PMP is a special program that runs at Como every Monday throughout the school year to teach the Pre Primary and Year One students all of the perceptual motor skills. This page provides teachers with resources and artifacts (in the form of flash cards) which they can download and use for their own prep classes' Perceptual Motor Program (PMP) sessions. How To Run Asa In Gns3 &. These flash cards, provide step by step instructions and also a visual diagram about the activities at each of the four stations.

What Is A Perceptual Motor Program Activities

Perceptual-Motor Activities for Children: An Evidence-Based Guide to Building Physical and Cognitive Skills provides a proven blueprint for improving perceptual-motor skills--the skills that require young learners to use their brains and their bodies together to accomplish tasks. When kids improve these skills, they not only improve their coordination and increase their body awareness but they also enhance their intellectual skills and gain a more positive self-image.

This easy-to-use guide outlines a 32-week program of sequential station activities that will help pre-K and elementary school-aged children in various stages of development, particularly those who are lagging behind in their perceptual-motor skills. Developed and piloted by two educators who have refined the program since 2004, this program provides all you need to create a perceptual-motor learning laboratory for your students.

Johnstone and Molly Ramon are elementary physical education teachers in San Antonio, Texas. Between the two of them, they have nearly 50 years of experience teaching physical education as well as 7 years of research, development, and implementation of perceptual-motor learning laboratories in public school settings. They have made presentations and taught workshops on the perceptual-motor activities program at the district, state, and national levels.

Their program has been tested in public schools and reviewed by professors at the University of Texas at San Antonio. Jill and Molly have trained teachers and monitored labs at more than 45 schools, assisting with the implementation of the program. They are members of the Texas Association for Health, Physical Education, Recreation and Dance and the American Alliance for Health, Physical Education, Recreation and Dance. Jill enjoys reading, hiking, and kayaking; Molly enjoys coaching, reading, and spending time with her family.

What Is Perceptual Motor Training

Foundations • • • Perception refers to the process of taking in, organizing, and interpreting sensory information. Perception is multimodal, with multiple sensory inputs contributing to motor responses (Bertenthal 1996). An infant’s turning his head in response to the visual and auditory cues of the sight of a face and the sound of a voice exemplifies this type of perception. Intersensory redundancy, “the fact that the senses provide overlapping information... Is a cornerstone of perceptual development” (Bahrick, Lickliter, and Flom 2004).

“Motor development refers to changes in children’s ability to control their body’s movements, from infants’ first spontaneous waving and kicking movements to the adaptive control of reaching, locomotion, and complex sport skills” (Adolph, Weise, and Marin 2003, 134). The term motor behavior describes all movements of the body, including movements of the eyes (as in the gaze), and the infant’s developing control of the head. Gross motor actions include the movement of large limbs or the whole body, as in walking. Fine motor behaviors include the use of fingers to grasp and manipulate objects.

Motor behaviors such as reaching, touching, and grasping are forms of exploratory activity (Adolph 1997). As infants develop increasing motor competence, they use perceptual information to inform their choices about which motor actions to take (Adolph and Joh 2007). For example, they may adjust their crawling or walking in response to the rigidity, slipperiness, or slant of surfaces (Adolph 1997).

Motor movements, including movements of the eyes, arms, legs, and hands, provide most of the perceptual information infants receive (Adolph and Berger 2006). Young children’s bodies undergo remarkable changes in the early childhood years. Download Shopnotes 134.

Dizionario Friulano Pdf File. In describing this development, Adolph and Avolio (2000, 1148) state, “Newborns are extremely top-heavy with large heads and torsos and short, weak legs. As infants grow, their body fat and muscle mass are redistributed. In contrast to newborns, toddlers’ bodies have a more cylindrical shape, and they have a larger ratio of muscle mass to body fat, especially in the legs.” These changes in weight, size, percentage of body fat, and muscle strength provide perceptual/motor challenges to infants as they practice a variety of actions (Adolph and Berger 2006).