ED 075 19 SP 006 36I$ TITLE Foundations F Practices in Perceptual Motor Learning-A Quest for Understanding

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ED 075 19 SP 006 36i$ TITLE Foundations f Practices in Perceptual Motor Learning-A Quest for Understanding. INSTITUTION AmericanAssociation for Health, Physical Education, ani Pecrcation, Washington, C.C. PUB DATE 71 NOTE 187p, AVAILABLE FROMAmericanAssociation for Health, Physical Fducation, and Peercation, NEA, 1201 16th St., N.W., Washington, D.C. 20036 (S3.93)

EDP PRICE MF-S0.65HC Not Available from EDRS. DESCRIPTORS *Confer.nce Re;orts; Educational Programs; Instructtonal Materials; Motor Development; *Perceptual Motor Coordination; *Perceptual Motor Learning Physical Education; Teacher Programs ABSTRACT This publication contains speeches and discussions presented at the conference "Perceptual-Motor Development; Action with Interaction" held in Cincinnati, Ohio, October 1970. The conference, sponsored by the Physical Education Division of the American Association for Health, Physical Education, and Recreation, provided educators with the ocportunity to examine major conceptual viewpoints of perceptual motor behavior, to review visual displays of many teaching methods for the benefit of perceptual motor performance, to hear research in progress that seeks new information needed to improve school programs, and to pinpoint conceptual issues in this field. Coordinating these objectives, the papers in this publication are divided into four sections: I-- foundations of Perceptual Motor Learning; IIPractices: Action and Interaction; III--The guest for Understanding; and IV--Resource Materials. A list of the conference participants is appended. (BRS) Copyright C 1971

AMERICAN ASSOCIATION FOR HEALTH. PHYSICAL Mil/CATION, AND RECREATION

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The material for Forindetions and Practices in PerreptuaOlotor Learning A Quest for -UndersiNeeding was obtained from speeches and discussions presented at a conference entitled "Perceptual-Motor Development: Action with Interaction" held in t'incinnati, Ohio. October. 1970. This cunterence was sponsored by the Physical Education Division the American Associa- tiou for Health, Physical Education, and Recreation. The committee for the proceedings, with the advice and consent of the Percepteal-Motor Task Force, or/Dodged the material into a format which best reproweted thetotal picture of the conference. Preparing the material involved editing original papers that were presented as well as tramcribing taped recordings The editing and retyping were dose for consistent reproduction. In some Lases, material was reduced to obviate the need for duplication. Where major champs were made. the rough draft of the material was sent to the author for his comments. If no major changes were necessary, the committee printed the original paper, editing only those areas where it was necessary to have a consistent format. In many Hostetter'sitwas impossible to capture the full flavor and excitement of the conference. For example. the action programs were best widerstood by actual viewing. However, many of the programs did lend themselves to watt*, presentation: hopefully, through this written medium. new ideas and further understanding of ongoing programs will be generated. SAWN Grommilose Monism D. Rabb, Cbainssea Carole L. Mushier Dakotas A. Dowd Mary E. Mawr

iii CONTENTS

FOREWORD fit PREFACE ik PART I. FOUNDATIONS OF PERCEPTUAL-MOTOR LEARNINC

Perspectives 1970 Hope M. Smith 2

Education or Imprisonment Sheldon R. Rapoport 4

The Learning Process Development and Enhancement H. Gershon Marra 9

Concerns of the Pediatrician for Motor Development Sylvia O. Richardson 17

Concerns of the Physical Educator for Motor Development VON Seefekit 20

Concerns of the Optometrist for Motor Development G. N. German 2S

PerceptuaEMotot Development of Handicapped Children - Thoughts, Observations. and Questions Alm U. Stein

Notate and Extent of Professional Preparation Experiences in Perceptual-Motor Development Moronity A. Clifton 32

A Resume of Moveme..t and Movement Patterns of Early Childhood Cookie, Sinclair 36

The Identification, Dimnosis, and Remediation of Semorimotor Dysfunction in Primary School Children with Implications for Physical Education at the Primary Level 11040000 Anderson 40 CONTENTS

IN.-would-Motor Assessment Instruments Robert E. McAdam 44

Review of Data Processing Techniques ?steeliest to Interpret Mental-Motor Relationships in Culotta Ily Deprived High School Students Joseph J. Gruber and 000 R. k irbondall 55

The Physical Educator', Role in Academic Readiness A'. (;errnan I

PART II. PRACTICE.; ACTION AND INTERACTION

Perspectives for Action Programs Aloe Ward Jones 68

Program for Sensory-Motor Development at the Marianne Erostig Center of Educational Therapy Marianne Frost* 72

Promoting Learning Readiness Skills through Perceptual-Motor Training in Physical Education Lovell McCulloch 87

Differential Education Francis McRae 93

The Dayton Sensorimotor Training Program for Three-. Four-. and Five-Year-Olds Milian, T. Poky 98

Action Program: Motor-Perceptual Movement Patterns Dorothy Krause 102

A Mokidiscipline Approach to the Development of Verbal and Reading Skills Eve 4. Weineen and Miry R. Leonard 106

The Team Approach to Help - The Winter Haven Story Charles Weems* 110

vi CONTENTS

Remedial Reading Can lie Prevented Aubrey Trimble II A

Panel Presentation Reactions and Comments Comerning Action Programs Muriel Sloan,Moderator 116

PART III. A QUEST FOR UNDERSTANDING

The Implications of Perceptual-Motor Programs for Physical Education Madeline' Hunter 126

Future Directions Round Table Discussion Hope Smith 130

PART IV. RESOURCE MATERIAL

A Survey of Professional Preparation in Perceptual-Motor Development, 1970 Marguerite Clifton 134

Bibliography of Films with Perceptual-Motor Implications Jack Capon 138

A Selection of Tests, Programs, and Material Sources of Perceptual-Motor Development Robert E. McAdamwith SWIMt Ryden 140

Summary of a Perceptual-Motor Survey Lee W. Haslinger 160

Some Programs of Perceptual-Motor Development Lee W. Heslinger 165

APPENDIX

List of Participants 170

vii PREFACE

The potential performance success of a child encountering any domain of learning is predicated on his being perceptually "in tune" with at least some of the many relevant cues in his immediate environment. Perhaps as significanj are the procedures he uses in processing the information these cues yield. Thus, perception and information processing have become the focal points of educational concern in every facet of the teaching-learning sphere. Afterananalysisofthe maneissuessurrounding the developing perceptual-motor programs mushrooming in elementary schools, the Physical Education Division of AMMER. in 1%7, appointed the Perceptual-Motor Task Force and charged this group with the responsibility of identifying the directions to be taken by the profession. The Task Force determined that priority should be given to Noviding the scientific foundations needed for guiding the logical development of school programs intended to enhance perceptual - motor development, The philosophical emphasis of the Task Force continues to be focused on the developmental mrapective of perceptual-motor behavior. Members of the Task F0147: perceive perceptual-motor development to be one of the most critical processes in human development, if not the most critical. Emphasis on this dimension in learning must be the concern of every physical educator. Interest and knowledge of perceptual-motor foundations should not be confined to those teachers interacting with children identified as having learning disabilities. This conference, the second in a series of four, provided opportunities for educators with mutual interests, although from many educational fields, to examine major conceptual viewpoints of perceptual-motor behavior; to view live and visual displays of many teaching methods for the enhancement of perceptual-motor performance; to hear research-in-progress that seeks new information needed to improve school programs; and to pinpoint conceptual issues in this rapidly expanding domain of knowledge. It was the intent of the Conference Planning Committee to develop a Program which would blend foundations with practices, Many teachers already have learned that the perceptual-motor functioning of one's students cannot be improved merely by the application of a repertoire of techniques. Conversely, the thousands of children operating daily at an ineffective perceptual -motor level cannot wait for the slow process of theory verification. As development of new methods and programs continues, educators must seek tomtit scientific information to use in validating their practices. Yes, the method 'works." but wily? We must identify the reason it was successful, lest it may be labeled a chance success or one due to the charisma of a particular teacher. With this perspective in mind, the reader will find the papers in this publication divided into four sections: I Foundations of Perceptual Motor learning; II Practices: Action and Interaction; Ill The Quest for Understand- ing; and IV Resource Materials.

ix PART I

FOUNDATIONS OF PERCEPTUAL-MOTOR LEARNING

) ... . . no more than yoi an"unhook" are mover ausicisment con you "unhook" physical eduaition from the multi. discipline wreath.

SHELDON RAMPORT Ciocimaad, 1970 PERSPECTIVES 1970 !lupe Al. Smith Professor, Purdue University West Lafayette. Indiana

Introduction most experimentation and demonstration in- My mission isto delineate perspectives in volved the study of adults, the resulting..ner- relationtoperceptual-motor behavior. vations on development were speculations perceptual-motor theories, and the practical rather than scientific data. During the past 30 aspects of perceptual-motor educational pro- years, increasing interest in human development grams currently in progress. has produced better observations, data from One cannot really make sensible projections longitudinal studiescontrolled experiments for the future unless he knows where he is and with very young children, and a general unwill- ho.v he arrived at his present location. There- ingness to treat perceptual development and forethis presentation will consist of a brief motor development asmutuallyexclusive chronicle of past events leading our present processes. Former compulsions to study chil- condition; an outline of critical problems that dren under one year old as mindless bodies and need immediate solution before future perspec- children over one year old as bodiless minds are .ives become clear; and optimistic predictions fast disappearing. It would be difficult indeed about wha, may lie just beyond the horizon. to read D.O. Hebb's brilliant analysis of early learning in humans or Piaget's observations and IWtoftical Iftekseound description of the sensory-motor stage of development and continue to ignore the importance A persistent issue in perceptual theory trace- of motor activity during early developmental abletolate17th century and early18th stages. Both of these analyses were written over century philosophy and psychology is that of 20 years ago, but it wasn't until the lye 1950s empiricism versus nativism (later referred to as that several workers, in seemingly unrelated environment versus heredity). Fortunately, the disciplines,began tocommunicate their heat of this argument has dissipated and onlya theories concerning the relationship between few people persist in supporting one or the prescribed motor activities and improvement of other viewpoint exclusively. A parallel of this perceptual functions. Most of these profes- argument in physical education is illustrated by sionals became interested in motor activity pro- the two cliches, "he's a born athlete" and "ath- grams because of their work with children who letes are not born, they're made." Fortunately, were classified as mentally retarded, brain dam- there are few who would deny that one's in- aged, perceptually handicapped, slow learners, heritedstructural,neurological, and physio- or youngsters with severe learning disabilities, logical equipment determines potentials, but particularlythose having difficultiesin experiential and environmental factors dictate achieving adequate reading levels. whether ornotthose potentials may be Thus, the beginnings of these motorpro- achieved. grams were therapeutic in nature rather than A secondissuethat has plagued both preventive, and by the early 1960s, programs of psychologists and physical educators is the this type began to appear in public schoolsas question of the specificity or generality of the well as private institutes and clinics. Inmany transfer of training. Evidence weighs heavily in instances, physical education specialists work- favor of the specificity advocates insofaras ing in elementary schools were asked by their perceptual-motortask performance iscon- school administrators to design !..nd supervise cerned; the generalists have presented a very motor activity programs for children who had tenuous case. been classified as "perceptually handicapped" The third issue lies in the area of develop. or as having learning disabilities. Since little ment. In the 19th century, perceptual theorists controlled reacarch had been done to substanti- argued over whether certain perceptual phe- ate the effects of various motor program activi- nomena, such as visual depth perception and ties, physical educators were forced to develop size constancy estimations, resulted from ex- motor programs of an .clectic nature, employ- perience and learning or whether these were ing combinations of activities suggested bya functions of the visual process from birth. Since variety of sources. As a consequence, physical

2 educators found themselves serving in capacities 5. Increased emphasis on using develop- for which they were not prepared. attempting mentalstagesof human behavior as to achieve objectives that were not clearly de- guidelines fur programming. rather than fined. Furthermore. they were conducting pro- chronological age or grade groupings. grams aimed at therapy: this was different from 6. Batteries of valid and reliable assessment the prevention programs to *hieh they were instruments thatwill aid in evaluating accustomed. stages of development, both perceptual Frustrated by a lack of clear objectives and and movement. by inadequate tests for measuring status and 7. A well functioning team approach to progress. many physical education teachers sent preschool andelementaryeducation. requestsforhelpandinformationtothe rather t'-an the "isolated specialist" ap- AAIIPER offices in Washington. D.C. The re- proach we now take. sponsibility for answering these requests fell to 8. Computer aided diagnosis oflearning the consultant for elementary school physical problems and prescription of learnin,2 ex- education, Margie Hanson, who spent many periences. days observing programs inaction throughout 9. Acceptance of movement education as the country and conferring with clinical and an integral part of the pre- and elemen- educational psychologists, optometrists, general tary school curriculum because it is im- classroomteachers,administrators,physical portant in and of itself, not because it educators in the public schools, and physical may enhance academic performance in education researchers in colleges and univer- other areas of the school curriculum. sities who were investigating problems in the There are more predictions I could venture; area of perceptual-motor behavior. Her findings however, we must settle some questions I have highlight the growing interest among physical proposed, because our answers to those ques- educators throughout the country. as well as tions will determine whether or not the predic- point to the increasing magnitude of the prob- tions will come true, lems arising from the lack of scientific informa- A flask Assumption tion available to those on the firing line. the Let us assume that those of us at this con- In1967, AAHPER appointed of Perceptual-Motor Task Force, with Marguerite ferencesubscribetothecontinuation perceptual-motor programs under the direct Clifton of Purdue University as chairman. In supervision of physical educators who work 1968, the first project of this Task Force was eitherin teams or as individuals. With this accomplished: a Perceptual-Motor Symposium, held in Washington, D.C. This was a small, invi- assumpt:on underlying our Cehberations, we must then ask of ourselves certain important tational conference, multidisciplinary in structure. The project was sponsored by the Physical questions. Education Division of AAHPER. Proceedings of Questions for Discussion the Symposium and questions raised at the con- 1. What kind of preparation does the phy- ference lead to several Task Force projects, one sical educator need to make effective contribu- of which is this meeting. tions to perceptual-motor programs? 2. What general knowledge should those Predictions now working in perceptual-motor programs Despite the questions and problems that re- have? main to be answered, our future looks bright. 3. Should movement education for all chil- Though I risk becoming the Criswell of physical dren K through 3 be revised? education, I predict: 4. Should perceptual-motor programs be I. Considerable changes, for the better, in introduced along with regular physical educa- physical education major curriculain tion programs, or are the two programs mu- most institutions of higher learning. tually exclusive? 2. Outstanding changes inphysical edu- 5. How do we analyze critically the mass of cation programs in elementary schools information now comingtousinbooks, K through 5. pamphlets,monographs,materialslistings, 3, Employment of specialists for percep- films,tape recordings and records, research tual-motortraininginpreschool pro- reports, and journal articles? grams (child day care centers and other 6. Should we question the validity of the Preschool Programs). (Head start pro- claims made for the efficacy, in improving grams should have at least one specialist perceptual-motor performance, of both com- serving each program.) mercial and noncommercial pieces of equip- 4. More innovative ways of arranging the ment? physical environmentsothatindi- 7. How valid and reliable are the tests we vidualized learning experiences can take areusingto measurestatus and gains in place. performance?

3 EDUCATION OR IMPRISONMENT

Sheldon R. Rappaport Effective Educational Systems, Inc. Onancock, Virginia

Whether we like to think of it thiswary or the information that was put into the children's not, when a child is born he automatically is ear spewed back via a pencil put on paper. That sentenced to12 years of school - be the educational system allowed little opportunity experience good, bad, or indifferent, be it for optimal use of the learning systemor for helpful or harmful. What kind of experience the integration of information for usablepur- have we had in school? To what kind of poses. This is the basic training of teachers experience are we sentencing this generation because this is what teachers have had the - ,st and future generations? Most of us have had experience with. very few really inspirationally gifted teachers To know how the educationalsystem during the course of our 12 years of school. should be changed, we should examine the Most of us have not had the luxury of teachers purpose of learning. What is learning all about? whoseintuitive know-how inspired us and Why did nature provide a system that enables enabled our learning systems to function close us to learn? Only very recently have we had an to optimum. opportunity to took carefully at the system by For the most part, we had teachers who which learning takes place. Only recently have taught the curriculum and did what theywere we discovered that it is a series of complexities, told by the school board, superintendent, and rather than a simple stimulus-response unit. I principal. As a result, most of our teacherswere often think that in the days when that formula stultified. Nevertheless, we made out pretty was in our textbooks, the reason for the gap well, at least those of us who were not victims between the s and the r was because no one of a completely inefficient learning system. But knew what went in between. We are now just those who had more problems with the system beginning to discover the whole myriad of didn't succeed as easily. biochemical and experiential complexities that Current statistics indicate that 20 percent of go inbetween. There are many aspects of the youngsters in our schools can't succeed by learning we still don't understand, but we know conventional teaching approaches. This means enough to provide a different and better learn- that we must take a careful, hard, and realistic ing climate for children than that to which we look at education. were exposed. We learn bestwt.,we are exposed to One of the basic purposes of the learning longest. We are most comfortable and efficient systemisto enable us to cope with the in what we have done the longest. The nature increasing demands of the environment. At of the learning system is such that we don't like conception, we are genetically coded for that change because it requires too much expendi- opportunity. It is very interesting that one of ture of energy. It's much easier to do whatwe the first aspects of the learning system that gets have been doing for a long time. turned on is movement. But somehow in the Let's applytheseprinciples to teacher- educational system, by the time a child is six, training. We learn most about teaching from he is not supposed to move anymore in order to our experience with being taught during our learn. If moving is so important for learning to 12-year commitment in school. For themost deal with the new, extrauterine environment, part, we were taught in an educational system why doesn't traditional education allow the that said the teacher it the fount of all wisdom child to move in order to learn? and that the teacher's job is to impart that During the course of development, we are wisdom to each child in her class. The system expected to adapt to increasingly complex said that the means by which this information demands from a peat number of people in could best be imparted was for the childrento more and more complex situations. We spend sit at military attention with hands tightly most of our life doing this, at least until clasped. The system said that children learn retirement age. best when they are silent. The system said that The first task of the learning system is to Periodicallyit was the teacher's duty to have confront us with the demands of the environ-

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ment. We can't learn how to cope with the not only the verbal but also the nonverbal environment unless we know what It demands gestures, facial expressions, body movement. of us. The conceptual model of the learning one of voice- are represented here by "so- system to be discussed was published in Public ul"? Education Jor Children with Brain Dystuncion Althoughteachers are not specifically by Syracuse UniversityPressin1969. The trained to do so in college, they can learn to conceptual model indicates that we have infor- become good observers, thereby getting a good mation processing modes designed to put us in assessment of how intact the various informa- contact with what the world demands of us, tion processing modes are. They can also learn whether we have newly emerged intothe the developmental sequence or emergence of extrauterine world or the school world. the information processing modes.

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Listed here are more than the conventional Theinformationprocessing modes are five senses. One of them, moving, provides us turned on reflexively through biochemicals that with essential information about ourselves in say, "Now is the time to practice this because relationship to the temporal and spatial worlds you'll need it to deal with the environmental in which we live. Such information is needed, demands." No information from the outside not only for success in the gym and on the world enters the inner world inits original playground, butalsoforRICCI:SIin math, form; the information is translated first into science, and certain reading skills. For example, electrochemical sigrals and then is organized by moving we learn that time is on a con- meaningfully. I think this is the underlying tinuum. purpose of the growth of the learning system. Saying is another important information The purpose of the genetic coding written at mode. Not only does it help us find out who we conceptionisabiological mandate for the are by the vocalizations we make and to which learning system in organizing information about other people react, but also, as we grow older the outside world into increasingly workable we put more and more of our learning system units so that we can cope with the world into practice by putting ideas into words. We around us more efficiently and more economi- put ideas into words not only to communicate cally. The entire development of the learning the ideas to others but also to clarify them for process is aimed at fulfilling this mandate. ourselves by conceptualizing moving, conceptu- From the basic signals we get from our alizing what we hear and see, and conceptu- muscles and joints at the proprioceptual alizing experiences into new dimensions and we begin to organize the information of the boundaries. The different aspects of language, outside world inrelationship to ow: inside

