Relationship between Body Schema and Scholar Maturity: A Study from the National College of Banat in Timisoara, Romania
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Design and Procedure
2.3. Intervention Plan
2.4. Measurement
“Draw-a-Person” Test
2.5. Statistical Analysis
3. Results
3.1. The Results Obtained at the “Draw-a-Person” Test
3.1.1. Covariance Analysis for the Head Scale, the Body Scheme Scale, and the Clothing Scale in the Experimental Group and the Control Group
3.1.2. Covariance Analysis for the Maturity Scale in the Experimental Group and the Control Group
3.1.3. Covariance Analysis of the Relationship between Gender and Head Scale, Body Scheme Scale, and Clothing Scale
3.1.4. Covariance Analysis of the Relationship between Gender and the Maturity Scale Following the Application of the Intervention Plan
3.1.5. Linear Regression Analysis of the Influence of the Body Schema Scale/Head Scale/Clothing Scale on the Maturity Scale
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Dijkerman, H.C.; de Haan, E.H. Somatosensory processes subserving perception and action. Behav. Brain Sci. 2007, 30, 189–201. [Google Scholar] [CrossRef]
- Gallagher, S. Body schema and intentionality. In The Body and the Self; Bermúdez, J.L., Marcel, A., Eilan, N., Eds.; MIT Press: Cambridge, MA, USA, 1995; pp. 225–244. [Google Scholar]
- Paillard, J. Body Schema and body image-a double dissociation. In Motor Control, Today and Tomorrow; Academic Publishing House: Road Town, UK, 1999; pp. 197–214. Available online: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.196.5009&rep=rep1&type=pdf (accessed on 9 August 2022).
- Schwoebel, J.; Coslett, H.B. Evidence for multiple, distinct representations of the human body. J. Cogn. Neurosci. 2005, 17, 543–553. [Google Scholar] [CrossRef] [PubMed]
- de Vignemont, F. A self for the body. Metaphilosophy 2011, 42, 230–247. [Google Scholar] [CrossRef]
- de Vignemont, F.; Pitron, V.; Alsmith, A.J.T. What is the body schema? In Body Schema and Body Image: New Direction; Ataria, Y., Tanaka, S., Gallagher, S., Eds.; Oxford University Press: Cambridge, CA, USA, 2021. [Google Scholar] [CrossRef]
- Legrand, D. The Bodily Self: The Sensori-Motor Roots of Pre-Reflective Self-Consciousness. Phenomenol. Cogn. Sci. 2006, 5, 89–118. [Google Scholar] [CrossRef]
- Tsakiris, M.; Prabhu, G.; Haggard, P. Having a body versus moving your body: How agency structures body-ownership. Conscious. Cogn. 2006, 15, 423–432. [Google Scholar] [CrossRef]
- Rossetti, Y.; Rode, G.; Farne, A.; Rossetti, A. Implicit bodyrepresentations in action. In Body Image and Body Schema: Interdisciplinary Perspectives on the Body; Preester, H., Knockaert, V., Eds.; John Benjamins Publishing Company: Amsterdam, The Netherlands; Philadelphia, PA, USA, 2005; pp. 111–125. [Google Scholar]
- Tsakiris, M.; Schutz-Bosbach, S.; Gallagher, S. On agency and body-ownership: Phenomenological and neurocognitive reflections. Conscious. Cogn. 2007, 16, 645–660. [Google Scholar] [CrossRef]
- de Vignemont, F. Body schema and body image: Pros and cons. Neuropsychologia 2010, 48, 669–680. [Google Scholar] [CrossRef]
- Schmidt, R.A.; Lee, T.D.; Carolee, W.; Wulf, G.; Zelaznik, H. Motor Control and Learning, 6th ed.; Human Kinetics: Champaign, IL, USA, 2019. [Google Scholar]
- Teixeira, H.J.; Abelairas-Gomez, C.; Arufe-Giráldez, V.; Pazos-Couto, J.M.; Barcala-Furelos, R. Influence of a physical education plan on psychomotor development profiles of preschool children. J. Hum. Sport Exerc. 2015, 10, 126–140. [Google Scholar] [CrossRef]
