in National Institute for Youth, Physical Education and Sport, Benin. He teaches introduction to psychology and is a specialist in social and sport psychology at INJEPS. He also teaches labor law, there.

  • Messan Folly, Professor, Department of Exercise Physiology, University of Abomey-Calavi, Benin

    Prof. Messan Folly, CAMES full university professor. Teacher of Physiology in National Institute for Youth, Physical Education and Sport. he was honorary deputy director of INJEPS University of Abomey-Calavi in Benin. He is a teacher and consultant in statistical analysis applied to scientific research and in methods and programming of sports training.

  • Tito Albérick, PhD, Teacher, Department of Exercise Physiology, University of Abomey-Calavi, Benin

    Dr. Tito Albérick holds a PhD in Physiology in National Institute for Youth, Physical Education and Sport, Benin. He is a physical education teacher in secondary schools. He is also coach of the national handball teams of Benin.

  • Lawani M. Mansourou, Professor, Department of Biomechanic, University of Abomey-Calavi, Benin

    Prof. Lawani M. Mansourou, CAMES full university professor. Teacher of Biomechanic in National Institute for Youth, Physical Education and Sport, Benin. He also teaches sports traumatology, functional anatomy and scientific research methodology. He is the head of the Unity ofBiomechanic and Performance Research. Director of the doctoral school of National Institute for Youth, Physical Education and Sport in Porto-Novo. He also teaches biomechanics in other African universities such as the “Cheikh Anta Diop” University in Dakar at Senegal.

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Published

2022-10-08

Issue

Vol. 9 No. 1 (2022)

Section

Articles

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