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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.

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Perceptual-Motor Learning

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  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

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