BASAL “ORIENTATION OF THE TRAINING WITH MOVEMENT”. TRAINING OF BODY AND MIND.
The beginning of the training with movement takes advantage of the scientific knowledge about audition, vision, degustation and the olfactory perception, in the basic capacities like the spatial orientation, the scheme of the body, the planning of the action, the relations of space in certain shapes, and in the improvement of these skills new connections can be done by the repeated training in the conditioning of the modalities of the different senses.
These areas of development are the new conditions for the formation of cognitive strategy and pre-numerical capacities. In the way of learning of the training with movement it is possible a direct use of the stimuli of the senses, in the development of the exercises we work and stimulate both parts of the brain, its review and modification can create a new conditioning of ideal form.
THE SENSORY INTEGRATION AS PILLAR IN THE CONSTRUCTION OF THE INFANTILE DEVELOPMENT.
Ayres (To J.1984). Pillars of construction of the infantile development. Saltador (Heidelberg in 1984) looks at the sensory integration as a process of the reception and employment of the sense of the sensations and organization of the ideas that bear to reasonable and satisfactory actions in the base of the functioning of the brain.
As consequence that the brain takes information of the senses, it differs, stores, recognizes, indicates, classifies and incorporates the corresponding stimulation and a conditioning of the receptors in the different areas of the senses, making possible a sensory integration . This provokes a direct expansion of the possibilities of the Coaching training .
THE TRAINING WITH MOVEMENT PROMOTES THE FLUENCY IN THE INTELLIGENCE, ACCELERATES THE MENTAL AND CORPORAL MOBILITY.
The modern man often needs liberated situations and directly a high and dynamic flexibility as well as new creative solutions. This is not sufficient alone with the knowledge accumulated with learning processes. This knowledge will become crystallized and hardened with structures and psychic schemes. (cf. Myers in 2005, S to begin 461).
There is necessary a rapid fluency related to the content of the psychic cognitive results that make possible a flexible reception of the use of information.
The crystalline intelligence exists on the contrary of the cognitive capacities … in which the accumulated knowledge of previous learning processes has crystallized and hardened (cf. Myers in 2005. S 461).
The crystalline functions refer to results very dependent on exercises and on general formation i.e. linguistic, cultural and social knowledge that have to be learned without pressure of time.