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thrtt"rt. nittI ihjts ordcii). heautuiul lit'tan it'Ine up sith ssnspk. .snd at it.Slut sanIurt..at.i). it and maaJir.s tarns. He .'an estend isn't true.hjt asorm to come sap with in lus tn creativenessand contribute to th tvrms ot aWIut ascrapes (Pr norms does not creattseness uS iiittcts.*4. en contribute wim to apply to an one partisuLar individual. through group mirraction and discuuaon. Sir ilw do not apply be..ais.e we're e.tab buig or can peolit 1ronthe ideasuSothcrsangroup attempting to e.ta1kihMotifs SWhulisas tie ifteraclioss and poop musmon amid he can haior on the banma sat a th,ory that.SySthat learn through his feelings. 1k man make positive 15w human being stoSd.anthe story of hi. ionlribtisiii to the des'ehent of others, betomwig. Ge,' tieany.a human being dovs Al the other estrein.. Sr. tube dricribes unfold. However. this p's*cs. does nut m a the iN prison as ow who . trozcn. used, and spamlity human being. A human beIng beeomes a linaiued.umiabletochaitpr.move, or help quality person, not so snanh through unfolding, others bcvausc hr tannin hip himielt. These as through other, more snlIueMul prtaesws. permoiwgilthrough bfcu.kingtheir,'isn Siwse p.swcsws ateannavsIy Itiuw ill 1.11Cr' woundi. I)t.*ube isdesc.ø.ng two e'.tremes, at sing and iMtCnelalisIF and in doing so.heis taking about 55w end in terms sd iSa 'ise.1Iuøs asiaInter- ,WiPdutI. relations sibech p l'"v. and piretsperi- It ii possible to take his idea. amid put Skein e, Sianiswile,. beedanato,. .s the an mulheT w.y for o, Sbhimig. It's e,stwdy tporftiiuit'IIIbe Si. '00.1,tiant'4byes. pwhk that the tipen, dr'we.ic. hu- Iherela.dly, a rel.h.whap and an inanaitson heiiigbetupi thatir grows stisi on a weddwlde .sis.Iii. libe L'ig a a4s.uider cuaditsosan. rshiru--. espen- pebble i,n lie water. hereisuoand 'athe o. has a,. also apis. * 0vC.IWi Iii yOU. you .S tMrflS It, saw tsessluiety posslhk that She pisor who then. wi Igil on anSbis) othan.. One 'inies a flied, from. dedt_r hong humli, So. Sues isot sans .id.. san sanstapunder cc-'thi -- thai an loud, bes bet inc. . flsidSo,d. WIi.is you reach am is. hs oWeg ,r.sus. aboutthan.ousdlsauea an .ubeul? you we teaching tiut nul lu, Sm,ewe. b.SuSb toed yoschs..ctsrhisuW ,!.vum. besmis mihiding yowsall.Whe. you 4o,s.ng.c,. r.,/tfl1l*.d. and 1.5k-d? I. muss & ms o, acS uu, uSherhunsan huuip.)dOwe there us 51k. usdl.g I. aS ,.jac ting aM.mdndl.p yunrwW. Humanbe- slits are b ib. awe. mip.In coping eamsot be tesapead Ia. anslew p "S .iia.d chisaroa. we're 1ki aM people. ThIN is no esab thing. Any an ilmh,es .*pidami,. She wes. an i aS1k beingwho is peivllusi ii,ndheancme be- sa thee, with Sb. i diancllwe4. pha.sl at aihesss indssd Sb. manat th. hour. tMi.S, WSrg sspng 1kt Sb are 5k ha. Sb. mlppu.lainsysa.wri pwhSe. uSbu- 4amn1k widng lea. bess.t us Sb. saSMy at dieNl.Ikiiikrand where1kflied ape. is. w Muw mwrac Muss. which w* be.'. Sb. musS sll- lees rab.diswho peak' capt wepact us Sb. _ -i,.juthat .an. W. easy $0 a0 5 thor. sea...Sb. .-.Lpiir" sd t huan.n lSian sa ha.'. thi 1k. La we. I pester Thou at an ti, Sb. qulth w .aMsi gbm,1khues S. thwup.1k 1k.ri.$s.nabap.a wed ussis an anof pSb I bs....idy hues di,.. 'a'a. I'utta Isasn ire c. is' 1klmi w$apbei 1k.j-uI do ummany esn,we.. 1kanrp..ul.i _&. nsa 1kon. L 11L weld". 1k., is'. So on. Ships an that we S_rI serb b,, 1kaeea lbs *a,.an. of - pkaaI gng .I I_N -we we an 1ko .h _mHnga .. a p.* m%h with s Sb... lb. eslur r-t ul jr- a.anwSb an IM j..uly Ian L1 ikid hwe.being.. sSb thum -, k,'.s. .asr.. U,..b **.j,.run. wesugthan. Ns.adss.. lb.,.. o ,uIug us açy anp.wet N.m tu III1 mowanissibty.I-Isopid 1kqto ., Sb. 1.r1k, .1 human jss5ps for lush.. bsewemg. IdWeSoslats byaijingdi. dssswe.. IuS ma mu.. ftsm sea ndto a .Sba,.d by Di.L.wt.ea. s,b. h..urn.. at laiis*it_i- he. dies we iulhssg us .naanWsliabout I'man 0Ming. I).. b.Sb. m shust lbs I.. lb. low., be. ban maid that c.Sues a,,intuuin.4an pro. of humanbe I . to1kbe- wailpmmpls. asd *b.1kv want to kwei.l .els.tlsu. Th.p i wash usanmay .'usd p..ds.cws dip,.pleH. £.s..Hhat a suM - tins. shoe, pi-n a hndthp wM petsusan511*)PIwbeisuppu. Øic, m...yL Tks $ .b.es dyea.sks ad SisdilI.Ni c she up a thatwehepedansto v 1kv dirSmS$IU.I MIS MIs*ai m, a '. rf,tWirnS. us saving shot we see mu.a So

iru well people. A racU human beingisstou. tint- tra,nvworkthetjiniI U'.in the 'ahri4 who wvs himwlt positively.is.onitortasbt. traiflc tvlun' tithose ol rid himsell. andtiokbhimselt us the 'i ttiny.iican be esammed. esiended. esteem. developed br zerowft in on the totalit ot liii pioblem so that we may assist individuals to sce The iU person has a dekated sell.eouian' themselves more positively. and holds hi,nl1 in low esteem. We'rt cvrncd about how pcuç'k retard tL__._ Ishould like to startthis tramework by beeaaise their sci1eonee't deter,niws turniflf a spotliplit on the role ot thtea hc't. A us not they wdl learn. We ate flooded .iou tcaehes ,' with yuunpstera with no other adult moment with mimerous research efturi' r atosusd. What can that teacher do. and what tell iii ii We believe in youIl(Iters and does a icathcr have at her disposal that tan be they can learn anmethitip. they ian. Ya is bat ire the tisaaes' .wwflplislt when wa believe. We transI tisslgus is to do whatever is belief to them. and ussly the Usthaiduisi to help y.run,s learn whatever is can make the ehae in his own selt-e. iiithe p,epwe. It you are teactisrip We want to flsUIttaSi? the role u( the _*._uc, this nu. yen betume very thihed us de clupin apond(eehni about himw __ JbIl.j atithouheso that yiuntsters can Ni Irif is, The behaviossi seintisas are sayNit isa i human bethp who sees hAmseU putitiv.husousw' P .-. are "vuç the kiphirnp. it mean' a acre deal about himself- his serenpthi anna he. . very ik m whateverisa need ii' Arises, abilities, arid foibles. He nut 'p lie.. rnrist the Kiirnmnp proecas. Sonietiiivs these qualities. hut valves what he i. we tub m this bcsause ob our own ripidity. One att.ebes lUØi to his itreaptiv. W viweerords trains a buy says. here I this slsacheW atvalve to his st.j we vi Ih; dies. we () of us. I ant the iuibridwal comes outwitsa total v .mr' Llhay. Thusate dosepusof Use P61) sub that says, 'I am ilpiliesist, I s.owt. wemt weelkr.Heknow. because he has lime every vernon to tsel puod about is an'. In , he pets in lose br the li*i

a hian b.s.p." When am. 1m.Is lb. .. . N. es Shelvsprim. down andwhenhe .es b. siieiyarid ftssstr. p4 las pIm...ha s* stops,wenialottsd. helmIpwhois .NrsIy f from_iu1... o- and u the h.. It's aN rt; iii apuod pautlo. Nileain s.ddiJ,. L_ assb..weioss he can't do that. he eawe the issuld vealitleaky.. y a 111. 14.ubhuipstar every ',ia cPIo. it a ditoriin. of aibbs.j1tslAps t km dan. .au.w. the peels. who ha. Iris a.ansip t and eshiv, ishatiwr ihe' Iran dis*olMis of hi. psse.pllos.. i is an tt ujhr inpa.- pout west In Irainitip. not .eussew Niwss. talIyhalbypsupI. md a P that eIslxh Is tt I. uilsuol, his is tunhal. s.St Ni bianslvpsb.psthat requirea odneasluani wtnssp dews isa mosusut houi vi the mental pie..... My y , .jant Iwidhmek to a yasunpum. thatwes asibiev. at satwewly -_ level.. *u ha is aN vt. H. is t wely Uous Sibvtdoi.. This an y anpeets hun us sepfha. in a... iou. that they ame uwcesu.ily dr he ishesnlspa .arhale Is ash * si (he vsf)C0Ni11%haL Ar is tserriipp Whet his pmwwis want his lookatwhat she he! - 1W Lan -i. N.iti.a.., ubat oslApeople .w we sub Iwed is N. can inha .-.zaut we hew p tLn of mb.s.do an .d'.csw- weduAp. and ita anameni by do m. b.. i. cm. he . I T NiJffLIUJwhat a enpiend a Nir .Shsosuucal (runs ' cusu a. lb. nih.iwnt se 1 lbs it,uuut oft ofoneself. 4 -ipu.4 ednealtewe hiij the p.o... b.wd an rdot dwers do dmelom't at pLr.r1 inOSclpl is poflc m.ab.'. of an the first c.*is.m is that any M*.at..iL This p..saan is eoa.*uu . health ha at am.i Lnusd* ses'.. - anJ usss. Thee. it NS* lb. t-dick desi puswwlUs wishesInJlt* - dot wedoNi hishe.he do it hihasp. of -J - JjLUofyt-s. hn ma susan. of step, we lb. ept we doe buy try India ee' of how you doa... eo.stou &ths ii of what it m.d any thai youhaap. a a healthy psihles halsip .bout anqur &aa.., you easWs i heanpowe ispsa .. lbs .b.hi. of she seistilk susslind. . L %S Si .d is heIIUJ lianwisueli101focwittq on she p. *4, anka...niuip,._ a

[1 possible. We don't always demonstrate this stets learn the system. Very few of them tccI capacity. absolutely free and said to probe fully whatIs The National A.sociatu'n of Social Studies offered for the total meaninp that can come to sent a group of people around the world to them as learners. We need an atmosphere in check on the geographies used et this country. which this can be done. During the three-year tour they found that the We in education must count heavilyon a geographies being used were wrong more than very basic motivational truth that resides in half the time when checked against conditions every human being. There is us every human in the foreign culler.. How about physical being a basic urge to pow, to extend himself.a education? How many seventh gradersare central pushing that says I want to amount to expected to perform on parallel bars? Two- something and am willing to work and learn thirds of them lack the shoulder development what is necessary in order to achieve something. thatthis activity requires. How accuratearc What we forget is that this desire is largely we? How proficient? How sound areour shaped by the human being himself. The human practices?If we establish impossibletasks. being shapes his urge to grow in the direction of youngsters cannot achieve or get feedback that learning that which will enable him to be assures that they are doing all Nth% and are effective in his own private world. Mary young- moving along well with the expectation. sters live in a private world that calls for skills Of course, achieving what is expected must that we know little about. occur in a punctilio kind of climate. We have It's been my privilege to be aro:iived with chosen to call this climate a wiring elements An the study of youngsters conducted by the molesting climate can be established only bya Washington School of Psychiatry under the vetoing swat. We hope every home being who direction of Dr. Ruth Newman. These young- has the opportunity to be a teacher is a veto* sters us junior hide school students and the human being. Iles term "vetoing" is chosen tamale that refer them to the study call them purposely tart:awe it's an active term. Someone isonleeniers. Dr. Newman says they learn ex- who valves is busily oaths his time, mew, and tremely well and they learn wry complex resources to pothole the becoming of other ItAlths. people. A valuing penal can do mote than Natty of these youngsters could po with you what healoesisretwoosaiblefor. He CM this afternoon *at four flows down so Pogue's commouirate the whims woman to other Department Store. They can pick up whatever yowipters. Thew youngsters,On two, can they wet. They have the skill to perk these become vetoing agents who can add to the isms 01 You, follow you out of the store, and intensity of the health of the centime climate liftthe items from you without yaw ever which influences the farther limeades of ho- knowing that you've bees Medved. There is mes Wimps We need de kind of dime's nothing woog with their motor ability or became it's the ooly climate we know is which peteepOsel capacity. They ate extremely a human Wog can (eel absolutely safe and free SW. they are all classified as nosiewners in to probe folly the expetionices at hand for the school. They hew been shaping the toy to full ineentop that we come to the Moose pow, and kern what they need to know to be below. It N hoportaot that the child be snowed effective in their world because they know they to probe folly whatever is offered. He should be are not wanted M school. They know exactly given the oppottooky to experiewor safely and whet to do to get expelled in the next IS freely the fell oseineistm that can =We to him minutes to avoid an E test and how to get without the fear that he will be Judged Mode- a theee-dey wimemion as dihstahshed from a mists on iecapebk. Very kw educational ast- mosester expulsion. They can era the %te hma, if any, cook be characterised On this soy. em bright, able y000pters. They know how to We have bulls Onto ow system dl Wads of handle poliweem on the corner; they know aotometic things that stand as threats to hymen how to pa Waked out of their homes. They Woes. hero how to handle woad that does not waist A yowegolet *biddy leans thatif he's them. We hove many, row yoimpters to this writing a story, he shod/ write it only oat pep kind of Wm*. Fortunately, this urge to grow loss. His chasms of talk* Mors Mx moth can be inflossaosd. peeler if he motes a these may. If he's The wee to grow is lollossiesrd it strung aseipied to welts a badness Moo, he leans to menswe by other WIWI beingsIt is hoped stop with one paragraph became he may forget that thew in easeetion will be a sigoifIcant to indent the ewes/ one. We me Iambi with Magma in ism*, this eme to pow. Itis all kinds of practices. of dieeetelliell remoteas =that Meehan an help yousmsten gain a that they will be mowed from ene poop to eat concept of whet the private wad/ is smother with the grades that will caws at the Mks and what Ii an be and what kinds of roods sod of tit weeks, with mototiosis, and with Individuals can hew in the Ovate world. Om pronsotino, menorls, and ponishmems. Vamp of the biggest dollhouses we face is working

I2 with youngsters in so-called poverty areas Is to Assisting people in accomplishing the es. help them reinterpret the meaning of the world pec 'anew, in which they live. to grasp new meanings. and 'Sono; so to an evaluating chetah. to get different concepts of what their horizons Relying very heavily on the seotivjti,,,,i can be. force that says that all heassortieings have Most of us have great difficulty in doing this an urge so grow and this matoles learning because we cannot forget ourselves. Our own because we learn all that ow otecome we vultures and behavior staid w the way of our even town "or maladaptassoe. Learning becoming eyed-scans to others. We still insist on andvelevhowdopment synonymous the accomplishment of certain *Ms at a speck (terms ilOW .Ynonyniou- owcessesi. Nc tied time; we we still cow-40W with correct can fag:shoo much of wow orroueli using usage of the ng Wits language /Ahem* some of the knomeimme thatisat hand about the language that youngsters have communi- saishotilhoi woo bers in a wises. setting. cates extremely well; we are slid unable to A teadwr Ih -sit abuse. so uses turn to a tolerate dirt aid cannot v.oept some of the mew* modighi am look hwesIv at the rule of midis that we tae with m stairous situations. spasedired pops who can .rift teatime* in Only through forgetting minders and intima- laMbistieg sett devehimmons *IIothers. Lorry ting the urge to grow can we *Ay achieve the N immil systems has "eclair" 'tenons who can opportunityofmgeiliealicethatisfunda- sow as vostmece people. Wm. we think that if mentally mos. Then. teachers have a mow low people i.e OW on she siriusl pay roll, they does opportunityto work with youngster du met exist. We is is pommy to use a public through tapping Wok knowledge. How do they MAW nurse, a giryssciao. or a keowledgeable pow, why do they behave as they do, how do mom= living to the camer". Every school they learn, what produces emotion, and how do O man hes Mat amia horobsdoesiste people they adjust' wig. can help. beitieetunmeir. ore have devel- We talk about the necessity of undentanding oper practices Om molts st dilifeson to utilize the human being as though it had already Wen thowinices 4 ONO POOPir. M our immeams we had a usesign student emovnlikilea- We've all had courses in it, but from India mho epeim sante unee with is and that'sall.The institutethatI seem works dieted) with wine 4,000 to 7,090 teachers one day cane to the huge outer entry office across this country and other countries. Its N M just Mow dapper. her lismids until she peyote isto help teachers understand the assescted the smentioe at aii sbe people who dynamics that stir iselivideel children to action. semein their owes iselividnemathens surromothes sielleulet area. nil Me peephteme up from their We have been doles this for sane 24 years. deers to come lam to we whet was going on. Ow problems IA along these lima. Under- WINNONI Roes Fumes cod. 'Tee been living standing human beings is mot seen as being hem for some Wm, mil 1 hem obseivation innovative. Yet it is one 4 the mom *notarise to mike. I mow knew why pas pengle never pet *imp needed at the unoment. It 0 pet men as anyeking does. Yaw comory as am rich and something that is dramatic sod can occur in six yes bole too mock peps. And as Wog as you months. That is 601, it metlast. It tidies time. haw mew per and yowl selephnsess and your It takes bard work. It calls for a camonsiiment Mediae seeponsibilities, and a Mee in you sedgy. If yes think that you miderssend human sped so Mach time immeeemg with each beings le or IS years ago. for mod to Mink other. you will never VI Mt ambyte assimeove main, Wow today's Milano are ant the to ins people who nee/ yam:" 'Nth is happseing children um had IS plan ago. limy arseenehine le saboui "Mem after wheal spasm across the grantor bimlmgicnl fulfillment they dm mach- cemetery. We Need to wadi in such a way that Mg it11.11111;they hem grosser seallibetuel ohs gekedieed persons are randelde to the lonhistenteiell; they hew moose ismolleRge. Yet tenther in the laboratory settee, in she class. they Nee 4 tin own compormasmolleed kinds roan, on she Add, whereverloofinesis 4 exhumes that yeeepters hew empwienceil Imam& Thole we to many deep that they are iw the history of our culture. 11110-edla for new abli. So du. Owe at the thaw they one help us uoderstandings. do is so eveleate current cooditime This says to es that we mead Wire/ what a Unfortunately, so much of out mellathiun child is working cm, whet he is egognimst, what in Wren of whet has bees loam& We use a its assets are. It's cm the heels of 10111easeren to pimiento, mot to make an assemmem. We rely these questions that we're abbe to albs a staid very hoar* on achimemeet hem .ens, at examiethe what the school is thong to help scows. and senses of other Oars in highly ben and looking further at what dm school cam specisheed ma& Few the meat pen, One do to heir him, ilINIIIMMOMI WI es esosethlog ohms Mat hen Here are some beginning psiddines in the been asiamsdIghe& theleep our geoid peseass rpodiebt of babies at the roles of IN teacher. ad ens help is wietheme traind is gain me el the

13 moment that will result .e accomplishments usbact to change. It must be the kind J 15. 20. 30 thirty years from now. It may call then the teacher can use and depart I rOM ., forverydifferentdirections, such as those that she can decide what is right for this grow suggested by John Lithal to nis early attempts at this untie and what is right for rim indivaisel to assess the emotional climate of the learning at this tune. setting. Or, itmay go sn the direction of We have peoplestanding ups at Raiment looking at the works of Kurt Stevens, Hugh comemions saying this LAITriCIAIIII laid1C1114 is Perkins, hob Fox. and eirsiy others in various so peed that itis teacher proof. meaning that ways to assess the intereon that is was? on. WO amber can louse it up. That Ina of penes Human beings becameinterms ofthe *mill not be working with a mint becalm quality of interactions that they experience. It be does not see the teacher as a ,,osuprasoc may go in the dnecnon of using personality pormional adult. Any competent .paniessiound inventories. We've seal and interpreted them Oat should have the opportuem muddy very crudely and we've is trouble. Yet, they can Mat is expected so that it is arempenote for a be very useful, and we need to expiate them peticuku individual, group, or nenemen. There further. mat be flexibility. The schoesimmembant must We can go in the lior wtson of using the host ware the best scholars avadebir re help us of self-concept scales that are available. We even dovelop it. Sometimes ;chokers are mains to have some sell - concept scales for nursery and via*in this area, but unfortueve* May often kindergarten younpaers through the use of mark alone. They develop manwienosmaterials stick figures. There's no reason why we can't that mine to the school on Monday imorning in look in the directive of what is the present neemsepaphed form with quietism ami blanks situation dome that will influence becoming I() fur the children to fill in during the swot four to 30 years from now. This may be an days.than on Friday, there is a test or warms of important direction. how well they've done it. This is not ollocation. Our special personnel people need to help us and may educators are rejecting it. MPlowildistsinto our very beings a basic suede of We must involve the best scholars au help us pmetessiosiol ethics. Inany situations insiluca- waive the best curriculum paw pastille. Of um we do not have that. If we did. yeasorould ~ea, there are some old-fashioned ideas in me hear the kinds of conversations Om you We WNWcurriculum that mint be m=1114144. Ism inthe teachers' lounge. We mil be One of West is the readiness at chides. We're commely tweful about during the k_-ledge devolepieg all kinds of instruments for messing of one human being so openly and May and the seodisiess of youngsters to leans certain smartiones critically with another hommheins. skis and knowledge. Unformastely, we are TM practice is nommolessieneL Sometimes we punier the am on the wrote foot. It's not a moo shore knowledge about one moat to quorum of tohether the child is ready, but sandier permit, or about one child of one wharf hor the salad is ready. Every childis poem to the parent of another child. ready to lemo. he's ready to leans what is next We need a strong code of piessional minas in the story at his own development in a full Mitre we can accomplish other thinp. For pear. Any school worth its salt is powered to erisenok, our specialised school pummel could onto Idea aim he needs when he seeds it. help develop penfemional mesas aboutyowl,- A secandoesteept we need to mointain isthe u sesthat could be pared on pose useyearen importance at individual differing's& Although thesurd.t cometenvious a profeseimel that coneys We been with is lea at least 40 pampa spewing a year with a child sod Maim years, it is all overlooked, partioande in you w e more to any than "it mime having lawny Odd We NO oupset people to asompiiik the m my Wall." This is pseud on to the mot same thing us the seam way is maw settings. peoliesaimal person who WI speed a yam But mearommeoly, we have been Mem at this alaeacirag *at youngster. We seed very objec- comma in a Ode different way. Om of our tive and useful personnel seemis on yompanes doctmel seedenes mein tot the that time in a that we cannot get until we have a code M- situation ahem Pew and ohne painenem edics. Than is a my dalbile role for the core plhead mnMetler. One it her s4Ow specialised 'shoot persona& They cam ear Is as Mob' rford Milonegrfl mead wadi over and over that the meeker is not aims and New dmWegains. Whom aim mom to. tie hem is a WM* reoreem. WW1* Aliso no two serb4ii ear illsof Let's km Waif at asialter maelight the We roam; the %ewe ilium me im ems won school cuemealum. Whet peirs Me a wheal on Usi. ..4:8ar side at the room. imaame two Lorricultim? A teacher is me alone ewe. She rocs 1 maw demo between theta, We took hes some coniculuni pan that can be awful. We tail tam hew andliscided he mabismis the Sometimes dory are net very ea& °mat the armage. lit bah him six weeks tadleamor that trig Wisp that met diaractetie a eshaol her was serftsWevacant ram w show mriculosa a ineildity. M mat br ales and Ilmolirs w Aid goat badivpigesl 41111125ros

4 in this was--ssispong for some to catch up and what you can do at any level 01 development to holding boas for development of others. help a youngster grow in this meaning and in Sometnem so r concept 01 individual differ- other meanings in this one field. ences leads Ass .4 because we think that this I turn briefly to a fourth spotlightthe role IQ is Wiesner -r"m this one, this body build is of the school administrator. Perhaps you would different mew at one. this social classis like to skip administration. I can talk about it differentt dlork one. It's not so much the because, in part, it is one of my roles. leachers differences 'swag .oncerned about as itis the are not alone; the curriculum doesn't do it all; anderstandime. let- uniqueness of this particular we're not altogether dependent upon special- Smaimir with that uniqueness is the ized personnel The school adammustration also important *sm. has a share in molding the development of We must be concerned about meeting the healthy concepts. An administrator must have needs of ywnowsers. That's an old 79 cent flexibility. He must encourageall kinds of economy pawn we use when we don't know development, new efforts, and trials, He must what else i Am. or have a limited vocabulary. be supporting and do all he can to help the or want to car oat discussion. Thank us it in two person who isventuring torth.Ile cannot ways. If yams thinking of the needs as the expect all people to venture forth in the same learners thnonetives receive these needs, that's way at the same time with the same degree of tremendower important. However, you must skill and accomplishment. also think scams of the needs of the learners A teacher's husband traveled frequently'. 10 as these maw are known and understood by allayher loneliness,the teacher visited the the commits!. professional adult educator in home of every first grader before Thanksgiving. charge. The JO 01 education lies in bringing Iler principal thought this was such a wonderful these two owether, which, if accomplished, idea that she said all teachers would do it next Insures thaw the megrim is not completely year. Sometimes we behave this way as adman- determinet by the adult. The propam is not istratoes. frozen or weed because learners will make the As administrators we must follow snood difference is reatitom out for different kinds of principles of learning and apply them to the things. in 1111111 the urge to grow to read their adults with whom we work. A principle of own tearoom goals, to select individual projects, learning thatis sound with an adult is also and to more an may different ways. Ties is the sound with a three-year-old. Let me offer you concept or meeting the individual needs of one each principle from Ginny Hines' writings Roman Noma about three-year-olds. She says that the most Every austam the school curriculum ought to effective way to get a child to do what you provide feeitilinek to an individual that tells him don't want is to require it. If you really want it, about hinewiL Literature has amazing possibili- stir interest. This will work with three-year- tiesif we aren't stuck with commas, word olds;itwill work with 40year-o1is. Many usage, W. and the like. Instead, look at the administrators forget this principle. Adminis- basic hum"- themes in literature-love, hate, trators have a key responsibility to promote aggression.dd ambition. These are the kinds of good psychological conditions for the total things the ..an we a human being about learningsetting and to be concerned with himself, teachers' mental health. Those co von an physical education have a A key factor in this to involve as many tremendomepporiattity to help a human being people as possible in as many dorinme-making learn ahem thiumalf and his potentials and processes as possible so that everything apes. create a tommdmas orbit in which he can try This-eatables everyone to ewer hie Ana and thinp with canton and a reasonable dogma of through this proness, the peep elk to react misty. Ever.ammo of the school minima= wise decisions. Ilemokaes almennineturs think should be macerated about zeroing in dials &Mims ow Win lbws armed at olt big name elm that are "Important for by dot group, ea. its am* ark Soy give up on human Mop to possess as pot of their Ike grasp proms. If they Mar MO it for a nuamm. So Mem free minute dile end Mills vibes, they nil _.rese Haar drimen that are bits of knamedge do not add gpaoythiop. If open and enamel Ileeetgli Ihnnseglt pump them thionemo MN tap to tliifjltts totootoP. Mecumion are mask neuter thin tee roes thin the illiaitirs ea Morn aloes s any have mode by any ant indivilinL Thmatty recess a choice of rtaftng ommingful. Ale Os big idea adds to the npilleanee of dor people who become chola. tubs egoiticanoe no kingpin participate and isms shwa with ill informa- needed. In mem AM" we are Ileapthii. Many tion. They do Ma go rigid womperg about of you are ems as so oiscation prompuality unknowns and Om have the appervenity to where you're army unifyingsene each as live in a healthier umlaut. be comes Isom lb'. .4 you build mmnriances Administrmer wed se help es as the en- mound this hied ameept there in me end to hancementofsk.sinfolumnamoet Mime

Is beings and select the tight people to work with As a problem of major concern you meal Youngsters. We can talkall we like about some way of capturing the totality of what ia teacher education and certification. These are involved. This presentation is one framework important. but there we other things that that can be used for enhancing the development underline them that we not as important. of individuals. The learning setting can be used People who work directly with youngsters by those persons who are responsible for what should have basic love in their own lives so that happens on a day to day process in determining they are secure. They theold have the capacity the quality of better relationships and better to relate positively to others. They should have actions to which an individual is exposed. In a strong commitment to education and believe this you have an opportunity to live the most inits power. There isnot a single world significant of lives and I would to ask how problem that could not be greedy alleviated significantly would you like to live? with improvements in education.

