DEVELOPING PSYCHOMOTOR SKILLS IN THE CASE OF AUTISTIC STUDENTS

Physical effort gears the subject's organism as a dynamic system, in all its development stages, as a certain profile corresponds to each ontogenic period, which leads to the processes of growing, development, optimisation, maximisation of capabilities, regeneration, etc. Various authors define effort from the perspective of physiology, psychology, or training theory, either as a process of strength mobilisation in view of overcoming an obstacle, or as a factor in antithesis with the recess state (Demeter, 1974), or as predominantly biological stimulus which forces the organism to respond with electric, biochemical, mechanical or thermic manifestations (Bota, 2000), or as a process of conscious defeat of the requests in view of attaining a good level of training (Dragnea, 1996). The psycho-motor dimension is an optimal way of non-verbal communication in the social environment for the child with autism. It is recognised that any child coordinates his motor activity in accordance with the mental image of the perceived act. Psycho-motor therapy facilitates, through its integrated programmes, the education of the individual, aiming at knowing one's own body and at the identification of the self. (C) 2017 Published by Future Academy