The Effects of Ten Weeks of Lower-Body Unstable Surface Training on Markers of Athletic Performance

Total Page:16

File Type:pdf, Size:1020Kb

The Effects of Ten Weeks of Lower-Body Unstable Surface Training on Markers of Athletic Performance Journal of Strength and Conditioning Research, 2007, 21(2), 561–567 ᭧ 2007 National Strength & Conditioning Association THE EFFECTS OF TEN WEEKS OF LOWER-BODY UNSTABLE SURFACE TRAINING ON MARKERS OF ATHLETIC PERFORMANCE ERIC M. CRESSEY,CHRIS A. WEST,DAVID P. TIBERIO,WILLIAM J. KRAEMER, AND CARL M. MARESH Human Performance Laboratory, Department of Kinesiology, University of Connecticut, Storrs, Connecticut 06269. ABSTRACT. Cressey, E.M., C.A. West, D.P. Tiberio, W.J. Krae- such training will enhance performance via improvement mer, and C.M. Maresh. The effects of ten weeks of lower-body of balance, kinesthetic sense, proprioception, and grada- unstable surface training on markers of athletic performance. J. tion of force (8, 27). These supporters claim that because Strength Cond. Res. 21(2):561–567. 2007.—Initially reserved for all movement requires both stability and mobility, it is rehabilitation programs, unstable surface training (UST) has re- cently grown in popularity in strength and conditioning and gen- valuable to train the 2 qualities simultaneously (8, 27). eral exercise scenarios. Nonetheless, no studies to date have ex- Both efferent and afferent processes modulate neuromus- amined the effects of UST on performance in healthy, trained cular function, yet little research has focused on the ef- individuals. The purpose of this study was to determine the ef- ferent component. Unstable surface training aims to de- fects of 10 weeks of lower-body UST on performance in elite ath- velop afferent efficiency to reduce injury risk and improve letes. Nineteen healthy, trained members (ages 18–23 years) of performance (8, 14, 27); such training may help to estab- a National Collegiate Athletic Association Division I collegiate lish proper agonist-antagonist cocontraction for joint sta- men’s soccer team participated. The experimental (US) group (n ϭ bility and improve rate of force development (14). Effi- 10) supplemented their normal conditioning program with cient afferent function is crucial to neuromuscular exci- lower-body exercises on inflatable rubber discs; the control (ST) group (n ϭ 9) performed the same exercises on stable surfaces. tation; potential improvements in this regard include Bounce drop jump (BDJ) and countermovement jump (CMJ) more rapid proprioceptive input collection, information heights, 40- and 10-yard sprint times, and T-test (agility) times transmission to the central nervous system, and infor- were assessed before and after the intervention. The ST group mation processing by the central nervous system (15). improved significantly on predicted power output on both the Afferent efficiency is valuable in injury prevention, be- BDJ (3.2%) and CMJ (2.4%); no significant changes were noted cause short latency periods before muscle activity allow in the US group. Both groups improved significantly on the 40- for rapid stiffening of joint complexes (14). In limited re- ϭϪ ϭϪ ϭ (US 1.8%, ST 3.9%) and 10-yard sprint times (US search, wobble board training has improved discrimina- Ϫ4.0%, ST ϭϪ7.6%). The ST group improved significantly more than the US group in 40-yard sprint time; a trend toward great- tion of ankle inversion movements in already-stable an- er improvement in the ST group was apparent on the 10-yard kles of athletes and the elderly (36); however, control sprint time. Both groups improved significantly (US ϭ 2.9%, ST groups did not exercise in these studies. Similar results ϭϪ4.4%) on T-test performance; no statistically significant were noted in youth soccer players (35), but previous in- changes were apparent between the groups. These results indi- jury history was not considered; some subjects may have cate that UST using inflatable rubber discs attenuates perfor- simply been correcting existing injury-related propriocep- mance improvements in healthy, trained athletes. Such imple- tive deficits. Regarding performance, UST improved rate ments have proved valuable in rehabilitation, but caution should of force development without a concurrent increase in be exercised when applying UST to athletic performance and general exercise scenarios. maximal static leg press strength in untrained