RESUMEN
The purpose of this research was to analyze how we can improve the space-temporal orientation ability with the help of physical exercises in physical education and sports lessons. In total,148 children between the ages of 8 and 11 participated in this study (M = 9.70; SD = 0.79). They were subjected to three tests, which measured general intelligence (Raven Progressive Matrices) and space-temporal orientation skills (Piaget-Head test and Bender-Santucci test). The tests were carried out both in the pre-test and in the post-test period. In the case of participants in the experimental group, a specific program was applied for a period of 12 weeks. The results showed that general intelligence level was identified as a predictor of spatial-temporal orientation (beta = 0.17, t = 2.08, p = 0.03) but only for the Piaget-Head test. Similarly, no differences between children's age groups were identified in any of the spatial-temporal orientation test scores. However, children in the "+9" age category had higher scores on the intelligence test compared to younger children (77.31 vs. 35.70). In conclusion, the intervention program had a positive effect on spatial orientation skills.
RESUMEN
The purpose of this study is to analyze the role and importance of specific physical exercises in the development of the body schema in preparatory class pupils and its effect on the development of maturity. METHODS: The experiment took place over a period of 10 weeks in which two physical education lessons per week were scheduled; the lessons include specific themes for the development of the body schema and contain exercises to arouse pupils' interest in sports and physical activities from this age. A number of 150 pupils aged between 5 years and 6 months and 7 years and 6 months participated in the experiment. The pupils were divided into two groups: the experimental group (76 pupils, 32 boys and 34 girls) and the control group (74 pupils, 31 boys and 33 girls). Next, the "Draw-a-Person" Test was applied at the beginning and end of the experiment. RESULTS: The analysis of the results highlights the fact that after completing the intervention plan there is a significant improvement in the results of the experimental group on the Maturity Scale and implicitly on the three development scales: Head Scale, Body Schema Scale, and Clothing Scale. Among the three scales, the Body Schema Scale has the greatest influence on the Maturity Scale (r = 0.841). CONCLUSIONS: The preparatory class produces a connection between the kindergarten and the school; furthermore, the physical education lessons with an emphasis on the development of the body scheme contribute to the development of maturity and school preparation of the pupils.