Extensive and intensive multilateral activities, a necessary integration in physical education in primary school

Abstract

Multilateral knowledge cannot exist without the unilateral nature of knowledge.
The integration of the two aspects must guide the children’s education,
even in Physical Education, especially today where the sedentary
habits and the lack of time for free play limited motor experience in childhood.
The only use of extensive multilateral activities fails to support the
full development of children’s motor skills and requires an approach that
integrates the intensive multilateral activities towards specific areas of motor
control (balance, kinesthetic differentiation, spatial and temporal differentiation,
rhythmic control). The study that follows, made in primary
school, highlights the need to integrate the two modes (extensive and intensive
multilateral activities) to provide educational experiences that can
effectively solicit psycho-motor skills development of children.