Mr C.

Swanepoel
Explain in your own words
Learn to movemove to learn

To educate trough movement

 Cognitive:
Understand the movement, position, strategy, rules and retention

Psychomotor:
Learning new skills, applying them, and developing them

Physical:
Fitness (intensity and duration), participation, retention, and wellness (lifelong
participation)

Social:
Cooperative/interaction, cross-cultural interaction and
understanding/respect/tolerance

Affective:
Personal self, self-esteem, worthiness, feeling of mastering
 Observers

Doers

Optimal perception
Sensory system
Integration of present information with similar former
experiences
Receptor initiates the impulse
Transmission to the brain
Assimilation by brain
THE FUNCTIONAL LEARNING MODEL OF FITTS AND POSTNER (1967)

Cognitive
phase

Associative
phase

Autonomous
phase
Learning a new movement

Understand challenges

Have a cognitive image/understanding of

the movement

First attempt may reveal a number of errors

Proper feedback

Use mostly external comments

 Not only discovers most effective manner in which to carry out the
skill, but also begins to implement adaptions

Improvement is more gradually

Executions of skills are less erratic

No more glaring mistakes

Visual and proprioceptive information makes the learner more

aware of errors made so its not necessary to point them out

Emphases shift from what to do how to do better

Reached after months or even years of practice

Definite decrease in the amount of attention the learner

has to give to carrying out the skill

Spatial and temporal aspects of the movement take

place

More attention can be devoted to external aspects

example environment
1 5 per group/ 2 Different 3
8 per group activities

8 4
C
7 6 5
 Specific
outcome
C
B
A Entry
level
Entry level
Prior knowledge
Developmental level
Background
Intelligence
Motivation/willingness
 INTRODUCTION
Maximal
Participation
Mind and body What will you use
Vigorous activities Get the blood pumping

Warm up - Specific
Stretching Specific

Introductory act - Game that will lead up to the main body

 MAIN BODY Maximal
Participation

Demonstrate & Explain = Teacher

Repeat & Demonstrate = Student

Repeat Make sure all the students know what to do

Progression Different phases
 CONCLUSION Maximal
Participation

Demonstration = Students
If time allows it, end off with a mini-game

HOMEWORK How can they improve on their skills to

perform better next time??
The learner
Pre-knowledge

Intelligence

Motivation

Physical state

Personal

Social

Socio-economic status
The educator

Level

Experience

Didactical competency

The group

Composition

Expectation

Group dynamics
Changing environment
Political

Economic

Physical

Social
 Not always children

Irrelevant cues; learn to pay attention

Worry and think about too many aspects

Cannot set reasonable goals

Cannot process too many instructions

Cannot always relate new with old information

Cannot work out strategies

Do not always know how and when to use feedback

Little security and self-confidence

Use energy unnecessarily

 Enjoyable and productive

Be specific and clear. Struggle to transfer verbal instruction

Always be positiveself-esteem-encourage

Sandwich

Reinforcement
 Demonstrate the movement

Let the learner try copy it as soon as possible

Repeat the demonstration if necessary

Point out the etched positions (cues)

Lend assistance in the execution of the movement, if necessary

Let the learner practice

 Perceptual motor process
Attaining increased skill and improving functional ability

Perception is a learned skill teaching process has a direct

impact on functional ability

Perceptual motor response incorporates the following:

1. Process of discrimination & input
2. Integration with past experiences
3. Purposeful movement in a motor response
 Input + discrimination =
nerve impulses (BRAIN)
INPUT
Use of past experiences to perceive
(meaning)
a response

INTEGRATION
(translation)

OUTPUT
(movement)
If there is no meaning/interpretation to the input
inadequate perception with inaccurate
perceptual motor response inappropriate
muscle innervation faulty motor response to
stimulus
1. Visual (eyes)
2. Auditory (ears)
3. Tactile (touch)
4. Kinesthetic (movement)
5. Olfactory (smell)
6. Gustatory (taste)

In motor learning process several systems work together and

correlated with motor activity providing feedback to correct
perceptions
Explain the perceptual motor feedback for a person executing a
forward roll
Spatial orientation/awareness development of awareness of the
body consisting of 2 symmetrical sides and the awareness of the body in
space

Temporal awareness development of time structure within the body.