subjects (14), although no control groups were used to allow for KEY WORDS. instability, stability, balance, power, propriocep- comparison to stable surface exercise. Conversely, Bruhn tion, stretch-shortening cycle and others (9) found a stable surface program to be su- perior to UST with respect to postural stabilization, max- INTRODUCTION imal voluntary isometric contraction, and countermove- nstable surface training (UST) has recently ment jump (CMJ) height. grown in popularity in strength and condition- There remains considerable opposition to using UST ing and general exercise scenarios. Although outside of rehabilitation settings in spite of its purported UST has proved valuable in rehabilitation set- benefits; opponents speculate that UST may undermine U tings, especially with respect to addressing training specificity, lead to unfavorable biomechanical proprioceptive deficits related to functional ankle insta- compensations, and impair the development of athletic bility (25, 39), little research has examined how UST af- qualities. Unstable surface training has been shown to fects healthy, trained athletes. Nonetheless, many com- increase core musculature activation when compared panies and strength and conditioning professionals have with stable surface exercises (6, 22), but these studies capitalized on this trend by promoting UST products as have been performed with the torso on the unstable sur- useful for improving performance. face (i.e., exercises targeting the trunk) rather than the Unstable training implements, including stability lower extremity; such results may not be applicable to the balls, wobble boards, foam pads, and balance discs, reduce present study. Increasing core stabilizer activation with (or eliminate) an individual’s points of contact with solid lower-body UST may not favorably influence dynamic ground. Unstable surface training proponents assert that movements; standing UST exercises do not stress the core 561 562 CRESSEY,WEST,TIBERIO ET AL. in a similar manner to trunk-specific exercises (e.g., curl- did not undergo a lower-body UST intervention and those ups), in which the overall stability challenge is less dif- who did. ficult. Swiss ball training improved core stability in young athletes but did not favorably affect abdominal and erec- METHODS tor spinae electromyographic activity, VO2max, running Experimental Approach to the Problem economy, or running posture (31). Likewise, no correla- tion existed between wobble board performance and hock- A pretest, posttest control group design was utilized for ey skating speed in players older than age 19 years (7). this study. Subjects were matched for age and position These findings support previous evidence (13) that there (goalkeeper, defender, midfielder, and forward to account is little carryover from static to dynamic balance. Balance for varying activity levels during training and competi- tion) and then randomly assigned into either the experi- and stability are skill specific; UST, which necessitates ϭ ϭ predominantly static balance, may not transfer to most mental (US, n 10) or control (ST, n 9) group. athletics, which require more dynamic balance (10). Fi- Subjects nally, incorporating UST to a neuromuscular recruitment pattern for a given activity (e.g., throwing on an unstable Nineteen members of a National Collegiate Athletic As- surface) may negatively affect chronic performance of sociation Division I collegiate men’s soccer team (ages 18– that skill (39). 23 years) with considerable resistance training experi- Core musculature activation is significantly greater ence were chosen to participate in this study. All subjects under unstable squat conditions than stable conditions had a minimum of 6 months of resistance training expe- (2), and instability with trunk-strengthening exercises in- rience but no involvement in UST or ankle sprain history creased activation of the lower abdominal muscles (6). over the previous 6 months. Each subject provided writ- However, force production under stable conditions is ten informed consent prior to entry in the study, which markedly greater than under unstable conditions, and was approved by the institutional review board of the antagonist activity is significantly higher with instability University of Connecticut. (5). Behm and colleagues (5) attributed this altered re- Pretesting cruitment to ‘‘excess stress associated with the increased postural demands’’ (muscles stabilizing joints rather than All subjects took part in pretesting during their normally promoting movement) and ‘‘the dispersion of concentra- scheduled January testing week. The testing was carried tion [neural drive] in attempting to control 2 limbs with out in 1 day in the following order: bounce drop jump differing responsibilities [balance and force].’’ Overall (BDJ), CMJ, 40-yard sprint test (with assessment of a 10- electromyographic activity is unchanged because limb yard sprint time), and T-test. The testing session took ap- musculature is called upon to aid in maintaining joint proximately 1 hour, and subjects were given ample time stability with instability (3, 6, 20). to recover between each test. All subjects were proficient Although stable surface free weight exercises have with each of the tests, so no familiarization session was been proved safe (41), no studies have examined injury necessary. Prior to testing,
Recommended publications
  • Project M O B I L I T EE
    A working guide toward: Movement Opportunities for Building Independence and Leisure Interests through Training Educators and Exceptional learners Project M O B I L I T EE HOPEWELL SPECIAL EDUCATION REGIONAL RESOURCE CENTER Mr. John Gossett, Director Fiscal Agent: CLINTON COUNTY BOARD OF EDUCATION Mr. Carlton Binkley, Superintendent September 1981 DEVELOPMENT SITE Hopewell Special Education Regional Resource Center 5799 West New Market Road Hillsboro, Ohio 45133 Phone: 937-393-1904 The activity which is the subject of this report was supported in whole or in part by the U.S. Department of Education through the Ohio Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Ohio Department of Education and no official endorsement by the U.S. Department of Education or the Ohio Department of Education should be inferred. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS 1 FORWARD 2 INTRODUCTION 2 WHAT PHYSICAL EDUCATION IS 4 ACCOMPLISHING THE GOALS OF PHYSICAL EDUCATION 6 Chart 1 – Development Levels 7-8 CURRICULUM EMBEDDED PHYSICAL EDUCATION ASSESSMENTS 9 Assessment Items and Scoring 9 Test Appropriateness 12 Interpreting the Assessment Scores 12 INSTRUCTIONAL APPROACHES 13 References 17 SECTION 1 - CURRICULUM EMBEDDED ASSESSMENTS 18 Part A – PHYSICAL FITNESS/MOTOR ASSESSMENTS 19 INSTRUCTIONS FOR ADMINISTERING AND SCORING 20 PHYSICAL/MOTOR ASSESSMENTS Test Item 1 – 20 foot Dash 21 Test Item 2 – 30 Yard Dash 23 Test Item 3 – Wheelchair (Power) Push 25
    [Show full text]
  • TITLE Project Success for the SLD Child, Motor-Perception Activities. INSTITUTION Wayne-Carroll Public Schools, Wayne, Nebr. SPONS AGENC/Bureau Of. Elementary And
    DOCUMENT RESUME ED 089 482 BC 061 395 TITLE Project Success for the SLD Child, Motor-Perception Activities. INSTITUTION Wayne - Carroll Public Schools, Wayne, Nebr. SPONS AGENC/ Bureau of.Elementary and Secondary Education (DREW /0E) , Washington, D.C.; Nebraska State Dept. of Education, Lincoln. PUB DATE (74] NOTE 203p.; For related information see EC 061396, IC 061397, and BC 061401 EDRS PRICE MF-$0.75 HC-$10.20 PLUS POSTAGE DESCRIPTORS Body Image; *Curriculum' Guides; *Exceptional Child Education; Kindergarten; *Learning Disabilities; Lesson Plans; Motor Development; Muscular Strength; *Perceptual Motor Learning; *Physical Activities; Primary Grades; Spatial Relationship; Tine Factors (Learning) IDENTIFIERS Elementary Secondary Education act Title III; ESEA Title III; Nebraska ABSTRACT Presented is a curriculum guide for a perceptual motol program which was developed by Project Success (Nebraska) through a Title III grant for language learning disabled elementary level students in kindergarten through grade 3. %he program is said to be arranged in a hierarchy of skills ranging from simple to complex and to be written so that the instructor asks questions that the child answers by movement. It is advised that a chart be kept for each child to enable both the teacher and child to see progress, and to motivate the child to procede on an individual basis. The program is said to comprise five areas: muscular strength, dynamic balance, body awareness, spatial awareness, and temporal awareness. Activities in each area are presented in terms of teacher instructions, objective, concepts, materials required, and questions or directions to be given by teachers. Noted is inclusion of a pretest/posttest and warm up exercises.
