The significance of analysis of motor intentionality in evaluation of motor development in children

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  • Sato Toru
    Hokkaido University of Education, Iwamizawa Campus

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  • 運動発達査定における動感志向分析の意義
  • ウンドウ ハッタツ サテイ ニ オケル ドウカン シコウ ブンセキ ノ イギ

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Abstract

  The most important activity for sport teaching or instruction is to grasp the level of motor development of the learners.<br>   Accepted current evaluation methods are quantitative and involve measurement of sports performance such as running speed, jumping or throwing distance. Qualitative morphological observation of the movement process is currently another accepted evaluation method.<br>   However these evaluation methods are only based on the features perceptible by the observer. Therefore the consciousness process of a moving person is not included in the evaluative process. Such methods excluding the consciousness process are totally insufficient for comprehension of being behavior.<br>   The purpose of this study was to examine the insufficiency of traditional evaluation methods of motor development and to emphasize the need for analysis of motor intentionality. This concept is based on the theory of the “phenomenal body” formulated by the French philosopher Merleau-Ponty.<br>   For example, in a study, it was noted that kindergarten children who were instructed to perform a broad jump for distance were unable to adequately perform the skill. They tended not to jump from the takeoff line drawn on the ground, but to jump aiming at the line.<br>   This unaccountable behavior is not due to intellectual immaturity. The reason for this lack of ability can be understood in terms of the “abstract movement” proposed by Merleau-Ponty. This means movements that are not directed at any actual situation, such as moving the arms or legs upon a command or pointing at something with a finger, whereas concrete movements necessary for life are habitual, i.e. they are directly connected with the actual situation, such as grasping or touching etc.<br>   Merleau-Ponty (2012) stated “The distinction between abstract movement and concrete movement is thereby clarified: the background of concrete movement is the given world, the background of abstract movement is, on the contrary, constructed.” Taken in the light of this theory, it is reasonable to conclude that children are unable to perform the requested action due to a lack of ability for construction of possible space or virtual space, into which they project their own intended movement.<br>   This consequence can never be obtained through measurement or observation methods. We must therefore focus our evaluation not only on skillfulness but also the intentionality of a moving person.<br>

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