The Right to Movement

The Right to MovementThe Right to Movement

Inclusion in Physical Inclusion in Physical EducationEducation

David StewartDavid Stewart

The Continuum of physical The Continuum of physical abilityability

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 Each child has a place on the continuum of physical ability. The

information you have been given thus far should enable you to identify information you have been given thus far should enable you to identify where each of your children fits on such a continuum. I have where each of your children fits on such a continuum. I have deliberately left the scale open ended so that the definition of “full deliberately left the scale open ended so that the definition of “full potential” is not limited to the adult aspirations for such children. For 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 we must try not to impose upon them a restricted view of what their complete development should be. Physical, mental and psychological complete development should be. Physical, mental and psychological planes co-exist and correspond. Each influences the others and is planes co-exist and correspond. Each influences the others and is influenced by them. Therefore, we must not assume that because a 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 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 label ‘good’, he cannot go any further. Close the book and you end the story. Leave it open and the story can go on.story. Leave it open and the story can go on.

Mens sana in corpore sanoMens sana in corpore sano is a goal, but not necessarily the end of the is a goal, but not necessarily the end of the journey.journey.

1.1. REPETITIONREPETITION

2.2. FREQUENCYFREQUENCY

3.3. VARIETYVARIETY

4.4. EMOTIONAL IMPACTEMOTIONAL IMPACT

THE COMPONENTS OF EFFICIENTTHE COMPONENTS OF EFFICIENT MOTOR MOTOR FUNCTIONFUNCTION

1.1. Symmetrical ActivitySymmetrical Activity

2.2. Basic Body MovementBasic Body Movement

3.3. Large Muscle DevelopmentLarge Muscle Development

4.4. Fine Muscle DevelopmentFine Muscle Development

5.5. Eye-Hand Co-ordination Eye-Hand Co-ordination

6.6. Eye-Foot Co-ordinationEye-Foot Co-ordination

7.7. Body ImageBody Image

8.8. BalanceBalance

9.9. RhythmRhythm

10.10. Space and DirectionSpace and Direction

SYMMETRICAL ACTIVITYSYMMETRICAL ACTIVITY

1.1. For some children the difference between the right and left sides of the 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 body has not been established. This can be due to too much emphasis being placed on using the preferred side by parents.being placed on using the preferred side by parents.

Our bodies are structured so that we are designed symmetrically. It is felt 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 that greater development of both sides of the body can lead to greater efficiency of movement and balance.efficiency of movement and balance.

BASIC BODY MOVEMENTBASIC BODY MOVEMENT2.2. When a child can move skilfully and freely his mind will be free to When a child can move skilfully and freely his mind will be free to

interpret information transmitted to him from his surroundings.interpret information transmitted to him from his surroundings.

Training in basic body movement provides the child with the ability to play Training in basic body movement provides the child with the ability to play games and activities.games and activities.

Through movement the child further learns about his body and its Through movement the child further learns about his body and its relationship to space and direction.relationship to space and direction.

LARGE MUSCLE DEVELOPMENTLARGE MUSCLE DEVELOPMENT3.3. Large muscle activities start the child towards the development of his Large muscle activities start the child towards the development of his

body for later life.body for later life.

This training helps the child to have the ability to carry out daily tasks with This training helps the child to have the ability to carry out daily tasks with vigour and alertness.vigour and alertness.

The emotional stresses placed on the children in school situations can The emotional stresses placed on the children in school situations can better be met if the child has a strong body.better be met if the child has a strong body.

FINE MUSCLE DEVELOPMENTFINE MUSCLE DEVELOPMENT4.4. During the pre-school years a child develops hand muscle control in a During the pre-school years a child develops hand muscle control in a

rather aimless manner. Therefore, many children are deficient in the rather aimless manner. Therefore, many children are deficient in the area of fine muscle and hand dexterity. It is important to help their 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 symmetrical training in the use of both hands. There are also procedures for helping the children to gain controlled movement of the fine eye for helping the children to gain controlled movement of the fine eye muscle.muscle.

EYE-HAND CO-ORDINATIONEYE-HAND CO-ORDINATION5.5. The combination of eyes and hands working together is necessary for The combination of eyes and hands working together is necessary for

achievement of may tasks and experiences. Many children lack the ability to achievement of may tasks and experiences. Many children lack the ability to visually steer their hands through space to accomplish an appointed task.visually steer their hands through space to accomplish an appointed task.

EYE-FOOT CO-ORDINATIONEYE-FOOT CO-ORDINATION6.6. A child must be able to control the movement and direction of his body by 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 using his legs and feet to the greatest advantage. Children need to be provided with experiences designed to correlate visual steering with the provided with experiences designed to correlate visual steering with the movement of feet.movement of feet.

BODY IMAGEBODY IMAGE7.7. Children need to discover how their bodies move; they have to be able to Children need to discover how their bodies move; they have to be able to

“sort out” one part of their body from another.“sort out” one part of their body from another.

We know that children start to develop and awareness of their bodies during 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 infancy. In order that this awareness can be developed to the highest degree they need regular activities.they need regular activities.

If a child develops a good image of his body, he will have a sound base upon 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 which to build the perceptual skills which will be needed in future classroom activites.activites.

BALANCEBALANCE8.8. Balance is the ability of the child to sustain control of his body when using both 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 sides simultaneously, individually of alternatively. This involves transference of weight forwards, backwards and sideways. The ability to balance is essential to all weight forwards, backwards and sideways. The ability to balance is essential to all locomotive tasks.locomotive tasks.

If a child had good balance his body can act in an integrated manner freeing his If a child had good balance his body can act in an integrated manner freeing his mind to concentrate on abstract matters.mind to concentrate on abstract matters.