    [Show full text]
  • Renegade Training by Coach Davies
    Welcome to the Premier Issue of Hard-Style Dragon Door has been growing into two squaring off with kettlebells, not to mention di ff e r ent direc t i o n s . Tricky Dicky and The Great Communicator. Th e r e will be prizes, of course.) And you can Originally a publisher of Tai Chi and Qigong imagine the fun we could have with a Love res o u r ces only, we have evolved to be the Your Kettlebell Val e n t i n e ’ s Dance. wo r l d ’ s # one provider of cutting-edge fitness Dragon Door Publications presents i n f o rmation—thanks in large part to our The Russian Kettlebell Convention will also bestselling author Pavel Tsa t s o u l i n e . At the host two competitions: a Best Painted Hard-Style same time, we have begun to publish leading Kettlebell competition and a Best Personal ww w. h a r d - s t y l e . c o m nutrition authors like Ori Hofmekler, Dr. Kettlebell Video competition. More details to ww w. d r a g o n d o o r. c o m Gre g o r y Teff t , and Dr . Mark Brud n a k . follow soon. Best way to keep informed is to sign up for three of our newsletters on Publisher & Editor-in-Chief It ’ s time to separate out these two areas and ww w. d r a g o n d o o r .com: Power by Pavel, the John Du Cane give them their own distinct identity.
    [Show full text]
  • The Solve It Squad to the (Dog) Rescue!
    The Solve It Squad to the (Dog) Rescue! written by Brian Rosenthal, Corey Lubowich, & Joey Richter Tin Can Bros V1 COLD OPEN 1 INT. SOLVE IT SQUAD CLUBHOUSE - DAY 1 The SQUAD is jammed into the old Solve It Squad HQ, a treehouse adorned with maps, drawings, and memorabilia from their childhood exploits. It's way too small for four adults in their thirties. KEITH, a delusional bro who likely peaked in high school, attempts to take charge. KEITH Alright, Squad! Let’s get to work. POV of Instagram where GWEN is livestreaming their meeting. She feigns the bubbliness of an influencer with ease, relentlessly shrewd in her pursuit of the limelight. GWEN Yes, the rumors are true. The Solve It Squad is back in biz. Keith, tell them what we're doing. Keith enters frame, and the flurry of hearts on the screen instantly turn to thumbs-down emojis. KEITH Sure thing, babe. Looks like we got BIG trouble at the LITTLE Mayberry Zoo. It seems, Fam, that their one and only, fur-rocious tiger has gone missing. SCRAGS, a straight-laced, gangly, and slightly jumpy man, interrupts. SCRAGS Easy there, Keith. The details of squad operations should remain within the squad. Bad guys have Instagram too. Gwen flips the camera back to herself. GWEN Ooo. Hot take, Scrags! What do y'all think? Send a Kissy Face if you agree!! ESTHER scoffs. They are brilliant, paranoid, and heavily self-medicated. 2. ESTHER (sarcastically) Great idea, Gwen. I'm sure you'll get thoughtful feedback from all those Russian bots.
