The present paper presents the theoretical aspects related to the topic of psychomotricity and the way in which it is reflected in the domain-specific literature worldwide. The purpose of the study was to clarify the concepts, to identify specific classifications for the different application areas of psychomotricity, to generalize the components of psychomotricity and to identify evaluation methods for psychomotricity belonging to several domains. The study was carried out with the help of traditional means, in libraries and in the online environment. We accessed international databases that are acknowledged for the field of Sport Science and Physical Education in Romania. These databases are also acknowledged by other related research domains. 637 specialized bibliographic references were identified, out of which 584 online sources. In the present analysis we described the common aspects found in 50 bibliographic sources as well as definitions and concepts about psychomotor activity, stages of motor development and components of psychomotor activity and some psychomotor evaluation methods. The conclusion of the study is that the field of psychomotricity is very wide. The multidimensional approach of this subject is found in various fields of activity such as medicine, psychology, physiology, recreational or educational activities organized within a formal framework. Depending on the particular features of the psychomotor exercises, the educational values take multiple forms. The results in some domains interfere with those in other domains by the way in which the transfer between the motor and the cognitive components, between the physical and the psychological components is performed or vice versa.

Aim. In the present paper we aim at highlighting the influence of motion games in improving the components of psychomotricity in the physical education lesson in primary school education (the preparatory school year) and in shaping, among pupils, the belief that the physical education activity is a personal necessity. Methods. During the 2018–2019 school year, within the physical education classes we implemented a program of 20 motion games, for the first semester, and 17, for the second semester, meant to improve the psychomotor components. The research was carried out within the secondary school no. 1 Matca, Galati County, on a group of 50 preparatory school year pupils – the control group (24 subjects – 10 girls and 14 boys) and the experiment group (26 subjects – 13 girls and 13 boys), aged 6–7 years. For the evaluation of psychomotricity, we used the Bruininks-Oseretsky battery of tests, for segmental coordination and upper limb coordination, and the Motorin Test for general coordination. Results. In the final test, due to the implementation of motion games specific to the components of psychomotor activity, we noticed an ease of execution in the experiment group as compared to the control group, which still showed awkwardness and uncertainty in executing certain components of psychomotor activity by repeating the errors made in the initial test. Conclusions. After the creation and application of the training program in the school teaching activity, we reached the conclusion that it led to the acquisition of a high-level psychomotor components, and that it was qualitatively more valuable than the simple use of methods based on simple strength, sprint or endurance running, or dexterity exercises