Integration of the Sincrony Method in Physical Education During School Age in the Digital Era

Introduction: In a modern educational context marked by pervasive use of digital technology, this study explores the effectiveness of the Sincrony method in enhancing sustained attention and motor skills in pre-adolescent girls. Considering that intense digital exposure might impact attention and motor development, the Sincrony method is adopted as a tool for conscious motor pedagogical intervention, aligned with theories of psychomotricity and embodied cognition. Materials and Methods: The research involved three homogeneous groups of girls, selected based on health criteria, ethnicity, and weekly hours of digital exposure. Over a 12-week period, the first group participated in structured movement sessions using the Sincrony method, which integrates physical activity with cognitive awareness through specific playful-motor exercises for both peripheral vision and centering. The second group engaged in coordinative playful-motor activities, while the third group served as a control without participation in integrative programs. Pre and post-intervention, all participants were assessed through the Trail Making Test (Parts A and B), Digit Span Test, standardized motor tests, and morphological-structural evaluations. Results and Conclusions: The results showed a statistically significant improvement in sustained attention in the group trained with the Synchrony protocol, compared to the other groups. Both groups one and two showed tendencies for improvement in motor tests. This study highlights the effectiveness of the Synchrony method in improving both sustained attention and motor skills in pre-adolescents heavily exposed to digital tools. The findings suggest that integrating conscious motor practices may be an effective strategy to mitigate potential negative effects of intensive digital technology exposure, promoting balanced cognitive and motor development in an integration of pedagogical theories, physical education, and the cognitive dimension of children in the digital era.