- Ajuriaguerra, J.D. L’enfant et son corps. In Julian de Ajuriaguerra et la Naissance de la Psychomotricité: Corps, Tonus et Psychomotricité; Joly, F., Labès, G., Eds.; Vernazobres-Grego: Paris, France, 2018; pp. 197–215. [Google Scholar]
- Lauzon, F.; Godin, F. L’Education Psychomotrice: Source d’Autonomie et de Dynamisme, 2nd ed.; Presses de l’Université du Québec: Québec, QC, Canada, 2019. [Google Scholar]
- Le Boulch, J. Vers une Science du Mouvement Humain: Introduction à la Psychocinétique, 4th ed.; Éditions Sociales Françaises: Paris, France, 1982. [Google Scholar]
- Lièvre, B.; de Staes, L. La Psychomotricité au Service de l’Enfant, de l’Adolescent et de l’Adulte: Notions et Applications Pédagogiques, 6th ed.; De Boeck: Bruxelles, Belgium, 2012. [Google Scholar]
- Balan, V.; Mitrache, G. Study in Connection with the Development of One’s Body Schema through the Specific. In Physical Education, Sport and Kinetotherapy, Proceedings of the 5th International Congress on Physical Education, Sport and Kinetotherapy (ICPESK 2015), Bucharest, Romania, 10–13 June 2015; Grigore, V., Stanescu, M., Paunescu, M., Eds.; Future Academy: Singapore, 2019. [Google Scholar] [CrossRef]
- Foultier, A.P. The Phenomenology of the Body Schema and Contemporary Dance Practice: The Example of “Gaga”. J. Aesthet. Phenomenol. 2022, 8, 1–20. [Google Scholar] [CrossRef]
- Boulate, J. Pratique du Yoga et Développement du Schéma Corporel à l’Ecole Maternelle. 2020. Available online: https://dumas.ccsd.cnrs.fr/dumas-03186699/document (accessed on 10 August 2022).
- Stegariu, V.I.; Abalasei, B.A.; Stoica, M. A Study on the Correlation between Intelligence and Body Schema in Children Who Practice Chess at School. Children 2022, 9, 477. [Google Scholar] [CrossRef] [PubMed]
- Martel, M.; Boulenger, V.; Koun, E.; Finos, L.; Farnè, A.; Roy, A.C. Body schema plasticity is altered in Developmental Coordination Disorder. Neuropsychologia 2022, 166, 108136. [Google Scholar] [CrossRef] [PubMed]
- Arramon, H. Effets d’Une Intervention Psychomotrice Axée sur le Schéma Corporel Auprès d’Enfants Atteints du Trouble Développemental de la Coordination Motrice (TDC). 2021. Available online: https://archipel.uqam.ca/15139/1/M17434.pdf (accessed on 10 August 2022).
- Kaufman, L.B.; Schilling, D.L. Implementation of a strength training program for a 5-year-old child with poor body awareness and developmental coordination disorder. Phys. Ther. 2007, 87, 455–467. [Google Scholar] [CrossRef] [PubMed]
- Bertoldi, A.L.S.; Ladewig, I.; Israel, V.L. Effects of selective attention on the development of body awareness in children with motor deficiencies. Revista Brasileira de Fisioterapia 2007, 11, 279–283. [Google Scholar]
- Giordano, A.; Boffano, M.; Piana, R.; Mutani, R.; Cicolin, A. Body Schema Self-Awareness and Related Dream Content Modifications in Amputees Due to Cancer. Brain Sci. 2021, 11, 1625. [Google Scholar] [CrossRef] [PubMed]
- Simons, J.; Leitschuh, C.; Raymaekers, A.; Vandenbussche, I. Body awareness in preschool children with psychiatric disorder. Res. Dev. Disabil. 2011, 32, 1623–1630. [Google Scholar] [CrossRef]
- Beckmann, N.; Baumann, P.; Herpertz, S.; Trojan, J.; Diers, M. How the unconscious mind controls body movements: Body schema distortion in anorexia nervosa. Int. J. Eat. Disord. 2021, 54, 578–586. [Google Scholar] [CrossRef]
- Ene, M.I.; Iconomescu, T.-M.; Talaghir, L.-G.; Neofit, A. Developing Spatial and Body Schema Orientation in Preschoolers and Primary School through Physical Activities. Int. J. Educ. Sci. 2016, 15, 27–33. [Google Scholar] [CrossRef]
