perceptual motor development

8/6/2019 Perceptual Motor Development

1/27

Perceptual MotorDevelopment


2/27

Characteristic

Involves children during preschool to

primary grades; usually ages 21/2 to 6.

Combines movement abilities withacademics (reading,writing,language,math)

Engages children in movement activities thatintegrates perception and movement.


3/27

Perceptual Motor Development

Researchers have difficulty defining this

term but perceptual-motor, sensory-motorprocesses and their effect upon growth,development, and learning has been

extensive studied.

Perceptual motor development is based onthe works of Piaget, Gesell, andMontessori.


4/27

Empirical Research

Importance of active movement for optimal

motor development Held & Hein dark environment study with

Kittens indicated that active kittens acquirednormal depth perception versus inactive.

Individuals must attend to objects that move

in order to develop normal spatial skills(Motion Hypothesis)


5/27

Sensory Motor Process

Brains need for sensory stimulation is needed tofunction adequately.

Importance of sensory stimulation to develop iswell supported.

-Typical grow and development trendsfollows a sequence of events. The child passesthrough developmental stages through

interaction with the environment. Theenvironment provided the sensory stimulation towhich the child adapts in order to grow &develop (Moore, 1969).


6/27

Sensory-Motor Simulation

Ayres (1972) contends that inadequate sensoryintegration accounts for some aspect of learningdisorders.-Sensory integrative therapy has becomepopular as a intervention used primarily by

occupational therapists.Piaget (1952) wrote that children develop through

sensory experiences of tactile (touch),

kinesthetic, visual, and auditory modalities whichlater forms the childs perception.sensoryexperiences are a necessary part of the totaldevelopment of an individual.


7/27

Keparts Contention

The feedback process necessary for

correcting errors in movement was faultyin children with learning disabilities.

Participation in basic forms of movementwould help the feedback problems and

consequently improve the childs learningof academic skills, such as reading andspelling.


8/27

Delacatos Contention

Involvement in certain forms of movementbehavior facilitates intellectual development.

Key element was the development of hemisphericdominance through the process know as

patterning.

Patterning was where the patient would practice a

skill they missed or be passively be assistedthrough movements which lacked hemisphericdominance.


9/27

Researching the Contentions of

Kepart & Delacato Meta-analysis of 180 studies indicated that:

Children improved slightly in their cognitive abilitywhen involved in a perceptual motor program.

Perceptual motor program as in intervention to

directly improve the childs intelligence later in life wasnot support

Many educators believe that a perceptual-motor

program is an excellent medium through whichreading, spelling, math, social studies, or mathcan be facilitated.


10/27

Recent Research

By having your child involved inperceptual-motor skills; they produced

positive changes in their motorperformance.


11/27

Perceptual Motor Learning

Tactile

Vision

Audition

Proprioception

Vestibular

Senses Perception

Perceptual-Sensory System


12/27

Perceptual-Motor Process

Reception ofenvironmentalinformation

Comparison of Information

of present movement to pastmovement stored in memory

Movement selection

Feedback


13/27

Perceptual (Sensory) Motor

ProgramImprovement in the perceptual sensory system

occurs through environmental stimulation

Not all activities are perceptual activities Only activities involving children in sensory integration

Improve Balance (Vestibular)

Spatial Awareness(Understanding external spaces aroundthe child- Audition & Vision)

Temporal Awareness(Ability to predict when stimuli arrives-all senses)

Body & Directional Awareness(Ability to know-proproception)


14/27

Motor Development Program


15/27

Balance

Static Balance

-ability to maintain a desired body postureor position when the body is stationary

Dynamic Balance

-ability to maintain a desired body postureor position when the body is moving.


16/27

Balance Training in Older Adults

Wolf (1993,1996) compared 2 types of

training programs on balance with olderadults (71-81 years of age).

-static balance training (balance

platform)-dynamic balance training (tai chi)

Results indicated a .63 reduction is risk ratiofor falls in the dynamic balance training asopposed to static balance training


17/27

Balance Training in adults


18/27

Balance Training in Adults


19/27

Training Balance in Children

Static Balance

Stand on both feet extend your arm, hold anobject of different weights, move your arms,

Stand on one foot extend your arm, hold an

object of different weights

Dynamic Balance

Walk across a low balance beam with or withobject of different weights at slow or fastspeeds


20/27

Balance Training in Children


21/27

Awareness (Body Control Skills)

Spatial Awareness-Understanding of the externalspaces surrounding an individual and the

individuals ability to function motorically in andthrough space.

Temporal Awareness-understanding of time

relationships such as ability to predict theprojectiles time of arrival.Body Awareness-developing ability to know and

understand names and functions of various bodypartsDirectional awareness- understand and application

of laterality and directionality.


22/27

Training of Awareness

Location

-Self-space

-General space

-Identify body parts

Directions

-Up/down

-Forward/backward

-Right/left

Levels

Low-Middle-High

Pathways

-Straight

-Curved

-zigzag

Extensions

-Far/near

-Large/Small

Effort

-Fast/slow

-Strong/Light

A ti iti th t D l Vi l


23/27

Activities that Develop Visual

Perception Forms & Shapes

Catching,trapping, and striking Throwing

Locate Objects in space

A ti iti th t D l


24/27

Activities that Develop

Proprioception Recall limb position

Left/Right Discrimination Levels (UP/Down;Front/Back;Side to Side)

Swimming,skipping,batting Foot-eye & Hand & Eye activities

Cue children to locate objects on theirbody

Balance activities

A ti iti th t D l A dit


25/27

Activities that Develop Auditory

Perception Simon Says (Ability to listen)

Child changes direction upon command Tapping to beat of sound

Moving to the beat of music,sound, orvoice


26/27

Perceptual Motor Program

Start with easy activities and progress to

more difficult (developmentallyappropriate) Low level skills

Intermediate skills High-level skills

Assess the child regularly on their abilities Refine your training based on perceptualmotor deficiencies.


27/27

Resources

Project Beacon, Fairfax County Public Schools, 10700Page Avenue, Fairfax, VA.

Motor Control: Theory & Practical Applications. Shumway-Cook & Woollacott, Lippincott Williams & Wilkins.

The important Eary Years, Diem, AAHPER.

Perceptual-Motor Development Guide, Bossenmeyer, FrontRow Experience Pub.

Movement Experiences for Early Childhood, Hammet,

Human Kinetics Pub.Physical Education Unit Plans for Preschool Kindergarten.Logsdon, Alleman, Straits,Belka, & Clark. HumanKinetics Pub.

perceptual motor development

Documents