1 / 42

Perceptual-Motor Learning

Perceptual-Motor Learning. Chapter 12. Introduction. Perceptual-motor learning Abilities Skills Perceptual-motor intervention Identification of underlying abilities that act as constraints. Movement Skill Foundations.

talib
Download Presentation

Perceptual-Motor Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Perceptual-Motor Learning Chapter 12

  2. Introduction • Perceptual-motor learning • Abilities • Skills • Perceptual-motor intervention • Identification of underlying abilities that act as constraints

  3. Movement Skill Foundations • Physical, mental, and emotional aspects of a person that facilitate or limit performance of movement skills • Formally known as underlying motor abilities • MSFs can be changed - abilities are difficult or impossible to change

  4. Perceptual-Motor Learning Model • Outcome is skilled movement • Attention awareness processes essential for learning to occur • Areas of overlapping processes • Environmental conditions/context taken into account

  5. Processes that Underlie All MSFs • Perception • Attention/awareness • Memory • Cognition • Intersensory integration

  6. Perceptual Processes • Perception - process of decoding or obtaining meaning from sensory input • Awareness - first level of perception assessed (there or not there) • Discrimination - differentiate between many levels of some variable, higher-order awareness

  7. Perceptual Processes • Organization - ability to synthesize stimuli into meaningful, conceptual wholes and to disassemble the parts of a whole • Whole/part/whole relationships • Figure/background relationships • Object constancy • Object position • Sequences

  8. Attention/Awareness Processes • Without awareness, can be no attention • Selective attention - blocking nonpertinent information • Cue selection - knowing what cues to attend to • Attention span or duration - amount of time an individual can attend to the same task • Attention capacity - number of items or chunks that can be assimilated at one time

  9. USING NET • Unexpectedness • Size • Intensity • Novelty • Glorious color • Name • Eye contact • Touch

  10. Memory Processes • Essential to learning • Short-term memory - data can be held in short-term memory about 60 seconds • Utilize effective rehearsal strategy • Long-term memory - storage mechanism • Organization system to facilitate retrieval and linking of past experiences with new ones

  11. Memory Processes • Memory subprocesses where students may need assistance • Encoding • Contextual interference • Rehearsal and organization • Retrieval - associating or relating • Maintenance • Generalization

  12. Cognitive Processes • Cognition includes five processes • Comprehension • Analysis • Application • Synthesis • Evaluation

  13. Intersensory Integration • Ability to synthesize and use multiple sources of sensory information • Metacognition - personal understanding of one’s memory, cognitive, or perceptual-motor learning styles • Age-related and affected by environment • Until age 7 - visual-TKV learners

  14. Learning Goals and Objectives • Ecologically valid • Written broadly • Broad goals broken into specific objectives • Identification of specific areas of breakdown

  15. 4A Assessment/Intervention Model • Focus on output problems to help identify central processing or input problems • Agnosias • Ataxias • Apraxias • Aphasias

  16. Agnosia - inability to recognize sensory stimuli when no known structural or physiological damage • Ataxia - defective muscular coordination • Apraxia - thought-organization disorder particularly observable in movements that require correct sequencing and timing • Aphasia - language and communication disorders caused by brain injury

  17. Perceptual Disorders • Perception is the ability to derive meaning from what we see, hear, and feel, linked with cognition • Perception builds schema about the body, movement, space, objects, and time • Variety of agnosias of interest to physical educators

  18. Visual and Auditory Perception • Use of vision and audition to make sense of external and internal environment • Static perception abilities • Dynamic perception abilities • Coincidence-anticipation - perceiving and making judgments about object interception

  19. Body Awareness • Deriving meaning from the body • Awareness of body parts, surfaces, positions, and movements • Determination of underlying problems • Relates to elements of space and time that are perceived differently under various environmental conditions and in various states of motion

  20. Directional Awareness • Cognitive and body consciousness of direction • Up-down • North-south • In-out • Forward-backward • Right-left

  21. Spatial Awareness • Develops after directional awareness • Perception of space and the objects or forms that occupy space • Relationship to own body • Expands from stationary to moving objects • Should be both cognitive and somatic

  22. Temporal Awareness • Meaning in relation to time • Fast and slow Now and later • Long and short Even and uneven • Continuous and intermittent • Set variations in rhythm • Success in reaction-time tasks and ball-handling activities that require judgements about how fast a ball is moving

  23. Activities for Perceptual Disorders • Activities should be combined with big muscle action • Emphasis on awareness, discrimination, and organization • Variety of activities to work on problems associated with perceptual-motor processes

  24. Sensorimotor Integration Disorders and Activities • Often coexist with and are indistinguishable from perceptual motor problems • Common breakdown areas • Intersensory integration • Postural or bilateral integration • Laterality, verticality, and directionality • Crossing the midline • Sensorimotor integration disorders

