Awareness - Coordination - Concentration

3C therapy is an innovative method for the recovery of children with autism, developed by the martial arts trainer, Paul Cojocaru."It is the first psychomotor therapy for individuals with autism invented by a Romanian and registered as such worldwide. 3C therapy helps children become aware of their own physicality and autonomous in terms of psychomotor skills "says Cojocaru.

3C Therapy is a method used in the recovery of psychomotor skills of people with disorders of autistic spectrum, using adapted physical exercises and consists of a series of exercises aimed at bringing the person with ASD at the point where the desire and ability to initiate independent motor actions and activities arises.

Psychomotor deficit in autism, can be defined as an idividual's inability to knowingly and voluntarily dispose of their own body and their psycho-physical potential.

In terms of Psychomotricity autism is classified as follows:

SEVERE AUTISM

The total lack of awareness of one's body

Inability to perform voluntary, conscious and coordinated elementary motor actions

Failure to establish eye contact

Autostimulation is uncontrolled and it most often brings self-abusive tendencies

NEGATIVE FUNCTIONING AUTISM (-)

Partial knowledge of the body scheme

Increased difficulty in executing voluntary movements

Unwillingness to initiate independent motor actions

Prompt necessary most of the time

Lack of eye contact or established with difficulty for very short periods of time

POSITIVE FUNCTIONING AUTISM  (+)

Partial or total knowledge, in some cases, of the body scheme

Enforcement actions or activities without difficulty driving is possible, with support in the initial phase

In most cases present desire to initiate autonomous driving

Continuity and logic in the actions of driving for only a short period of time

Entry into stereotypes is often voluntary and is not accepting that trigger physical and mental effort required by performing the exercises

HIGH - FUNCTIONING AUTISM

Knowledge and awareness of the whole scheme body

Partial awareness of the psycho-physical potential

Performs coordinated and autonomous motor activities, but needs support and encouragement in the early stages.

Good eye contact

Autostimulation is often controlled and resides in accumulated fatigue or refusal to participate in exercises

GENERAL OBJECTIVES

Awareness - awareness of their body scheme and the environment

Coordination - overall coordinating  capacity optimization

Focus - capturing and maintaining attention

Psychomotricity components covered by psychomotor education are:

Body scheme

It requires knowledge of own body segments, certain postures and possible body movements.

On the body scheme level of development depend the other parts of the psychomotricity, like spatial-temporal structure and oculo-segmental coordination.

Laterality

Has as main objective the development of ambidexterity, namely the ability to use all body segments with the same efficiency.

The spatial structure

Implies the child's movement in the general and personal space.

The general space is the space in which the child moves acknowledging those around him, and personal space defines the child's own movements on which he focuses.

Spatial organization

Requires the ability to combine various spatial concepts and use them in a given situation. It also involves building the capacity to act as a group.

Psychologist Rene Zazzo believes that psychomotor education is a basic education in elementary school because it conditions the whole process of school learning. The learning process can not be effective if the child has no awareness of his body, does not know his laterality, can not place himself in space, doesn't acknowledge time and did not gain sufficient coordination and stability of his gestures and movements.

In other words, in support of this idea, clinical  and educational psychologist Monica Bolocan, states that: "Before the development of language skills another category exists, underlying the correct development of all the others, motor skills. It is hard to believe that we can have a baby making words into sentences before starting to walk. Frequently children who had delays in reaching motor milestones in the first year of life also have delays in language development. Often parents observe and focus more on the vocabulary and pronunciation development difficulties and do not notice that their little one is "stuttering", clumsy, bumping into things around the house and dropping various objects. In fact, motor skills is the first and most important issue to be addressed. "