Download
1 / 14
140 likes | 277 Views
The Right to Movement. Inclusion in Physical Education David Stewart. The Continuum of physical ability. profoundly physical clumsy delayed able handicapped handicap children motor development bodied
E N D
The Right to Movement Inclusion in Physical Education David Stewart
The Continuum of physical ability profoundly physical clumsy delayed able handicapped handicap children motor development bodied Each child has a place on the continuum of physical ability.
Each child has a place on the continuum of physical ability. The information you have been given thus far should enable you to identify where each of your children fits on such a continuum. I have deliberately left the scale open ended so that the definition of “full potential” is not limited to the adult aspirations for such children. For we must try not to impose upon them a restricted view of what their complete development should be. Physical, mental and psychological planes co-exist and correspond. Each influences the others and is influenced by them. Therefore, we must not assume that because a child has reached a stage in one of these areas, which we are happy to label ‘good’, he cannot go any further. Close the book and you end the story. Leave it open and the story can go on. Mens sana in corpore sano is a goal, but not necessarily the end of the journey.
REPETITION FREQUENCY VARIETY EMOTIONAL IMPACT
THE COMPONENTS OF EFFICIENTMOTOR FUNCTION • Symmetrical Activity • Basic Body Movement • Large Muscle Development • Fine Muscle Development • Eye-Hand Co-ordination • Eye-Foot Co-ordination • Body Image • Balance • Rhythm • Space and Direction
SYMMETRICAL ACTIVITY • For some children the difference between the right and left sides of the body has not been established. This can be due to too much emphasis being placed on using the preferred side by parents. Our bodies are structured so that we are designed symmetrically. It is felt that greater development of both sides of the body can lead to greater efficiency of movement and balance. BASIC BODY MOVEMENT • When a child can move skilfully and freely his mind will be free to interpret information transmitted to him from his surroundings. Training in basic body movement provides the child with the ability to play games and activities. Through movement the child further learns about his body and its relationship to space and direction.
LARGE MUSCLE DEVELOPMENT • Large muscle activities start the child towards the development of his body for later life. This training helps the child to have the ability to carry out daily tasks with vigour and alertness. The emotional stresses placed on the children in school situations can better be met if the child has a strong body. FINE MUSCLE DEVELOPMENT • During the pre-school years a child develops hand muscle control in a rather aimless manner. Therefore, many children are deficient in the area of fine muscle and hand dexterity. It is important to help their symmetrical training in the use of both hands. There are also procedures for helping the children to gain controlled movement of the fine eye muscle.
EYE-HAND CO-ORDINATION • The combination of eyes and hands working together is necessary for achievement of may tasks and experiences. Many children lack the ability to visually steer their hands through space to accomplish an appointed task. EYE-FOOT CO-ORDINATION • A child must be able to control the movement and direction of his body by using his legs and feet to the greatest advantage. Children need to be provided with experiences designed to correlate visual steering with the movement of feet. BODY IMAGE • Children need to discover how their bodies move; they have to be able to “sort out” one part of their body from another. We know that children start to develop and awareness of their bodies during infancy. In order that this awareness can be developed to the highest degree they need regular activities. If a child develops a good image of his body, he will have a sound base upon which to build the perceptual skills which will be needed in future classroom activites.
BALANCE • Balance is the ability of the child to sustain control of his body when using both sides simultaneously, individually of alternatively. This involves transference of weight forwards, backwards and sideways. The ability to balance is essential to all locomotive tasks. If a child had good balance his body can act in an integrated manner freeing his mind to concentrate on abstract matters. RHYTHM • Rhythm is a flow movement. The development of rhythm can help a child develop coordinated body movement. SPACE AND DIRECTION • After developing the awareness of body image a child must be able to identify his body position with that of his surroundings. He must also realise the course of movement which he must follow in order to change from his present position to his destination. The child’s awareness of space and direction helps him read from left to right to form letters and to place written thoughts on paper in an organised way.
