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BREAK IT DOWN, BUILD IT UP…. USING STATIONS, EMBEDDING AND TRANSFERABLE MOVEMENT PATTERNS TO DESIGN PROGRESSIONS FOR BASIC SKILLS PHE Canada 2015
Maureen Connolly, PhD, Brock University; Hayley Morrison,MPE, Brock University; PhD student, University of Alberta; Elyse Lappano, MPE; Brittany Hogan, MPE; Andra Lenius, MPE, Brock University.
BACKGROUND
• From observing and describing the fundamental movement skills of individuals with Autism Spectrum Disorder to expand and refine their movement capacities and design progressive activities that were “even more basic” than the typical fundamental baselines associated with novice movers.
• Observed a group of 12 teens and young adults over a period of 18 months in both aquatic and gymnasium environments participating in gross motor, fine motor, games skills and fitness and conditioning activities. We
• Used Laban movement theory (Maletic, 1987) to guide our observations and analysis of movement and consulted Gallahue’s (1998, 2001) guidelines for fundamental motor skill development and Liu’s (2012) application of motor milestones as comparative frameworks.
• Based our activity design in the findings of a longitudinal phenomenological analysis of movement patterns of children, youth and adults with ASD (Connolly, 2008).
KNOWLEDGE TRANSFER
• Our consolidated cross case comparative analyses yielded findings regarding: • Sequencing of progressive tasks • Simplifying tasks • The necessity of both individualizing to specific movement tendencies • Creating relevant movement experiences to enhance interest and adherence
• In this session we hope to describe the strategies of Break it down/ Build it up, station based pedagogy, and embedding under-developed (or absent) and transferable movement patterns to the design of progressions for basic skills.
SETTING THE STAGE WITH MOVEMENT EDUCATION
• Movement Education is an approach to teaching meaningful movement/physical activity so that learners can engage in movement experiences which have a continuum of correct responses to developmentally appropriate, conceptually focused physical activity tasks and sequences.
• When used in conjunction with child development and motor development research, movement education can be an effective means of including learners of various abilities.
• We combine Laban Movement Education principles (Body, Space, Effort Quality, Relation) with child development and motor development research to create station-based pedagogy and embedded curriculum in the service of even more basic progressions.
LABAN MOVEMENT EDUCATION FUNDAMENTALS
• BODY
• SPACE
• QUALITY (EFFORT)
• RELATION
BODY CONCEPTS
• Locomotion: walk, run, hop, jump, skip, gallop, creep, crawl, and other combinations of body parts that can move the body from one place to another (e.g., crab walk, bear walk, seal walk, other animal walks…)
• Travelling on the feet
• Motion and stillness
• Repetitions and combinations
• Sequences
SPACE CONCEPTS
• 3-D CROSS (forward, backward, right, left, up, down) • Levels • Pathways • Extensions near and far • Personal and general space • More options below: a) Repetition & combinations (e.g., travelling + 3-D CROSS element + pathway) b) Sequences (e.g., different kids of travelling with a change in direction each time you change the type of travel)
QUALITY OF MOVEMENT CONCEPTS
• TIME, WEIGHT, SPACE & FLOW • Basic effort actions ( combinations of Time, Weight and Space): press,
wring, slash, thrust, flick, dab, float, glide
• Time: sudden/sustained; duration
• Weight: firm/ fine; heavy/ light
• Space: direct/ indirect
• Flow: bound/free
RELATION CONCEPTS
• WITH OBJECTS, APPARATUS AND OTHERS • Apparatus as conveyances and/or obstacles
• Objects (send, receive, retain)
• Implements
• People (partners, small groups, large groups)
• Travelling with a partner following/leading; beside; facing; towards/away from; travelling along apparatus (also, over, under, around, on, off…)
STATION–BASED PEDAGOGY: WHAT IS IT AND HOW DOES IT WORK?
• Station based pedagogy creates specific “stations” or places/spaces that can be focused on a particular aspect of the child’s or youth’s movement repertoire
• Our stations typically are focused on : • Body management • Gross motor skills • Fitness and conditioning • Sensori-motor development • Fine motor development • Games skills: targeting, striking , sending and receiving
*all these movement areas have transfer to activities of everyday life
MOTOR MILESTONES
• Motor milestones are developmental progressions that begin during the first 12 months, when the child is an infant, and which continue on over a period of approximately 21-25 years
• Motor milestones are the “building blocks” of movement and allow for basic, foundational body patterns to be in place for progression onto more complicated movements.
