© 2007 McGraw-Hill Higher Education. All rights reserved. Planning and Conducting Developmental...

© 2007 McGraw-Hill Higher Education. All rights reserved.

Planning and Conducting Developmental Movement

ProgramsChapter 17


Objectives

• Define and discuss three preprogram considerations for developmental movement programs

• Discuss administrative concerns for developmental movement programs during the pre- and postprogram stages, as well as for emergencies

• Articulate the curricular considerations for pre- and postprogram activities, instruction, and parental involvement


“Before implementing a motor development program, you must develop a program philosophy, determine if goals and objectives can be met based upon your resources, and determine if facilities and personnel are adequate to run a quality program.”


Preprogram Considerations

Is there a need for a program? Do you have the necessary facilities,

equipment, and personnel for implementing the program?



Philosophy ~ What will be the philosophy governing the operation of the program? Is your objective to help children remediate

existing motor problems?Do you intend to cater to the highly skilled

person who wants to become even more proficient in specific sports skills?



Philosophy ~ What will be the philosophy governing the operation of the program?What do you hope to accomplish by

implementing a program? Is your objective to give the so-called

normal child movement experiences necessary to foster optimal development?



Philosophy - Consider the scope of the program Will your program cater to preschool children,

elementary school children, adolescents, younger adults, or older adults?

Do you plan to include people from special populations? What will be the emphasis of an adapted program?

Will your adapted program be designed for the mentally retarded, the orthopedically disabled, or individuals with some other disabling condition?



Facilities and equipmentThe amount and type of equipment needed

will depend on the scope of the program and the age groups to be servedDevelopmental apparatusNondevelopmental apparatusDevelopmentally appropriate



Types of indoor and outdoor play apparatusDevelopmental - Developmental play

equipment contributes to both organic and skill development

Nondevelopmental – contributes little to the physical objectives of a developmental program



Developmentally appropriate equipment

Failure is inevitable whenever appropriate equipment and facilities are not used

10 feet



Developmentally appropriate equipment Group equipment with similar functions, but of different

sizes Construct vertical and horizontal ladders with different

spacing between rungs Use adjustable equipment to accommodate differences in

developmental levels Use a single piece of equipment constructed in such a

manner that it can accommodate different developmental levels



Playgrounds Incorporate apparatus that can take on

many different shapesA play environment that is capable of

taking on many different looks helps eliminate boredom and encourages creative movement



Playgrounds - injuriesThe vast majority of playground injuries

are due to falls from the apparatus onto a hard surface or other parts of equipment

Nearly 25,000 children under 15 years of age are treated in hospital emergency rooms each year

70% of all playground deaths occur on home playground equipment



Playground Injuries %

Falls resulting in contact with the underlying surface

58-75

Striking the equipment while falling 14.0Falls resulting in contact with other equipment 2.0

Impact with moving equipment 13.1

Impact with stationary equipment 5.4

Contacting protrusions, pinch points, sharp edges, and sharp points

6.9



Head injury If the head exceeds a peak deceleration impact

greater than 200 times the acceleration due to gravity (Gs), a life-threatening injury will occur

Time to impact is also important Head injury criterion

Helps to calculate a maximal height for equipment so that deceleration impact is less than 200 Gs



Playgrounds – inappropriate surfaces Concrete Hard-packed dirt Asphalt Grass

Playgrounds - appropriate surfaces include Sand Loosely packed pea

gravel Mulch Rubber padding Shredded tires



Factors to consider in the reduction of playground injuries Surfaces under playground apparatus Playground design considerations Playground maintenance Child clothing

Drawstrings can strangle a child if child becomes entangled on playground equipment



Equipment storage and transportDo you have enough room to store large

pieces of equipment? Is the storage area close to the activity

area?Are these large and heavy pieces of

equipment easy to assemble and disassemble?

How will you store small equipment?



Personnel You must assemble an instructional staff with

commitment to working toward the common goals of the program

University-College-based programs Student personnel Fluctuation in personnel due to graduation Ranking among student personnel can alleviate the

problem of turnover Station leader Assistant instructor General assistants – entry level position



PersonnelPublic school-based programs

Usually operated by the physical educatorVolunteers must be recruitedTraining of volunteers must occurVolunteers will need feedback on performanceUse a flexible scheduling system


Administrative Considerations

If your goal is to run a trouble-free program, you will probably be spending more time than you ever imagined handling administrative responsibilities



Advertising the programConduct a local survey to get a feel for the

community’s acceptance of your programThis is time consumingCan skip this step

Advertise the program and accept applications



Advertising the program – the flyer Tell the public the purpose of your program and how it

can help their children Identify the age-range of the participants State meeting times, place, etc. Outline the registration procedures Clearly display the fee Include a telephone number for further questions



