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Perceptual-Motor Development and Motor
Skill Intervention
©Gallahue, D.L., Ozmun, J.C., Goodway, J.D. (2012). Understanding Motor Development. Boston: McGraw-Hill.
McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.
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All Voluntary Movement Involves an Element of Perception; As Such, Childhood Motor Development Is
Closely Associated With Perceptual-motor Functioning
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Visual-motor adjustment- Movement as a “necessary” condition? (motion hypothesis) - Movement as a “sufficient” condition? (perception may have an impact on movement skill learning)
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Visual Acuity - Static (pick out detail in stationary
objects, Snellen chart: 20/20)- Dynamic (pick out detail in moving objects)- Developmental aspects (rapid improvement 5-7, plateau 7-8, mature 10-12)
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Figure-ground Perception- Figure (object of regard)- Ground (background)- Developmental aspects (slow improvement 3-4, rapid improvement 4-6, mature 8-12)
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Depth Perception - Monocular depth cues (size, texture, shading etc.)- Binocular depth cues (retinal disparity gives depth)- Developmental aspects (frequent errors 3-4, few errors 5-6, rapid improvement 7-11, mature 12)
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Visual-motor Coordination - Object tracking & interception (coincidence-anticipation)- Developmental aspects (rapid improvement 3-7, slow improvement, 7-9, mature 11-12)
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Modify equipment (size, weight, color, texture)
Modify rules (for perceptual clarity & consistency)
Modify expectations (for level of development)
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Sensory input (visual, auditory, tactile, kinesthetic sensory receptors)
Sensory integration (organizing incoming data with stored data)
Motor interpretation (making internal motor decisions based on both present & past data)
Movement activation (executing the movement)
Feedback (KR & KP)
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Body awareness (improves body schema, body image)
-Knowledge of the body parts-Knowledge of what they can do-Knowledge of how to make them
do it Spatial awareness (moving from
egocentric space to external space) -Subjective localization-Objective localization
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Directional Awareness (gives dimension to objects in space)
-laterality (internal)-directionality (external)
Temporal Awareness (an internal time structure)
-synchrony -rhythm-sequence
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Young children from disadvantaged environments demonstrate developmental delays (< 25th percentile compared to peers) in FMS
Although delayed, boys had better manipulative skills than girls
Both boys and girls had similar locomotor skills Delays in FMS are consistent across ethnic
groups and geographic locations and give rise to concern about future physical activity patterns, obesity & health
Young children who are disadvantaged are in need of early motor skill intervention
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Poverty – economically impoverished environment
Lack of safe places to play outside Limited role models Limited access to sport/motor skill
programs Limited feedback on performance of motor
skills Biological factors such as low birth weight,
premature birth, small for gestational age (SGA)
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Provide instruction to young children to help remediate their developmental delays.
Motor skill interventions have been taught by: Motor development experts Parents as teachers of their children with an expert
facilitator directing parents Physical education teachers
In all cases, providing a motor skill intervention resulted in significant improvements in FMS
In many studies, these programs brought children who were delayed into the range of typical (or even advanced) motor development
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Teacher centered approaches Direct instruction provided by teacher Teacher sets the tasks and controls a child’s
progress through the skill tasks Feedback and cue words provided during instruction
Child centered approaches Teacher as a facilitator Teacher sets the tasks, but the child determines the
tasks in which to participate and controls progress through the skill tasks
Feedback and cue words provided during instruction Uses “TARGET“ structures to create lesson plans
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Adding a motor skill program to a child’s regular preschool program resulted in significant pretest-to-posttest improvements in FMS (both locomotor & manipulative skills)
Children who only got their regular preschool program with play-based physical activities did not improve their FMS from pretest-to-posttest
Programs lasting 8-12 weeks and encompassing skill instruction for 90-120 mins of instruction resulted in the necessary instructional time to improve motor skills
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Assess children’s motor skill development Carefully plan motor activities based on the current
motor development of the children Select a wide variety of motivating tasks that will
challenge & meet the needs of all levels of children Provide maximum opportunities to practice (own
equipment, lots of practice trials, small groups) Provide accurate demonstration of skills Give individualized feedback & cue words to
promote desirable performance Install reward structures & other motivational
techniques such as creative, thematic lessons Allow child choice & encourage independence of
learning
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Motor skill interventions using direct instruction, mastery motivational climate and parents as teachers
brings about significant changes in the FMS of young children who are disadvantaged. Children receiving
the regular early childhood curriculum did not improve their
motor skills.