    [Show full text]
  • Journal of Exercise Science and Physiotherapy (JESP)
    Comparative Analysis of Effectiveness of Conventional Proprioceptive Training and Multistation Proprioceptive Training on Vertical Jump Performance in Indian Basketball Players- Gaurav, S. et al Comparative Analysis of Effectiveness of Conventional Proprioceptive Training and Multistation Proprioceptive Training on Vertical Jump Performance in Indian Basketball Players Gaurav1, S., Pooja2, A., Shishir3, N., Tanvi4, A. 1Consultant Physiotherapist, Institute of Brain and Spine, Sunflag Hospital. Faridabad, Haryana 2Assistant professor, Manav Rachna International University. Faridabad,Haryana 3Assistant professor, Manav Rachna International Universit, Faridabad, Haryana 4Assistant professor, Santosh Medical College. Ghaziabad Abstract The purpose of the study is to investigate whether conventional (wobble board) proprioceptive training or multi-station proprioceptive training is an effective way to improve vertical jump performance. The research study included 30 basketball players divided into the two groups, Group A (n = 15) and Group B (n = 15). The group A underwent the wobble board proprioceptive training program lasting for four weeks. The group B was administered the multi- station proprioceptive training program lasting for four weeks. Both the training programs consisted of one-leg and double-leg static and dynamic balance drills. The demands and duration of those exercises increased progressively. The vertical jump height was estimated by Sergeant Jump Test at the beginning, after second week and at the end of the experiment. The results of this study indicate that Multi-station training showed greater improvements as compared to the conventional balance training and the results were significant at p<0.01. Multi-station training consisted of gradually progressive activities on exercise mats, wobble boards, mini trampoline, thera – band and walking on uneven surface while the conventional training consisted of training on wobble boards.
    [Show full text]
  • Preventing Lower Limb Injuries in Soccer Players Asimenia F.Gioftsidou,Phd,Paraskevi K.Malliou Democritus University of Thrace,Komotini,Greece
    © National Strength and Conditioning Association Volume 28,Number 1,pages 10–13 Keywords: proprioception; balance exercises; balance boards Preventing Lower Limb Injuries in Soccer Players Asimenia F.Gioftsidou,PhD,Paraskevi K.Malliou Democritus University of Thrace,Komotini,Greece to decrease muscle stiffness, and balance ripheral and central nervous system re- summary exercise programs to improve proprio- ceptors (5), mechanoreceptors within ception (1, 3). muscles; tendons; and ligaments have to The frequent use of balance exercis- be activated. Balance exercises seem to The focus of this article will be on how help this activation occur faster and es aids in the protection of athletes to incorporate specific balance exercises more effectively (9). In other words, the from possible injuries. We suggest for soccer players in an attempt to pre- goal of balance exercises should be to re- vent lower limb injuries. duce the time between neural stimuli that coaches include sport-specific and muscular response (15). Further- It is important to understand the differ- more, it is important that balance exer- balance exercises into a daily soccer- ence between proprioception and bal- cise programs improve proprioception training routine.We recommend the ance. It has been hypothesized that pro- not only during the rehabilitation prioception is important for providing phase, but also during the competition use of devices such as mini-trampo- smooth, coordinated movement as well period. This means that balance im- as protection and dynamic stabilization provement may decrease the risk of fu- lines and balance boards with the of joints (4). According to Sherrington, ture injury (6). combination of certain soccer abili- (10) proprioception is the awareness of body segment positions and orientations.
    [Show full text]
  • “Flowers in the Desert”: Cirque Du Soleil in Las Vegas, 1993
    “FLOWERS IN THE DESERT”: CIRQUE DU SOLEIL IN LAS VEGAS, 1993-2012 by ANNE MARGARET TOEWE B.S., The College of William and Mary, 1987 M.F.A., Tulane University, 1991 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of Theatre & Dance 2013 This thesis entitled: “Flowers in the Desert”: Cirque du Soleil in Las Vegas 1993 – 2012 written by Anne Margaret Toewe has been approved for the Department of Theatre & Dance ______________________________________________ Dr. Oliver Gerland (Committee Chair) ______________________________________________ Dr. Bud Coleman (Committee Member) Date_______________________________ The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. iii Toewe, Anne Margaret (Ph.D., Department of Theatre & Dance) “Flowers in the Desert”: Cirque du Soleil in Las Vegas 1993 – 2012 Dissertation directed by Professor Oliver Gerland This dissertation examines Cirque du Soleil from its inception as a small band of street performers to the global entertainment machine it is today. The study focuses most closely on the years 1993 – 2012 and the shows that Cirque has produced in Las Vegas. Driven by Las Vegas’s culture of spectacle, Cirque uses elaborate stage technology to support the wordless acrobatics for which it is renowned. By so doing, the company has raised the bar for spectacular entertainment in Las Vegas I explore the beginning of Cirque du Soleil in Québec and the development of its world-tours.
