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.