Ivan Esau Pinto Vargas*

ivan.e.pinto.vargas@gmail.com

Brandon Marcelo Patzi Fernández**

brandonpatzi69@gmail.com

*Bachelor's degree in Psychology

Juan Misael Saracho Autonomous University, Bolivia

Master of Science in Human Movement

Cruzeiro do Sul University (UNICSUL), Sao Pulo, Brazil

Master's Degree in Child Psychomotricity and Neuropsychology

National University of the 20th Century (UNSXX), Bolivia

Sports Psychology Specialist

University, São Paulo, Brazil

Sports Training Specialist

University Center of the United Metropolitan Faculties (FMU), Brazil

Professor at the Salesian University of Bolivia

Psychomotor, Health, Education and Sports Career, Bolivia

**Bachelor's Degree in Psychomotricity, Health, Education and Sports

Salesian University of Bolivia

(Bolivia)

Reception: 02/04/2024 - Acceptance: 10/02/2025

1st Revision: 02/07/2025 - 2nd Revision: 02/08/2025

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Suggested citation: Pinto Vargas, I.E., & Patzi Fernández, B.M. (2025). Influence of the analytical method of Kung Fu training on the psychomotor profile. Study in Children aged 6 to 10. Lecturas: Educación Física y Deportes, 30(325), 76-100. https://doi.org/10.46642/efd.v30i325.7534

 

Abstract

    The purpose of this research was to analyze the relationship between kung fu training methods and psychomotor development in children from the Shaolin Sports Club in El Alto, Bolivia. Four children between the ages of 6 and 10 participated. Interviews were conducted with coaches and parents regarding the training method. Observation, which is useful in psychomotor practice, was used to evaluate psychomotor parameters, thinking patterns, and play. The Picq and Vayer Psychomotor Test, modified with kung fu content (eye-hand coordination, general dynamic coordination, laterality, and postural control), was also used. The McClenaghan and Gallahue test, which assesses the stage of basic manipulative and locomotor motor skills, was used to determine basic motor skills. Results: Three children were identified as not yet having defined laterality. Likewise, one child is at an initial stage in kicking and throwing patterns, four present elementary stage patterns of walking, running, jumping and grabbing, two are headed towards possible psychomotor disorders, which is concerning for their development, even so they present a type of thinking and play appropriate for their age. Conclusion: The analytical method is apparently related to the alterations in psychomotor contents evaluated based on practice time, since three children train two hours a day, three times a week, for more than a year and a half, which would affect the harmonious development of psychomotor development.

    Keywords: Kung fu. Psychomotor content. Psychomotor profile. Training method.

 

Resumen

    El propósito de la investigación fue analizar la relación del método de entrenamiento del kung fu con los contenidos del desarrollo psicomotor en niños del Club Deportivo Shaolín en la ciudad de El Alto, Bolivia. Participaron 4 niños entre los 6 a 10 años. Se aplicaron entrevistas a entrenadores y padres de familia sobre el método de entrenamiento. Se empleó la observación, útil en la práctica psicomotriz para evaluar indicadores del parámetro psicomotor, tipo de pensamiento y juego. También se empleó el examen Psicomotor de Picq y Vayer modificado con contenidos involucrados en el kung fu (coordinación óculo-manual, coordinación dinámica general, lateralidad y control postural). Para conocer las habilidades motrices básicas se usó el test de Mc Clenaghan y Gallahue que evalúa el estadio de las habilidades motrices básicas manipulativas y locomotoras. Resultado: Se identificó que tres niños aún no tienen una lateralidad definida. Así también, un niño se encuentra en un estadio inicial en los patrones de patear y lanzar, cuatro presentan patrones en estadio elemental de caminar, correr, saltar y agarrar, dos están encaminados a posibles trastornos psicomotores lo que resulta alarmante para su desarrollo, aun así, presentan un tipo de pensamiento y juego acorde a su edad. Conclusión: El método analítico aparentemente se relaciona con las alteraciones en los contenidos psicomotores evaluados en función del tiempo de práctica, ya que tres niños entrenan dos horas por día, tres veces a la semana, más de un año y medio lo que afectaría el desarrollo armónico del desarrollo psicomotor.