- Iconomescu, T.-M.; Mindrescu, V.; Talaghir, L.-G. The importance of motion games in the psychomotor development of pre-schoolers during the physical education class. SHS Web Conf. 2017, 37, 01070. [Google Scholar] [CrossRef]
- Costa, H.J.T.; Barcala-Furelos, R.; Abelairas-Gomez, C.; Arufe-Giraldez, V. The influence of a structured physical education plan on preschool children’s psychomotor development profiles. Australas. J. Early Child. 2015, 40, 68–77. [Google Scholar] [CrossRef]
- Vaideanu, G.; Manolache, A.; Muster, D. Dicționar de Pedagogie; Editura Didactică și Pedagogică: București, Romania, 1979. [Google Scholar]
- Fisher, A.; Reilly, J.; Kelly, L.; Montgomery, C.; Williamson, A.; Paton, J. Fun-damental movement skills and habitual physical activity in young children. Med. Sci. Sports Exerc. 2005, 37, 684–688. [Google Scholar] [CrossRef] [PubMed]
- Stodden, D.F.J.D.; Langendorfer, S.J.; Roberton, M.A.M.E.; Garcia, C.; Garcia, L.E. A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship. Quest 2008, 60, 290–306. [Google Scholar] [CrossRef]
- Fontes, P.L.B.; Cruz, T.K.F.; Souto, D.O.; Moura, R.; Haase, V.G. Body representation in children with hemiplegic cerebral palsy. Child Neuropsychol. 2017, 23, 838–863. [Google Scholar] [CrossRef] [PubMed]
- Dudley, D.; Goodyear, V.; Baxter, D. Quality and health-optimizing physical education: Using assessment at the health and education nexus. J. Teach. Phys. Educ. 2016, 35, 324–336. [Google Scholar] [CrossRef]
- Metzler, M. Instructional Models for Physical Education, 3rd ed.; Routledge: Abingdon, UK, 2017. [Google Scholar]
- Goodenough, F.L. L’Intelligence d’Après le Dessin: Le Test du Bonhomme; Presses Universitaires de France: Paris, France, 1956. [Google Scholar]
- Royer, J. La Personnalité de l’Enfant à Travers le Dessin du Bonhomme, 2nd ed.; Editest: Bruxelles, Belgium, 1984. [Google Scholar]
- Abalașei, B.; Popescu, L. Body scheme-fundamental component of growth and development. Gymn.-Sci. J. Educ. Sports Health Bacău 2016, 17, 2–10. [Google Scholar] [CrossRef]
- Baldy, R. Dessine-moi un bonhomme: Dessins d’enfants et développement cognitif. In Draw Me a Person: Children’s Drawings and Cognitive Development; In Press: Paris, France, 2002. [Google Scholar]
- Picard, D.; Boulhais, M. Sex differences in expressive drawing. Personal. Individ. Differ. 2011, 51, 850–855. [Google Scholar] [CrossRef]
- Lange-Kuttner, C.; Kuttner, E.; Chromekova, M. Deterioration and recovery of DAP IQ scores in the repeated assessment of the Naglieri Draw-a-Person Test in 6- to 12-year-old children. Psychol. Assess. 2014, 26, 297–306. [Google Scholar] [CrossRef]
- Lange-Kuttner, C. Sex differences in visual realism in drawings of animate and inanimate objects. Percept. Mot. Ski. 2011, 113, 439–453. [Google Scholar] [CrossRef]
- Lange-Kuttner, C.; Ebershbach, M. Girls in detail, boys in shape: Gender differences when drawing cubes in depth. Br. J. Psychol. 2013, 104, 413–437. [Google Scholar] [CrossRef]
- Cox, M.V.; Koyasu, M.; Hiranuma, H.; Perara, J. Children’s human figure drawings in the UK and Japan: The effects of age, sex, and culture. Br. J. Dev. Psychol. 2001, 19, 275–292. [Google Scholar] [CrossRef]
No. | The Name of the Dynamic Game | Description and Aim of the Dynamic Game |
---|---|---|
1 | Bouquets with body parts | Pupils move all over the field. At the whistle, they stop and, depending on the announced number, form the bouquets with the body parts indicated by the teacher. |
2 | The mirror in motion. | A pupil plays the role of the captain who must lead the group without telling them anything. They are seated facing the rest of their colleagues and then perform movements using their body parts. The rest of the students then move imitating the movements of their colleagues. |