Hand-eye, foot-eye co-ordination ability to co-ordinate movements
resulting in good time structure
Synchrony ability to make various parts of the body work together in
harmony

Rhythm several synchronised movements executed in harmony

Sequence order required to complete a skill

Visual perception
Depth perception is the ability to judge relative distance in 3D shape
Form perception correctly identify shapes and symbols

Auditory perception discrimination between sounds and their

associations. Listen to instruction interpret into action

Tactile perception tactile discrimination where perception of touch is

developed. Important in the development of vocabulary and memory
Use any mathematical concept to explain the relationship between
perceptual motor processes and problems with maths
 Lack of co-ordinated motor skills poor performance
Clumsiness
Difficulty in colouring in
Difficulty in matching shapes and symbols
Inattentiveness
Short attention span
Inability to recognise and interpret symbols & pictures
correctly
Difficulty with number sequencing
Difficulty in form & depth perception
Difficulty in interpreting laterality and direction
Poor self concept
 Cognitive development
Movement used to enable cognitive awareness of world around
you

Development of cognitive concepts:

where/why/when/what/how

HOW CAN MOVEMENT BE USED TO DEVELOP COGNITIVE

CONCEPTS?
 Affective development
Inter-action with others and the reaction to others (social-emotional
development)
Important for self awareness and peer-relations
Self esteem dependant to a large degree on motor
competency

Inter-relationship
Development is a dynamic process

WHAT IS THE DIFFERENCE BETWEEN LEARNING TO MOVE AND

MOVING TO LEARN?
 PERSON
INPUT Stimulus ID OUTPUT
perception
Response
selection
decision
Response
programming
action
 Physical

Spiritual Psychological
 Neural development most receptive to experience windows of opportunity

Motor
Development

Gross Motor
Perceptual
Motor
Fine Motor
Vision
Maths logistic
Vocabulary
Music
Second Language
Contributes to the following skills required for success in
school:
Preparedness visual, auditory, tactile
Listening rhythm speech sounds
Reading up/under, left/right, distance, size, shape,
direction
Writing gross motor, start/stop actions, posture,
ability to initiate movement, localise a starting point
Language parts of the body, opposites, action words
Self image increase in self confidence
 Ecological viewpoint
the study of movement in natural environments
Ergonomics
the study of human beings in work environments
Motor behavior
the study of humans skilled movements generated at a behavioral
level of analysis
Motor control
the study of neural, physical, and behavioral aspects of
movement
Motor learning
the study of acquiring skilled movement as a result of
practice
 A skill for which the primary determinant of
success is the quality of the movement that the
performer produces

SKILL IS A TASK THAT HAS A

SPECIFIC GOAL TO ACHIEVE

MOTOR SKILLS REQUIRE BODY, HEAD,

AND/OR LIMB MOVEMENT TO ACHIEVE ITS
GOAL 44
 MATURATION
changes that take place as a result of growth determined genetically
STRUCTURAL MATURATION
starts with height growth spurt
ends with adult stature
FUNCTIONAL MATURATION
development of secondary gender
characteristics ends with full
reproductive function
 GROWTH
anatomical & physiological changes during growth, determined
genetically, dependent on environment
DEVELOPMENT
includes cognitive, emotional, social and motor development, indicates
movement possibilities
 MOTOR PATTERN
underlying biological and mechanical processors that make the forming
of motor patterns possible based on the situational and time
demands of the task
MOTOR DEVELOPMENT
progressive changes in motor behaviour throughout the life cycle,
caused by interaction of demands of task, environment and biological
composition of individual
 FUNDAMENTAL MOVEMENT PATTERN
SUCCESION OF ORGANISED BASIC MOVEMENT PATTERNS
(HITTING)

