The purpose of this research was to analyze how we can improve the space–temporal orientation ability with the help of physical exercises in physical education and sports lessons. In total,148 children between the ages of 8 and 11 participated in this study (M = 9.70; SD = 0.79). They were subjected to three tests, which measured general intelligence (Raven Progressive Matrices) and space–temporal orientation skills (Piaget-Head test and Bender–Santucci test). The tests were carried out both in the pre-test and in the post-test period. In the case of participants in the experimental group, a specific program was applied for a period of 12 weeks. The results showed that general intelligence level was identified as a predictor of spatial–temporal orientation (beta = 0.17, t = 2.08, p = 0.03) but only for the Piaget-Head test. Similarly, no differences between children’s age groups were identified in any of the spatial–temporal orientation test scores. However, children in the “+9” age category had higher scores on the intelligence test compared to younger children (77.31 vs. 35.70). In conclusion, the intervention program had a positive effect on spatial orientation skills.

ABSTRACT. Introduction: Understanding the mechanisms leading to the development of spatial and temporal skills is a topic of current interest, especially since they can predict academic performance. Objectives: The objective of this study was to improve space orientation skills with the help of specific exercises. Material and methods: 148 children aged between 8.1 and 11.9 years participated in this study (M= 9.70; SD= 0.79). They were subjected to 2 tests that measure spatial orientation skills (the Piaget Head Test and the Bender Santucci Test). The samples were applied both in the pre-test and post-test period. The participants in the experimental group, underwent a specific program for a period of 12 weeks. The participants in the control group did not benefit from any manipulation of this variable. Results: The results showed that there is a statistically significant difference between the control group and the experimental group as recorded by the Piaget Head post-test results (M-W=2166.0, p=0.02). Moreover, differences were also recorded in the age categories, for both samples. Children aged between 10.6-11.9 years registered significantly higher scores, compared to the others (p.008/p.013). There were also differences between the gender categories, but they were not significant. Conclusions: In conclusion, the intervention program had the expected effect.