    [Show full text]
  • REGISTRATION BEGINS DECEMBER 12 Register Online at Cityofdavis.Org REGISTRATION General Registration Begins Tuesday, December 12, 2017
    RecGuide A PUBLICATION OF THE CITY OF DAVIS PARKS AND COMMUNITY SERVICES 2018 WINTER & SPRING REGISTRATION BEGINS DECEMBER 12 Register online at cityofdavis.org REGISTRATION General registration begins Tuesday, December 12, 2017. See page 30 for Adults 50+ Registration. HOW TO REGISTER For online or in-person registration, see page 46. Table of Contents GENERAL INFORMATION 2 ADULTS 50+ 30-39 SPECIAL EVENTS 3 Support Services 31 Activity Groups 32 AQUATICS 4-9 Music & Dance 33 GYMNASTICS & DANCE 10-17 Special Events 34 Toddler Gymnastics 11 Games 34 Preschool Gymnastics 12-13 Programs 34 Youth & Teen Gymnastics 14-15 Creative Arts 35 Parties at the Gym 16 Wellness 36-37 Dance 17 Yoga 38 PRESCHOOL CLASSES 18-19 FACILITIES 40-42 YOUTH CLASSES 20-21 CITY MAP 44-45 TEEN CLASSES 22–24 WAYS TO REGISTER 46-47 RECREATION FOR 25 PROGRAM & 48-49 PEOPLE WITH disABILITIES REGISTRATION POLICIES ADULT FITNESS 26 REGISTRATION FORM 50 Flex Pass Classes 27-28 LIABILITY WAIVER 51-52 Adult Sports 29 Winter & Spring 2018 | Table of Contents 1 General Information BILINGUAL SERVICES SCHOLARSHIPS Parks and Community Services offers registration Residents who reside within the DJUSD boundaries assistance in Spanish. Please call (530) 757-5626 to are eligible to apply for funds to subsidize recreation request assistance. Para asistencia en español, favor program fees. Eligibility depends on income and de llamar al (530) 757-5626.. family size. Applications are available at the Parks and Community Services office or on the city’s PHOTO DISCLAIMER website at www.cityofdavis.org. Applicants must provide verification of family size and income.
    [Show full text]
  • Partnering with Balanced Body® on Equipment and Education: Q & a with Fay Grove U.S
    Joe was right. We believe movement not only heals, it changes lives. Our 2019 catalog is packed with equipment and feature stories designed to get you moving toward a healthier, better life. We hope it “Change happens inspires and moves you to be the best “you” you can be. Welcome to through movement our community! and movement heals.” The Balanced Body Difference » The best and most beautiful equipment in the world. ~Joseph Pilates » The largest network of movement educators in the industry. » Unparalleled customer service. » Eco-frendly business practices. » We are agents of positive change with a passion for what we do and looking for like-minded people to help change lives! Whether you are a movement professional or enthusiast, we are genuinely excited to have you be a part of a wonderful community. That’s the Balanced Body difference! What’s New NEW! It’s been a super busy and exciting year at Balanced Body! In August 2018, we launched the Rialto™ Reformer, designed to offer a solid training experience at a value price. See the Rialto and its many accessories at page 10 NEW! This winter we are extremely proud to introduce our Contrology Reformer, with our JGRIMES model—the best version of the original Pilates Reformer as developed and used by Joseph Pilates. Read more on page 18 As we begin 2019, Balanced Body Education brings our Movement NEW! Principles course to the global audience of movement professionals. This is the foundation of all Balanced Body Education programs and provides a solid base for Movement Professionals training in any environment, with any equipment.