    Palabras clave: Kung fu. Contenidos psicomotores. Perfil psicomotor. Método de entrenamiento.

 

Resumo

    O objetivo da investigação foi analisar a relação do método de treino do kung fu com os conteúdos do desenvolvimento psicomotor em crianças do Clube Desportivo Shaolin da cidade de El Alto, Bolívia. Participaram 4 crianças entre os 6 e os 10 anos. Foram realizadas entrevistas aos treinadores e aos pais sobre o método de treino. A observação, útil na prática psicomotora, foi utilizada para avaliar indicadores do parâmetro psicomotor, tipo de pensamento e brincadeira. Foi também utilizado o teste psicomotor modificado de Picq e Vayer com conteúdos envolvidos no kung fu (coordenação óculo-manual, coordenação dinâmica geral, lateralidade e controlo postural). Para determinar as habilidades motoras básicas foi utilizado o teste de Mc Clenaghan e Gallahue, que avalia o estádio das habilidades motoras manipulativas e locomotoras básicas. Resultado: Identificou-se que três crianças ainda não têm lateralidade definida. Da mesma forma, uma criança encontra-se numa fase inicial nos padrões de pontapear e lançar, quatro apresentam padrões na fase elementar de andar, correr, saltar e agarrar, duas estão a caminhar para possíveis distúrbios psicomotores o que é alarmante para o seu desenvolvimento, no entanto apresentam um tipo de pensar e brincar de acordo com a sua idade. Conclusão: O método analítico está aparentemente relacionado com as alterações dos conteúdos psicomotores avaliados com base no tempo de prática, pois três crianças treinam duas horas por dia, três vezes por semana, há mais de um ano e meio, o que afetaria o desenvolvimento harmonioso do desenvolvimento psicomotor.

    Unitermos: Kung fu. Conteúdos psicomotores. Perfil psicomotor. Método de treino.

 

Lecturas: Educación Física y Deportes, Vol. 30, Núm. 325, Jun. (2025)

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Introduction 

 

    Kung fu is a sport that is practiced by very from a young age (4 to 6 years); in most cases, it is the parents who make the decision to start at an early age, possibly in pursuit of developing self-defense skills and improving physical fitness and athletic performance.

 

    However, in the initial training of children in sports such as kung fu, comprehensive factors such as physical, mental and emotional development are often not sufficiently considered, factors that benefit psychomotor development. At this age, children are at a crucial stage of growth and maturation, and it is essential that sports practice is adapted to their individual needs. (Méndez Pérez, 2020)

Various training methods are used in kung fu: analytical, global and mixed, which are applied hegemonically to all ages, from children who are beginning to practice to high-level athletes. For Bompa (2005) and Bompa, & Buzzichelli (2019) the principles of sports training constitute a system that must be understood and considered as whole; they should not be considered as separate units, but rather as guidelines for a coherent, interrelated whole; the effectiveness of a training program, that is, the optimal achievement of results, depends on how these principles interact and complement each other.

 

    However, the choice of training methods, in many cases, is guided by competitive sport with exercises based on automatic and rigid repetition characteristics of the analytical method, which, in the initiation stage, can cause physical and psychological damage to the child (Cancio Sellés, & Calderín Arbolei, 2010). In relation to football, the analytical training method used at early ages during the initiation of sports apparently interferes with the harmonious psychomotor development of the globality and integrality of the body's construction. (Pinto Vargas, 2025)

 

    The analytical method can be counterproductive for optimal psychomotor development, since motor training is not only based on obtaining automatisms, but on the acquisition and development of perceptual-motor capacities where playful aspects should be prioritized and not competitive aspects. (Navarro et al. 2009)

 

    The lack of play and recreational activities in childhood can negatively affect children's overall development (Fuentes et al., 2012). According to Gallardo, & Gallardo (2018), play is an important vehicle for children to learn and assimilate new concepts, skills, and experiences. Therefore, play is a fundamental tool for developing skills that go beyond physical activity. Participating in sports not only improves physical fitness and motor coordination but also teaches important values such as teamwork, discipline, and perseverance. Through non-directed sports play, children develop psychomotor skills.