RHYTHMRHYTHM9.9. Rhythm is a flow movement. The development of rhythm can help a child develop Rhythm is a flow movement. The development of rhythm can help a child develop

coordinated body movement.coordinated body movement.

SPACE AND DIRECTIONSPACE AND DIRECTION10.10. After developing the awareness of body image a child must be able to identify his 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 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 movement which he must follow in order to change from his present position to his destination.destination.

The child’s awareness of space and direction helps him read from left to right to 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.form letters and to place written thoughts on paper in an organised way.

Lesson Structure – Week 1 Lesson Structure – Week 1 Time: 1 HourTime: 1 HourLESSON STRUCTURELESSON STRUCTURE ACTIVITIESACTIVITIES COMPONENTS COMPONENTS

AFFECTEDAFFECTED

WARMWARM

UPUP

ACTIVITESACTIVITES

““CHAIN TAG”CHAIN TAG”

““STUCK IN THE MUD”STUCK IN THE MUD”

““BACK TO BACK”BACK TO BACK”

1, 2, 31, 2, 3

5, 8, AND 105, 8, AND 10

FINEFINE

MOTORMOTOR

ACTIVITIESACTIVITIES

““STARFISH”STARFISH”

““NAME GAME”NAME GAME”

(CLAPPING)(CLAPPING)

““INCEY WINCEY SPIDER”INCEY WINCEY SPIDER”

1, 3, 41, 3, 4

5 AND 95 AND 9

GET OUT APPARATUSGET OUT APPARATUS

CORECORE

ACTIVITYACTIVITY

MOTOR SKILLSMOTOR SKILLS

CIRCUIT (1)CIRCUIT (1)

(SEE PP…..)(SEE PP…..)

1, 2, 31, 2, 3

4, 6, 74, 6, 7

8 AND 108 AND 10

PUT AWAY APPARATUSPUT AWAY APPARATUS

WINDWIND

DOWN DOWN

ACTIVITYACTIVITY

““DUCK, DUCK,DUCK, DUCK,

GREY DUCK”GREY DUCK”

Roll out of the gymRoll out of the gym

2, 3, 52, 3, 5

7 And 107 And 10

APPRAISALAPPRAISAL


AFFECTEDAFFECTED

WARMWARM

UPUP

ACTIVITESACTIVITES

““STUCK IN THE MUD”STUCK IN THE MUD”

““BALL TAG”BALL TAG”

““TRAINS”TRAINS”

1, 2, 31, 2, 3

5, 8, AND 105, 8, AND 10

FINEFINE

MOTORMOTOR


““PARCELS”PARCELS”

““INCEY WINCEY SPIDER”INCEY WINCEY SPIDER”

““NAME GAMENAME GAME

(ROLLING)(ROLLING)

1, 3, 41, 3, 4

5 AND 95 AND 9


CORECORE

ACTIVITYACTIVITY




1, 2, 31, 2, 3

4, 6, 74, 6, 7

8 AND 108 AND 10


WINDWIND

DOWN DOWN

ACTIVITYACTIVITY

““SIMON SAYS”SIMON SAYS”

SLIDE OUT OF GYM ON SLIDE OUT OF GYM ON YOUR BACKYOUR BACK

2, 3, 52, 3, 5

7 And 107 And 10

APPRAISALAPPRAISAL

Lesson Structure – Week 3 Lesson Structure – Week 3 Time: 1 HourTime: 1 Hour

LESSON STRUCTURELESSON STRUCTURE ACTIVITIESACTIVITIES COMPONENTS COMPONENTS AFFECTEDAFFECTED

WARMWARM

UPUP

ACTIVITESACTIVITES

BALL TAGBALL TAG

SHAPE TAGSHAPE TAG

SNAKESSNAKES

1, 2, 31, 2, 3

5, 7, 85, 7, 8

AND 10AND 10

FINEFINE

MOTORMOTOR


PRISONERSPRISONERS

““FIVE LITTLE DUCKS”FIVE LITTLE DUCKS”

““THIS IS THE CHURCH”THIS IS THE CHURCH”

3, 4, 53, 4, 5

AND 9AND 9


CORECORE

ACTIVITYACTIVITY




1, 2, 31, 2, 3

4, 6, 74, 6, 7

8 AND 108 AND 10


WINDWIND

DOWN DOWN

ACTIVITYACTIVITY

MUSICAL STATUESMUSICAL STATUES

SWIM OUT OF THE GYM SWIM OUT OF THE GYM ON YOUR FRONTON YOUR FRONT

3, 7, 83, 7, 8

And 10And 10

APPRAISALAPPRAISAL


AFFECTEDAFFECTED

WARMWARM

UPUP

ACTIVITESACTIVITES

SHAPE TAGSHAPE TAG

““CHAIN TAG”CHAIN TAG”

““BACK TO BACK”BACK TO BACK”

1, 2, 31, 2, 3

5, 7, 85, 7, 8

AND 10AND 10

FINEFINE

MOTORMOTOR


““STARFISH”STARFISH”

““THIS IS THE CHURCH”THIS IS THE CHURCH”

““FIVE CURRANT BUNS”FIVE CURRANT BUNS”

1, 3, 41, 3, 4

5 AND 95 AND 9


CORECORE

ACTIVITYACTIVITY




1, 2, 31, 2, 3

4, 6, 74, 6, 7

8 AND 108 AND 10


WINDWIND

DOWN DOWN

ACTIVITYACTIVITY

HOT POTATOEHOT POTATOE

BUNNY HOPBUNNY HOP

out of the gymout of the gym

3, 5, 83, 5, 8

And 10And 10

APPRAISALAPPRAISAL

Documents

The Right to Movement