    [Show full text]
  • Incorporating Behavior Modifications, Strategies, And
    Incorporating Behavior when treating this population because children Modifications, Strategies, with autism may have difficulty engaging in reciprocal conversation, have poor attention and Supports to Maximize due to sensory overstimulation, be resistant the Effectiveness of to change, or be non-verbal. This paper seeks Vision Therapy in the to compile effective behavior modifications, Autism Spectrum strategies, and supports used by other professionals, such as teachers, and physical, Disorder Population occupational, and behavioral therapists, that Jennifer Fisher, OD, FAAO may be incorporated into optometric vision Assistant Clinical Professor therapy to maximize visual outcomes for this UC Berkeley School of Optometry patient population. Berkeley, California ARTICLE Tyler Phan, OD, FAAO INTRODUCTION Director of Vision Therapy The prevalence of autism spectrum disorder Union Community Health Center (ASD) has increased by almost double since SBH Health System, 2007 to 1 in every 50 American children ages Department of Ophthalmology 6-17.1 This increase has facilitated a need for a Bronx, New York specific approach in treating visual dysfunctions and visual processing disorders in this patient ABSTRACT population. Table 1 and 2 summarize common The prevalence of autism spectrum disorders visual deficits and common signs of visual has increased almost two-fold since 2007. problems in children with ASD. ASD is a This increase has facilitated a need for a new neurological disorder characterized by specific approach in vision therapy when treating characteristics, such as difficulties with social deficits in accommodation, binocularity, oculo- interaction, communication, and repetitive, 2 motor, and visual processing in children with stereotyped behaviors. Patients with autism autism. The clinician may face challenges may have decreased eye contact, lack facial expression, and have difficulty developing Correspondence regarding this article should be emailed to relationships with others.
    [Show full text]
  • The 30-Minute Motor Skills Development Plan
    The 30-Minute Motor Skills Development Plan A guide to daily activities which enhance perceptual, motor and cognitive skills. By Bob Sornson, Ph.D. Table of Contents Introduction ........................................................................................ 2 The 30-Minute Motor Skills Development Plan .................................. 4 Warm-Up Activities ............................................................................ 5 Warm-Up Routine .............................................................................. 6 Balance ............................................................................................. 7 Bilateral Motor Skills ........................................................................ 11 Visual Motor Coordination ................................................................ 15 Laterality / Directionality ................................................................... 19 Progress Chart ................................................................................ 23 Language Concepts Reinforced by This Program ............................ 27 A Note from Bob Sornson ................................................................ 28 About the Author .............................................................................. 29 1 Introduction Many children today do not develop the motor skills needed for basic, much less optimal, success in the early years of school. This book is designed to help parents, teachers and children develop simple patterns of enjoyable activity which
    [Show full text]
  • Circus Arts Middle (6-8)
    TOOLS FOR LEARNING CIRCUS ARTS MIDDLE (6-8) A PUBLIC SERVICE OF Since the existence of Ancient Rome, the circus has been associated with entertaining the population with acts of athletic ability. The modern circus is believed to have originated in England in the 1700s. Cavalry officer Philip Astley is said to have set up an amphitheater for crowds to gather and pay to be entertained by his tricks and stunts on horseback. Clowns, acrobats, and other entertainers were gradually added throughout the decades to follow. While this instructional module won’t involve stunts on horseback, it will help to develop bilateral coordination, balance, and confidence. There are a variety of ways to utilize the resources provided. We offer a suggested format for planning your Circus Arts unit. However, feel free to modify this format to fit your schedule and the needs of your students. Standard 1 [M25.6-8] Individual-Performance Activities Demonstrates correct technique for basic skills in one self-selected individual- performance activity (6); Demonstrates correct technique for a variety of skills in one self-selected individual-performance activity (7); Demonstrates correct technique for basic skills in at least two self-selected individual-performance activities (8). Standard 2 [M12.6-8] Individual-Performance Activities, Movement Concepts Varies application of force during dance or gymnastic activities (6); Identifies and applies Newton’s laws of motion to various dance or movement activities (7); Describes/applies mechanical advantage for a variety of movement patterns (8). Standard 3 [M18.6-8] Stress Management Identifies positive and negative results of stress and appropriate ways of dealing with each (6); Practices strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise (7); Demonstrates basic movements used in other stress-reducing activities such as yoga and Tai Chi (8).
    [Show full text]