Perceived importance of motor skills in Early Childhood Education in schools in Vigo (Spain)

Alonso Álvarez, Yolanda; Pazos Couto, José María

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• Educ. Pesqui. 46 • 2020 • https://doi.org/10.1590/S1678-4634202046207294 copy

Perceived importance of motor skills in Early Childhood Education in schools in Vigo (Spain)^*

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Up to the present, a lot of documentation has been published about the importance of motor functions in the integral development of individuals. This research intends to reach out the knowledge of the concrete reality of motor practice and find out the importance given to it in the second cycle of Early Childhood Education in the schools of Vigo, Spain. A mixed methodology was chosen so that both qualitative and quantitative data could be analyzed. As part of the study, 43 schools in Vigo were visited, 50 percent of the whole resulting in a total sample of 50 questionnaires filled by the professionals in charge of providing motor skills education in those centers. Likewise, Verification Reports of Galician universities and Decree 330/2009 on Early Childhood Education were analyzed in this research. Results allow us to conclude that all professionals think it is important to develop motor skills in kindergarten classrooms, but more than half, (58 percent) indicate that work put into it is not enough. Furthermore, it was observed that the training on motor skills in Galician universities is scarce.

Motor skills; Early childhood education; Teachers; Difficulties; Programming

Response	Thematic areas
Yes	University education	They had a range of qualifications or in their faculty the subjects were complete. “I have a degree in Education (Pre-school Education), a Master’s in Education, Re-education and Psychomotor Therapy and a degree in Primary Education, specialising in special needs (2013)”
	Training: courses	They took training and refresher courses. “Because I take part in refresher activities”.
	Personal development: reading, online searches	Personal development through online searches, reading and professional experience. “I try to be informed, to keep up-to-date by reading books, learning about new trends, courses and the job experience itself.”
	Others	No changes on theory were given. “Because the theory on motor skills has not changed”.
No	Lack of training opportunities	Currently, there are few or no courses on motor skills on offer, meaning that teachers’ knowledge is not refreshed. “There are not many training activities in this field, at least insofar as the regional education board is concerned (or none).”
	Constant change in the theory	“The theory is always changing, new studies and teaching methods relating to motor activities are always appearing.”
	No advanced training	There is no training further to that which has already been received. “Because I haven’t done any advanced training for a long time.”

Response	Thematic areas
Yes	Importance in development and learning	Motor skills are important for overall development “Because they are fundamental for children’s overall development, and they help them in other areas of learning as well.”
	Pupils	Responses that bear in mind the pupils and their work in relation with motor skills. “Children express themselves, their nature, the way they feel and relate to others…”
	Teachers	Responses that bear in mind the work of the teachers themselves. “It is an area where the evolution of pupils and their involvement in tasks makes it extremely gratifying.”
No	Age	Over time, it gets more complicated to control activities that involve a lot of body movement. “As the years go by, the body loses its flexibility.”
No	Specialist subject	They do not like teaching motor skills because it is not an area in which they are well-trained. “Because I specialise in physical education and I’m used to working with pupils of another age group.”

Response	Thematic areas
Yes	Evolution, learning and integral development	The importance of motor competence in pupils’ evolutionary development. “With motor skills we focus on all kinds of aspects linked to children’s physical and intellectual development and their relationship with the environment.”
	Pupils	They take into consideration the pupils and the importance of their motor skills teaching. “Because they enable us to work with pupils on an individual level, attending to each one’s particular need, letting them express and develop these needs and interests.”
	Others	Responses external to the previous sections. “Because I consider motor skills to be a priority at this stage.”

Response	Thematic areas
A lot	Overall work and integral development	Motor competence is important because it facilitates the overall work and integral development of pupils. “Because it is basic and fundamental for the integral development of pupils.”
	Basic for learning and development	Motor competence is very important for learning and development. “It is the basis for learning in children of these ages.”
	Movement and play	The importance of motor competence lies in the fact that movement is essential for knowledge. “A child’s knowledge at this stage is closely linked to movement and play.”
	Work in the classroom	Related to the time devoted to motor competence learning in the classroom. “We work not only in the time given over to P.E. but throughout the whole day.”
Little	Slight amount of work in the classroom	They mention the light teaching load devoted to motor competence in the classroom. “The designated hours are few and it is considered a complementary development tool, not one of its basic pillars.”
	Lack of estimation and priority	Motor competence is estimated poorly, and not prioritised, and more importance is given to other areas. “Because priority is given to more academic aspects (autonomy, reading and writing…).”
	Training	Deals with the lack of teachers’ motor skills preparation. “Teachers are not well-prepared. It is difficult to work with such large classes.”

Answer	Thematic areas
Yes	Teaching load	The time given over to motor competence in classrooms is sufficient. “Because as well as specific psychomotor skills sessions, psychomotor activities also take place in the classroom.”
Yes	Part of an overall context	Importance is given to motor competence because it is considered within an overall context. “Because almost everything we work on is linked to motor activity, which is very important at this age.”
No	Lack of teaching load	The hours devoted to motor competence are insufficient. An example of this is: “In my opinion, more hours should be devoted per week to psychomotor skills.”
	Under-estimation	Motor competence is not valued by professionals as it should be, as an essential area in a child’s development. “It is underestimated because more importance is given to reading and writing skills (when the foundation is motor competence) and it is easier to make flash cards.”
	Teaching staff and educational institution	The lack of importance lies in these two aspects: “For teachers, it is easier not to excite the children and have them working most of the time at their desks.”

Answer	Thematic areas
Yes	Meetings	This is carried out through meetings. “At the beginning of the school year, meetings to discuss what areas will be dealt with, aims to be achieved…”
	Global teaching methodology	The aspects to be covered in order to implement a global teaching methodology and emphasise those which need to accomplished. “When we implement global teaching methodologies and work on projects which need to be carried out.”
	Psychomotor skills teacher/tutor	Shared programme, they are one and the same person. “In this school, the tutor and psychomotor skills teacher are the same person.”

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[1] Yolanda Alonso Álvarez is a master in Physical Activity and Education from the University of Barcelona, Faculty of Education. Teacher in Pre-school Education, with a mention in Physical Education, by the Faculty of Education and Sports Sciences of the University of Vigo.

José María Pazos Couto is a doctor, hired professor at the University of Vigo. The line of research followed is related to the game and child motor practice, as well as the implementation of active methodologies in the initial teacher training.

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Perceived importance of motor skills in Early Childhood Education in schools in Vigo (Spain)*

Abstract

Perceived importance of motor skills in Early Childhood Education in schools in Vigo (Spain)^*