16 CONCERNS OF THE PEDIATRICIAN FOR MOTOR DEVELOPWCNT

Sylvia 0. Richardson Assistant Director, Children's Neuromuscular Diagnostic Center Cincinnati, Ohio

The pediatrician * concerned with child which come with age. For example, children growth and development, both in ease and in with their short legs (and large heads) make disease. Possibly his penury concern is with great efforts to establish perfect balance and, the prevention of drum and the development with a little run, they mask the difficulty of of a normal healthy inisidual. His daily traffic simple walking. A three-year-old must con- with children provides a constant confirmation stantlymodify his movements to maintain that "the childis firer of the man" as balance of his top-heavy body. Infants feel the Wordsworth said. He a*, therefore, concerned need to rest by extending their trunks on the also with providing dIlliren with an environ- ground and raising their legis in the air; the ment conducive to keemeg. child between 3 and 5 years of age rests by The child's earlier wears involve sensory- stretching himself pre ne on the pound, often motor development. Passim lady during his first elevating his shoulders by supporting himself on six years, the child is busy developing and his elbows. At 6 years many children still enjoy refining skills to achieve marriesy of body as sitting on the mound, using as a base the whole well as his environment. Ige is getting ready to length of the crossed legs or the length of one develop intellectual skills is acquiring knowl- leg with the other placed alongside; this seems edge. The child seems to perms an inner guide to give them a wider base of support. which leads him to modify fie ways of moving: The child develops movement in space. How the infant's movasneets aes esendess and unco- does a normal child perceive his space world in ordinated; the child of time is always on the relationtoposition,sizes,distances, and move, often throwing himself on the pound, shapes? Everything on earth derives its position running around, and ''hi.., and heading from our own position and relation to the everything; the eine-yeervid walks and moves forces of gravity. In outer space there is no up about, no longer feeling the need to stretch or down. The pull of gravity gives us our himself on the pound or grasp everything with concept of down. As we crawled and learned to which he comes is cense. balance ourselves in the upright position, we These modifications devehm indspmdendy began to form concepts of other directions. of any educational indlesmoe. Way am 'wanly Toward our feetdrawn by gravityis down. associated with an axamend tenedormesion of Toward our head and away from the pull of the proportions of the be between. the gravity is up, Objects have right sides or left length of the trunk mid the loam hide. For a sides only because they are on the right or left newborn child, the keg* at der awn inss the of la Writing starts on the left of the paper not top of the had to she hallow of the win is because the paper has any particular leftness or equal to 6$ percent of do ter length of the rightness, but because of the paper's relation body; the legs reposer 12 penent it the ship to the left side of our body and because length. At three yeses it awl, the chills legs our particular culture says that we must read correspond to 3$ per of his hater (his and write from left to right. Behind you is in torso about 62 peremmsad Was pow hive beck of you where you cannot see an object. to the trunk until Ilwy ignally MISr loess Behind the choir is on the side of the chair proportions in the allsex at 7 years at agje the away from your body where you can't see the leg are already 75 grans of des height. After object completely. Thus, objects in our union- puberty the trunk growls seal thechiarrlairns sent have directions only in relation to us. adult proportions, with memo and lqp about To achieve a stable space world, balance is equal in 'meth- necessary. When an infant first lifts his head up Chilthee's estivensens needs vary and we from the crib (whether in a prone position or must make allawaskes One diem neienens on his stomach), his had will wobble and drop

17 clown again. With practice and clear kinesthetic learns what his body can do by moving through messages from his muscles, tendons. the semi- space in many different ways. As he analyzes circular canals of his ears, etc.. the infant learns and integrates the elements of his movements to balance his head, he begins to understand the and uses them in a variety of situations, he also rudiments of up and down space. Up is directly achieves visual skill, above his line of vision; down is the surface of As he achieves perceptual maturity, then his bed or the floor. As a child learns to crawl, with his eyes alone he can judge distance and he has to make adjustments to keep his head sizerelationships;positions,textures,and and body balanced. As he pulls himself upright weight. Butfirsthis explorations must be and begins to toddle, he must reorganize his tactile, kinesthetic, and through all forms of body balance to avoid falling. As he develops movement. He begins to explore with his eyes through motor experiences, the infant con- the way he previously did with his hands; then tinuously learns to adjust his body to balance in he integrates new visual information with all of spate. hismotor and sensory background. Ocular As the child achievesstablebalancein activity, motility, and perception become ac- vertical space, he begins to develop a concept of curate in order to match the information that horizontal and front-back space. An infant the child has hitherto accumulated via motor. initially moves horizontally. To get some place tactile, auditory, kinesthetic, olfactory, and while crawling. he must learn how to coordi- gustatory sensory channels, The visual mode nate both sides of his body. As Dr. Gellman finally becomes the most rapid, efficient mode states, the child must learn that "his body is a of learning and seems to be taken for granted duplex," and how to coordinate and integrate by schools today. the two sides. He begins to learn the difference To make a good perceptual-motor match. between the two sides of his body when he the child must achieve balance, laterality, bi- learns how one side counterbalances the other lateral coordination, body image, and accurate in crawling, utilizing reciprocal motion. He can visual perception. With these perceptions stabi- hold an objectin one hand and explore lized he can accurately relate objects in space to manually with the other. He learns a thousand himself. The sentence, for example, starts on ways of using his hands and legs, together or his left; he is to stand on the right side of his reciprocally, to achieve movement efficiency. desk, put his hand behind Y., back; and place a The child may find that one side of his body book inside his desk. These examples illustrate is more efficient than the other; the more "position in space" or "directionality." Chil- efficient side may attain dominance at an early dren with specific reading disability often dem- age. While establishing bilateral coordinations onstrate major problems not only in spatial and laterality, the child also learns about his relations but in identification of "the little body parts-where they are, how to move words" thatrelate to space, such as in, on, them, what sensations they receive, how much under. room they require in spaceand thereby de- When a child can project these relationships velops his body image. into space and see how objects relate to each In addition, the child learns to interpret all other he is able to understand why the teacher of the information received through his senses. wants him to start at the top of the page At first, he must use all of his senses to explore which is related to the top of his head as he an object or a space, The hand is the child's holds the paper vertically. The fork is on the first teacher. He learns to identify objects by left of the plate because it is on his left also. touch, by feel, and by moving or manipulating; The d is on the left, the g is on the right, and then he verifies the information with his eyes. the o is between the d ands Letters and He learns to coordinate the information coming numerals can remain constant in the same static in through his senses and to hook this up with position, and the child is able to gain instant movement (thus the hyphen in "perceptual- recognition from a stable, visual memory of the motor"). Experiences seem to be taken in word or equation. His response to these objects through the senses, and the child works out will become automatic, requiring no analysis. meaning through his activity. This is a continu- A child learns to compare sizes and shapes ing learning process which may extend beyond of objects by putting them one on top of or the rust six years, and thus it must be taken inside the other. A spoon is so little that many into account byteachers of primary grade spoonfuls are required to fill a cup. A child can children. pick up a short rod easily in one hand but it The importer :e of movement in the child's takes both hands, arms, and a change of body earlylearning experiences cannot be over- posture to carry a long rod. He would rather emphasized. When he is very tiny, he learns the have three pieces of candy than one or two size of a room by the amount of energy and because three pieces are more. The car looks time it takes to crawl across it. He learns the little but then he discovers that it is just farther shape of objects by manipulating them. He away. In learning to relate objects precisely, he

Is has gained the basis for quantitative relation- ences, but often we do not tre.'t children as shipsand a foundation for arithmetic. The individuals. Childrenire taught by method- importance Or what has happened to the child's ology of the school system, which requires sensory-motor development before school is children to learn in the same way, regardless of directly related to what happens to him in what is known about individual differences. school. Each child has spent 6 years developing in his Schools operate on certain assumptions that own way, at his own rate; he has not been are erroneous. Two, in particular, are of interest developing in the same way as the child next at this point. The first is that all children are door, or even in the same way as his siblings. Fie ready for school at age 6. Well, they are not all cannot be expected to suddenly sit still and be ready to give up their individual learning about the same as 30 other children in the room, for movement, theirindividual perceptual-motor they are not identical. development, to move into one way of learning, By demanding that children be the same, we namely, the use of eyes alone. AU children are are not reaching every child.the estimate, not prepared for academic learning at six. Some depending on which book you read, is that 10 perceptual-motoractivities maybehelpful, to 30 percent of our children have learning even though they ate not in the "academic" difficulties. The schools are not providing fot realm. them. The schools can provide for retarded The second erroneous assumption is that all children; they should be able to provide for all children are similar. Although we speak a great children with normal potential. It is time that deal about individual differences, we do not the people Who know most about physical skills always practice what we preach. As adults we become interested in their children and go into want to be recognized for our individual differ- the schools to help.

19 CONCERNS OF THE PHYSICAL EDUCATOR FOR MOTOR DEVELOPMENT

fern Set jekli Physical I ducatton Department the University of Wisconsin Metitson, Wisconsin

At a physical educator tt w gratifying to me must programs are not based on the develop that the level of totems, tn activity programs metal needs of each child. but reflect the lot elementary school chisken has kept pace geme-ortented approach to sonny whereby with the emphasis received by other areas of hishly skilled Adders are able to mike a Imp the curriculum. It is all the more rewardiog pot of the action while the less skillful are because this popularity comes some years after masemurerml sem posstions where they mews it has been tinnily established that the Kenos- 1011.:opportunityto portmipete. Movement ship between btelligence said prolismocy in edievoiste programs are exempted from the motor edit among healthy thddreo is too low "101Www-unenled" label. but it is impossible to tot predstiw purposes3.17.31). Fur use who determine at this time whether These programs itanctions within the ethmatiosid commussity. are more ensue' inmeeting the develop this Interest in motor skills representsvictory. mental needs of the child thantraditional lotthe pedagogic preuccupstium WI several programs. decades has been with cumin,' devekspomot, This dues not imply that the objects,' of Most physical educators are aware of the hindamestal slidl development is unfamiliar to fallacy in sweeties a cause-effect relatioiship physical educators. It is uswersaNy stated as to the amocistion between motor skills and use of they goals. Why, theft, has it been so intelligence. Previous attempts to justify shy* difficult to translate this objective into mac- cal education programs on the bests of thew tin? A pinery reason is that research has contributson to istellectual developinest were provided an etatimusteaccenting basis (or ill4oundod. Such attempts to broadest die boas inoorpolating fuedansental smoky skids into the of supper fur shyest 'emotive programs we curriculisni. The scionstilk bens to which I refer history. she yet I have the impresalue that a secludes sock infonnettoe se (I) the intro- and Wipe put of the cones, popularity of denies- inter-dtill developmental demurs of all the WY school programs is band us the belief that heethesentalsic 121 idestithcation of the phylacal activity serves as a precursor or useful biologenl Wes of maturity ledicators which adjunct to skills curviest for academic achieve- own that children are ready to barn certain meet. activities.(0) idesilAceissofthe onkel periods dines whIch mud& *ilk an be most My leek is to disarm the contains which I, ellithiatly Mane* 14) olgecthe evaluation of as a physical oducatot. lose for espial enrelm. the Lamas of earichassat poem= which are most. For the pompoms of this peersoetatioe I initiated Mime or after the optimum periods am Wading se nutter entolopsnant only those foe demlopeneet. and (SI knowledge shoot the skills which (II involve hicomotiosi and binge inflmnee of touching styles on the tales of and 12) are involved in the paSiction aid bursitis in claims. recepon of the body and Mewed olgerts. The dellnitios ezelodes pehensthe and tasks re- This is not to ammo the emeamb stick as spiring rimer* wind, anamery, and Inched our Wimp from the I Ples and 1940k nor involeameet while the dial is to a statheeney does it depeeems the offsets of individuals who pareithakThe foNowing ix nesners see of hem extendedthisinformetton since thee weans Some. At11,13.14.23.310).Nowever, whims one I. The Sean 4 Kearaeltehre be Nam De. syediesime whet is knew% about memo, demi- willpower& Mow developesest implies a su . Gramm and copses I to the questions which quested. orderly progression M fonemeotal semis onenmilmod, it becomes teethes why inownseet patters,. Inspictest of eleonotary elementary teachersfeel Doomed as thee school physical education connote sevens that attempts at conicolosi coostroction.

20 2.,Vonet.endPrekonkntartenlino a for eight hours a day. the vlbile *Mk licinp non. A recent United States government publi- imprisonedbystained 01 KInd11%,,Isa cation placed the population 01 three-, lour-, deplorable educational setting. I am .oriterned and Ave-year-4d children within the United about the moor iterates:ion which may be Statesatapproximately12 million 16). Of !mitred by many of prekindergarten instils- these. one-third now 1111,nd a certified nursery lions. og dayare center. Estimates place the number limentotenort of Information Concern- attending such schools by 1975 at nearly 5 ing Motor Drrlopment, the biblical admoni- mil sou. tionor "hiding one's lamp under a bushel Alfirst appearance n would seem that the hasket" might well apply to those responsible away-from-home environment would lead to for the dissemination of knowledge in motor numerous educations' benefits. Early interven- development. A review of the U.S. Office of tion in the home Nfe provides the child with an Education materials which cite exemplary pro - opportunity to play with children of his own grams in preschool educatiob, funded under ape Poor. todevelop independence from TideI.reseals that only 5 of 1$ programs familymembers, andto pin exposure to mentioned grow motor development among numerous situation not usually provided m the theiroblectives 1221. Local efforts in Head home. However, my brief encounter with peek Start, Vista. and other similar programs are Marmites schools suggests that they may be tharactenzed by similar omissions. To he so dinuitameonly prohibits preucademoc enrich- thoroughly ignored in programs where motor ment and motor ileprfratkm. development should receive top p ty is an The physical wiling for prekinderprten indictment of our inability to communicate. schools a often dictated by insufficient op- Periwigs the major breakdown in attempts to eratingfunds. Church buildings become a disseminate information comes from thein- tavonte refuge. White such facilities are ade- ability to organise the content of motor devel- quate for such skills as silting, pasting, and opment into courses for college students. The painting, they are seldom equipped with suf- fact that we cannot provide answers to many of ficient indoor or %idiom spat and equipment the questions should not restrain us in this which penny. children to copse in gross motor attempt. Conversely, this organization of con- activities. Such vigorous movements as kicking. lent is the process through which any area ot throwing. jumping, climbing, and monist are study must pis before a systematic extension apt to be entirely unfeasible. ot its knowledge is possible. the amalgamation The prohibitive effect of facilities on the of infoimation. as exemplified by Wickstruin's motor development of children in prekinder- recent book Funslatnental Motor Patterns 1321. prten schools is generally compounded by a makesitpossibleforscholarsto identify hickof gpalified lead/trap to providein- material whirls is well documented as a result of struction in movement skills. Any attention to scientific study, while exposing content based motor activity is likely to be cliagineled into exclusively us testimony and empirical evi- leaehiog the child how to beadle table stoma dence. Most importantly, it identifies gaps in and to put as and remove articles of clothing. the knowledge structure and isolates such areas The specific lathe of *see skills and the for investigation tremendous ammo' of Um* respired to ph The absence of motor *palomino' course% mastery of them point to the urgency of early in college physical education curricula indicates practice. If a child dues not develop a broad that we depend on other profession to provide repertoire of fundamental motor skies prim to this information to our soma- ets4' develop- first grade, he will ptubeble not find the lime mast cosines typically mitive to do sodiemetter. The demand. of the and social growth. Lae- .1km is classroom coinome Inris amounts of time given to the iderwilnessonfb, bi -al and which were fore** devoted to pow motor moth development and its inliu On the activities. chileswelfare.Institutions whom prepare Lack of a movement report ills during child- Sackers must reside opportunities which lad hood chi lime shims remificatioss, for it is to an ogidersianihms of moth development if through participation m locomotor skills that prospective teachers are to Saints this knowl- ins* of the social and emotional development edge all expatiate, to schools. Likewise, if we of childhood is duped. expect other professiose to be mindful of The prelinslowey stages of al fondansentel chilies's motor needs, we mist become aster- mote* *Ms are ammo* estabbehed prim to disciplinary in the publication of our research six yaw of age. It has also bees determined float, and articulate them to students within chat the mamma. from Inel so level in these the framework of course offerings. patterns apogees upon an snipe opportuoity My opening remarks alluded to the posh for practice under piled instruction. To One bitty that the current popularity of elementary a floe- year -old boy under a nminieing influence school physical education peograms may be

21 partly due to the use of perceptual-motor skills the prolessional continyen, dirrged with the toenhance academic achievement. P1- sisal responsibilityof dealing with learning prob- educators are quite adept at capitalizing upon lems. Thus, under the pre..,re or the parents current educational trends. In the 1950s wc, and principal to "help the they arm became physical fitness expert, an the early themselves with the latest book on perceptual- 1960s wesolvedproblems andexplored motor skills and proceed to make the diagnosis, through the use of movement; now we are write the prescripuon, and administer the treat- helping classroom teachers evoke appropriate ment. academic achievement. Each of these ventures Manyactivitiesincluded an perceptual- has added content to the curricula and the last motor programs have been part of the content two have contributed to methodology. Lament- ingoodphysicaleducationprogramsfor ably, from a personal viewpoint, our knowledge decades. Newer concepts such as laterality, of motor development does not seem to have directionality, position in space, body aware- advanced as aresult of these additions and ness, and the activities used to enhance them recent encounters with perceptual-motor skills are well within the instructional capabilities of may even have resulted in the defection of a physical education teachers. However, my con- few of our most promising scientists. cernforthequalifications of persons who The following concerns arise as the result of supervise children in perceptual-motor activities the union between perceptual-motor and physi- is aroused by the use of a markedly different cal education programs. group of activities. This concern was under- 4.Obrectives andContent. Perceptual scored recently when I was asked to review -motor programs are characterized byvari- portions of three books which had been sub- ability in content and methodologies employed mitted for publication. Each was written for to change behavior 12,5,10,16,19,20). In this classroom and physical education teachers: yet regard, they resemble the physical education all devoted a substantial volume of their con- programs with which I am familiar. The com- tent to drills dealing primarily with auditory, monalityunderlyingperceptual-motorpro- verbal,andvisualperception. Each author grams is the use of activity as an adjunct to the recommendeduseofthematerialsforall attainment of academic goals (27). children, and one advocatedthat complete Although some perceptual-motor programs mastery of the activities would prevent learning have identified the theory, rationale, and se- disorders. quential progression of their content, there is It should be apparent to all educators that still considerable confusion inthe minds of caution must be exercised in dealing with the many in this regard. The following steps arc assessment procedures, treatments, and teach- suggested as an aid to understand the nature of ingtechniques of other professions. Printed perceptual-motor programs: materials written in a "do- it- yourself' style can (11 Proponents ofthe various programs encourage a false sense of proficiency, and the should enumerate their objectives in respective specialities must guard against such specific behavioral term practices by pointing out the inherent dangers (2) The theories and rationale upon which involved. theprogramsarebased should be 6. "Who Shell Receive Instruction in Devel- readilyavailabletothe educational opmental Movement?"The allocation of time community. for elementary physical education varies from (3) The assessment procedures for the iden- school to school. Regardless of the time avail- tification of children with gross motor able for instruction, itis insufficient for the and perceptual problems should be out- attainment of program objectives.It seems lined. certain that in the future there will be con- (4) Rigorous scientifk control should be tinued attempts to erode the time devoted to exercised in evaluating the effectiveness physical education because of the demands of such programs. from other clur,_:ular an te of tt, S. "ALittle Knowledge. . ."The multi- grams most Nitrot. t Of the 1.11n . disciplinaryapproachtothesolutionof space, mad item Li. ed for physical perceptual-motor problems enjoys current pop- educatie. oc, °Let, toenhancingthe ularity, and for good reason. Who would perceptual-motorabilitiesof children with question a decision arrived at jointly by a learning problems. pediatrician, psychologist, school nurse, and The cost of providing perceptual-motor ac- teachers of reading, speech, and physical educa- tivities to these children is exceedingly high. tion? However, that which is ideal and that The teacher-pupil ratio must be lower than in which is practical in the team approach may normal classes and the rate of learning proceeds vary from school to school, -and it is probable at a slower pace, The special teachningqualifi- that in many instances the classroom teacher cations which are required may place a heavy and the physical education instructor comprise buy len on the physical education teacher, At

22 times he may he forcedto make a4:110113: complete aversion to between meeting his regular classes for the . toed movements that require allotted time and providing special classes for anent. those with perceptual-motor problems. There is the problems involved in no easy decision in such a dilemma. Ideally, each program should be supported to eau os torteaching fundamental the extent that it can meet educationally sound me, perceptual-motor programs sec- .Lamed wide acceptance. pre- objectives.It is the obligationof physical sun- ash of their alleged ability to educators and perceptual-motor specialists to produce evidence regarding the effectiveness of ales I., disorders. While support tot their programs through scientifically controlled percepto programs appears to be con- seder.* iscurrently scientific experiments.Rigorousscrutinyof program little results must become the basis for determining evideas oabilityto affect positively the amount of exposure which students have to acadee *ement (8. 12. 15, 18, 21, 24. 25. 21, ProPams- I have attempted to identify certain short- Car- torts of physical educators and comings in our present knowledge of motor per cc - specialists to expand existing development. The effect of this lack of knowl- k n4 ischts, ..1 the establishment Or a scum- edge on programsforyoung children has tun

REFERENCES

I. Ayres. A. J. "InterrelationshipsAmong alit: Consulting Psychologists Perceptual-Motor Abilities in a Group or Normal Children." American Journal of "Physical Education for Ele- tkeupational Therapy, 20:68-71, 1966. ss and Girls." Wisconsin . I %so- 2.Harsch, R..1 Movigenic Curriculum. Bulle- 'leak& Physical Education. and tin No. 25. Madison. Wise.: State Depart- ewsletter 32:1 -1 I. 1962. ment of Public Instruction, 1965. And Ridgway, K. "Lady Went- 3. Clarke. II. and Olsen. A. "Characteristics of Children with Learning Ins:Mill- I 5- Y ea r -Old Boys WhoDemonstrate optionalChildren33:387-95, Various Accomplishments or Difficulties." Child Development 36:559-67, 1965. I Illsirs.aiandt. F.. Rarick. C.. Glassow. R.; 4. Cumbee, F.: Meyer, M. and Peterson. G. awe l AIMS. M. "Physiological Analysis or "Factor Analysis of Motor Coordination ass., Motor Skills." American Journal of VariablesforThird and Fourth Grade Ph weal Medicine 40:14-25, 1961. Girls."ResearchQuarter'',28:100-108, 14. Houser, D. "The Sequence of Human Fetal 1957. Activity."Reprinted from the Prenatal 5.lienhoff, F., Siqueland, M.; Komich, Origin of Behavior, University of Kansas and Hainsworth, P. "Developmental and Press. 1952. Predictive Characteristics of Items From 15. Jacobs, J.: Withlein, L.; and Miller, C. "A the Meeting Street School Screening Test." Follow-upLvaluationoftheFrost* Developmental Medicine and Child Neu- Visual-Perceptual Training Program." Ed- rology 10:220-32. 1968. ucational Leadership 26:169-75, 1968. 6. Digest of Educational Statistics. Washing- 16. Kephart, N.The Slow Learner in the ton,D.C. !U. S.Government Printing Cies:Doom Columbus, Ohio: Charles L. Office. 1968. Merrill Books, 1960. 7. Education In The Seventies. Washington, 17. Khiusmeir, H. and Check, J. "Relationships D.C.: U. S. Government Printing Office. Among Physical, Mental, Achievement and 1968. Po, arty Manures in Children of Low, 8.Falik, S. "TheEffectofSpecial ridHighIntelligenceat 113 Perceptual-Motor training in Kindergarten arc Age." J o u r n a l o f M e n t a l Defier in Reading Readiness and on Second Grade ,n6" -arch. 63:1059-1068, 1959. Performance," Journal of Learning Disa- lg.1.4ser The Improvement of Reading bilities 2:10-17, 1969. Alltsliii>through a Developmental Program 9. Frankenburg, W. and Dodds. J. "The Dev- of Visual Perception." Journal of Learning ner Developmental Screening Test." Jour- Disabilities 1:24 -25, 1968. nal of Pediatrics 71:181-91, 1967. 19. McCormick, C.; Footlik, S.; and Poetker, 10. Frost*, M.: Maslow, P.: LeFever, W.: and B. "Improvement in Reading Achievement WhittleseY, J. "Tbe Marianne Frost* De- Through Perceptual-Motor Training." Re- velopmental Test of Visual Perception." search Quarterly 39:627-33, 1968.