 

    In the initiation stage, the constant demands, the repetition of physical exercises and the focus on refining the technique can, in certain cases, cause alterations in the development of psychomotor skills, that is, there is a risk of causing physical and psychological damage to the child (Cancio Sellés, & Calderín Arbolei, 2010). Hernández (2007) mentions that sports encompass a wide range of characteristics that require a diversity of physical skills and competencies. Each discipline has specific demands that directly influence the way athletes must train and compete.

 

    Individual sports, such as kung fu, have different characteristics compared to team sports. For Bompa (2005), team sports contemplate a wide variety of training methods to achieve sporting excellence, whereas in individual sports, athletes rarely participate in other sports and training methods are repetitive, there is less variety, they repeat the same exercises, same technical gestures for 2-3 hours a day, 4-7 a week, 45-50 weeks a year for 20 years, its effects can lead to overuse injuries, psychological problems due to monotony and boredom.

 

    Similarly, content associated with movement patterns was identified; practicing kung fu also involves children running, walking, and jumping, which are called locomotor movement patterns that involve the entire body. On the other hand, manipulative movement patterns such as kicking, catching, and throwing are also essential in the practice of this sport, since these movement patterns, in addition to being necessary for most sports, are also essential for success in more complex movements and improved performance in sports. (Logan et al., 2012; Jiménez Díaz et al., 2015; Garzón López, & Herrera Velásquez, 2016)

 

    In their study, Leal Avigo et al. (2019) examined movement patterns in children from urban areas of Brazil. The authors found that many children had difficulty executing fundamental movements, such as running, jumping, and throwing, resulting in less efficient movement patterns. These deficits were associated with a lack of opportunities for adequate physical activity, which limited their motor development.

 

    Body mastery refers to an individual's ability to efficiently control and coordinate their movements. There are various aspects of body mastery (Pacheco, 2015). General dynamic coordination refers to a person’s ability to integrate and control different movements smoothly and efficiently. (Cenizo et al., 2016)

 

    In kung fu practice, laterality requires coordinating different movements to execute them; this is complemented by maintaining a good, stable posture and coordinating movements with vision. Laterality is also a fundamental element of this practice, in every kick, punch, block, etc., which requires repetitions with both the right and left sides of the body. Laterality is fundamental in sports, as it affects motor coordination, balance, and precision of movements, essential aspects for optimal performance in different combat disciplines. (Dimitrova, 2020)

 

    Recent studies have shown that postural control in child athletes improves significantly with age and sporting experience. Participation in regular sports activities tends to develop better balance and stability skills. (Araya Guzmán et al., 2014; Dapp et al., 2021)

 

    According to the study carried out by Delfa de la Morena et al. (2025), the most physically active children who regularly practice sports have a better ability to maintain balance compared to children who do not engage in physical activity, which coincides with studies that showing that children who practice some sport (dance, martial arts, soccer, artistic gymnastics) have better results in terms of balance and stability compared to the control group. (Wilczynska et al., 2021; Bhati et al., 2022)

 

    Likewise, regular sports practice by children positively translates into the development of motor skills including balance (Bürgi et al., 2011; Lima et al., 2019). The study by Brzek et al., (2022) in children who practiced karate, indicates that those who have a higher level of physical activity and on a more regular basis are less likely to have problems with postural control and balance.

