The PSI.CO.M. system was developed in the 1970’s, when the world was trying to replace Physical Education with psychomotricity and with other systems which assigned different competences to the term “MOVEMENT”.
In fact, it was during those years, from the analysis of Russian and French authors, that I came to realise that the symbolic and analogical language, associated with mnesic systems, represented the key to important transformations in the world of Physical Education.
Since then I have developed different models, which were published in different periods, such as “Sequential Moving”, “Silabario Motor”, ” The Movement Alphabet ” and the “Symbolic Analogical Method”, all of which were attempts that I have always considered to be fundamentally different to the common understanding of motor education. Outside the schools of thought common in those years, these attempts I believe have not been sufficiently appreciated.
At the end of the twentieth century, I decided to return to my studies on mnesic procedures and symbolic and analogical languages, deepening a careful investigation of the learning and response circuits, linked to several structural characteristics of the human brain.
At the same time, scientific research (via the neurosciences) began to recognize ‘movement’ as the foundation of cognitive development from 0 to 11 years of age. The re-encounter with my friend, Prof. Quique Edelstein, has contributed to a first attempt to collect and publish some of these methodologies in Argentina under the title “The S.E.L.L. System in Mini Volley “.
The result of recent research work, with the collaboration of Prof. Massimo Sciuto, produced the 8 PSI.CO.M. methodologies, which use ‘ movement’ to develop modular educational units, whose contents, utilising ‘movement’, also take into account Gardner’s model of 8 intelligences.
These units differ from standard curricular teaching, which has a prescriptive basis and aims to establish in the child the ability of “knowing how to do it alone”, while they further facilitate the development of fundamental correlations between the child’s own intelligence and his/her other mental capabilities, all within a better equipped socio-pedagogical context.