• Our stations embed motor milestones so that they can be practiced while the child is doing the focus activity of the station, a sort of “ two for one” opportunity
MOTOR MILESTONES Movement Pattern Milestones Helpful Movement Concepts
Month 1 Kicking actions with feet, waving with hands (gravity) - gliding/sliding on back and front - aquatics (push/pull with arms)
Month 2
Head follows sound and motion
- ribbons - kites - hiking activities (follow leader, scavenger hunt) - fine motor tasks involving touch and recognition
Month 3 Moving head from side to side (prone) - gliding/sliding on front (benches, slides, mats) - leaning prone on wedge mats
Month 4 Propping self up on hands/arms (prone) - weight bearing on hands and torso - gliding/sliding - low level creeping
Month 5 Core-distal/head-tail relationships (curl/stretch, flex/extend)
- rocking & rolling - weight bearing
Month 6 Midline crossing - body parts meeting and parting (implements or ropes) - hanging by hands - X’s and O’s
MOTOR MILESTONES Movement Pattern Milestones Helpful Movement Concepts
Month 7
Roll from back to right side & left side, then to prone
- log rolls - low levels - large extensions (reaching on back across body)
Month 8 Swimming posture (full spinal extension) - gliding/sliding on stomach
Month 9 Hands and knees (creeping) - Travel on body parts other than feet only (low levels)
Month 10 Bear walking (hands and feet) - Travel on body parts other than feet only (low levels)
Month 11 Moving into and holding a seated position - rocking - weight bearing - motion and stillness
Month 12 Pushing up to a stand (assisted and unassisted walking)
- weight bearing - motion and stillness
EMBEDDED CURRICULUM INGREDIENTS
• GROSS MOTOR ACTIVITY: INTENSE AND VIGOROUS ACTIVITY THAT USES THE BIGGEST MUSCLES, BIT UPPER BODY AND LOWER BODY (SHOULDER AND HIP GIRDLES; ARMS AND LEGS)
• FIRM SUSTAINED MOVEMENT
• CROSSING MIDLINE
• BACKWARDS DIRECTIONS
• DORSI-FLEXION AT THE ANKLE JOINT
• CORE-DISTAL RELATIONSHIPS
• HEAD TO TAIL CONNECTIVITY
• SPINAL FLEXION AND EXTENSION (ESPECIALLY EXTENSION)
EMBEDDED CURRICULUM INGREDIENTS
• LOW AND HIGH LEVELS AND CONTRASTS BETWEEN THE TWO LEVELS
• SOMATIC SQUARE PATTERNS AND SEQUENCES
• BALANCE LOSS AND REGAIN
• ACCELERATION AND DECELARATION
• TARGETING ACTIVITIES AND STRIKING ACTIVITIES
• MAINTAINING CONSISTENT ROUTINE AND INSTRUCTIONS
• PROGRESS USING BASIC MOVEMENT PATTERNS, THEN CHAINING, THEN SEQUENCES
SO WHAT?
• Many children, youth and teens with disabilities experience challenges with basic motor skills
• Practitioners not prepared with knowledge to make “basic” motor skills even simpler
• Strategies helpful for practitioners working in inclusive and/or supported approaches as well as specialized and individualized programs
• Practitioners may discover applicable strategies for typically developing learners experiencing movement challenges
STANCE…. IT’S NOT JUST ABOUT THE FEET…..