23 O'LionnellN. anu LiseH 26. Rosen, C "An k_micrunental Study of I ranung Read in ,ussitio. Visual Persamm Training and Reading Visual -Monet gip elM1 Achievementma First Grade." Perceptual Learning Lsagantsi .o. Motor Sada. 22 9' -M6, 1966. 27. Seefeldt. -110mageteal-Motor Skills." In 21. Painter, 1, The t sum h And An MSMONNIONif. to Maasurement tw Phys., Sernory humur eburteon iagya r col eeptual-klitwor Spas,. aarshar L'iimmemm !Mud bs henry Idontoye. Indiasapaim Issesilon Kappa, 1970. gar tenCheldren.. 28. Singer,R. lemeirelationship of Physical, 32:113 -It 1966 Percepteslilimin mid Academic Achieve- 22.Profiks to vuehtt. t.intieon, ment Vanilla. in Elementary School Chil- t *mos, e, : U tiovernew---44`fIllltr dren." Percamarl Motor Skills 27:1323-32. time 1968. 23. Rack. and Stool -mtners 29. Trussell, L.Relationship of Pertormance of Selected Physical Skills to Perceptual Gr,wth inStrengthj...41"S." P..r from Cheldho, t,, eneseen.- e Aspects of Reading Readiness in Elemen- shaman Biology 39:2'.. tary School ChildrenResearch Quarterly 40:383-90, 1969. to 24, Robbins, M. "lest no In Mm wa, 30. Stott,D.Test(4 Motor Impairment. Rationale with RetaMsul wade: ral Guelph. Ontario:University of Guelph, oftheAmericanlibmalhai-suickftw ..n 1967. 202 87-92, 1967 31. Terman, L. Genetic Studies of Genius, vol. 25. %rev 1 tr.Ch. 4. Cambridge, Mass Harvard University !kitty of Delacato's Tlir., tame, oral Press, 1925. Organisation." 32. Wickstrom, R. Fur/at/merits/ Motor Pat- 33:517-23, 1966. terns, Philadelphia: Lea & Febiger, 1970.

24 CONW OF 111E SPININIETRIST FM MOW ItMetINNENT

r;. IL'rot

Who is the modern. unformed opttowintst light into awomat saw.. mon is lieisaclinician,carefullyanti thus...Or tiof the tot.,.ritamon we entire r trained in the anatomy. neuroloeypasio.taro to the IllivarIllialur 4:01k:ctd and physiology of the eye and its imosoluso ..snout the total organisms usult of t appendages. But far beyond this the onmosso .rtipact. Sightt-the remotion of lers.i. optometrist is a clinician fully aware that ...m1, the translation. unloosen. and ow- eye is little more than the cm' organ us Aso, tI the information. toimwed by receives and responds to ligh ,trid trans. t. cartof the totality m its useothee inform light waves into electrical potentials whom Ass ISMWhereas sight refers to the tosction cat trot sent into the spongework of the brain. Tots eft soe, fight,vision Meer% to the ensue compic, is not a camera Helmholt? et 1840 lamesnee semosmes in all of tor information system that there were no upside doom pictures km she omit of the Milo ,wetter,[hum primarsti brain, only electric pulses. in the brain moo twos, die inlormatser. y%terns of itinestheo.. electrical pulses are corn rasteu. matched. amilo Iseiring, and sorrel others. Sight can o lated. and integrated with signals arrivin Tom ...nose in the eyebolt vision .annot and must other information systems in the human lora. iwriammee with otter- systems. Further, the informed optometrist has roam eons oplometrair call tomm Is so luenl the past 30lus years realizing and studYIM ,slt* Ak",sisearnt upon what physet....1 edmatorell tact that (I) what a person sees is so loft.' ammo, developmentthat we Ale,in eti. t more, or so much less, than what the art talking about the same siting. The met receives, and 12) that as optometrists, we snow pilothereisthe tremendou-physioluimal had to inspect, explore, and observe much Nom afaesenee between sight and vision. than the eyes and their appendages. searenthelically I en* to dotes% brietlt These reehaations have been brought atm so, my personal01111/480411$ overthe caeca primer* by clinical evidence of indiesimi easom. This is a very ossitssium word boaro demotes sod likenesses in patients. Few as mesas to many persons something that example. two patients each have a psi of my. moat owned off and on -thatit301/11111w which measure exactlythe same us cress ANNUS a power factor misted to stomps clinicaldetail. These two pairs of eyes mat oodie Milk, and physical trees& If the now show exactly the same dagme of "teasseisoe losemil. the action shook" be autoinauwwit error"(the amount of neanightedoensa .ousil. ilike to tin* we are talking Moo need exactly the same press-optima. are Wel esaoresom development -aemottent as omit perform so differently that there could never so ohms umber the full appraise...id control Q14 a real compatieon between them. One of that pers.. regardless of are smourth. out this patients may be unable to lied the floor in Me Wham for another now Mow our Memo., morning without first putties on his glasses am Nee sequences and otgemvisunal promose while the other patient may wear his gMases onis of said development.) under speak deimands for scusracy sod speed Let me tell you erto the womoted opium, of mine. Fromthiscloisairemesch ho me es concerned netts mew 11111trolopmer emerged she modem °plainsong, who has hoe mei halieve, and a May .isotidem is to pm ho stamina to the pootwenstame of No used&if necessary. prove Met vision tattoo! Waft MONNINNuts in a total woe 4r, *Norm danialp its ultimate IMO -twee gonstoome Immo Wow name than focuseeph ,tvelasam am ossossoent dirreimorsomanI non caw epee the esithempo itself asId it, Aim taro MINeome,. these Moo mommisoi amoomosal. went luny dslimmeme its fussehon. intommoven that ante a inmate We need toolatifythe terms Alio Jrull willem the mire_ ante sumilimmels mom MIMI; they ate not synonymous. *00 is to Mir imsdance spawns taw awmomint. sad -, response of the eve to light, Aso' its translator MOM As the scissor mama to moon, are mo makes the human unique from all other animals tracking. We in optometry have been saying for in the development and use of perception as the a long time there is no cauwict let t relationship. genesis of intelligence. They arc both symptoms of the child's problem Let me brieflytellof our firstclinical in getting all ot his movement mechanisms to experiences some 25 to 30 years ago which led operate effectively and indicate his need for us optometrists into the study ot movement total movement skills.) :oaf its development in the human infant. When Visual tracking is the total ability to move we realized there were functional differences the eyes across printed words in the proper between the two patients mentioned in my direction and the proper speed, scanning a opening paragraph, we had to look for reasons word, phrase. or even a paragraph to glean as beyond the eyes themselves. We learned that quickly. correctly. and effectively as possible the patient who had visual abilities far better theinformationtheycontain.Letus not than the measurements of his eyes had indi- confuse ocular and visual just because both cated. was also the patient who had movement involve and include the eyes; they are not the skills superior to the other patient. It was not same level of performance.) difficult to conclude, and then clinically prove, The more deeply we optometrists have thatthe patient who knew his surroundings probed and concerned ourselves with move- better because of his movement experiences in ment development inpatients. the more we and through his surroundings, was the patient have begun to realize how squiificant movement with the greater visual development. is to visual development. Moth education and We immediately turned then to very young optometry have taken eye-hand coordination children, and found we could assist them in pretty much for granted. We have assumed that their visual development by programming and thishighlycomplex action isadequately encouraging movement development. We then present in all persons as long as they have two went backintothevisiontraining rooms, eyes which point where they should and two moved patients needing the most clinical assis- hands which have all 10 fingers. The more we tance into visually steered and appraised move- have learned about perception, the more we ment programs, and found them quickly and realize that most perceptual skills are an ulti- permanently learning visual skills and abilities mate result of how well the human being they had not previously achieved in many of visuallysteers and appraises his movements our elaborate instrumentations. Patients learned through space, and how well he tactually and more depth perception by visually directing visually explores the contents of space. themselves as they moved through space than Almost every investigator of the develop- theydidbylookingatthree-dimensional ment of vision in children has concluded that pictures and drawings, wherein the two eyes the skill of making visual interpretations must Were supposedly pelting up slightly different occur first at near point where another informa- pictures. Otto-eyed people have excellent do,* tionsystem(usuallytouch) can elaborate, perception which they learn through move- verify, or mediate the visual estimate. It has to ment, just as the baby does. start at near point because the tongue and arms In this process at showing patients how to are only so long. use movement for developing visual-spatid Consider texture and all of the facets of judgments, optorneteis incurred some disfavor perception influenced by our appreciation of with physical educates= teachers, who thought texture. Think about the texture of the wall that their field was bong invaded. Actually, the decorations surrounding you without moving optometrists were using movement to develop from your seat. You take a look and immedi- vision. Typically, some patients became mate ately say they appear rough, or velvety, or graceful and better coordinated in the process. silky, How are you able to make this judgment? but this was a side effect, not the goal.It Was therea time when you rubbed your occurred because optometrists discovered how eyeballs across the surface of these drapes or to use their visual system as a more reliable some like them? Of course not! There was a guidance system-not just because they gained time, though, when you fingered and explored muscle organization. similar textures with your tongue, lips, cheeks, (I must make another parimbetical Tema* and extensively with your fingertips. about the relationships between -.Mal track- Let me emphasize the importance of move- ing, and reading okras" and training. Keep in ment. Press your finger on the material of the mind the diffetentition between sight and clothing you are wearing and do not move it. vision. Ocular tracking is mere eye movement Can you tell something of the texture? Now following a moving target. It is interesting that move it gently, or quickly. What can you now both educators and optometrists led such poor tell about the texture? Soon you can do this ocular tracking abilities among the majority of without touching because the visual informa- those who are also poor at reading. Many good tion you get on the textured surface, You now readers, however, also demonstrate poor ocular are able to judge textural information across

26 distant is just by visual inspection. even though them than can Wet eT.su -1111a IS at one time y ou could do this onlsif near available to childru point. We in optometry as"' rt.111111r trisern tot Size and shape are perceptual tactors of what we can nounc afarmovement such great importance that all tests otintelli- development ot,..hohistrn h .1wiaenne thent to gence and learning abilitycontain questions find and use their salmi the most about them. Can you imagine achieving the reliable and ettectist.tNissianke .worm for all ability to make visual judgments ot the impor- movement movemen-Iwit thromph space tant characteristics of all objects in the world and the manipulative movementss.eviential 10 without the use ot hands and movement? Las a the exploration and Invetamationis otall the pencil, pen, or coin across the palm of your contents of mace. Both ,Ipitometrs and physical hand and think aboutit.Now. rollit and oliscation we primula% commend with all the manipulateiwith your Inners. and think dells and refinements ivegroily madad move- about it. ment availabletothe chit Moventeut for floss can you tell someone -tut something inowements sake is recess or esonoirsiscs. Curt. looks heavy or light unless nom has been a Ally guided and appraised mettemern is the seed background to experiensc whereat heavy and old for nuelligenee. Ne organnam intimation light objects wise moved about by you as well system cm become either.L.. ntly devel- as by the person to whom you are conveying opmentallysophisticate ot and byitselt.It this intormation.! must retv apon its genetically coded relation- lops rash all other intornemon and action We have now touched upon an aspect of systems war its elaboration and integration into vision and muwernent thatis oi great signifi- an orpoometemutuality.The highly complex cance. The prioress of communisation between process vi utterreting the babied enmsonenent persons-whetherit concern thesize,shape. thnouido me light receiving neechemato depends texture, weight, or other aspects 01 percep- mare mum contact with, and acme espiorat ion tion depends greatly upon tir magnitude isi the wood and movement development of both ot. this aovironment than apes my sort of retinal parties. If I wish to commissar-me with you. smatie. Movement Melt hosomes the prune pommuisite for all the monoi skills that had better use words and phrases that rumor must be *Served by the -Odd for successful visualizationsand kinestnem awareness eel performative in the classromet's memorise visual something you and I have both eaperienxd demands like volleyball, or swimming, or driving a car. It It is mother the size op le muss* nor the I do not wish to communicate with yak al I size and Mope of the emoted that mint, but have to do is to start talking mu you Most the rather the metatarsal IMO and elliciency of ways I use an "episcatistor." mil how I nen a *Most that pay off is the doweispowM of the setof "rota" plum" to els a series of total ospiainen. 1 hope we to igoometry can "lotion fintlimps." mitt past in becoming enoismon sar *heal of We optometrists are oftrmdl that those in media nod ssethalL physical education, health, at mueation sae Them sae sward oiniamm.. molly poor use of just as aware of tsion (mot Ism mkt) sail ma materiela bore ow as poems or magic in ognificance to the child, as we am of nownown any randial or nentsead. As mope is in the and its significance to the chilL child. list of moil. imemetam moo be fur a I Moe we can find a career wigwam that purpose sod that nom be onnillp directed, will allow us to make our slope meMipostamt appraised, and ammessit maimonnt. contributions to the thalami ea tillimn who As Whitahml atjitthysawalt"Csidization have developmental difficulties. lillognalysical advances by eteinodisig oils nniteinr at impor- educators can see how influsetimbilam,ans he in tant °panatelas me can poomo mar nit think- the !guidance and developmem ot mien. Whet ing about team." When die mud system and you do in the printery years tiesimswant arse the movement. imam parlosisama unity in the vassal problems and distortions tame can all the number of oportants chiliim000lann without optometrists in practice. I hope um will realm thisik.ing &bast Ohm. the Mallon will have that you can do more to power Miklos Mr rescbail a Owl t stlfiee7tese. dot we will On academic Ilennands sew Moe abused won mompane at a swami p of children.

27 111111111111111111.1111111111M1 DEVIELOPMEIR 111111111C1110111111 OW1= l11111111111111111111111111111MISIK QUESTIONS

Air L. Stein ( smaltant Potwar Mr the Handicapped hennrscan angnmeno br lirlth, Physical Eshleman& ad Illgerent ion Wealsopen IL C.

At the outset, two ham qwwwow haat hr ape and sophisticates( 11 possible to be so asked: ems' I. Whin is peroeptuaknotor Mierbegot" as Itis a was .t1 lid, Woollconct. to 2. Who are asemproo. abibiant? inelondlateer.wnssiraa ubsotionsas.,se Loch of us s absoksay mans Se beass* Mum about hawelli. yew he an do, hew . paeseely whet weepier Hower dbrelopmem tom de it, air "per r.6 linowledee me sr., When we sae pissed dam Ou sepias* expossece to r rape his imhohlowte deems& however, we me esse a ammo ewollowlillient. Ida lasso olimmoilieps above low Adios to the confine.. s Sr imam, of O W and ha oloaror NUL ibooeptuai-marast seeninias and terminal.. Indleallnallo use all- deelebrIbent by is son maim oonnotes actor. tans terms and Mespolettona yam sedneres Old aallity: it o silt aaaru -t involves mow to the smite charaatense Chi me He ems them Ma* poolleur onnomoulaor utto an orb- term ad intermissions telmsrannaor op vibud. este* dabstord anisserima. age Goesee 430 ht s -1.11,01, which omit Indiansi came iha simusliss s kiss to gliebegmeast apimes eismantos else So past exp.- emeng pesteptaiman .tunerossiolsoak engee was aka: aim he applintaraningtedat mean poestame se Immell. Illbamomp ssesoli-ensory laps. tiesod iselbrinnibar ememsere pot Imi- smanneepg-the integrating temmoloop awl MIK 0111111.1110b of pis rapoiammenanaw eitgations to fan net Sow dilemma dissolins new emelled. onim111011 mollwooly he Hared outcomes, an Clmaing aspictsne fortagesia entagsarmar allow allimposelso over ephimsnted asd es seas was em tr Ills h sparemeemaneop inisoty inform..- ems. Fremently. a triamod eumissmel-ao .we al or as simapmeadi as the individmi thers tea cowries aminw Wiwi re inslinse nmsnsta tee individual m- Ololao-ta aineided So that IWO 1~D MP*, onism slat is sesimhemm eat ism neatening iimemand. For gime mom 11nn was sa- anommstits so this Wow, std -or di** dereas testenon and saileannwmamealabeses, apnind--syseest nisi salsomillmithaltiment. Meantanionel jaws. LH It is expleseion aglarmanaral fam.lt- essiasr voila his meet he tries se ottlimulmes. Vol* he Mm p. mil bean he gem .shot w Ha UMW M spiam sib Saga IMP lee meal resinHIrs far- assoftes est am Hs mad aims se bis 10.11.11111m1SO .ate 1 l r units mem amp mg apso a HO It is polkas seines as ter inlonial maple Ilona. lisframmels Oa he leat aim a pips with his asemement. He da- wpm poompsishemege dIneissmosa as eater n s serbis ialleminom ham the senses idawassak ash gaps met we gala gm Sole He is- shorties of movement. imilmimot Sr he of SW ems (71 it mar ands the way they do es ewe imitable's sp. ass 1.1141611MI atad as alma indalerft aline yet shocked the first ohs.. tar one ~Mb twoomdt seas gat pen Wool peedi on tape? Whet would ..weitims to everybody Nue was, an id somet peuesif to a woken mirror do to your at as-twentieth center*eat so sew sew pumpers,of yawl, if? Perccu.01-,notor deelopme!nt mcan. dilier- extremetswell u i suditionssod Use it thinr, ddierea peipIc. laipite u happy asd pr(iduAtnohue isthetr eyes thcs nature. .ep1ual.or iiciuqiinentdeals are not hdica- t*toijyJ5,ocietS labels pecas. alcu.msJIKI hvery themjc1smdi' I sabIedly. s per- idiv,d. , rsature. ions in neither lmpacsi nor disability arc har-wi-? oAa-- ? I.. loin lSey.stEtyoiiaphecoii*er ThoO1 uS the P' lousboil Leaues hew 4ns Otrs wt are Sty.t IsasJenu 'fthe Saints. -ped' Was Pete (iray. tcnacr categro We tiei in broad reiw,rjli- one-annnd,aor leaperoutindder. ii- Zatioli'coflvlfleme Iirowc that e fl0V capped? Pete L).wkins. the only cadet r to exjctlswhatti it youngster'. md !.s tamuSthe footbal team. colnarn deteri what u$s can and cannot do 05 corps ai Slest Point. and president us tile on the s ol Ia i catepones. eve. when stlIt cod? Bobby Morrow and Wiboa their s.ions inst be relevant so dir P-k. both triple - medal wiaiers in the wtMan. . p.&...s bciiiç c5.-.ada 'IJSwiwpsc Gs? To pcuple e .1 these a .cern t prvvep- t athle was r C*W N&l 'tOTdevelLr S torbo-,rd ea1ly d b.. he was -d with ue ..iwri or plsthat 4 condissosi or ..-- eoa,,ceaboth vi isith jts. dssths. and .-txamputation. '..l palsy.or see 5, a IS0 pCTOiptliid-nwtut kI- mood ness. mdivid who are wes.htl' j --.tias isas untrue as tile d handicappedus he basis can g- u sau thai test *I in probla i do not consider ,eIves p, s,s__tor p 'uii' Such conche- It iste we bep* to refltiaie tile ' into c Tt.auon the perc.- tefms Spevment. ti .y. -is the proees h' 01 these tesms ald elic a the inpaired. con,wsstIon and be Intile .. nd p-isinpuiticular. !roin "t. -a lgsrren trelei - -S- PnowlI 1 - -1 descnhes In oon -uIraflic 1% a _ - .-: on In which i (Ii *ecei '- ung input tor- seow part01 is 01 an .aSs.si sii varisue _ J external aory - ls.M structure I01'sue iw _ bmS -vines. .. esdietic.smell. the body do nott ,-, er tiMe. L p.Ay. Tom Dempsey- anly apr._ . (2) (odectow, . storing, and ak- bohan foot; Pete' not a t - J _ ItiOS - _ 1S(Ure use. ann.These are ie- (3* Matchalg ue...g now infesa.- aais in every suwse of , o to iMormasiac been presi y nsaor may no e --1. indexed. and . (4Traiul - x _ 'n *50 actielSy fli.Jy refers *es - -J .5---- owes ts an -1* s dity10 J ect nvss Torn '...ry's t miNiasdip a prn.t a bo place N t...__Lan . both bos ,. ---1 ce -* IsdiL.elàidysp _ eras he to ti of - t------Faa -I- r - - vapioeow. ieisa1 ir: .impL L iSI,tsoper budy t1yi - - r.icI --- _tJ Were _ - __ -Nowda.sthe Mac; ot Md L .iowoudihe- sv' r -. _ & _ these actMliss as well aShen ___ How doss die rlessUISaStceL T -m with sre.t t0' refers as owys in - j- / C4SSf S iii V Sins an bu _ t affect btihetskiiotot process emo5y. Many IOas 1I are h- .yad. lL..er, isany di. g....i motor proacus does other puleens with severe inpsN.uflts st differ b _ r the hepsired and those

