Evaluating the integration of the sensory-motor abilities to facilitate teaching-learning processes: a comparison between Italian and Indian models of teaching through the use of VMI test

Abstract

Nowadays a great number of evidences seems to prove that the movement plays a central role in the integrationof different mental processes. The visual-motor feedback may be considered the first sensorial integration of thedevelopment. The importance of an effective support to the pre-adolescent development of the sensory-motorintegration ability seems one of most important aim that every school system should follow. The aim of thisresearch is to investigate and monitor on international scale if the current Italian and Indian schools systems canadequately support the development of the student’s sensory-motor integration ability. According to the datashowed in this paper, it is clear that the scores obtained by the Italian and Indian students are lower than theinternational mean. However if a wider analysis based on a larger and more representative sample of the twoCountries should confirm the output of this research, it will be clear that the two school systems cannoteffectively support the development of the visual-motor integration abilities of the students. If the trend showedin this work should be confirmed by future and more precise researches, it will be necessary an accurate analysisaimed to identify the possible reasons of this phenomenon and the possible school support, since without them, awhole generation of students will risk to reduce the cultural level of the two nations and to be not competitive onan international level