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    8 views16 pages

    Perseptual Motor Programme

    Uploaded by

    Shayne

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    of 16

     Prep children who are 5/6/7 years of age have the

    neurological & anatomical ability to develop skills in


    ALL fundamental motor skills
     By Grade 4 children have established their belief in
    physical activity & sport
    Two MAIN reasons:
    1. Learning Readiness influence on non-impaired
    children
    2. Remediation influence on children requiring
    remedial programs for PM skills
    Readiness programs are preventative programs, that is
    why they are so important in every school’s early
    grade curriculum.
     Gross motor activities
     Visual motor activities
     Auditory motor activities
     Tactile activities
     Lateralisation activities
     Body awareness
     Spatial awareness
     Rolling, crawling, walking, running, jumping and
    landing, hopping, skipping, galloping, leaping and
    dodging.
     Rolling, spinning, balance, scooter boards,
    skipping), jumping activities
     eye-hand co-ordination (striking)
     eye-foot co-ordination activities (kicking)
     ball activities (throwing and catching)
     temporal awareness (developing an internal time
    structure)
     responding to auditory cues/commands
     ability to utilise auditory cues.

    Shapes Directions Infront/Behind


     direct touch of difference surfaces
     rolling
     textures and patterns
     Ability to control two sides of the body together or
    separately.
     Bilateral movements (Simultaneous or parallel).
     Unilateral movements (one side of the body)
     Cross lateral movements (Simultaneous movement
    of different limbs on opposite sides of the body e.g.
    crawling)
     Directional awareness.
     Children who often go unnoticed are those who try
    very hard with little success.
     Children with poor muscle tone or poor posture.
     Children with co-ordination problems, who appear
    clumsy, unable to run easily, often have falls.
    (ANSUA, 1991)
     a parent on each station (this means 4 parents per
    class)
     a commitment - weekly, fortnightly, monthly
     arrive 5 minutes before session to make sure you
    understand the task
     Each station will need one parent. The number of
    parents will factor how many stations we can manage.
     Each station has a starter card. This card has the
    following:
    ◦ A picture of the activity
    ◦ A brief description of the activity
    ◦ An “individualising up” (making it harder) activity
    ◦ An “individualising down” (making it easier) activity

     If your not sure, you can improvise or ask the teacher


    in charge.
     Children who are getting bored on an activity; if you
    can keep those students engaged you will avoid
    unnecessary discipline and keep kids entertained.

     If students have a fall and have any potential injuries,


    refer them to the class teacher immediately.

     Remember to always have fun, as the program relies


    on parents and volunteers to run. If you are having fun,
    it is guaranteed the kids will have fun.
     There are two stations set up in this room.
    Choose one station, and complete it.

     Don’t forget, shoes have to come off for this!

     Think about the difficulties a Prep child might


    have, trying to complete these activities.

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