29 without such conditions; it does not differ developed and mniessenied ACCilfdlifig w t lit among children with different conditions. How- weeds of indivaina sluidren. ever, we must be concerned with ways in which This dissmamenotthe perceptual-moor an individual's impairment, disability. or handi- development ot unnwed, disabled. and hands cap affects his ability to function in specific capped children emphasizes several factors. situations and at various levels in the percep- t I) Perceptual-motor programs should b. tual-motor process. We must be prepared to developed in terms of each individual's abilities adjust certain procedures to meet the needs of and limitation. Youngsters with perceptual- each child. These decisions must be made in motor difficulties skonid be placed in activities terms of how each individual condition affects on the basis of this criterion, not whether thin theindividualand theperceptual-motor *men tobe affhcted with an impairment process. The following are important considera- which may have no effect on the percept- tions. motor function Specific Impairments do affect II) Individuals withspecific sensory de- methods and approadies. but this comideranon fects-blindness, partial sight, deafness, partial is to the poimary cancers -peneeptuaknotor hearing-are primarily affected at the input or function. sensory level; they have difficulty in receiving This means that pininam plecemeni can be and transmitting stimuli via the sensory path- muse uniformly apple!" for an nedenta. Sterne- ways. did minitams and nicial placement sr deter- (2) The mentally retarded are primarily mined *taigaappn. anonofthemine affectedatlevelsinwhich informationis croseria - and these focu- nos the pemeeptam- collected, indexed, stored, and made available namor process and fun, tam at all cnihiren fur use through interpretation and integration; Ssanarities amen allsteildrus, rather than they have difficulty with the associated mental difireences. are empkawcd and reinforced. aspects in the total process. CI The specific nature ot percepts .w (3) Physically handicapped individuals are ten aroma- and the many ways w which iseng- affected primarily at the output level, where sten develop these trans ale appellees On information is translated into motor activity; amain needs to be open nadivinna nib they have difficulty in executing specific ac- varemis perceptual-m(1(4wdifficultieseineha- tions. snag the individuality ot the causes her these (4) Children with neurological conditions, deficiencies. However, use ot similar applaricbes brain injuries, and cerebral dysfunction can be at earlier ages and stages cannot be overlooked affectedatdifferentlevelsinthe process, as extremely important in preventing peream depending upon the sections of the brain and tug-mama deficiencies is particular. and ember nervous system which are affected. An emo- probable* m sienna& at later ages and 11111.111,. It tionally disturbed child can be affected at any asawhs prefactly logical to introduce arswnies stage or leveL and peoceilums 111111111N as a preventatier ad J. (5) Sonic individuals may have problems at ass of a levelmental program awn ay., severallevels; these multiple conditions are wine aelloinses and procaine' have been war more severe and difficult to remedY. 110 prognons. To meet each individual's needs on the basis Oil Physical aiscamos doom an be roe of his specific problems requires a diagnostic minfovce mans naospnialommor inimenis approach built upon relevant came and effect introduced in the car room. In some imances. relationships. This approach immunises that physical inireatina teachers have bent very there are many causes for the some behavioral successful on ishurwtlwcing SOW sit them coo- traits and deficiencies. It is .nir job to find the cepts in the armonium and on the pinion specific causes of Obese problems in each child. field. Hmarear. me must not be pressmen* One This approach in itself precludes broad generali- equating pea - paallenotor pnagemes *ea asub- rations. prehensixe plaid educable. pancsam. Ilkis To be successful in this type of program, an be no mum ineeiliall awn fie panemos teachers must be well imbued with develop- which paced tar man emplonas a Innis mental sequences and activity pronassions, during Ile her PIM and fatty 11110L have a realistic understanding of child growth (4) Demise Ike army commissiona art and development-including an appreciation of paceptealionein panpnine make, me maw various impairments, disabilities, and handi- ~look tie pmalibillty Oat the maim onnuni- caps-and possess the ability to adapt and Wiens alp be precbologial sad marlinien modify according to individual needs and prob- In emennsiar the activities and airs of lems. They must be flexible, willing to try the perceptuarantor magnums, we 1111.1111101MAY untried, and have no fears of breaking with nicognine acsieleits and nwebods, ilia law /wog traditionto individualize programs to mein been a part of early &dammed peannans. each youngster's needs. Only with this ap particuirly on the ponerbool, kindapinen proach can we truly say that programs are being and prinsny school levels a particular. Only is

30 the last few years. h4'vet, lame large isioaners educational problems, haste must be made with of perceptual-motor problems been identified. extreme care and caution. Many earls child- Paradoxically. massy of the children with hood education programs thrust children into perceptual-motor puritans are of a generation academically oriented programs and activities at of which we can ask. 'What happened to their the expense of normal, natural experiences in childhood?" How nosy of these youngsters play. Making this trend even more alarming is had opportunities to eta), explore, and partici- the fact that these things are happening during pate actively in the .x oo. of the perceptual- developmental stages and pow th levels when motor process? Moo many of them have had the potential cl.arimental effects are the great- opportunities to proems through the natural est.That knowledge. information, and facts and normal developmental stagers? about child grow th and development needs patterns, and sequences are being ignored is No matter hos upid war dailylife and perplexing. If these trends continue, we could activities, the psalm of maturation and devel- be creatinga generation of children whose opment cannot be imbed; it must go through future psychological, emotional, and academic usual stages, taken its owe time. When this problems will make those of the past seem like process is abnormal' hurtled, there are devas- child's play! tating results encompassing psychological, emo- The very characteristics and behavioral man- tional, social, and men phymul factors. Need We look further dem the peeldens of society ifestations which the early childhood education programs are designed to minimize it eliminate today drugs, durmasts, smarm= among high may, in fact, be emphasized and made worse. school and college students, awl psychosomatic We cannot be pressured by well meaning, but ulcers among elementary whom children. often misinformed or uninformed, legislators How many songsters twee perceptual- who have projects which on the surface seem motor problems wilisch can tre attributed in logical and necessary, but in reality contradict toto, or in part, to opportunities they didn't everything known to be good for children. have? How many youngsters etierally skipped We must counter these frightening trends, childhood with few, if any ut the usual fun such as compulsory academic education for experiences? Of the children oleo were deprived three-year-olds. It's high time-in fact, long past of such opportunities, how many of them time-that professionals who are involved in exhibited other kinds of deprivation at a later programs for children be heard. Guidance bases; age? on the experience, dedication, and judgment of In these days of early deb/Stood education teachers who deal with children day-in and programs for all children, especially programs day-out is sorely needed. It's time for concerted to identify and help children with potential action now-tomorrow may be too late! NATURE At:O EXTENT OF PROFESSIONAL PREPARATION EXPERIENCES IN PERCEPTUAL-MOTOR DEVELOPMENT

Marguerite A. Clifton Purdue University La f a ye t t e, Indiana

The increasing number of perceptual-motor uate in-depth specialization. The varied ideas of programs in public schools directs our attention what constitutes the study of perceptual-motor tothe professional preparation of physical development in physical education courses are educators destined for involvement in these reflected in the broad spectrum of emphases programs. As the coordinating agency for per- identified by respondents. These emphases or ceptual-motorinformation,thePerceptual- major conceptual areas cluster as follows: Motor Talk Force assumed tesponsioility for 1. Diagnosis and treatment of the atypical ascertaining the status of special preparation in or exceptional child this area. 2. Principles and theories of learning under- Through the cooperative leadership of the lying motor performance state liaison members of the Task Force, a very 3. Developmental factors in motor perfor- general survey was made of colleges and univer- mance sities offering physical education courses in the In addition, the same conceptual areas studied professional preparation of undergraduate and at the graduate level frequently are offered at graduate students: t The following question was the undergraduate level. There is no particular asked: What educational experiences are you pattern regarding whether or not a course is providing in perceptual-motor development in required or elective at either level of study. the professional preparation of physical edu- mtors? The observations and comments made by Respondents were requested to furnish in- some liaison members are as follows: formation as follows: (I) name of institution; 1.Fewinstitutionsareofferingentire (2) coursetitle; (3) description (conceptual courses in perceptual-motor development emphases); (4) practical experiences associated and/or learning. with course; (5) required or elective option; and 2. The teal interest and need for study in (6) levelundergraduate or graduate. this area is generated by teachers from Reports were submitted by 22 state liaison members. Of these 4 states indicated that the K-6 grades. present course offerings did not include special 3. Courses in the study of the atypical child emphasis on perceptual-motor development. are often taught separately by the physi- The remaining-18 states, which represented 138 cal education department and by the institutions, included information about a va- education department instead of offering rietiirtil curricular offerings. a multidisciplinary approach. of this paper is to report the 4. An insufficient number of course offer- results o f t Ersurvey and then to discuss what ingsprevents students from selecting should be considered as the parameters of study in this area as a concentration. perceptual-motor development preparation for physical educators. To these factors, the following questions are The range of educational experiences cited added for consideration: inthis study was exceedingly broad. They 1. What should be the parameters of study ranged from the traditional elementary physical inperceptual-motor development? education course with one or two lectures 2. Should there be a separation of the devoted to perceptual-motor behavior, to grad- concepts of perceptual-motor development and concepts of motor learning? 3. Should professional preparation in this See page 134, in Section IV, "A Survey of area focus solely on learning to cope ProfessionalPreparation in Perceptual-motor with children in learning disability pro- Development," 1970. grams?

32 Now let us discuss what the parameters of and tests they have selected or designed for use the studyof perceptual-motor development with perceptually handicapped children? should be by highlighting even's from the last Two major assumptions should be made at three years. this point: ) the perceptual process in the In 1967, confusion existed among many maturing or the matured individual is an inte- peopleinvolvedinschool perceptual-motor gral function in the success of learning a motor action programs. The vast majority of these act (or skill) and its subsequent performance; physicaleducators found themselves thrust and (2) physical educators have an important hurriedly into existing, or soon to be initiated, responsibilitytodesign and conduct gross programs designed to help children with "per- motor activity programs for children who have ceptual handicaps." The perceptual handicaps a broad range of learning deficits. At first were reflected in the children's inability to read glance these two a.sumptions may appear unre- attheir grade level. Soon, various theoretical lated, but they are not. The first assumption systems were espoused which were intended to stresses that all children under the guidance of guide children through an educational program physical educators can benefit from our in- which would help them overcome their difficul- creased knowledge of the perceptual process. ties. The second assumption suggests that physical Most of the physical educators involved educators must be appropriately prepared to Were without special preparation in the diagno- understand the perceptual process in learning OS and treatment of learning disabilities.If and its special implications for teaching atypical responsible for program design, most of these children.Hopefully,theseassumptions will teachers chose a particular system and pro- delineate more clearly our responsibilities in ceeded according to their best understanding of providing adequate study of perceptual-motor it, Workshops abounded in "this system" or behavior. "that system." Most of these sessions provided With this background of events, what clues a telescoped version of neurological organiza- have evolved to guide us in establishing para- tion, a brief explanation of the theory behind meters for the study of perceptual-motor development? In our Task Force Symposium of theeducational system anditsrelationto developmental stages and learning theory, and a 1968, a panel drawn from several disciplines detaileddescriptionofthetreatmentpro- addressed itself to this question. One physical cedures (exercises, experiences) to be used for education panelist stated, "Our conversation has been totally in the direction of trying to children with learning disabilities. improve the child's perceptual performance, As federal funds increased for school dis- which is tine. My particular concern, however, tricts, more money could be allotted to finan- is to improve his motor performance." This cing perceptual-motor workshops, knowledge view Is embraced by most physical educators. gained at the workshops resulted in the institu- The perceptual psychologist on the panel tion of more perceptual-motor programs, and as informed us that neurophysiologists and neuro- a corollary, more children than ever were anatomists historically referred to the term identified as having perceptual problems. perceptual-motor as two systemsthe motor The Perceptual Motor Task Force took the system and the sensory system. He continued philosophical position that the greatest need by saying that, in actuality, there is no justifica- was the provision of scientific foundation infor- tion for thinking of these as separate systems mation relative to the developmental processes, because, "... you probably cannot get motor with specific emphasis on perceptual factors, activity without the perceptuaL We ought to Hence, our continued thrust has been percep- think of them (the motor system and the tual-motordevelopment.In some respects, sensorysystem) as one system..." (I) In however, the pressure on physical educators to striving for a definition of perceptual-motor guide the gross motor portions of the percep- development, Professor Cohen, the perceptual tual-motor programs in the schools has retained panelist, offered the following; the emphasis on learning techniques to use with All those (sections of the body that have a these youngsters. voluntary component and, of course, de- The present situation might be compared to pond on some kind of sensory feedback and the physical fitness decade when we indoctri- some kind of sensory perception prior to the motor act would fall into this category, nated our students with knowledge of the tests, It would be bard to think of a motor act but did not always accompany this knowledge that does not require either prior perceptual with the scientific concepts which would make swerenem of some kind of stimulation in the students intelligent consumers and/or critics the environment or at least require some of these tests. What percentage of teachers in kind of sensory feedback during execution theperceptual-motoractionprograms are of a motion (1). equipped with the scientific foundations neces- To Cohen's definition of perception we might sary for competent evaluation of the techniques add the word deveirpment which is conceived

33 /1111111101 111! 11I 11 !Nei 1/111[2 II *I 1 lir1 III ills 1 It 1 41 2112 11411111Iita /11 11 1113.11 fp :MI1111111 111 /Ill 01I 11ifll 10 211;1111111111111! 1 I a 1,1alfilm lik161" 1.111411111111141!"111111311141411/ Lit !-44 11111110111"11111111111111ili Milvditimi I 111111i1isomiel 1111111111Pillab IT hi Ii w501 :uaaus (hew days to Imd with waned karnuig du.ubtht.cs. In many in- 14Jpc5 SUChis "cWzaclUIiMks ot the isru- ilguecs.thereis bitk research ess.kne to kiaIy pwrud ChM' aud therstaid.ie' adicate the vabdoty ui the pow. motor epeii- iqck.4.d sinus. phyaial ud.caSius eusnes. racs. that see puoporled to enhaiwe orntise te rne queue.. She uusvWc. o( the - id.catu. SoSousa euUCiptUsla ItShould bethe appropriately prepared wlet*mule ipplupiasdykIu.witha physeal edsicat son salssi who awsunwsIC- the iraas.u,hutipseid .d.caaos. dev.kp quosilbubty lot evalvaluwg ipeiilss mosement P..Iul pIychuloØ. a iS, svsniSy eapsnesec. to deteirnae their putnIial for thsisuua aiub,sei aSlet. L.ewie, we should Ma*suilZii the perloimei'.ttenhIun to the q..uUu. She CUUS(IeUlOS(h,usi.l .du iapust (torn psen Sensory modes, lot esampk. stul wuihai.kae to dwset o.s motor tiuw thcutc*wiit systems app,oah includes 11w thaipy hbuuturws. the aidlidasCipINisly ip tiseamp of ent,al movement pstSetni ItIs ptusehShould be sued a SheIi.ChiuipuS puMislaSodthatwhen thechild moves, he ee waipti. hem.;shutitsi Sw karsi. has yet to be IdseiS uS.tceptP..l kdd.ss hi. e uleat pulTrn .se.0 yeses (rum geoups uls.uAsd Also asduded a the movement areasIs a - .esiidy .'did. biled. duel, aid pSid tais uS ipcsiI movestual pellets. desqiwd to So geuu ubs -, 1__Iad hswN heel. A. --e ey..bd cuuediueeius.thevisaed- .1L).J se tacisul ,pMum.. PLbII erliieal revwsu of heel. 1 She u(uaSl. A _ the pultius of the peugesa.Iiuqlyquetusu. these 1Shsshis geey P.1Sb. bale presuMe this trialip a s.tdd to wd S. - qp.th.lesh s the Wile USs tad wil osi petel$Sus sad withS. a bMaprlesW e id ,uIu,sw. ihase shildip. ellis duu.i*id - S. .eaumL leNaIII wIShIShilsesacs; Shfl hers use Theseli5si.eul Meuad.d a erdlessa . buS ShNeu.ady. uSisirslmg h?htySheU,seECel.S s.d dial- I. irculag s. the ds el the vuless d.ms. bus rash., a. suppues br She euseNsused h__b thT-ipa.1.h.ss s uu,. S. suck ut .1 - .d.c.l'a a quaWWd pogesa k.juli, I .. 1JN. this S. Shern_i__Illa.... Sn addislus. N iuLauat tS. - if k* is a haped thurnisues p..c.pses$-suSur el*...4 .(sesS.thsrhwaess ue.a.esh.S.a (kid sibi. lid aSuaSiti hesh stepha LJLI P., .-rtØr. the S. the USSIh I-LI TulideiSoS of specific *ashi p1u ISles. pst rsd kmi lesel sad i_mais.i h.diU sstudS. the sue.- .seeu aid fuqdp Jidthe aisl psithia uS the s.f... elsl edsestias sisseulLfl_je ul LI L Nose :__..mil. the upe uS paJupLel.i p_ian a bul Is I Iaueshaai us US Is pu1iiui5iI pep. S. heauleg hILL ha s.Slsu S. IsS.s.ul quusillid siusduasi Is ULSLIW heia q..IJW.. qsel.lII.d usidy so to achEs's CUINpIISUCU Is r .r u irtaeseep uizL..dIue P. uS MUSS role. she s_tz*j*s uets of bible. hahas is* 1 bIs s - =- a.d--. sseheiithi - £ lj--- d ths_Nid fIr uS P. ia..jab.UI IsiS. I,SIy id ha ilal IsuldhaaidsS.seth sISsib umbe -- dule _fliui WI - iaMi. of u.piMi. S..ei , jJ d haSmid L_JNL- d aNs these Mi. hiss. The le..il.iad uS .uus uSShe cease. pap. of,,....l*., sid1sd bidp messsL S.- ian psuP.s (S. eluep *e,---- arleIstu lust Sissel AIk S.pWIc .dca' *us1hasWnaj p..NLi...tL.S.She MWuViup c..sse. 505 saudI (sues Wpê...l. ILel aj_s wul. se.ai uS lu le ippisiab to pwsLl i pSipelasIsus. "iP.wI d souse, ul..S. Is (X - Lapilisa. seuld ha the qpseivassp rJILLL i U..L* uS A ha.1_Isu S. ..k..iss ,Mh1i (sum miap i z.$ -uS uSIsis *1_lU iLiljb.0 .seLiug sk. s. p.ulie dupik th rt i p riheu -is thsS PSUMISUIisis. salsi. Iris ,.sssbi, pu.$J iJs1& (a 1ln. *_..L., hs,s.p Mjdui..

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'S A RESUME OF MOVEMENT ARO MOVEMENTPATTERNS OF EARLY CHILON000

Caroline Sinclair Research Consultant Gl-nicester, Virginia

The purpose of this study was to discover 4. Total body assembly (defined as using the mod document the developing movement and parts of the body as levers (a) in se- movement patterns of children ages two to six. quence for speed (b) simultaneously for The data of the movement posterns of early force or (c) in combination of (a) and (b) childhood was obtained through analysis of for explosive power release) mottos pictures. The analysis was done by 5. Rhythmic 2-pert locomotion as in the recording movements on charts which were an gallop, slide and skip adaptation on the Kephart Movement Pattern 6. Eyehaad efficiency Check Charts. The study was conducted over a 7. Agihty (defined as maneuverability of period of three years ender the sponsorship of the body) the Richmond City Schools and the Virginia S. Postural adjustment State Department of Education. Fifty-seven The completed report presents the data on subjects were enrolled rangiog io rep from two descriptive norms for the performance and to four and 60% completed all plugs of the movement patterns of each age -group as well as study (34). There were 22 boys and 33 girls in the daub of the development of movement the study. Thirteen of the 57 subjects were patients for each of the 23 motor tasks.' blocks and 44 were whites. Movement pattern was defined as "a coordinated movement of body parts used involun- Twenty-five gross motor tasks were selected tarily to achieves certain objective." as fundonentai and balk to the performance of more complex motel scams. They included Descriptive noting were developed for each sp level. For example. at ap two the 'objects walking, ramming, Punpitig, dentateg stairs and ladders, throwing, and striking. Each task was in this study were successful in performing 16 of the 23 movement tasks assigned. The presented to a dtiM as simply as possible with successful tasks included: ascooding and descend- misiimuin of iestructioe and dentowstraticic He ing stairs, house* a hoard, canvases. catching. was gives an objective has jeep over the bar, drip to the face) but Not instructed how to chmbieg. ansepiets doing a toward roll. StiloP Mg. hanging, kicking a ball, pain. pushing. perform. The objects were Mated in motor ruining, throwing. and welkin. The objects tasks at elientooli intervals. A scoring plea was were especially proficient in carrying and erem- devised bawd es success as well as on selected ite. The two-year -old subjects' attempts to hit a Mentsets of peelernmecs. Motor scores were bell, waa beam, 'oasts a phop, /imp over a oompletel us a one to five scale for each task. bur, skip. and ads all hop, were M most cases Spout feeteres of the lessen* *sip he unsuccomful. Girls owed higher than boys is dulled the study of the development of elf- 13 of the 23 teas but tits diffemece in total meth in the perfonitance of each task. the motor scams was mat AN twoyaseolds dem- ideotlikatien and study of eight gametal charac- unleveled right hand preference is throwing and teristics of inuaNOSISS, and ski ideenglatisa of right foot reference in kidaog but varied is developing asoaaireSal patents. The eight chae the we of hand or foot occasionally (10 atterlstics of woe* preforineece selected for pereeet special study were as leaven: I. lheminenee (defined as side preference ler pelted parts) Lasillodiosi liesearehStudy by 1Ma 41 e Whoa& sod Ire= 2. Opposites and symmetry llN0llyel 3. Dynes* bellow mrrr Keiteaties,Itiehmead,Va., I6 Two-year-olds displayed oppositioninvig- Success was achieved by all subjects except orous running but were inconsistent in their a less of the youngest two-year-olds. Direction opposition to walking and kicking. Approxi- was predominantly forward, but with much mately half of the subjects used an "X- lateral" deviation to both left and right. Preliminary synchrony in creeping and climbing. A smaller backswing was limited and inconsistent at ages numberused a foot over footpatternin two and three, but prevalentand Or JIOUSat ascending and descending stairs. four andthereafter; at these agss when the ball The two-year-oldsubjects were able to was rolling, the subjects ran to meet it. control their balance on the bounce board but A consistent preference for the right toot not on the four-inch walking beam. The older was demonstrated at two and at later ages. two-year-olus could gallop with one foot lead- Opposition of arm and kicking foot was irregu- ing and the choice of leading foot was evenly lar atall ages but with 67 percent frequency at divided between left and right foot. They did age two. As the older child began to lift the not gallop with the other lead foot. They ball. the arms tended to spread sideward. There appeared unable to slide or skip effectively, but was much variation in contact of foot with ball made an attempt. and, consequently, of direction. Knee and ankle The two-year-old children did not demon- wereusually extended in the kick. Approxi- strate effective total body assembly in throwing mately half of the five- and six-year-olds moved or hitting; however, they used it occasionally in forward in follow-through after contact. a standing jump down. They were unable to Of the eight motor characteristics selected achieve a two-foot takeoff except from a raised for special study, seven appear to be useful surface. They utilized their strength effectively either singly or in combination as predictors of in Pulling (63 Percent), and to a lesser degree motor performance or movement development. in pulling and carrying. Like-dominance was not significantly related to The two-year-olds responded visually and motor score at any age; however right like- manually in catching a large ball and were dominance was so frequent in this study that it sometimes able to connect a mallet or bat with yielded little variant information. Of the other a stationary ball (46 Percent). Their agility was seven motor characteristics, dynamic balance, low, as evidenced inthe execution of the total body assembly, opposition, and symmetry forward roll. The two-year-olds' body align- revealed high positive correlations with motor ment was good and they adjusted their posture scoreatallages.All of the seven motor mftsfactorily in walking, running, and jumping. characteristics were significant at the five per- It is the opinion of the investigator that cent level of confidences as predictors of motor much of the value of this study has in the performance at one or more of the ages studied. finding of the ways in which a child moves As in all studies of children, the objects rather than revelation of success or failure for a were found to differ within their own poops liven task. Success for acts task was recorded; and in their performance as individuals from more importantly, those elements deemed to be time to time. Age was found to be the most typical of restive (but untrained) performance significant factor both from age-group to age- were hew& recorded, and considered in scoring. pomp and for rank by score within age groups. Thus, by studying these desionts for sack The 10 lowest and the 10 highest deviants in individual, norms wan obtained as well as motor score were evenly divided as to sex, but details of the development of a movement the children of the black race were found snore pethent for sock of the motor tasks. frontons* among the high deviants and less For example, the movement pattern de- frequently among the low. Although there was veloped by the age of six is kicking a reeving now* individual variation and some variation beak at the op of two and three kicking a between the age grows, the general charac- stationary bell and at the ages of four, five, and teristics which appeared to be demonstrated de rolling a ball. The *meets of this task are kiss often by the low &viols and more often le follows: by the high were: (I) eyelsand efficiency, (2) Moves toward the bell, coaled. the ball dynes* balance. (3) total body assembly, and with fool, times beck swing for kick, uses limbs (4) rhythmic locomotion. Low and high scores 0111peih11on. ems right foot (or left), emends appeared to result from generallisd proficiency Mee in kicking, umbels bell squarely, camels rather than from extreme scores on owe or two direction. moves in dkectioe of kicked ball. specific motor tasks. The task was niccessfel when, from foot contact, the bell mover forward at lost its full Isiouras mudCOISCIINIONI circeoaderence. A more mature pattern required klckleg from a backswing or in the WAN of the I. If motivation and opportunity are pro- no with opposition melees the bell was lifted vide& normal preschool childwre will perform and both arms moved forward-1*mnd for variety of movement tasks secoesshilly and will balance. o w movement patterns which are rinsilar and