 

    Likewise, visual-motor/eye-hand coordination is the ability to coordinate movements of the hands, arms, or body in response to visual stimuli. One of the observations that physical education teachers and instructors have in their daily teaching work is that some students have great difficulty coordinating their skills in physical education or sports learning classes. (Ruiz, 2005)

 

    Likewise, parents play a crucial role. Parental pressure in sports is the force that influences a person's performance and can generate negative expectations about it (García Pazmiño et al., 2019). This pressure is already present in many athletes from an early age. (Lienhart et al., 2020)

 

    Therefore, we seek to analyze the relationship between the training method of kung fu wushu training method and the contents of psychomotor development in children aged 6 to 10 at the Shaolin Sports Club. The objective is to understand the relevance of play in each training session and to determine whether the automation of movements is influenced during practice. Through this analysis, we hope to obtain a comprehensive view of each child and how they interact with their environment, including the influence of parents, coaches, or extracurricular activities in general.

 

Methodology 

 

    The research is classified as a descriptive study with a qualitative approach, and the sample is purposively selected: a 6-year-old boy with one and a half years of practice, a 7-year-old girl with one and a half years of practice, a 7-year-old girl with 8 months of practice, and a 10-year-old girl with two years and three months of practice. Informed consent was obtained from the parents, and information was collected using an interview guide designed by the researcher, which refers to a semi-structured interview aimed at coaches and parents.

 

    The psychomotor examination was used (Picq, & Vayer, 1977; Carrasco et al, 2015; Guillen, & Velecela, 2019; Ferre-Rey et al., 2021) to evaluate general dynamic coordination, laterality, visual-motor coordination and postural control, expressed through a graph of the psychomotor profile of each child, also used in similar research (Díaz, 2017; Hermosa, 2018). The test for the establishment of basic motor skills (Mc Clenaghan, & Gallahue, 1985) was also applied, which evaluates the patterns of walking, running, jumping, throwing, catching and kicking, through a series of tests, also used in recent research. (Lozano, 2024; González, 2021; Rodríguez, 2007)

 

    Likewise, the observation technique was used, a fundamental tool in the practice of educational psychomotricity (Quintana, 2021), whose objective is to collect, appreciate, evaluate, and assess indicators of psychomotor parameters. (Mir, & Urtasun, 2008)

 

    Similarly, it was possible to identify the type of thinking in relation to the game and its classification based on the theoretical principles of Piaget (1973) through observation during training (Camps Llauradó, 2008; Mir, & Urtasun, 2008).

 

Results 

 

    Below are the results on the type of training methodology used by coaches.

 

Training method	Coach 1 It prioritizes athletic performance based on instrumental aspects, the movement of one's own body based on repetitive physical exercises, and the demands placed on children, adolescents, and even adults who attend the club are similar.	Analytical method
	Coach 2 It prioritizes technical and tactical exercises, as well as physical exercises, so training is based on instrumental training.	Analytical method

Source: Own elaboration

 

    Interviews with parents provided insight into each child's context regarding their sports practice and family ties within the sporting environment.

 

Parents	Interpretation of responses
Mother (Subject 1 and 2)	The former kung fu athlete mother focuses on her children's athletic performance, attends every training session, and is demanding of her children's performance.
Dad (Subject 3)	A former kung fu athlete, he maintains a constant demand for his daughter's athletic performance.
Mom (Subject 4)	He doesn't have much knowledge of kung fu, he has no demands on his daughter.

Source: Own elaboration

 

    Interviews with coaches and observation of training sessions allowed us to identify the contents of psychomotor development implicit in the practice of kung fu for children aged 6 to 10 years, which are detailed in Table 3.

 

Psychomotor Contents
Body control	General dynamic coordination
	Laterality
	Postural Control
	Visual-motor/eye-hand coordination
Movement patterns	Locomotives	Walk
		Run
		Hop
	Manipulatives	Kick
		Catch
		Launch
Psychomotor Parameters

Source: Own elaboration

 

    Picq and Vayer Early and Second Childhood Psychomotor Examination are described below.

