Psychomotor skills necessary for the success of young children in the 21st century
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The term success in the Positive Education Theory describes a state of mind in which children enjoy the activities they perform and feel that those activities are significant for them (White & Kern, 2018). The feeling of significance stems from the perception that children gradually improve in the challenges that they have taken on and that their potential for choosing new challenges continues to increases with time. Instilling the ambition for this type of success maintains the children’s motivation to work and learn across time (Adler, 2017).
The physical-motor domain has many advantages in developing the potential for success. Each improvement is visible, is not necessarily dependent on the verbal sense and can improve in independent trial and error processes (Shoval et al., 2014). Improving quality of movement and extending movement challenges have no end point and they can continue throughout life. Even after a crisis – injury or illness – it is possible to begin from a relatively low starting point and gradually improve one’s physical ability – that is, to succeed.
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