37 which emerge and/or develop accordingtic, d. There was much variationamong pre- predictable timetable. schoolsubjectsin movement development. a. Children do prowess in their Aral) to Wide deviations from the mean is attestedby move. Their proirese is demonstrated by in- Nape standard deviations. Varywgranges of creases in the speed, force, sod power which motor scores marked the performances of all they are able to generate and by thedeveloping see stoups and many individuals. complexity of their movement; theywe able to cope with purpose and a variety of goalsa. e. Young children of the black raceap- indicated by the developing mastery of they peared to have some advantapover white own bodies and of the factors of time, low.. children in motor performance. At eachage and space. group the correlation was below the established This proems in movement appearsto ewes level of significance so the evidencehere is nate in part from the growth and deveispoisia inconclusive. of the neuromusculu system toa pions 3. Two criteria appeared as effective for the readiness, which manifests itselfon a web evaluation of a yowls duds development in able timetable. In addition, thispewees movement, These were: (11his propels over a development in movement respires effortawl period of time and (2) his achievements and practice in a favorable environment withgeol. patterns as compared with those of other thatare appropriate and intetestine to the children his me. It was found that the subjects programed a. Movement propose may be assessed. Afr pridedin with varying but definite steadiness intheir this wide inciodet. judging lb ability to perform 25 movement tasksswum- success of a subject im specific movement task, recording the elements Medved in themove- ment when the .object attempted 11111 task, and b. Basic movement petters.are establiaked in early titildhood. Movementpatents were reviewing this record for the absence or peer sully idestitied by the similarities with *kick ewe of selected movement dteracterioics, as children executed the movesmet mkssad by well as evaluating these (indigo in terms of movement patient and moths adsieved. the preponderance of likesesees inperformance over diffemitars. upsets* 'moat subiects of b. Mesas can be established for movement simile, apt. devetopeneet. As mewed in this rattly, move- These patterns were divided intothree meet development may be described for each classes: sr levet. However, it must be noted that the ill Those consplete or almost completeat perfornter and performance described are al- age two weys hypothetical. The performance represents (2) Thom which were incomplete butnot M most betances the mean performance of all totally ablest at ape two and which the sublets, at that rep and it is probable that continued to develop after age two no child is the pomp conforms to the descrip- (3) Thou which emerged eitheris whole vr :boa. The described perfornmece for rackay is pan after ape two represseted a norm for the subjects of that Nee 2. biotin performance all movement devel- enrolled in Ike study and es moth may offera opment vary with ant sex, and ledivideels. criterion of mine for all perms. concerned with a. Movement development M positbely re- puns Aitken. lived to McNair% chronolunicelsp. The saris- t ies of motor score wish age may be expected 4. toms chersceeristics have beesidentMied at all me Meek but a diaereses ofa few which wets to be elpificent is dmneweneet moochs is of Mee siseilicance at four and after develemesmst al young children. Theywere them at two and *me. Vibes Widgetare dynamic helseva. oppoeitios sodsymmetry, derided in p poops. leachers andpermits keel body amembly, thydsmiclocomotive. should be especially aware ofape differences eyebolt/ efficisecy. *thy, all posturalayes- witless the prams. MOIL b. Movement prover* Weds to he greater for pith at sem two and three and forboys 3. Ukedonthsenco war not r from foes to six. bled to motor nom at any ans.litileci:seit seiter- c. Sex differeame afp9811 IN several motor logic. ems* Nike Ithwdominence.was so tasks.wish Os hoists some Weather in common M tick study as to yield little "Meet jumping. thythinic locomotive. and baste WINI11110011. tasks. mod boysincatching sadin tasks G. In statistical analysis it was found that steeenth sod mead. The poetess the peewee. of a cesebbeetios of thecompo- Zigerettogeoscurred le throwing; an was meth- nents of them wee tharaderistice would be fisted in the definite superb*,of boys from cep three. vabsethe as a potholer of motor scoreor as ethertms of movement development.

38 ReconosomiNtioms in the devetopment of readiness to ken needs honker exploring's. This exploration shoed I. The lindmp of this study atolad be focus urn those movement M early chshMesorl. utilized in develop* curricula for preschool children, for teacher preparation, and fur- 3. Slice this research has been emus thering the knowledge of physical educators, varstostof sitipcts, prographical area. and pediatricians. and others in related peofessions. gulp oanditiosm riss the investiestoe how 2. Physical educators Mould extend thou Om oast strokes owe amilar or related propams to provide for the needs of preschool pima wit be em ve the movement of c-..se children. Movement as a factor In Warm* and at miler 4111141 ousulitious.

H THE IDENTIFICATION, DIAGNOSIS, AND REMEDIATION OF SENSOMINOTOR DYSFUNCTION IN PRIMARY SCHOOL CHILDREN WITH IMPLICATIONS FOR mom EDUCATION AT THE PRIMARY LEVEL

Marion Anderson Professor EMMY.' Dept. of ErgonomicsPhysical Education University of Califoisa Santa Barbara, Caldlamsa

TM first pert of this pew is cosmos/ tastily. proprioceptive, end vessibuler ,AMU some of the basic theories of Dr. A. has Whoa we 'ovoids, she mess through which Arm Dr. Ayres is as seseciese problem of we mow our the Me smirenesset. we find education. limivsnity of Soothers Califon*. the muse wise speak week. proprio- flhe has a neueophysiefusicel apposed to per- septles, vestibular fuoctions. sod vision. espluelsnotec dysfunctiots. She has bees min- us in Is wee for over 30 years sod 11I Our sash thee, se oversimplify M. is to maims* recopsimli for her contsibetions ie u ndermeod the esters of these few sensory she field. n iedeMeles. hum she ability le inSerpeet these types of senselleas develops. to Ms. The second pert of the piesentatioe will sive ewer Ihe prineiples which moderns Ohs* me torero of the Title III LILA Project on "The is ineeepresies sod *Meg on She wirers- 101111011100N. Dielpsesis. and Remedlelionof meet, end meet of ell lo imestiose 11,111101iNbulof Dysfunction in Pitmen School uodareteed She Nature of She easel mevoes system eseekaisms whish bosiarae.NOM* Childree." This Project is wales the diessilee of mew hmetiou .... Is neditiest. it is by. Mks.Patricia Mlibeepii, a legleleral camp peIhmisell,the 'Med mimes system edema thempiel who ipscidims in the study of meehenisms is wbMA peresptien is demos. pormiplosbatosol development sod *dem- Met see &Mb. as opposed is indirectly. dm Di. Apes bus molded the theorsticel MIMI to such mmeislm sialls as reeding. Irmisround, the dives* Mee. sod the he* *vibe& sod develemnem ofINNINWitaicool impiemeitetien of Sham fee die %Sect. ISM (I). The lest secliesi mitt poem' some ideas cm Dr. Apes has also preseeted a theory about the impbeelissis ter plsrsial eistatieu at the the notate of perceptiee mid its develeputent. pigmy WM. Uses lire Owe beak postulates epee which the Do. Apes' Mamie' we (minded on certain timely is (seeded: book principles and essumptioes. Arcadia)) to Di. Ayres: ( 1 )eseespfteknosetfueelions dumb, arm* *male elms el listmenw A Impspert of are tots tionsiste of Mee. U) Mete ereithi mem of Mierseeles 040 the embeanient. Sy se- poespmelantnet dreftemeine end. by Wet ebromeset is mums Me . teme meth speeNk eenetel eerrous spasm emuli Mir MOM, In our Nina Me mess n ines driftedto Mr iniegraellse impommt eatieet. SM mei.Te Mime. which amble pereesebee. sod (3= two Wile powers mid some: ( I) we newt e smemild emearMie wad the malral ow. Mow senteMing Mines she owleesuneet aid ems sues imegreelve seedimisess ere de. (3) so must W sole be ors es SM merlye sundeni open prieststed selmuletion end moat. kmtop *eel Me merbonment 1114414110ful eamonin et use of Me Wm" dependenl wpm eseboneseMel MinelMien (1). oferr ssimiser ssespsessasd ton eItelbelleg mewingto Ihe tesuUm1 Minna ...The Se ipeatsk the if She Title Ul Imam tyreofweremy tempters Shwa* helmet isto web. tee who how Mood or whieli Ibis laisemelina metes we viral. disessIsrad psiesplasIamossi dsveinpettint. but

40 ilvigit llipiiiiii TT 1 pin 1111110 f11411 IiihltiP!ii211011su411-21_1sf411.1 Pi4i,gli4,111i inliii ileilli111101 i IP° 1'141112:1 '110 Tisli 111211101 1 .1i LH!11111%11Id 11111111 i 1 I Po ' 1I _ir litri 10111ppi111% sli 1 !Fe o Iiii 11 Ioh ii 11111 kid it iiii 11 va 34;2:1 it 451in 1fi 20, 41 _

;9i Tilat fiviltli 10 ellit!!".1 Iii-Pig Ili 1i irsT10'14111 !I Tia !IfWill 1181111 INIiiii= 11 ,11111!, siiii;"li i111ii,ti;111 110.1 iiiiiiitillisi I filit11111111 111114 40 1;1 ill il ils!ill lila111,11114 111.11113 ill111;11Yaffil1111111114; 110131"1#1 11 illi.01114161ihp!Ili:11 1, I 1al 1:1441 1111111111111 ;111111hialifliiiiiI4Wasfilleg1411:10114111 know spume demsnaetr millseardic problem, ar prates graft swam_ apes at bandmparten rival-earber, it pos- This may onlbet allinatha ti ismona- sible. ties lad sidesed thmimplamt of mar ineftd Peo MI= ettlammasiammpeo- 2. The red ea snort at a begat.* level mm ono, own dada samseo and ism the ground sp. To work objects in mom on IMO flown as behme. coordination. 4.Illeittleitialow. MON* defterreeasei. re- anIPISkarnnt meigrathm in a wide variety teatimesyetsesansmaar, ore mod or avans in moms and supine position. touldslY stolommersar w thinelbe sew on tws, anaing, kneels& sad stand- hyperactive, ilielenotallb AIN wh. osursimmitimass vassarra4mmmo mimeo aggrassim or mmakkhom moilwase*4) 3. The percame and implement the beim toushm.. . vartw developmen tal sequencesin gnaw,epth. s. ArAnitles larrotres u left lade sideas orrepered Ow fete ...muds min wee bobaids istoeliellise moor eigeel& 4. Reinicstuentont of the need to add chal- costar peer@MI Inuit Marilee arm or lenges loquemieily and gradually to pro- Ms 1114 01110.1filmslab the almoner vide rooms and a positive self-concept. body side wash no duo su dysfunction in the sighkemanal bemiganie. 5. heiethrsimmoit of the vim sa move- w. AstacceParerregn allthelab - ment slegimmen and somftw thyduns tilleminns enenelllith 1011MMIllih thong. wheal' children mho adaptive 12.4.widaisibeee 'Minimum 411111ann saminmes mann edfnisacted activities stab an Oh Ms Math rendling allimihr km endomensaw dleirealenn. Win growth. meammplams somia. and dove d1111 Map imangernimillenseelmnsuerbilb.. This Ism ens has redly bum the me that Ins gismi me a damp M pmegneana. As a wad aincotion puma I how Mums been A Nth on marilies fax perommemasur inninithd hi the pailwri--denstha child move dynamism ems psnammil; the Ohmam gm- datIMIY cam Iss dip. is he Ale to Mil the dnesd 01. Apses and thaws simanalsat Moe Now I oldies Ilse imonsnoce of the sense wipe acthilies. poses" in Wins of an samelthitimis to his mein NM of raninam asad "tendiness." In Ilwiliefto Ow ligawil at oar K I pomade ON minty experiences arid, I we be almegibming the pps. By I. Ileinforceinent of Ihommi to Minta well warbles from the amide out, the child will be Omen program ofdasialopmemi achy- more mime as inotor-being more successful in team activitiss, and be able to use move- inset thas annisnalicalY The will Oyu Wm an Therepeutic deadly for Perceptual Motor appensnity so anion mom closely to cognitive Dyeleadeiess,availableItemlUnimmityof Ibex Al the mane time, the pas lace about Southern Callesenia. Schnthot QUO I am se ceneernall as a giglebta educator FilmDisseibmise, Came DOOM% Los ffia VisoMP nethraNY. Old Oil in far mots Angeles. ant MM.

I. Ayres, A. Jean. PerammMAloroPape/ime Chorine. Goleta Union School District, Am we Chaim Monsgsnpli GrammChic' 511119 lislistst Ammo, Goleta, Californie mad District, Ohio Onmpationol Therapy 93017. Iliggimias for a Continuation Amocistiast 1964. Grant mile Ilse Famines of ESEA, Title 2. Tide UI (ESEA 1965) Paggict. "The F.L. 4040," 1969. "Application for s Diagnosis, and limedinsim of Sow Consienstese Grant amilor the Provisions of sorimotor Dysfunction on Primary School ESEA. TIM' 111, 9.1. 119.1 0," 1969.

ELECTED READINGS 1. Ayres, A. loan. "Deficits in Swam, Integra- dram"Awed of Losnelag Dim:bathes tionin Educationally Heidi:amidchm- 2:160411. %arch 1%9.

4 2 2. "Ike Development 01 aimed by Jesame Helmuth. pp.41-5111. Perceptual-Motor Maass: A Theoretical Seestie: Spectre Pelicaraons, 1968. hem for Treatment of Dysfunction." Amer- Dean AxonalofOampassonalTherapy 5 "TactileFt aw- ":221-23. 1%3. tams Their Reran en to lipperactive and Perceptual Mesas Sereasser." The Amman 3. . "Patternsof Percep- Amens, of Ocespaissaal Therapy. 17:6-11. teal-Motor Dysfunction m Children: A Fac- lea.-Febr. 1964 am Analytic Study." In "Perceptual and rotorSkills.MonographSupplement 6. kaponschade. Aar S. mit Helen M. i-wikert. r-V20. pp. 335-68. Missoula. Mont.: South- Motor Development.(uirsairw.Dino: ern Universities Press. 1965. Charles L Men* Weeks. 1967.

4 "SensoryIntegrative 7. Kephart, Newel C. Lamm( Ensebady An taecesses and Neuropsychological Learning EducationalAakotiourre,WestLatayette. leseabilties." In Learning Disorders, vol. 3, lad.: Kappa Delis Pi Press. 1968.

43 PERCEPTUAL-MOTOR AUESIMENT 11.11011MERTS

Robert E. McAdam' Illinois State University Normal, Illinois

Introduction Since we are concerned here prima.* nab the practical embolism of perceptua-ameor The nature of the physical educator's role in appraisal, no attempt will be made to dismiss the study of perceptual-motor learning is still reinedlaboratory immemossots which arms unclear. Five years of involvement have not smuts of the peropmel-osseer process. la- yielded agreement or definition of what is a mend, let us brielly resew selected instrunsints "perceptual-motor act." Not until the mood of a ethical melee whim& have been established day of the 1968 AAHPER Symposium was a by pioneers in parceptuelussmor studies, mall definition attempted by the participating body. as selected imeminenes meld in some WNW Even then, the panel composed of experts from siatinga, This sesaniaryis resented without varied disciplines could not settle on a defini- evaluative commems i tine duns on pages 45 tion. and K. Since we are to give a brief summary of perceptual motor assessment inhuman', per- latarretfis Ilaskuefis haps we should agree to a working concept of the perceptual-motor act. Kephart (3) points Oe is both justified and obligated when out that there is a cyclical mature to the activity WWI an assessment tool to ascertain whet, in of the child in any given task. First of all, there fact, is being asseemed. Since no critimi apis an input process which is, in essence, the paled has been simmped of the instruments sensing or sensory process. Secondly, there is an preemind here, be a case nedy of a tool integrating or intimacies process which is the cosubmilism effort sews as a caution to you in perceiving of the input. Thirdly, there is an iossermisn ouiput or motor response resulting from the Oa imessiptor um asked by administrators two preceding phases of the cycle. Lastly, there of a salmi district to "appraise physical perfor- is a feedback to the individual as a result of his mers of hisderprten children for the purpose response which, in mini, may fortify or modify of miming io the identificatioa of individual responses to subsequent similar input situa- readiness for first pads." A problem which had tions. It is this combined process of leasing. pleased awe of the peisidpals in the system was integrating, responding, and interpreting feed- the leek st objective inform loo 'mooning back information which can serve as our work- teacher judgment ulna talking to parents of ing concept for the perceptual-motor act. chaise who were incomineeded for "ready room" immeed of for fief grads. The Investigator, sescomvinced that such bletfillente iafornimien would mndt from a physiod per- fortissimo test, agreed to try to COONNICt "a Instruments which attempttoassess a motor ability test for kindergarten use." Cri- child's perceptualmotor process by this defi- teria were set up for the test: it must be a nition obviously are fraught with limitations. dynamic gross movement test; it must have low Tillsisparticularly MIS because the only cognitive content; and, it must include the manKestation of the internal processes of sens- recognised ing and integrating is the individual's response. elementsof motorability Thus, while the ability may be assessed in total. coordination, balance, agility, and a sense of it may be difficult to ascertain the relative rote awareness when moving in space. of input(mooing,integrating) and output A doom items ware selected for pilot work, (motor response) in the process. verb satisfying memenee of die criteria to some 4111**. Finally, five inseam which bad reasonably low correlations with each other but had at least moderately high eslialMity and objectivity K. coefficients were selected. Two of these were Crefits, grtir Univerbysity!lionToria (Text continued on pegs SI.)

44 SUMMARY OF SELECTED PERCEPTUAL MOTOR TOOLS No. of CHARTNeed of I Ita.imiPerceptual Scale MotorNameof or Imetnument Solute 6Age to 9 or years Grade old Level 11 Items Equipmentneeded,Very little specialClassroomAdministrative teacher or Ems childTasksGeneral by designed teacher Comments to in permit relatively or observationDescription short time. of (Kephart)Deve bracing (3) Birth to 3 expressive; &balance blackboardVery beamlittle Specialistadministeredmay administer ObservationsofThrough training the methods testson six preliminary categoriescan be indicated. selectionof brain mentalFrostDebcato)Profit (Doman Test (2) of Develop - 96 years31/2months to old71/2 perceptual53 visualreceptive Veryequipmentneeded little administerTeacher(non-teacher) may Test5"neurologicalfunction visualfor independent perceptualin seven age." stages developmentabilities given and a suggests of (I)Visual Perception abilities needed administeredSpecialistIndividuallytest should Inrelative 4 categories need for (gross visual motor, training. fine motor. Test"natalDenver (5) Screening Develop- thruI month6 years categoriesinMulti-item 4 basic equipmentSpecialitemsfor many administeradministeredI30Approximately minutes ivitually eachpercenttestedlanguage, item on of a andforchildren number apersonal-social), given passing of age specifics. span or failing ischild indicated.The is SUMMARY OF SELECTED PERCEPTUAL MOTOR TOOLS CHART H Dayton Sew.oryName orof Source harem:et Age or Grade Level ItemsNo. of EquipmentNeed of Administrative Ease General Comments or Descriptions SurveyMotor (4) Awareness 4-5 years itemsIS simple table;paper;8-ft.Special hue; stick watch; board; news- administeredIndividuallyEiM1/1/01.--mayClassroom learn toteache-s perceptionvariousspaceIS simple direction, kinds items of rhythm,coordination include balance, body and image, and form env.Ponder Perceptual Kistler- 4-6 years items6 simple boomBalance Classroom12Approximately min. teacher per student Six items consisting of balance, strength. TeesMmor (7) Sates* (8 ft.mat; x 4pillow in.); IlkillitilE1---S min.Approximatelyme pewadminister pupil coordinationjumping, skipping. and refined muscle Scbeele.SaessisgPereephrolhidect Genesis St. (Lakeview Motor Clair S-7 years items23 :Semple Ball; target ISApproximately min. maneJudgment on quality of general perfor- PerformanceMiesetonkaShoves. Midiipe) Physical Radium (8) S-7 years S items bells;Watch; 3 smallbuckets; Classroomasap teaches band cye coordination. balance, agility, Test (6) onmarked floor areas min.Approximately3Best per01 us 4person detketsgroups S of five. sidewardaccuracy andof body backward placement, forward, DAYTON SENSORY MOTOR AWARENESS SURVEY FOR 4- AND 5-YEAR-OLDS Date of Test

Name Sex Birth Center

Body Image.'/2 point for each correct part; 9 points possible.

I Ask the child to touch the folkiwing body parts:

head ankles ears stomach toes nose legs chin eyes feet mouth waist wrists chest fingers__.shoulders back elbows

Space and Directions1/2 point for each correct direction;S points possible.

2 Ask the child to point to the following directions:

front back up down beside you

Place 2 blocks on a table about I inch apart.Ask the child to point:

under over to the top to the bottom between

Balance.Score 2 points if accomplished.

3 Have the child stand on tiptoes. on both feet, with eyes open for 8 seconds.

Balance, and Laterality.Score 2 points for each foot; 4 points possible.

4 Have the child stand on one tOot, eyes closed, for S seconds. Alternate feet.

Laterality.Score 2 points if the child keeps his feet together and does not lead off with one foot.

S Have the child jump forward on two feet.

Rhythm and Neuromuscular ControLScore 2 points for each foot if accomplished 6 times; 4 points possible. 6 Have the child hop on one foot. Hon in place.

Rhythm and Neuromuscular ControLScore 2 points.

7 Have the child skip forward. Child must be able to sustain this motion around the room for approximately 30 feet.

Integration of Right and Left Sides of the Body.Score 2 points if cross patterning is evident, for each.

8 Have the child creep forward. 9 Have the child creep backwards.

Eye-Foot C'oordination.Score 2 points if done the length of tape or mark.

10 Use an 8-foot tape or chalk mark on the floor. The child walks in a crossover step the length of the tape or mark.

47 how Muse/4. (rodeo(Sore 2 point. it pope! a completel) crumpled.SL Ore I point it paper 1. partially .rumpled.Score II point. it child need. ...stance or change. hand..