Registration flyer - two sections on flyerOne section contains information pertinent

to the programA second section is the application for

enrollmentSigning of the application form gives

consent from the parent for his/her child to participate



Orientation meeting – agenda sent through mail 10 days in advance Explain the philosophy of the program Explain drop-off and pick-up procedures Explain cancellation procedures Urge participants to carry health insurance Preview the upcoming parents’ workshop Explain your policy of parents’ observation of their

children Have parents fill out consent form Ask for questions



First-aid and emergency procedures Who should be contacted when injuries occur? Who should administer first aid? What is the telephone number of the nearest

rescue squad? Know blood management procedures

First aid emergency procedures should be practiced frequently



Blood Management Procedures1. All activity must stop at the first sight of blood

2. The injured party must clean his/her own wound when possible

3. Wear rubber gloves when working with a wound

4. Anyone with blood on clothing must be removed from play activity

5. Blood-contaminated surfaces must be cleaned with 1:100 dilution of bleach

6. Contaminated materials must be kept in a biohazard container, cleaned separately, or disposed of properly



Cancellation procedures You have an obligation to notify all personnel

and participants as soon as possible You can contact a radio/TV station when

inclement weather requires cancellation Visit the station(s) well in advance of the winter

months Discuss these cancellation procedures

beforehand with personnel and participants



Drop-off and pick-up procedures Use of a sign with child’s name imprinted for

drop-off and pick-up Parent drives up and child is picked up by the

instructor Safety of child is guaranteed this way

Parents can stay while their child is participating Adult activities are conducted for the parents Exercise classes, reading, television


Curricular Considerations

How do you plan and organize the participation aspect of your program?

You must know each participant's level of functioning

You must organize a learning environment conducive to optimal learning

You must have a mechanism for disseminating the program results



Preprogram assessments Incoming ability can be assessed during

the first one or two sessionsEstablish a baseline to which comparisons

can be made in the futureMake sure assessments are linked to

program content



Instructional organization Remember, people of all ages learn best by

doing The “stations” approach is very effective for

organizing instruction Everyone is active Ability grouping can be accomplished based upon skill

level Time at each station can be varied based upon age,

interest, attention span, or fitness level



Instructional delivery considerations Demonstrations

“a picture is worth a thousand words” Use a proficient performer for the demonstration Make sure students are paying attention during the

demonstration The learner must know what he/she should be

observing in the demonstration Does not always guarantee improved rate of learning



Visual aidsFilm or video can usually be slowed down

so learners can see parts of a movement that might occur too quickly from observation alone

Flow charts with step by step frames can be used when video is not available



Flow chart depicting cartwheel roundoff



Attention Encourage learner to focus on specific aspects

of the movement Selective attention

Changing physical environment aids the attention span and avoids boredom

Learners should not wait in long lines for a turn to perform



Memory Memory is information that can be retrieved when

needed

Forgetting refers to information that cannot be retrieved from memory

Short-term memory is limited in capacity and duration Do not overload the learner with too much information Learners must begin to work immediately before the

information is lost



Levels of processing New information resides in short-term memory

(STM) Goal is to get information from STM to long term

memory (LTM) Acting upon new information immediately helps

(within 20-30 seconds) This action plan is called “rehearsal”



Attaching verbal labels to movementMemory can be aided when labels are

attached to physical movementUse of a clock face for a student learning

the proper swing in tennis“swing the racquet from 6 o’clock to 12

o’clock”Label must be meaningful for the learner



Feedback and knowledge of results Feedback refers to information that the performer

receives through the performer’s own senses Knowledge of results (KOR) refers to information

that the performer receives from an external source – usually the teacher

Important during early stages of learning



Feedback and knowledge of resultsUsed for error correction Information must be meaningful to the level

of the student“Move faster” is easily understood by a young

child“Jump at a 45 degree angle” is more

appropriate for an older learner



Primacy-Recency theoryThis theory suggests that we remember

the first and the most recent information that is presented

Students have the most difficulty recalling the middle portion of a lesson

Reviewing the lesson, especially the middle, is of great value in learning



Post-program discussionsAfter each clinical session, all program

personnel should meet briefly to discuss the day’s program

Problems can be discussed Ideas can be sharedHelp can be sought



Parent's workshop A workshop for parents is a good way to help

keep the parents informed of their child’s progress

The director can receive parental feedback about the program

Parents can be instructed on how to work with their child outside of class

© 2007 McGraw-Hill Higher Education. All rights reserved. Planning and Conducting Developmental...

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