Psychomotor education for children

lephy2251  2026-2027  Louvain-la-Neuve

Psychomotor education for children
3.00 credits
22.5 h + 15.0 h
Q1
> Schedule
Teacher(s)
Poriau Stéphanie;
Language
French
Main themes
  • Observing children and analysing their psychomotor and socio-affective development
  • The psychomotor education session: preparation, setting the scene, choice of tasks
  • The complementary contributions of functional psychomotricity and relational psychomotricity to psychomotor education intervention
  • Adjusting the intervention according to the child's psychomotor and socio-affective development
  • Creating a repertoire of activities linked to the psychomotor and socio-affective characteristics of the child's development
  • The evolution and critical analysis of psychomotor practices (e.g. aquatic practices, soft practices, practices in nature, etc.)
  • body language and non-verbal communication in children and adults
  • The importance of play, recourse to the imaginary, representation and materials in psychomotor education intervention
  • Psychomotor education and leadership, self-esteem, gender stereotypes, emotions, etc.
  • Complementarity between psychomotor education intervention and the interventions of the various players involved with the child (e.g. parents and teachers, etc.)
  • The transition from psychomotor education to sports education
  • The psychomotor approach (to a task/person) beyond childhood
  • Safety and exploration (the adult as a safety base to encourage exploration, the transitional object, physical and emotional safety in psychomotor education, etc.)
Learning outcomes

At the end of this learning unit, the student is able to :

  • Explain the characteristics of an appropriate intervention in psychomotor education with children (1.2; 1.5; 1.6; 4.1; 7.2; 7.3)
  • Analysing the characteristics of a task in terms of its psychomotor components and choosing tasks appropriate to the child's development and to the objectives pursued in the psychomotor education intervention in order to create a personal repertoire of activities (1.2 ;1.5 ;1.6)
  • Selects appropriate activities according to a psychomotor development or learning objective (1.2 ; 1.5 ; 1.6 ; 4.1 ; 7.2 ; 7.3)
  • Prepare a fictitious intervention adapted to the psycho-socio-motor characteristics of children as the target group (1.2 ;1.5 ;1.6)
  • Evaluate different PSA proposals for children according to explicit criteria linked to the characteristics of an adjusted educational psychomotricity intervention. (7.2 ;7.3)
 
Other information
This course is strictly reserved for FSM students. It is not open to other UCLouvain students.
Bibliography
Aucouturier, B. (2005). La méthode Aucouturier : fantasmes d’action et pratique psychomotrice. Bruxelles : De Boeck.
Bobault, A. (2024). 50 fiches pour accompagner son enfant dans son développement psychomoteur. Louvain-la-Neuve : De Boeck Supérieur.
Bowlby, J. (1988). A Secure Base: Parent-Child Attachment and Healthy Human Development. London : Routledge
De Lièvre, B., & Staes, L. (2004). La psychomotricité au service de l’enfant : notions et applications pédagogiques. Bruxelles : De Boeck.
Le Boulch, J. (1995). Le développement psychomoteur de l’enfant. Paris : Éditions ESF.
Le Peintre, M. (2022). [GO5P] Observer et accompagner autrement le développement psychomoteur. Éditions Duval.
Wallon, H. (1942). De l’acte à la pensée : essai de psychologie comparée. Paris : Flammarion.
Wauters-Krings, F. (2009). Psychomotricité à l’école maternelle : Les situations motrices au service du développement de l’enfant. Bruxelles : De Boeck.
Winnicott, D. W. (1975). L’enfant et le monde extérieur. Paris : Payot.
Faculty or entity
> FSM


Programmes / formations proposant cette unité d'enseignement (UE)

Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Master [120] in Motor Skills: Physical Education
EDPH2M
3
Master [120] of Education, Section 4 : Physical Education
EDPH2M4
3