 

	DG Coordination		Laterality				Postural Control			Visomotor Eye /Manipilative
	Pres.	Aus.	Right	Ambidextrous	Crossed		Pres.		Aus.	Pres.	Aus.
6 years	1	0	1	0	0		1		0	1	0
7 years	2	0	1	0	1		2		0	2	0
10 years	1	0	1	0	0		1		0	1	0
Total	4	0	3	0		1	4	0		4	0

Note: DG = General Dynamics; Pres. = Present; Aus. = Absent. Source: Prepared by the authors

 

    The following graphs in Figure 1 illustrate each subject's psychomotor profile in relation to their chronological age and psychomotor skills. The red line represents a graphic evaluation of the child's psychomotor skills in relation to their expected development for their age (below, on par with, or above the level of typical development).

 

Source: Own elaboration

 

    The following Table 5 presents the results of the contents evaluated in relation to the body domain: general dynamic coordination (CD), laterality (L), postural control (CP) and visual-motor/eye-hand coordination (COM).

 

Content	Results
General dynamic coordination	All four children successfully completed the test, which was administered according to their chronological age. Therefore, this content is present in accordance with their chronological age in their psychomotor development. No difficulties were observed in the coordination of the different body segments.
Laterality	Due to the age of the children, the predominance of one hemibody over the other has not yet been confirmed, however, according to the test items, a predominance has already been confirmed in some cases.
Postural Control	All four children successfully completed the test, which was administered appropriately for their chronological age, indicating that this content is relevant to their psychomotor development. No postural difficulties were observed.
Visual-motor coordination/ eye-manipulative	All four children successfully completed the test, which was administered appropriately for their chronological age, so this content is present in their psychomotor development. Difficulties were observed in some cases where the test required coordination with the right hand and then with the left hand; most children coordinated better with their right hand.

Source: Own elaboration

 

    Table 6 shows the general results of basic movement patterns: running, walking and jumping.

 

	Run			Walk			Hop
	Initial	Elementary	Ripe	Initial	Elementary	Ripe	Initial	Elementary	Ripe
6 years	0	1	0	0	1	0	0	1	0
7 years	0	2	0	0	2	0	0	1	1
10 years	0	1	0	0	0	1	0	1	0
Total	0	4	0	0	3	1	0	3	1

Source: Own elaboration

 

    The following Table 7 describes the general results of basic movement patterns: running, walking and jumping.

 

Locomotor movement patterns	Results
Run	All four children are at an elementary stage in this movement pattern.
Walk	Three boys are at an elementary stage and one girl is at a mature stage in this movement pattern.
Hop	Three boys are at an elementary stage and one girl is at a mature stage in this movement pattern.

Source: Own elaboration

 

    The following Table 8 shows the general results of basic movement patterns: kicking, catching and throwing.

 

	Kick			Catch			Launch
	Initial	Elementary	Ripe	Initial	Elementary	Ripe	Initial	Elementary	Ripe
6 years	0	1	0	0	1	0	0	1	0
7 years	1	1	0	0	2	0	1	1	0
10 years	0	1	0	0	1	0	0	1	0
Total	1	3	0	0	4	0	1	3	0

Source: Own elaboration

 

    The following Table 9 describes the general results of basic movement patterns: kicking, catching, and throwing.

 

Manipulative movement patterns	Results
Kick	Three of the four children are in an elementary stage and one girl is still in an initial stage in this movement pattern.
Catch	All four children are at an elementary stage in this movement pattern.
Launch	Three of the four boys are in an elementary stage and one girl is still in an initial stage in this movement pattern.