3 | The square | Place 16 circles on the ground forming a square. The circles are of 2 colors (8 red and 8 yellow). Pupils must cross the square on the color indicated by the teacher using different parts of the body. |
4 | The imitator | Pupils reproduce the typical movements of swimmers, cyclists, soccer players, etc. They must identify the body parts used. |
5 | The ball | The pupils have to keep the balloon in the air with different parts of the body. |
6 | The body in motion | The objective is for the pupils to become aware of the movements that the different parts of the body can make. The head: what movements can be made? (Yes, no, right, left, etc.). Arms (bending, extending, rotating), etc. |
7 | The colors in motion | Sheets of different colors are placed on the ground. On the green, the pupils touch the ground with my head. On the yellow color, they dance. On the purple color, they perform 2 jumps, etc. |
Scale | Group | F | Partial η² | |||||
---|---|---|---|---|---|---|---|---|
Experimental (n = 76) | Control (n = 74) | |||||||
EM | M | SD | EM | M | SD | |||
HS Post test | 11.79 | 11.68 | 4.30 | 9.43 | 9.55 | 3.62 | 22.97 * | 0.13 |
HS Pre | 112 | 0.43 | ||||||
BSS Post test | 19.46 | 19.57 | 6.53 | 14.76 | 14.66 | 5.89 | 43.10 ** | 0.227 |
BSS Pre | 150 | 507 | ||||||
CS Post test | 5.11 | 5.09 | 3.17 | 4.00 | 4.03 | 2.90 | 12.77 ** | 0.080 |
CS Pre | 228 | 0.609 |
Scale | Group | F | Partial η² | |||||
---|---|---|---|---|---|---|---|---|
Experimental (n = 76) | Control (n = 74) | |||||||
EM | M | SD | EM | M | SD | |||
MS Post test | 35.57 | 35.46 | 13.77 | 28.71 | 28.83 | 11.92 | 24.104 * | 0.144 |
MS Pre | 188.97 | 0.562 |
Scale | Group | F | Partial η² | |||||
---|---|---|---|---|---|---|---|---|
Feminine (n = 45) | Masculine (n = 31) | |||||||
EM | M | SD | EM | M | SD | |||
BSS Post test | 19.97 | 20.96 | 6.60 | 17.62 | 16.19 | 7.25 | 44.20 ** | 0.54 |
BSS Pre | 71.25 | 0.49 | ||||||
HS Post test | 12.19 | 12.91 | 3.77 | 10.61 | 9.58 | 4.16 | 29.37 ** | 0.044 |
HS Pre | 38.88 | 0.34 | ||||||
CS Post test | 5.14 | 5.80 | 3.20 | 4.92 | 3.97 | 3.28 | 38.17 ** | 0.51 |
CS Pre | 65.37 | 0.47 |
Scale | Group | F | Partial η² | |||||
---|---|---|---|---|---|---|---|---|
Feminine (n = 45) | Masculine (n = 31) | |||||||
EM | M | SD | EM | M | SD | |||
MA Post test | 11.35 | 11.89 | 2.56 | 10.57 | 9.81 | 2.92 | 39.31 ** | 0.51 |
MA Pre | 59.37 | 0.44 |
MS | ||||
---|---|---|---|---|
R Square | F | Interval Coefficients Inferior Limit | Superior Limit | |
HS | 0.789 | 554.37 ** | 2.628 | 3.169 |
BSS | 0.841 | 782.49 ** | 1.696 | 1.953 |
CS | 0.709 | 359.23 ** | 3.251 | 4.007 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Șunei, M.C.; Petracovschi, S.; Bota, E.; Almajan-Guță, B.; Nagel, A. Relationship between Body Schema and Scholar Maturity: A Study from the National College of Banat in Timisoara, Romania. Children 2022, 9, 1369. https://doi.org/10.3390/children9091369
Șunei MC, Petracovschi S, Bota E, Almajan-Guță B, Nagel A. Relationship between Body Schema and Scholar Maturity: A Study from the National College of Banat in Timisoara, Romania. Children. 2022; 9(9):1369. https://doi.org/10.3390/children9091369
Chicago/Turabian StyleȘunei, Mariana Cristina, Simona Petracovschi, Eugen Bota, Bogdan Almajan-Guță, and Adrian Nagel. 2022. "Relationship between Body Schema and Scholar Maturity: A Study from the National College of Banat in Timisoara, Romania" Children 9, no. 9: 1369. https://doi.org/10.3390/children9091369