SPECIALISED MOVEMENT PATTERN

FORM, ACCURACY AND CONTROL IN EXECUTION OF
MOVEMENT (HITTING A BALL)
 SPORT SKILL
combination of fundamental movement pattern in the
execution of sport specific activity
PROPRIOCEPTION
ability to determine bodys position and orientation in space.
Managed by the muscle and joint receptors (GTO) and ear
receptors (vestibular apparatus)
 DISCRETE MOVEMENT SKILLS
have a definite start and end point, completed quickly
(throwing, kicking, hitting)

CONTINUOUS MOVEMENT SKILL

have no clear end/start point, repeated over period of time
(swimming, cycling, running)
 SERIAL MOVEMENT SKILL
Several discrete skills are connected in a sequence to
perform critical movement patterns.
Requires a longer time than a discrete skill
Eventually becomes a single, smooth, rapid movement
(changing gears in a car have few discrete skills)

CONTINUOUS MOVEMENT SKILL

have no clear end/start point, repeated over period of time
(swimming, cycling, running)
 CLOSED SKILL
predictable surroundings, stable/unstable allowing for planning
(juggling, bowls, archery)
OPEN SKILLS
demands of situation change repeatedly no planning for
movement execution (behaviour of opponent)
 Be aware of the persons ability and the level at which
they are able to FUNCTION
Co-ordination, mobility, balance, agility, strength,
endurance or a combination may be affected
Physical (dis)ability may have NO bearing on the
persons ABILITY to participate assess the physical
requirements of the activity
 If the person falls wait to see if they need assistance to get
up
Ask whether or not assistive devices are necessary for the
activity planned
Do not assume that a person in a wheelchair requires
assistance
Design programmes that will offer opportunities for
SUCCESS, NEW EXPERIENCES, CHALLENGES
Minimise environmental barriers that limit functioning
 Physical (dis)abilities stemming from injury to the brain may
also be associated with impaired cognition, memory,
communication and behaviour
May be difficulty learning new skills or behaviours
May learn at a slower rate/ limited ability to comprehend
abstract ideas
Communication difficulties impair the ability to use or
understand language
DO NOT ASSUME that impaired speech means impaired
cognition
 Determine ability and concentrate on them do not
underestimate ability and interest
Speak with respect to the person not AT the person
IF required offer assistance but wait for the person to
accepts it
May be necessary to break down instructions that can be
learned sequentially
Repeat instructions, demonstrate where necessary and use
a variety of teaching methods
 Allow plenty of time for learning and completion of a task
If the person has a speech impairment allow for the person
to speak at their own rate do not interrupt or complete
the sentence for them BE PATIENT
Be sure to review all safety rules before you begin an
activity limit environmental hazards
Offer frequent, concise feedback
 Loss of sight does not affect a persons hearing or
intellectual capacity DO NOT SHOUT OR SPEAK AT THEM
Identify yourself and let the person know when you are
leaving
Use specific, concise, descriptive language when explaining
things
Orientate the person to the surroundings placement of
objects
CEREBRAL PALSY
Result of lesion/s in the upper motor neurons of the brain
regulating neuromuscular functioning
Can occur before, during or following birth due to illness,
complication/trauma at birth or brain injury during infancy
 4 specific types of CP
1. Spastic most common where all the muscles
feel stiff
2. Athetoid CP slow, non-rhythmical, random and
involuntary jerky movements.
3. Ataxia poor body balance, so walking is
difficult
4. Mixed presence of 2 or more types
 Symptoms can be varied and diffuse
May result in combination of physical, cognitive, sensory
and behavioural impairments
Brain damage can result from primary trauma or as a
secondary response to an injury/fever swelling of the
brain causing tissue damage
 Physical: motor weakness, in- coordination, impaired
balance, spasticity
Cognitive: short term memory, perceptual function, decision
making, impaired ability to deal with new settings
Behavioural: impulsive, emotional outbursts, distorted
reactions, lack of internal motivational responses
Other: speech defects, epilepsy
 Caused by a lesion to the spinal cord that disrupts muscle
control innervated at and below the level of the injury
causing motor function and sensation to be affected
Usually caused by a traumatic injury, viral infections or toxic
conditions