Source: Own elaboration

 

    Through the individual observation model, data were obtained about psychomotor expressiveness (Arnaiz et al., 2001), identifying each of its elements to be observed and identified through psychomotor parameters. (Quintana, 2021)

 

Nr.	Observation of psychomotor parameters
Subject 1	Among the most notable characteristics, it was observed that he has difficulty coordinating movements that are disharmonious and rapid. He does not share materials with his peers; he destroys others' play and occasionally attacks them with objects. He does not define his own space; he impulsively invades his own space, plays alone, and does not recognize the adult's symbol of safety and law.
Subject 2	Among the most relevant characteristics, it was observed that she does not present difficulties in the movements she performs, with the objects provided to her, with others, with space and with time.
Subject 3	Among the most notable characteristics, it was observed that she exhibits difficulty with poorly coordinated, inharmonious movements at speeds regulated by activity; elevated tone (hypertonia) in most positions she performs; and she does not define her own space.
Subject 4	Among the most relevant characteristics, it was observed that she does not present difficulties in the movements she performs, with the objects provided to him, with others, with space and with time.

Source: Own elaboration

 

    Similarly, the type of thinking and type of play could be identified through observation of each child in training and in a session.

 

Nr.	Type of thinking (Piaget)	Game type (Piaget)
Subject 1	Pre-operational stage	Symbolic play
Subject 2	Concrete operations stage	Role-playing or rules game
Subject 3	Concrete operations stage	Role-playing or rules game
Subject 4	Concrete operations stage	Role-playing or rules game

Source: Own elaboration

 

    The results indicate that Subject 1 is in the preoperational stage, which is reflected in his participation in symbolic play, appropriate for his age of 6. In contrast, Subjects 2, 3, and 4 are in the concrete operational stage, which is reflected in their involvement in role-playing games or games with rules appropriate for their age.

 

    Figure 2 shows the training method in relation to psychomotor contents of body control.

 

Subject	Sex	Age	Practice time
1	M	6 years	1 year and a half
2	F	7 years	1 year and a half
3	F	7 years	8 months
4	F	10 years	2 years and 3 months

 

Source: Own elaboration

 

Subject	Sex	Age	Practice time
1	M	6 years	1 year and a half
2	F	7 years	1 year and a half
3	F	7 years	8 months
4	F	10 years	2 years and 3 months

 

Source: Own elaboration

 

Subject	Sex	Age	Practice time
1	M	6 years	1 year and a half
2	F	7 years	1 year and a half
3	F	7 years	8 months
4	F	10 years	2 years and 3 months

 

Source: Own elaboration

 

Discussion 

 

    The objective of this study was to analyze the relationship of the kung fu training method with the contents of psychomotor development according to their sports practice in children from 6 to 10 years old. The analytical training method identified in the present investigation is the analytical one, it is also observed that three children still do not have a defined laterality, four present patterns in the elementary stage of walking, running, jumping and grabbing, two are on the way to possible psychomotor disorders , these results coincide with the recent research carried out by Pinto Vargas (2025), which corroborates that the analytical soccer learning method at early ages promotes motor refinement of kicking and consolidation of crossed laterality from 5 years old, effects on balance, visual-motor coordination , general dynamic coordination mainly in the maturation of skills of tackling, throwing, closely related to movements specific to soccer.

 

    Other studies relate the analytical training method with years of practice from early initiation with effects in adolescence such as the "sports saturation" syndrome, which implies abandonment of sports (Cancio Sellés, & Calderín Arbolei, 2010); as well as effects in preadolescence such as the decline in athletic performance with effects on growth, psychomotor development and body image. (Pinto Vargas, & Fuentes Carrasco, 2023)

 

    The contents of psychomotor development are essential both in the sports field and in the integral development of children, the environment or context in which the child develops plays a fundamental role, the family with the support and assertive communication could be facilitators, in contrast, the over demand at all levels in sports become limiting and transcend in the psychomotor development of each child. Bottini (2010) mentions that the complex nature of the psychomotor phenomenon is responsible for broadening the focus of attention, then the person must be thought of in their bio-psycho-socio-eco-cultural character, thus rethinking the globality of the person taking into account the family system, socio-cultural system and institutional system that make up the person system.