  25. Intersensory Integration Related to Movement • Ability to synthesize and use multiple sources of sensory information • Assess in various environments including both informal and formal settings • Check use of each sense modality individually • Variety of activities for intervention

  26. Postural Integration and Activities • Smooth assembly of body parts to perform total body actions • Bilateral integration • Unilateral integration • Assessment of laterality, verticality, directionality, and game sense • Variety of activities for intervention

  27. Crosslateral and Midline Problems and Activities • Contralateral limbs working in opposition to each other - running, throwing, kicking • Midline problem - difficulty in reaching across the midline in a variety of skills • May reflect inadequate integration of the asymmetrical tonic neck reflex • Variety of activities for intervention

  28. Perceptual-Motor Disorders and Activities • Processing varies with respect to amount of time that elapses between perceiving and moving • Task difficulty and novelty affect delays • Student initiated movement or externally prompted movement • Areas of interest to physical educators include balance, coordination, motor planning, imitation, and following instructions

  29. Balance • Process of integrating sensory input from multiple sources so as to plan and execute static and dynamic postures • Some regulation by the cerebral cortex • Automatic righting and equilibrium reactions • Extremely task specific • Variety of activities for intervention

  30. Coordination • CNS processing needed to assemble body parts into a skilled movement • Schemes must already be present • Task specific • Various subtests used to assess • Interwoven with body composition and fitness • Coordination developed before motor control • Developed in hierarchial sequences • Variety of activities for intervention

  31. Motor Planning (Praxis) and Activities for Intervention • Organization or executive activity of the neural systems that command coordinated movement patterns • Problem areas include • Apraxia or dyspraxia • Motor sequencing problems • Selection errors • Executive errors • Variety of activities for intervention

  32. Imitation • Complex perceptual-motor ability • Imitation of single hand movements begin around 10 months • More sophistication occurs with the development of body awareness • Origins of breakdowns can be input, sensory integration, one of the perceptual processes, one of the perceptual-motor processes, attention or memory

  33. Following Instructions • Considered a perceptual-motor ability unless there is a behavioral disorder • Breakdown sites are the same as for imitation except the modality is audition • Breakdown is often in the complexity of the command - 5 to 9 commands max for remembering sequences

  34. Comprehensive Perceptual-Motor Testing • Focus objectives on skills or on the abilities and/or MSFs underlying the skills • Abilities approach

  35. Perceptual-Motor Screening and IEP Planning • Sherrill Perceptual-Motor Screening Checklist - identification of children who may benefit from perceptual-motor training • Comprehensive testing to identify areas of breakdown • Movement ABC • McCarron Assessment of Neuromuscular Development • Data used to write objectives and select activities for intervention

  36. Task-Specific Perceptual-Motor Pedagogy • Task-specific intervention is more effective then general training • Lesson plans address perceptual-motor weaknesses in specific physical education tasks that are meaningful to the student • Follow procedures for intervention • Focus on one weakness at a time

  37. Sport-Related Perceptual-Motor Tasks • Understanding of how perceptual-motor training can be integrated with sports instruction • SPMTC used for testing, teaching, and challenging students • Students need an understanding of connections in order to utilize feedback

  38. Sport-Related Perceptual-Motor Tasks • Lateral dominance - ability to use one side of the body more efficiently than the other • Concern with handedness • Left-handedness and mixed dominance is more prevalent among children with learning difficulties than is typical • Remediation for left-handedness or mixed dominance is not recommended

  39. Teaching Game Formations • Difficulty with visual image of game formations • Design lessons that teach students the names of formations and provide practice for getting into formations with larger numbers • Use cues like circles and lines on the floor

  40. Two-Deep: Beginning Partner Work • Used with a circle or a line • Counterclockwise Direction Dominates • Avoids right-left discrimination problems and reinforces clock-reading skills • Traditional direction for running laps, performing partner folk dances, and running bases • Novel Floor Patterns to Reinforce Academics • Adhesive-paper shapes • Maps of states and countries • Letters on the wall

  41. Teaching Perception Through Volleyball • Used to reinforce right-left discrimination and to provide practice in visual pursuit and/or tracking • Newcomb - substitutes throwing and catching for volleying • Teach spatial awareness through position play • Rotation teaches right-left discriminations, moving in a variety of directions, comprehension of clockwise as direction

  42. Teaching Perception Through Softball • Used to reinforce right-left discriminations, crossing the midline, and visual pursuits • Understanding of the diamond and position of players • Various dimensions of spatial awareness • Knowledge of timing and stance as well as visual perception for batting

More Related