 Loss of muscle function and or sensation
Dependent on location and severity of injury
Higher level SCI results in greater functional impairment
Associated medical conditions: incontinence, pressure
sores, sporadic limb spasticity, pain around injury site
1. According to the spinal root level of the lesion
2. Type of lesion complete (paralysis) or incomplete
(partial paralysis) where some movements and
sensations are observed below the level of the injury
3. Describes the body parts that are affected
PARAPLEGIA functional loss is at or below the level of the
abdominals (T1)
QUADRIPLEGIA Functional impairment of all 4 limbs and
trunk (above T1)
 Removal/absence of a limb
Acquired removal of diseased/injured limb
Congenital limb absent/ deformed at birth
Classifications:
Below knee (BK) knee joint in tact, amputation lower leg
Above knee (AK) hip joint in tact, amputation in the thigh
Above elbow (AE) shoulder joint in tact, amputation in upper arm
Below elbow (BE) elbow joint in tact, amputation in forearm
Disarticulation amputation through a joint
1. With-it-ness be tuned in to what is going on in the
class, keep everybody in sight during teaching
2. Movement management structure and plan activities
so that there is a smooth flow and maintain momentum
from one activity to the next
3. Class structure learning time is important thus use
your time effectively to minimise disruptions caused by
unattended/disruptive learners. Structure activities for
maximum involvement
4. Enthusiasm is contagious and helps promote positive
experiences
5. Teacher competence be prepared, planned and well
organised (even if you dont feel it!!)
6. Self sufficiency Manage problems and discipline
issues immediately within the context of the teaching
environment
7. Control the physical environment inappropriate
space and poor equipment preparation can lead to
behaviour and discipline issues provide equal
opportunities for all learners to succeed in tasks set
which will help foster positive social interaction among
learners
8. Be interested take an active interest in the learners
you are charged with teaching, treat them as
individuals to develop positive associations with
exercise which will help develop self esteem and
confidence
9. Teacher proximity stay close to learners to control
disruptions and keep learners on task be a source of
protection, strength and identification
10. Set rules must be clear and each learner needs to
understand which behaviours are acceptable and
unacceptable, what will the consequences of breaking
the rules be?
1. Developing fitness and long term health
2. Developing motor skill proficiency
3. Developing alertness, self control, self confidence, positive
self esteem
4. Stimulate movement
5. Provide opportunities for movement
6. Facilitate integration
7. Developing concept of rules and fair play
8. Have FUN
 Do you know your learners abilities, medical conditions etc?
How many learners with disabilities in your group?
What activities need to be modified? How will you do this?
What facilities are available? How user friendly are they?
What equipment is required? Does it need modification? Is it
safe?
What planning and preparation is required? timing of
activities, assistance setting up
 Select the movement activity
Plan the lesson look at task analysis (what critical skills are
needed for success?)
What cues will you use to indicate your expectations (physical,
verbal, non-verbal or environmental)?
Do you need to set up a buddy system?
How will you group learners?
 How long will the lesson be?
Introduction & warm-up (5mins)
Skills session (12 mins)
Concluding activity (10 mins)
Cool down (3-5 mins)
During any session the emphasis should be on MAX.
PARTICIPATION, SKILL DEVELOPMENT & FUN
 Watch your teaching position
Encourage learners to drink
Use a whistle
Always set the example
Keep sessions as active as possible
Dont let there be too much of a delay between activities
Plan session around facilities & equipment
Let learners help with setting up and putting away
Keep instructions short & concise dont overload
 Playing a game is a great motivator for children
Way of introducing learners to a sport
Allow for the practice of skills of a game with few rules and in
a fun environment
Allow for adaptations and modifications whilst playing
 You have a class of 20 children. 3 learners are in wheelchairs
and 1 learner walks with crutches
Modify a game for ball handling and movement awareness for
the children in your class
What equipment is needed, what are your rules and game
modifications?