 

    The analytical method apparently causes alterations in these contents; to this is added the demand by the parents themselves regarding the precise repetitions that the coach carries out, without leaving room for spontaneous play. According to Mallett, & Hanrahan (2004), it is generally the parents who are the main generators of extrinsic motivation, and sometimes it is they who encourage their children to practice a particular sport.

 

    As can be seen in Table 5, the results of body control and in Figure 1 the adapted psychomotor profile of each child, demonstrate that the different contents are present. All the children evaluated presented low levels in the basic movement patterns (running, jumping, throwing, walking, catching and kicking). Due to their ages, the type of laterality is not yet affirmed or consolidated, according to the description of the psychomotor examination by Picq and Vayer, as can be seen in Table 5, subjects 1, 3 and 4 maintain a right-handed laterality without signs of having any alteration in it, however, it is highlighted that subject 2 presents indicators of crossed laterality.

 

    Studies carried out mainly in judo and fencing stand out, although works have been observed, to a lesser extent, in karate, taekwondo, boxing, mixed martial arts and full contact, which agree that laterality is linked to motor skills, strength and coordination, directly influencing sports performance (Tirp et al., 2014; Iglesias et al., 2018; Castañer et al., 2018; Del Valle Díaz, & De la Vega Marcos, 2007). In this sense, Weineck (2005) states that the preferential laterality of one hand plays a role of some importance in sports and explains that being left-handed is considered advantageous. Magill (1993) highlights that bilateral transfer is an important aspect in training, since it can facilitate the learning of motor skills when only one side of the body is trained. It is important to consider that this bilaterality from the training of the other non-dominant limb should be considered after the consolidation of laterality, that is, the choice to use one of the hemibodies naturally by the subject himself. (Pinto Vargas, 2025)

 

    Likewise, the throwing and kicking patterns are the most altered in most subjects, being in an early stage, while the walking, running, jumping, and catching patterns are regularly developing at an elementary stage; however, they are also delayed, which can result in uneven psychomotor development, affecting the child's ability to play sports and physical activities in the future, and impaired movement automation and daily life.

 

    The results are also corroborated by the study by Rodríguez et al. (2023), which shows that schoolgirls show greater development in locomotion patterns. However, throwing and catching skills are considered more basic due to the need for more specific teaching. Furthermore, deficiencies in basic patterns are identified.

 

    These results are consistent with research conducted by Leal Avigo et al. (2019), in which 6-year-old children presented poor motor skills in urban areas of São Paulo, Brazil, as a result of low levels of physical activity and limited opportunities for movement diversity. This may be related to limited movement diversity, limited hours of recreational activity, and spontaneous play. In this study, the children evaluated performed punches and kicks with both hands and feet for approximately 20 minutes, followed by coordinated kicks and punches, takedowns, and guard positions repetitively for approximately 60 minutes with brief rest periods of 1 to 2 minutes. This practice is performed three times a week, with the belief that it favors movement patterns. However, the analytical training method causes the technification to negatively impact these psychomotor skills, which are key to each child's development, resulting in a limited psychomotor repertoire.

 

    The results obtained in this study are consistent with the findings of Carcamo-Oyarzun et al. (2023), who found that 730 Chilean children presented difficulties in basic motor tasks such as throwing, catching and jumping, and that they also showed little motivation to perform physical activities, which negatively influences their well-being and healthy lifestyle. They also agree with the study by Cueva-Quevedo et al. (2024) who identified a population of 10-year-old children with deficits in general motor skills, with throwing and catching skills showing the lowest levels, while balance was the most developed skill.

 

    Similarly, it is alarming that two children are on the way to possible psychomotor disorders: a 7-year-old girl presents possible psychomotor inhibition characterized by a reduction or retention of movement and hypertonia, and a 6-year-old boy presents possible motor clumsiness characterized by difficulty in planning or organizing actions, difficulties in writing, cutting, or building (see Table 10).