- 11 Using a hall sheet of newspaper. the child pick. up the paper with one hand and puts the other hand behind hit back.lie but attempts to crumple the paper in hi. hand. Ile may not uw h.% other hand, the table, or his body for assistance.

Fern Peretpleh.Score I point for each correct match.

12 Using a piece of paper with 2inch circles. equines, and triangle.. AA the child to point to - Iwo obyec is that are the same. hem Pert.rputot Store 1 point if circk is identified correctly.

Score 2 point% if the triangle and vine are identified correct!). -I r Ask the child to identity by !baying, "point to the circle." "Point to the square." "Point to the ifismis.". iielM114f D11101M1M1101044 Score I point if the child taps cormily each time. - 14 A.k the child to turn hue back to you. lap the table with a stick 3 times. Ask the child to turn around and tap the midis the sense way.

Ask the child to turn his back to you.rap the table again with the stick. i 2 quick tape. pause. then 2 more quick laps). Have the child turn back to cou and tap out the rhythm.

Hem/ ( xisratmaterot.Score Wile point 101 each um:eotul completion. - s A board n used wills 3 holes M it.Ilse Mies are 3/4. 3/11 and 1 /2 aches in demister Die child oinked to put his flaw through the holes without touching the woes.

111 PONTIAC SCHOOL DISTRICT Department of Physical Education, Athletics and Noctostion

Student's Name Se%

I4.4te1.4

School Teacher's Name

Nsrthdate Month Year

KINDERGARTEN PERCEPTUAL MOTOR SCREENING TEST

Most Posttest I. BALANCI BEAM

resits

I. Walks forward on II'Al4" beam without stopping off. Yes No Yes No

2. Walks backward on $' % 4" beam without stepping off. Yes No Yes No

3. Walks sulewards left on It' % 4" beam without stepping off. Yes No Yes No

4. Walks sidearm& right on % 4" beam without stepping oft. Yes No Yes n No

2. SKIPPING

Task Skip 30 feet without benakiug &Merolla, rhythm. Yes No Yes No

3. STANDING BROAD JUMP FOR DISTANCE

Ter* rotations* takeoff with both fart and memos distance to nearest loch. Ft. In. Ft. In.

4. UPPER BACK STRENGTH

Tag With Nat twithout dims) WM fine with aims baltiwil =A, chid Ilia head and chest off mat as high as pool* tploce pod nodal Algal. Hold for 10 socowthi. Yea No 0 Yes No

S. LOWER BACK STRENGTH

PM VIM pad sada hips, child Nits Nat twithont shoes) as high off mst as poorbk and holds for 10 seconds. Vas No 0Ws 0 No

6, WINKING

Task Stadion can ow* with 'Man eye. Yes No Yes No

49 LAKEVIEW SCHOOLS ST. CLAIR SHORES, MICHIGAN

PROJECT GENESIS

PERCEPTUAL-MOTOR SCREENING

WALK BALANCE BEAM

I, tan he use both sides of body to balance 2. Can he recover his balance? 3. Does he avoid the task? 4. Does he need to watch his feet when walking?

JUMPING AND HOPPING

I.(.an he stand up straight and close his eyes, with arms outstretchedin front of him? Does he waver at all? 2. ('an he stand on one toot successfully? Which foot? 3.(.4n he hop on that toot? The other foot'? both feet? 4. can he skip around you^ Is the skip smooth; more of a gallop: unsuccessful?

IDENTIFICATION OF BODY PARTS

I. Can he touch the body part called fur ina prompt fashion? 2. Does he touch the described body put accuratelyas opposed to "feeling around" for it? 3. Dues he touch both members of a pairtears. knees, etc I? 4. Can he identify the part being touched? 5.Is he aware of up-down directions?

THROW

I. Does 1w consistently throw with the same arm? 2. Does he keep his eyes on the object to which he throws? 3. Can he control his throws?

CATCH

1. Does he back away from the ball when it h thrown? 2. Does he bknk or close his eyes when attemptingto catch the ball? 3. Does he use both hands in a coordinated fashionto catch the ball? 4. Does he hold his arms rigid?

50 A NC F IS-I N-TN L-SNOW

I. Can he visually identify the part to be moved or does he need to have the body part touched? 2. Does he move his limbs smoothly and decisively' 3.Is there overflow into other limbs' 4. Can he make necessary corrections with only one repetition of instructions? 5. Hoes he follow directions easily? 6. ('an he locus his attention on the activity at hand? 7.Is he distracted easily? 8.Is he apprehensive in performing activities?

timed ball placement tests and three of these From the principal's point of view, the tests werevariationsof forward, backward, and provedusefulsincethey offered additional sideward hopping for accuracy tests. evidence to differentiate between first grade It was also determined that each test item and "ready room" candidates. They provided clearlydifferentiatedbetweentheprevious objective information which was supportive of year's kindergarten children, who now com- teacher judgments based on classroom perfor- prised the "ready room group," and the first mance and which, at times, gave new insights to grade group. This kind of validation was repli- theteacherabout herstudents. From the cated in different schools within the district ilvestigator'sviewpoint,thetestspointed under study. The tests were then given to the candidly to the fact that motor ability alone kindergarten class. There was significant agree- was not being tested. The tests helped to point ment between the teacher's judgment and the out that when a new requirement is put upon identification of the children by the "motor students to perform in some way, though good ability" tests at the same time. testing procedures are followed, characteristic However,intheprocess oftesting, the patterns such as self-confidence and ability to investigator noted that scores on both the ball adjust, play an important role in the determir placement test and the hopping for accuracy lion of the quality of final performance. test were probably more related to behavior As illustrated in this case, the identification patterns than to inherent motor ability. For of relationships (teacher "ready room" designa- example, confidence or lack :onfidence was tionand low "motor ability"scores) can often obviousno matter what was the test mislead unless the mechanisms or reasons for item. Though the items were simple to perform, relationships are ascertained. The reasons, when frequency of mistakes and ability or inability to analyzed, may lead both to better assessment recoverfrommistakes weredifferentiating procedures and to a base upon which appropri- factors in performance. Similarly, pace, deliber- ate activity programs can be created. ation, and concentration were reflected in the scores in some ...ay. The question of whether or not any "motor ability" was being tested was raised. It was Minnetonka Physical Performance decided that simple familiar movements of Readiness Test walking and running be tested to see if they differentiated between the two groups. They Since the Minnetonka Physical Performance did not. It was concluded that the ball place- Readiness Test is an instrument which emerged ment test and hopping test appeared to have from a sound research approach, let us see a face validity as motor ability tests more so film of the administration of the test. Five than did the walking and running tests. Yet, it items are involved. About 12 to 15 minutes are was equally obvious that the scores did, in fact, required to test 3 people on all 5 items. The reflectthechild'scharacteristic pattern of test is for 5 to 7 year olds. behavior which was present no matter what I) lumping in squares (12") requirement was made of him. It became more Forward back= 5 each 10 = 20 plausible to accept the high degree of agree- Lateral = 10 ment between the kindergarten teacher's identi- 2) Complex jumping fication of "ready room candidates" and the Forward skipping a square, back one & "motor ability" test results. 50 on. =S

5I 3) Jumping back= rr of times in I 0 seconds Thus, if five items have been used to test for Lateral = # of times in If) seconds dynamic balance, is there one which is best? # of times person Are they equally good? Of course, it is possible crossed the line is the that for gross discrimination purposes, assess- important factor ment tests might use only a few categories or 4) Ball placement test 3 buticets with even one category. These types of assessment golf balls (SO) in middle bucket. Put instruments obviously would be limited in use balls into side bucket using both hands to screening rather than for remedial action. simultaneously. Hand placement is regu- Research done on a factor analysis basis as well lated (center). Put balls in; not throw as correlation studies would seem to be needed them scored by time. if the questions raised are to be answered. If 51 Agility and accuracy in ball placement such research seems important, could not a This is a shuttle test. Twenty balls are in national approach be taken, as was done in the one basket 6' from another basket. Point physical fitness research? is to transfer the balls from one basket to Also. do the assessment instruments really another scored by time. test what we think they do? I, too, along with some of the other speakers, wish to suggest that Note: All worked out their own patterns. caution must be used in interpreting our testing scores and that the why of the score must be considered and specificity sought. It is entirely Comments presented by Dr. Crafts possible that what we test with many of the perceptual-motor items is the ability individuals At this point I would like to offer my own have on how to learn in general. By this I mean comments and observations on the nature and that youngsters have learned a way to attack use of perceptual-motor assessment instruments problems or have no concept of how to attack and training programs. them and so have established various patterns Many specific tests seem to be good for of behavior. Dependent on how flexible and identifying youngsters who are purported to insightful the how-to-learn approaches may be, have high and low perceptual-motor abilities. the perceptual-motor testing may yield quite Whether one accepts or rejects the idea that this differentorsimilarperformances on some high-lowdiscrimination does in factreally category item. Could it be that we are testing occur from use of such a variety of tests, some the ability to interpret feedback and to know probing questions must be asked. therefore how tocorrecterrors? Or isit First, do assessment tests have any common- attention span? Confidence? Our expectations ality as to categories investigated and items of the child? employed within the categories? A cursory Finally, there is a need for the physical analysis of some of the clinical and educational educator to view his involvement in the percep- perceptual-motor assessment tools, in terms of tual-motor area from two perspectives. One is categories and items employed, reveals some the teaching of classes of the so-called normal interesting observations. Categories most often childrensothatthe best perceptual-motor employed are: balance, body image, coordina- experiences possible occur within the physical tion and fundamental patterns, and fine motor education framework. In other words, optimal competencies. The categories next used most learning is the goaL This would mean a program frequently were directionality, laterality, forms with varied content, taught in such a way that and figure ground, ocular exercises, and physi- enhancement of optimal learning within the cal fitness. Least used as categories but always social,emotional,intellectual, and physical involved indirectly are language, personal-social, spheres would be plausible. Implementation of memory, attention, comprehension, and confi- this concept would obviously require a strong dence. Items within the same categories in the emphasis on the perceptual-motor domains. different assessment instruments were vari- The movement education approach might be ations on a theme. That is, while they were used with some valid justification to achieve the different to the eye as to what might be used preventive, self-actualizing program proposed. for equipment or for task description, the real The second perspective that the physical problems underlying thetasks wereoften educator must have relates to programs for similar. youngsters with problems in the perceptual- What do these observations mean? Perhaps motor area and in other areas. Perhaps a major nothing. Perhaps, however, there is a need to roleof aphysical educator might be the explore the considerations that each compe- identification of youngsters who are having tencyrelevanttothe establishment of an perceptual-motor difficulties in the regularly accurate perceptual world needs to be tested, scheduled physical education classes. This kind but that any of a number of specifictests of approach might also be used in other subject mightbe used within particular categories. areas. Thus, if each area of learning were to

54 PERFORMANCE PROFILE

Name Grade Date

N.215 Kindergarten Minnetonka Si:11001%)ot. 276

STANDARD BALL S('ORF BALL Sit MOVING HOPS 2 Ft. HOPS ALT. Remo! Rating SS SF(. R SR. No.

I 041 23.5 53.5 244 pt. Illph.

90 27.0 20 10

811 30.5 19 9

73 I 4 1» 34.4) 17 4-

60 , 37.5 64.5 t5

50 41.0 73.5 13

44.5 77.5 II 5

30 81.5 9 4 25 r 20 51.5 1111.5 7

10 55.0 89.5

58.5 93.5

identify younpters who were having kerning remedial programs from a multidisciplinary difficulties in their respective classes, this group approach. The physical educator obviously might then constitute the special group who should be involved in such a group undertaking. would receive further diagnostic testing and

REFERENCES

Books Perception. Chicago: Follett PublishingCo.: 1964. 1.Frostig,M. and Horne, D. The Frostig 2, HeUmuth, Jerome. Learning Disabilities, vol. Program for the Development of Visual 2. Seattle: Special Child Publications, 1966.

53 3, Kephart, Newell C. The Slow Learner in the 6. Minnetonka Physical Performance Readiness Classroom.Columbus, Ohio; CharlesF. Test, Mr. Harold Melby, Grove land School, Merrill Books, Inc., 1956. 3325 Grove land School Rd.. Minnetonka. Minn. Nonpublithed Test Sources 7. PontiacKindergartenPerceptualMotor Screening Test. Dr. Lee Has linger, Pontiac 4, Dayton Sensory Motor Awareness Survey. School District, 350 Wide Track Dr Last Mr. William Braley, Dayton Public Schools, Pontiac, Mich. 348 W. First St., Dayton, Ohio. 8. Project Genesis Perceptual Motor Screening, 5. Denver Developmental Screening Test, Dr. Mrs.DorothyJens,LakeviewPublic Joseph Dodds, University of Denver, Child Schools, 25901 Jefferson, St. Clair Shores. Study Center, Denver, Cob. Mich.

54 REVIEW OF DATA PROCESSING TECHNIOUES NEEDED TO INTERPRET MENTAL-MOTOR RELATIONSHIPS IN CULTURALLY DEPRIVED HIGH SCHOOL STUDENTS

Joseph J.Gruber Don R. Kirkendall University of Kentucky ungton , Kentucky

Introduction selected items in each domain to the overall relationship. The relationships among mental and motor variableshave beeninvestigatedunder the Procedures assumption that they jointly comprise part of an integrated behavior syndrome influencing Sampling Procedures. The students partici- the development of the human organism. Au- pating in this study were the entire population thorities such as Ismail, Kephart, and Cowell of 96 students, ages 14 through 17, at Lincoln Because of (7); Ismail and Gruber (8); Yoder (16); and School, Simpsonville, Kentucky. Kirkendall (9), when utilizing both univariate health, orthopedic, and discipline problems, and multivariate data processing techniques, only 91 subjects (girls-44, boys-47, Negro-41, white-50) in grades 9 through I I completed the have produced information which consistently tends to support the validity of the stated study. Lincoln School provided a residential setting for culturally deprived pupils achieving assumption.Briefly,these investigators have demonstrated that items measuring coordina- below tested capacity at time of admission. Measuring Instruments and Procedures. For tion of the arms and lap correlate to a higher degree with intellectual performance than do purposes of this paper, data from only 12 items which measure growth, strength, speed, variables were utilized.' Information corcern- and power. In a study on first, third, and fifth ing the validity of these measures can be found grade children, Mack (15) found simple correla- in the references cited. The variables included tions between reading achievement and tests of were: agility and coordination to be unusually high, a) six items purported to measure coordina- ranging from a low of .64 to a high of .8). tion of the arms and legs (10) Kirkendall (13), employing discriminant func- b) six intellectual achievement measures tion analysis, demonstrated that it was possible Kuhlman-AndersonI.Q.(14);Verbal to differentiate among high, medium, and low Stanford Achievement; Quantitative Stan- academic achievers with both coordination and ford Achievement; Total Stanford Aca- fitness motor items. All of these investigators demic Achievement scores; the intelli- used so-called normal elementary school boys gence factor of the High School Person- and girls as subjects in their studies. ality Inventory (2); and a teachers classroom achievement rating. The IPAT-HSPQ personality inventory, the Pow Kuhlman-Anderson La, and the Stanford Aca- The purposes of this paper are to acquaint demic Achievement tests were administered in a the reader with the nature of relationships standardized testing environment by the Lin- between mental and motor performance in a coln School psychologist. The classroom aca- special group of high school students, and to indicate the need for utilizing both multivariate and univariate data processing techniques. Both 'or more extensive reports of the relationships among the total pool of 34 items selected methods are needed to identify relationships from the mental, motor, emotional, and social not only between two behavior domains, but domains, the reader is directed to reference also to assist in determining the contribution of numbers ( 5), (6), ( I I ) .1 2).

55 dernic achievement rating was done bythe different types of scholastic achievement, as teachers on a paired compa n basis. The well as intelligence, was being cshibited by this coordinationitems were administered ina special group of high school students. In other private session to each child by the authors of words, there anpears to have been specificity of this paper. AU testing was conducted as part of cognitive function present in this group. Hence. the routineyear-end achievement testing at any one measure of intellectual performance Lincoln School. most certainlywill not provide the type of ban; Proeessang. In an effort to eliminate evidence that can approach the true state of anypossible maturational contamination of affairs an this multifaceted phenomena thatwe certain data, the Stanford Academic ..lelneve- callcognitive((Intl on or the "intellectual men:scores were converted to T- scores by domain." hide. The Kuhlman Anderson La stores are The highest correlation found among the inherently adjusted for age. MI other data were coordination measures was .64 between two utilized in their raw score form. hopping items. The correlations between dents Simple PearsonProduct Movement Correla- measuring coordination of the arms and legs tion Coefficients for all possible pairs of items weregenerallylowandinsignificant.This were calculated for the total group. This proce- would indicate specificity of limb coordination. dure enables one to examine the relationship The only significant correlations between between individual pairs of items taken one at a coordinationitemsandintellectualperfor- time from larger domains of behavior. However. mance measures were .26 between arms and this univariate analysis does not provide any legs, together with the intelligence trait of the information as to the relationship between the HSPQ: -.25 between arms -6 counts and Verbal much larger mental and motor domains. The Stanford Achievement and -.24 between hop factor analysis technique also does not take 2RIL and Verbal Stanford Academic Achieve. into consideration the magnitude of relation- ment. The remaining correlations between the ships between domains. In an effort to elimi- individual pairs of coordination and intellectual nate this deficiency, the data were also sub- achievement items were non-significant. Based mitted to canonical correlation analysis. Canon- ical on this univariate data one might erroneously correlationprovides forthe maximum conclude that the mental and motor domains correlation between two sets of linearly com- were generally unrelated, or that in this special binedvariables. The procedure in canonical population of high school students a meaning- correlationis to find the vectors of weights ful perceptual-motor relationship was not de- such that the maximum correlation between tectable. This could be due to the fact that the the domains is obtained. The magnitude of the elements of one domain (mental) were not normalizedweightsineach domain vector allowed to relate with a set of behavior ele- indicates the relative amount of contribution ments from another domain (motor). In reality, theindividualvariablesare making inthe human behavior is a "gestalt" phenomena and correlation between the two sets of variables. In every effort should be made in the primary order to test the significance of each canonical research design to identify the more global correlation found, Wilkes A criterion was used relationships between behavioral domains. and transformed into x2 as outlined by Cooley In order to overcome the deficiencies of and Lohnes. (3) univariate analysis just alluded to, the data were Analysis of Data submitted to canonical correlation analysis. The first computation printout of the analysis re- By observing the simple correlation coeffici- vealedthattheTotal Stanford Academic ents in Table 1, it can be seen that the highest Achievement score and paired comparison score correlations were among variables in the intel- contributed no information to the relationship. lectual domain. The Verbal Stanford Achieve- Thus, these two intellectual items were dropped ment and Quantitative Stanford Achievement from the final analysis in order to conserve correlated .77 and .67 respectively with the degrees of freedom. The results of the canonical Total Stanford Academic Achievement score. correlation analysis between the six item coor- This was to be expected since the total score is dination sub-dontain2 and the intellectual do- really the summation of the two sub-test scores. Kirkendall and Gruber (I I). The reader's The correlation between Verbal and Quantita- attention is called to this paper where three tive Stanford A cademk Achievement was a low significant canonical correlations are discussed .34. The highest correlation between the paired in detail The first (451) between an intellec- comparison achievement rating and any other tual domain of 4 items and a total motor domain of I I items (5 fitness and 6 coordina- intellectual achievement measure was .43 with tion). The second canonical correlation (.421) theTotal Stanford Academic Achievement was between the 4 item intellectual domain and score. The Kuhlman-Anderson I.Q. measure had S item fitness sub-domain. The last correlation of .439 was between the 4 item intellectual a low correlation of .26 with Factor B- General domain andthe 6 item coordination sub- Intelligence of the HSPQ. This suggests that domain.

56 TABLE 1' ITEMS MENTAL AND MOTOR INTERCORRELATIONS, MEANS 1AND STANDARD 2 3 4 5 6 7 8 9 10 DEVIATIONS+ 11 12 X S.D. 2.1. ArmsHR & -L 6 (Hopping) Counts .05 .15.64 .08.35 .2E,.18 .22.27 .11.20 -.06 .00 -.07-.25 .04.01 -.09-.10 .00.04 23.0026.29 8.636.41 3. H2RIL (Hopping) .28 .06 .15 .06 -.14 -.24 .11.05 -.19 -.09.11 26 34 18.39 7.19 5.4. HopArms - 12 - Counts8 Counts .15 .36.50 -.01 .15 .10.114 -.04.03 .10 -.04.13 -.07 50.7033.5 3 9.56 7.6. Arms8-Intel & Legs (HSPQ) .26 .26.10 .26.06 .02.09 .18.07 -.02.00 22.31 7.79 8.391.22 9.8. StanKuhl - Verb. - I. Q. .46 .36.45 .77.62 .30.18 122.7449.92 8.478.211 11.10. Stan - Quant. - Tot. .67 .43.34 50.20511.22 6.289.15 + Withabstracted12. 89 depoes from of Gruber freedom and a correlationKirkendall ofIS). .20 is significant at thePaired .05 levelComp. 50.18 21.61 TABLE II

CANONICAL CORRELATIONS BETWEEN COORDINATION AND INTELLECTUAL ACHIEVEMENT +

Canonical Canossical2 Correlation Correlation WNW A X2 DF .439 .193 .6482 36.634 24 .363 .132 .8033 18.507 15 .255 .065 .9251 6.582 .103 .011 .9894 .891

Sianificant at .05 level. +Abstracted from Kirkendall and Gruber (I 1).

main comprised of tour measures are po oersted giftweeSillgr w oaththat co.*N these items on Table II. The maximum conciseness obtained sepassafs afferentlimb coordination. The was .439. The first x2 test performed indscated Intellectual achievement domain was almost this to be a significant = .0S) relationship exclusively represented by Factor B of the between the mental and motor domain. The HSPQ (General Intelligence vs. Dullness)in this remaining x2's which were not significant at the relationship. This would sawn uhN according .05 level indicated that only the vectors of to Cattell's 12) interpretation' IL a weights associatedwith thefirst carom* person who had high conceptual abilityor correlation would allow meaningful stotabsel abstract reasoning was likely to perform woo interpretation. Those vectors. Much indicate certain arm and leg 4:our dinst ion tasks fawn the relative contribution of the individual items relationships were not apparent in the unsvare from each domain (normalized weights) are ateanalysispreviously reported.Itisalso presented in Table III. noteworthy that the interaction of items from the two domains provides for a clearer picture The normalized weightsin each vector of those elements in each domain which make associated with the significant canonical corre- primary contributions to the significant overlap lation between the intellectual domain and the between mental and motor performance. Thus. coordination domain indicate that the indi- a more meaningful interpretation of the rela- vidual items (e.g.. arms-6 counts and hop 2R & tionship between the mental and motor do- IL) were the primary motor contributors. It is mains is provided to scholars in the field.

TABLE III

RELATIVE CONTRIBUTION OF EACH VARIABLE IN THE RELATIONSHIP BETWEEN COORDINATION AND INTELLECTUAL ACHIEVEMENT+

Coordination Vector latallactuail Ada:tamest Vector

7.5 Hop R & L 75.3 Factor B - HSPQ 39.9 Arms - 6 Counts -3.6 Kuhhnan-Anderson I.Q. 31.7 Hop 2R& IL -13.7 Stanford-Verbal -5.3 Hopping - 12 Counts 7.4 Stanford-Quantitative -3.4 Arms - 8 Counts 12.2 Arms & Legs

Canonical Correlation = .439

+Abstracted from Kirkendall and Gruber (1).