• Functional Use of Stance as an Outcome • STANCE: “Straddle, Staggered, Step-Like”
• Break it Down/Build it Up
• Make basic skills more basic – break them down into their most basic components
• Build the skill up once basic components have been achieved
• Materials: BOSU, hoops, bean bags, agility dots, benches or a step box
RELEVANCE OF STANCE ACROSS CONTEXTS
• Straddle • Take offs and landings
• Getting in and out of bed • Inclines
• Balance loss and regain • Getting in and out of a car
• Stability • Toileting
• Game skills • Badminton • Volleyball
ACTIVITY STATION TO DEVELOP STRADDLE STANCE
RELEVANCE OF STANCE ACROSS CONTEXTS
• Staggered • Transitional weight transfer
• Putting on a backpack • Putting on a jacket
• Force production and absorption • Throwing clothes in a washing machine • Opening and closing dresser drawers
• Contra-laterality progression • Putting on a seatbelt • Shoveling • Sweeping
ACTIVITY STATION TO DEVELOP
STAGGERED AND WEIGHT TRANSFERS
RELEVANCE OF STANCE ACROSS CONTEXTS
• Step-Like • Weight transfer
• Getting in and out of a tub/shower • Getting on and off a bus • Walking up and down stairs
• Force production and force absorption • 3-Dimensional Cross • Climbing stairs • Hills
ACTIVITY STATION TO DEVELOP STEP LIKE STANCE
DESIGNING ACTIVITY STATIONS
• HAVE MANY POSSIBLE ENTRANCES AND EXITS & MORE THAN ONE PLACE TO BEGIN AND END A TASK • TRY TO INVOLVE PROBLEM SOLVING OR PRACTICE OF A NEEDED OR
FAVOURITE SKILL
• TRY TO INCLUDE GROSS MOTOR MOVEMENT WITH FIRM WEIGHT AND SUSTAINED TIME QUALITIES
• TRY TO INCLUDE SPINAL EXTENSION, FLEXION AND BODY PARTS OTHER THAN THE FEET FOR WEIGHT BEARING AND TRAVELING
DESIGNING ACTIVITY STATIONS, CONT’D
• AIM FOR MIDLINE CROSSING AND BACKWARDS MOVEMENT • TRY TO HAVE SOFT, ABSORPTIVE, SPRINGY AND/OR UNSTABLE SURFACES
(BUT STAY SAFE….. IE, PADDED OR CUSHIONED IN CASE OF FALLS) • ENCOURAGE LOW LEVELS AND HIGH LEVELS AND CONTRASTING
BETWEEN LEVELS • AIM FOR A TASK THAT CAN BE REPEATED EVEN IF THE WHOLE STATION
DOES NOT GET COMPLETED • AIM FOR A TASK THAT CAN BE DONE WITH VARIATION ( IE, A BASIC TASK
THAT CAN BE MADE LESS COMPLICATED AND MORE COMPLICATED ) • ENCOURAGE DIFFERENT EQUIPMENT OPTIONS THAT ARE APPROPRIATE
AND DEVELOPMENTALLY APPROPRIATE PLAY OR PARTICIPATION
APPLICATIONS AND BENEFITS
• SMALL SPACES • LARGE SPACES
• SCOPE/SCALE
• SIMPLE TO COMPLEX
• INDIVIDUALIZING ACCORDING TO STRENGTHS AND CHALLENGES
• ACHIEVEMENT ORIENTED / MANY WAYS TO ANSWER A TASK AND BE CORRECT
• ENCOURAGES CREATIVITY AND RELEVANCE
QUESTIONS AND COMMENTS
• Thank you for your participation and interest
• Contact us!!
REFERENCES
• Connolly, M. (2008). The remarkable logic of autism: Developing and describing an embedded curriculum based in semiotic phenomenology. Sport, Ethics & Philosophy, 2(2), 234-256.
• Gallahue, D. L., & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents, adults (6th ed.). Boston: McGraw-Hill (5th ed., 2002; 4th ed., 1998; 3rd ed., 1995; 2nd ed., 1989; 1st ed., 1982, Portugese Editions, 2001; 2005.)
• Gallahue, D. L. (2001). Assessing children's motor behavior: Considerations for motor, fitness, physical activity, and alternative assessment. In R.J. Krebs, F. Copetti, et al. (Eds.), Desenvolvimento infantile em contexto (pp.61-80). Santa Maria, Brasil: Editora da UDESC.
• Gallahue, D. L. (1998). Motor development: A descriptive and analytic perspective. In R.J. Krebs, F. Copetti, & T.S. Beltrame (Eds.), Discutindo o desenvolvimento infantile (pp.65-90). Santa Maria, Brasil: Sociedade Internacional Para Estudoes Da Crianca (SIEC).
• Gallahue, D.L. (1989). Understanding Motor Development: Infants, Children, Adolescents (2nded.). Indianapolis, IN: Benchmark Press.
• Liu, T. (2012). Motor milestone development in young children with autism spectrum disorders: An exploratory study. Educational Psychology in Practice, 28(3), p. 315-326.
• Maletic, V. (1987) Body-space-expression: The development of Rudolf Laban’s movement and dance concepts. New York: Mouton de Gruyter.