 

    According to the results described in Table 11, the four children are in the thinking and play range for their chronological age; no delays or disturbances are evident. Play is an activity that transcends the playful aspect, being a fundamental tool for the cognitive, emotional and social development of the child (Panksepp, 2004). Spontaneous play plays a fundamental role in sports initiation, since it allows children to explore movements and motor skills in a pressure-free environment. This freedom helps them enjoy physical activity, keeping their motivation high. Furthermore, this type of play favors creativity by giving them the opportunity to experiment, adjust rules and make decisions, which strengthens their problem-solving capacity and their understanding of the game. Such an approach promotes a positive attitude towards sport, essential for physical and emotional development in early stages. (Monzón, 2020)

 

    Likewise, it is highlighted that practice time and initiation into sports are important factors to consider in the development of psychomotor skills. Greater training hours and an early start in sports activities can lead to greater impairment in the development of psychomotor skills. For example, three children who train two hours a day, three times a week, for more than a year and a half could experience a negative impact on the harmonious development of their psychomotor skills. This suggests that the way training is organized can influence the balanced development of these skills.

 

    It is estimated that children with more practice time under analytical method conditions are more affected, for example, the 10-year-old girl with the longest practice time (two years) is the one who presents the greatest alteration in her psychomotor development, such as manipulation and locomotion skills. This phenomenon is observed in other children, considering that at these ages the different psychomotor contents should already be developed. This coincides with the research carried out by Pinto Vargas (2025), who affirms that the analytical soccer training method used at early ages during the sport initiation of soccer apparently interferes with the harmonious psychomotor development of the globality and integrality of bodily construction; this research was conducted with 75 Bolivian children who play soccer.

 

    The immaturity of locomotor movement patterns, undefined laterality, and possible psychomotor disorders are significant obstacles to movement automation in children who begin to practice sports. These factors can affect children's ability to effectively develop motor skills. Several studies underline the importance of adequate and structured training to facilitate a proficient psychomotor repertoire through movement diversification and the inclusion of games in children, especially at initial training levels (Okely et al., 2001; Gallahue, & Ozmun, 2006; Carley, 2010; Dorochenko, 2013; Puentes, 2015; Garzón López, & Herrera Velásquez, 2016). By consolidating a varied psychomotor repertoire that respects each period of development and achieves each psychomotor content, it is possible to consolidate an integral "automated and facilitating psychomotor" movement of effective actions for competitive sports performance.

 

    Psychomotor skills and holistic development are essential in the development of children beginning to play sports, as they integrate motor, cognitive, and emotional aspects, facilitating adaptation to diverse tasks and situations, not just sports-related. Finally, balanced development through psychomotor skills contributes significantly to well-being and long-term success.

 

Conclusions 

 

    It is evident that the psychomotor development content implicit in Kung fu practice is a relevant factor for the comprehensive development of children. The analytical training method in kung fu, under conditions of extreme repetition (2 hours a day, 3 days a week) for one and a half to two years of constant practice, is apparently related to the poor development of basic movement patterns, laterality, and psychomotor parameters, and consequently negatively affects the harmonious development of psychomotor content, crucial for the comprehensive growth and psychomotor expressiveness of each child.

 

    The alterations in movement patterns are evident and will likely cause future difficulties for each child. One of the most significant will be the gradual automation of movement, which evolves in parallel with the mechanisms of motor habit formation. Therefore, a firm foundation of temporal connections will not be achieved as a result of the strengthening of the corresponding motor stereotype, which would affect the harmonious development of the psychomotor content present in children's development.

 

    These alterations are reflected in the demands imposed primarily by coaches and parents, which can add pressure and expectations that don't promote healthy learning. Therefore, it is essential to consider the choice of training methodology for children, manage family expectations, and prioritize healthy and comprehensive psychomotor development.

 

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Lecturas: Educación Física y Deportes, Vol. 30, Núm. 325, Jun. (2025)