58 Discussion and Conclusions trait behavior which may be unique to a particular sample of students. Thus. both The information in this paper would sup- themultivanateandunivariatedata port a recoirmendation that future research be processing techniques should be Inbred designed in such a way as to allow for primary in behavioral science research. multivariate analysis of data. Results from a number of studies15).17).18).19). (IS) REFERENCES demonstrate that sigasficance. direction, and I Mr,..AllanJ..4 Factorial Study of magnitude of simper,,Arriornillaps canvary. OLArisation. Physical Fitness, and Academic from sample samplag Office. information lehievenient in College Freshmen. Urbana. hserrttnit tn. raimpieloOaSsonslops may IN Ill.: College of Physical Education. Univer- lostit se sole% ..modo 4'4.w/sate tools. This sity of Illinois. 1961. ,,uld lead to . p s.Ihk .-rovir.ous conclusion Cattell, R.It. Handbook for the Junior- n.ermng tat , iekii.,asaapsacross Senior High School Perumahly Question- samples or Vilihati .AH1042 01 ASPIC naire. Champion. III.: Institute for Person- Itisessentialthattheesinun.daviiwhole. ality alaiMewtesting, 1969. behavior pattern be revealed lust lance total 3. Coulee. 111116ra *ad Lohiws. Paul R. Multi. behavior possesses aunique demonstrability wraith'osedures Jor the Behavioral Sci- that may be undetected ina part analysis. ences, New York: John Wiley & Sons. Multivariateanalysis can produce consistent 1962. behavioral relationships between domains from 4. Gardner, E.E.; Merwin, J.C.:Callis, R.:and sample to um* (9), (I I). (13). In this sense, Madden. R. Staaftwd Achievement Test the canonical correlation approach is perhaps a High Schaal Amery. Nev. 't orkHarcourt more reliable estimate of relationships betv...s:n Piave awl *odd, 1965. domains when replicating studies on different 5. Gruber. Joseph J. and Kirkendall. Don R. samples. This may be due to the fact that this "Interrelationships Among Mental, Motor. technique, by virtue of including more items Personality and Social Variables in Low (behavior traits) in each domain studied, comes Achieving High School Students With High closer to a more realistic estimate of the actual Intelligence." In Proceedings of the 73rJ relationship between domains. This may be Annual Meeting of the National College analogous to an accepted principle of test Physical Education Association for Men. construction, namely, that increasing the num- Chicago: the Association. Dec. 30. 1969. ber of items in a test usually has a favorable 6. Correlations Between In- effect on test reliability. Admittedly, the au- tellectual and Personality Measures in Low. thors of this paper are unaware of mathematical Achieving High School Pupils With High proof for this comparison. Intelligence. Lexington, Ky.: University of Based on the information available on this Kentucky, Sept. 1970. specialgroup of high schoolstudents, the 7. Ismail, A.H,; Kephart, W.; and Cowell, C.C. following may be concluded: Utilization of Motor Aptitude Test Bat- I. The univariate correlation approach un- teries in Predicting Academic Achievement. coveredonlya few low correlations Technical Report, no. I. Lafayette, Ind,: between mental and coordination type PurdueResearchFoundation,P.E. motor items. 87964438, Aug. 1963. 2. There appears to be specificity of func- 8. Ismail, A.H. and Gruber, Joseph J. Inte- tionamongmeasuresofacademic grated Development: Motor Aptitude and achievement as well as among I.Q. mea- Intellectual Performance. Columbus, Ohio: sures. Charles E. Merrill Books, 1967. 3. The low correlations between arm and 9. Kirkendall, Don R. "The Relationships leg coordination items would indicate Among the Motor, Intellectual and Person- specificity of limb coordination. ality Domains of Development in Pre- 4. The multivariate canonical correlation adolescent Children." Ph.D. dissertation, analysis permitted a dearer picture of Purdue University, 1%8 those specific isms from each domain 10. Kirkendall, Don R. and Gruber, Joseph J. which had the greatest influence in the "Consistency of Arm and Leg Coordina- overallrelationship.Infact,items tion. Measures." Journal of Motor Behavior, thought to be unimportant in the uni- March 1970. variate analysis became quite importatnt II. Kirkendall, Don R. and Ismail, A.B. "Ca- in the canonical relationship between the nonical Relationships Between the Motor mental and motor domains of behavior. and Intellectual Achievement Domains in 5. Careful examination of the weight of Culturally Deprived High School Pupils." items, as w.d1 as the simple correlation ResearchQuwterly41:496-502, Dec. coefficients, should reveal specificity of 1970.

59 I 2. "Multivariate Relationships 14. KuhlmanAnderson TestTechnical Man- Between Motor and Personality Measures uaL (Bookkts G and H). Princeton. N.J.: in Culturally Deprived High School Pupils." Personnel Press, 1963. Journal of Motor Behavior March 1971. 15. Mack, J. "Relationships Between Achieve- mentinReading and Achievement In Selected Motor Skills in Elementary School 13. "TheDiscriminating Children." Research Quarterly 39:106 3 -68, Power of Non-Intellectual Variables among Dec. 1968. ThreeDiscreteIntellectual Groups." In 16. Yoder. Jay H. "The Relationship Between Proceedings of the 2nd International Con- Intellectual and Non-Intellectual Perfor- mess of Psychology of Sports. Washington, mance." Ph.D. dissertation, Purdue Univer- D.C.: the Congress, Nov. ! %8. sity. June 1968.

60 THE PHYSICAL EDUCATOR'S ROLE IN ACADEMIC READINESS

G. N. Getman Wayne, Pennsylvania

The physical educator's role and academic Anybody who works with children kntws readiness are of particular interest to me. For thatifthey express concepts in their own an optometrist to be talking about what physi- words theyaremore likelyto retainthe cal educationis going to do for academic concepts than if they parrot it back to you in readiness may sound a little far-a-field until you your words. Seventypercent of what they realize thatI spent most of my clinical life express in their own words is retained. Further- trying to understand how a child learns to see. more, 90 percent of what they say as they do a The child is born with the equipment, but what thingisretained.Thus, visual steering and is the process by which he learns to use it? This monitoring must beinvolvedin what the question has almost automatically put me into learner says. AU the information systems are a position of getting a lot of observational, tapped, and suddenly we realize the "show and clinical, andstatisticalinformation on the tell" time was pretty important after all. If you learning process. When we start talking about sayit and put in into action, you are using the learning process, then we are all in the same every system available to you with which to boat. act. Each man is entitled to his own form of 1 am going to discuss brit fly three develop- insanity, and to his own biases and prejudices. mental phases which are concurrent but not One of my real prejudices is that 1will not always sequential. There is no doubt in my waste my time reading research done on college mind that the two-day-old infant is capable of students and guinea pigs that is then applied to cognitive performance, but it doesn't happen primary grade children. These are just not the often. On the other hand, the infant spends the same kind of situations.Yet, this type of rust 18 months waging a contest with gravity. research was done by Socony Vacuum Oil He is learning to move and finding out what Company. movement does for him. I want to talk about this first phasethe propricreeptive phasein They were interested in how they could best which the child learns how to move. He finds traintheiremployees. This was why they out about himself and his systems. It is an looked hard at what information a person impossibility in the human being, or in any- retains. All of us are, one way or another, thing else as far as 1 know, to learn without involved in helping children retain information; movement. but, we must go one step further. We me too The learning process Is the total organiza- many scholars full of information which they tional and integrating process by which an can't apply in a practical sense. They know a infant, born rather helpless but dynamic, puts lot, but don't know what to do with it. As himself together so that he is an effective piece teachers, you know what to do with it. of machinery. It involves all of the things a The learner's ability to retain information is child must learn to do. When you break down startling -10 percent of what he reeds and 20 individual differences, and discard all of the percent of what he sees. One should realize that items about us that you can individualize, you the learner has practiced "discarding" informa- come to one common denominatorall human tion for many years. I am an optometrist and beings are designed for movement. In this pew up with a cliche. "Vision is the dominant respect we are all alike. Visually steered, ap- factor in human behavior." Yet, this research praised, modulated, corrected movement is the shows that the learner retains 30 percent of seal-bed of intelligence. D.O. Hebb, who prob- what he sees and SO percent of what he sees ably know more about physiology than any- and hears. Consequently, the audiovisual people body alive today, says movement is the seed- have come into the academic team. They have bed of intelligence. This is not just my bias begun to combine information systems. when I put the emphasis on vision. Movement

61 1 11111:111,11:if.1"11i!lifitilillOglifilflilligq;liiriti:ifitetilizitil, - Ft'. -1 4r1fulusr! ! i ill: I. I ittilifilthfiltifI411!1 iliq 1:41:ii101111111 1111 lillti ;IGIFi IP IN' !hisstiff ail iii Ef.Ffliii-J; isWillii!4 .wilitfralifI iffiffilifilsilifrille41111/1ti11,11 411011111 1%.- ?III* 41 fil!-IllittillliA 11141 IIII4IIVII;14a! I , / wiillqiillislirlirlil11; 14 iilqiinlifgli5f111/1 lialiti 11-P1itai;!; iti!!ilbtl 11 1111144:111111/4 I'lyi.srl, 11/19!:11719414:11141/1114Villift114111! 41111/t!Ifirillili i itiffijliwt iiiiitili; REIN 1 !Ii!.11"Iliffilliart 'It 0141/sittra-tril149.111111111fi'aqii1;4111111q4 fliiiii! 1114.firi 1421iitlfl r41111it:tilig1 I/ Jr- li II"; ii 12 1111 IIII!; fliii41111111!!!Ilflif II littillifil lallift414,41/11 iflail!!4!= filiglitil lia!litAWTIrlifiiiitlis ! Illit!! ; [Ili; ialfiFi!ft ftt!_fr:i 1,[ [ t fital III, mill I. ffit 'Tiff ::!101f ilf if 14111114111,11111 arliriq 4.461,11;1-$44141! 1111'191'. Iliwisi!O ld 01114 t' vkix. Ito :asp pi igliiii51:11111111111q;11108111111iliTilfriOldiriall11-- !I t"I 1, If Isi ;1111:100! II "la 1.1111-igtIN1:61111/114/14 tit t;tit'tif,-14.11 :.fr 1:11/11$ ;!1;i1s I I:III/4/ 411$11101/(i-IISI:laillf22!Wit # 11.10IX1641iggi LA ;10 Ws alt;41j111011 10 !iii f4iiiia:itfans - The preceptor stage is the action stage by to the third panel of that MAIL we help them in which the child finds out about his world. In discriminating many other differences. Reading the propnoceptual stage, he was Nadine out skill is not an automatic result. There still has to about hunaolf. A child uses his action systems be a reading teacher to teach them the differ- to mrve his perpoles. Adults frequently say to ence between then and them and to help them children. "Look at this picture" or "Listen to learn It. When they bring these auditor). visual. this tube " Unless the child lays. "yes. I will pioprioceptual, and manipulative 1N-D's to the because its of use to me," he may not do it. tasks, they are "readier" children. Thereis The infant only toes systems that serve his really no such thine as a perceptual problem. PurPoso. The problem shows up in perception, but the The phrase manipulative movements better problem stems from one 01 the systems not describes what people do than does the phrase providing the information it should. There is a fine nrovement eels. Manipulative movements hole in the concept. Without any Doubt, the compote all the action systems that amble a more youassistchildrento buildskillin perms to explore the contents of his world. I 1-4-D's. the snore perceptive they become. have atestioned manipulative hear*, smiles. What is a perceptive individual? He reads; saying,leeching. test*. %ad stashing only he'saware; he interprets more signals and because these *yams are the most evadable to inforniation, and conies to the best possible asas we paid*chilliest. There are other answer. As I said earlier. there is 00 such thing systems, such as the biodeessical system.. but as a visual perception. There is perception, but we don't know. what to do with these as yet. total priors")e of the texture of awall. lafeet, the trawmapers hem hose missies deemed by look* atit. depends on other reticles holy sheet a dm; called Wolin. inforsnation you possess as wed. Alsoust all hyperactive dildres are receiving it TM child who has Slut had the chance to cede Werke became it makes them she stir. If learn sir of thew thefts Walsh movement will they all still, they supposedly lean better. Any amer reeds his potential as a human oegastien. drug that numbs the seam system also nimbi He needs some frame of referees"e of tear/event the sh,sklrg system become we are dad* with wishes hiwwlf, or because of lamed. to verify a Wilily. Ama lie. to sae room, all of the all that he pets from there sm. Perceptioe is a basic original welch on Molls was done osa product -the end result, heaviest problems mem 40 Mabee. fins a pharmaceutical honer will not be cited by Waal% the perceptual saantseed k. le my epiMon. this wee seeds deficit any newt thee reading problems will be much mere seseardi. awed by remedial reading. There are very few Smog, trying. teething. testing. unsling- remediel mean programs that have Ott been how moray of you am shrine chilies, experieece slicatedil wader that penal category. The is M taming she inteNing? Plebs* the firm melody became whet was done was to repeatedly 'plow a chid ells is inselling. My paidson practice the difficulties the child was already tastedthe liffeeence hawse, me and his bevies. We have to go bah to the oaderlYSIN oak" as the end of five wanks. I am riaise we memo- al learnieg is movement. he meld Mae mar the diffeeence betimes ua, Physical education madam cam do more to M these memo eel this premises% we night so elimeneW as oversee mokkillia then help Mikes hem to me them belief. wane Mee. = problems ate thiection No Add our bares to reed jest because he pralleass w semsesce problems which Meted'. mere er became he gradmase en a walking MOP. and doped on MovenliMet. I have wee beam. What on lease's and MN? ilkell is the wend problems "cater in Mgt reaps of end amok of lenning how to Manweiesse she shiMeenby ghyoical ellecatina sad nes* Auer nooloroblr affonroce 1,1-N-01 that towns. teschers. They taught dillies to amuse deem. The delookloo helms. last Niddees sad me is only takes one of two deemed rights when many /460's became he feels mew 1-1447a I yes should here alemmoded left and MIS of two duel ems kerma abort. sum to ewe areltentatiews with the wrists When yes hea child learn to dienintinete prism below a AIM emilses the meaning of the 1-160% MI these redeem, he is fat mote diescliesidliy. We steel imam that left to right meal* to She leadier; he is far mere MI* to is attend, not beelaglcal. This is my right bend Macresslias' the diffeemice between Mom and only because mime soya so. This is my left ohm This is a moue diflesesoe. snot ally it head only became that is the way we commie* towed but aim ie the appowasmit mid mow sue. As far es my physielimicek biological wet 11 Salim te make M. Wet the mimic system is ceseeened. these heeds area matched I-Ia4s am al seal dinellemiee. pair; they sheeM be withal. We hews that by kelpies chillies learn to If you can help Alldnis kern what the make desetesinetinee et how may sieve it dimethen of a movement K you MI caimans. mhos to p from lime so NMI deer. ore ran spemd mere soshell Maly than the dasermies to hoe seem mom ere mreded w p from Wm lonsitm. who SOWN to develop theeetbon mid

64 sequence only in the symbol. If children learn it Well, I sneaked in some weights and so you pick down in the machinery that tells them, -Ali. up the blocks and say. "The littlest one is the yes. 1 can feel it," they will always be more sure heaviest. You must have weighted that the of it. most." Actual!). these blocks weigh the same. QUESTION: Would you comment about Nobody believes me until we put them on a the effects of television? There are many things postage scale because every one or the sensory that worry us greatly about television. modalities is misled. One makes conclusions on ANSWER: Television has dynamic possibili- the basis of what it looks like or what it feels ties. The problem is its passivity. There is too like. little participation. In my laboratory, we raised QUESTION: Whatever happened to D. It. live children. We raised three before T.V. and Hannon's ideas concerning classroom furniture? two after. When T.V. came along. I saw to it ANSWER: What always happens when it that the two boys who came after T.V. were costs more to do better? When they could put stimulated to barticipate. Charley did not have in the bleachers at the football fields for the to be stimulated. He changed his costume for money they saved on the cheaper desks, you every show. When it came to a cowboy show, know what got done, don't you? So they do he put on his guns and his hat. When it was not even make a decent desk any more. Superman. he draped a towel over his back and QUESTION: Why didn't they do more -e- put on his long underwear. He participated! search? Today, there is research showing that kids learn how to sit hour after hour and learn not to pay ANSWER: Becausetheschool board any attention to what is on the screen. Re- wouldn't buy it. searchers are running E.E.G.'s while children sit QUESTION: I've heard that the listening there in front of T.V. and the results indicate curve of children has decreased and that the that these children are so passive that they're talking curve has increased. Would you say this not even paying attention. You can almost say is good or bad? they are learning not to see or look. This is bad. ANSWER: It's bad because there are more Many things here need to be examined care- parrots and 11111S participants. And this is part of fully. what television does. They babble what they QUESTION: How do I get the most done hear and don't hsten to what they are saying. I with the least effort? have a strong conviction that the auditory ANSWER: That is perception. How do we system was not given to 'Is primarily to listen to combine or contrast systems? I could bring out each other or to listen to music. An auditory a certain set of blocks and drive you crazy. I system was given to us primarily to monitor our mike them on purpose,not for children. own noises. The baby knew whether he was Certain things about these blocks would coa- making the right noise to get toilet care or ting you until I rearranged them in a certain food, and our children are not making thous way. There is a series of blocks of different discriminations any more. They are listening Ian and I a* you to tell me which is heaviest. and imitating without monitoring their own You mushy sey. the biggest one, of course. noises. PART II

PRACTICES- ACTION AND INTERACTION )1111111111=1111.1m.\. . . . yawhave arm lot of aribOlts beryl WO paw latinvimilt awl women mese yew ea tasks tom (*kes a Iselp olvabra

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Saw's Note: The repoyes of she idiom preveass eye bend ea Isvlsbni smeeriel /owed by 111. noue sesehen. Men et ill program were vied 1100980"0" 0" is W°I laemlbie S. 'reseal a eomMeee ',weep of She aemerkle. VIdee.legee of sewed modem me MAW, Mwee Physlcal lithweekm 0Isekm PrPet male Meeepeyvideoof Minor likeeon. Deportment of Myeloid 114eselies fey Mee, TM OW 51.1e UalversItY. CAM/0010. 0054. WON dins., Se him Vet IhrlMr leteraselies. Isferbeellee womereleg dos DIfferetalel Itoilreatlose cm be °Maimed by oeMseMite Mr. Rebwl W. Dm, pelmet angler. 231 IL MMeee MO RI.. Meabee MIA. 400/1. PERSPECTIVES FOR ACTION PROGRAMS

Alma Ward Jones Chief School Psychologist Public Schools Dayton, Ohio

My task is to set the stage for revicwing and been almost traumatic, even for those who analyzing action programs, to raise questions. consider themselves knowledgeable. Investiga- and to point ahead. When new dimensionsare tionsatthe University of Oklahoma have being explored, a wide variety of programs revealed that just having a mobile over a crib usually develops. The perceptual-motor field is may make as much as 52 days difference in no exception. This writer has been a member of reaching.Experienceis now saidtofoster public school and university staffs for more than structural change. Theorists are getting closer 30 years, and has seen in the last decadeas together as research not only reinforces the much, if not more, interest and diversification maturational aspects, but also stresses the way in the perceptual-motor field as in any other experiencefacilitates advancement. One no field. longertolerates arguments of either-or, but Currently, programs range from emphasis on further research is needed to better understand elementary physical education programs for all maturation and to improve experiences. De children, to control and experimentalgroups velopment involves a combination of factors selected because of functioning problems or operating in complicated ways. Because of the deficits. Some programs are developed and highly complex nature of the developmental supervised by the physical educator, others by process, physical, social. intellectual. and rim« elementary principals or curriculum supervisors. tion.11components are not separate and in- Programs may be conducted in a gym, class- lit -they are functionally related to one room, specially equipped room, or a clinical snooty!. Some of these components develop setting. Some are an integral part of the daily without any special practice or teaching by schedule. others are quite separate. Some III- adults.Significantly, when the environment VOIVC a multidisciplinary team, while in others. imposes delays, deficits may interfere with later one person "runs the show." Screening, selec- learning. One may work on the deficits, but he tion. and research vary as much as personnel must always return to the total movement and and Proltvems. functioning of the child. because development As society becomes more complex and costs proceeds as an integrated network. Now do the soar, every manor institution that deals with programs handle this? human beings is examining more closely its New ideas and methods always bring gals, methods, and results. a Interest in the struggle with problems. Severe problemsare perceptual-motor area coincided with the ad- easier to see and often yield vent of federal funds. Thew funds provided a more dramatic solutions. Early perceptual-motor programsre- greatimpetusformaterials and personnel. flect a tendency toward preoccupation with Perceptual-motor was considered innovativea dysfunction. key word for funding. As the time for per- A ingor concern has been, and stillis. ceptual-motor projects expires, and as local dysfunction versus the total physical education districtsbegin picking up thetabs, many program. Some were afraid people would think questions are being asked, calhssg for concrete "that's physical education." Well, isn't it part evidence in research. of it? The problem is not one or the other. Schools are beginning to take a serious look Each has made ism* contributions to the at the deficits child's* have when they begin other.It's not eithevor, but how theyare school. This involves deficits of the learner, of related.Whatistheroleof the physical the school program, and of the Marshesow educator? Remedial work in manyareas has for vitonnient at home and in the community. The years centered on dysfunction. As important as concept of readinessis being re-examined. rentediation is for some, itis an endless task, Researchrepottingsensory deprWatio and often it is just a postmortem. It mayeven be too the possibilities of sensory stimulation have We to plait an effective program. Thisis lag happening in other fields also. (' onsid:r menial mow on auditory.kinesthetic.andtavtlie health. For years we have been building more modalities. and logger institutions. When one out of seven lire concern is often expressed that some persons needs some kind of mental health programs aretoo stereotyped anal divorced service. the day of reckoning comes. As some- from cognition. As we analyze programs, one one said, "The bodies are being thrown in the question is. "What opportunities are provided stream faster than remedial programs can pull torthe child to think. to make choices. to them out."the only solutionispreventive innovate? How varied arc the materials? programming. Community mental health is now What about norms? What really arc;rue the major concern. The movement is from developmental pa t terns'?" Does anybody know'' hospitals andinstitutionstopeople!Itis Dots every child go through the pattern in J encouraging to see physical education people specific order? 1;vidence supports the claim that Mteresteeindeveloping .specialistsfor the culture may change the so-called normal se- handicapped, but the major emphasis needs to quence.TheDaytonresearchfoundthat be on prevention. We need both. To work children from deprived areas did well in gross successfully in the area of dysfunction requires motor activities but had difficulty on the tine some specialization. The increase in number of motortasks.Inthe more affluentareas. children who need help raises the question of children did better in fine motor tasks and had whetherour assessment isimproving.or difficultywithlarge motor activities.Itis whetherculturalfactorsare creating more important to know the life styles of the culture Problems. or subculture. This is also true for longitudinal research. During the establishment of some of the Another concern is transfer. This has long early programs, it wasn't uncommon to find a been with us in many fields of research. At one person, perhaps even a physical educator, who time some claims were very specific. 1.c.. that visited a program, returned home, and set up training in perceptual-motor skills led to im- one of his own almost overnight. This '3q -day provement in reading and writing. Now one wonder" type of approach caused concern then hears more about academic readiness. learning. and now. When the AAHPER Perceptual-Motor etc. Task Force in 1967 decided to emphasize A 1970 issue of the Journal of l...i.hicational development as opposed to remediation. the Reward, was devoted entirely to reading re- purpose was not to play down remediation but search. Some important points made were: to provide opportunities for gaining more basic t.Research has clearly shown that children knowledge in child development. Child develop- withreading problems are slowerin ment is a specialty. For those with background, perceptualdevelopmentthan normal workshops and institutes arc an excellent way readers. to update, revise, and keep in touch with new 2. Thereisevidence that some specific research. For those starting, a full year's work neurologicalimpairmentandreading skills are linked in poor readers, but no in child development taught by a multidiscipli- cause-effect relationship has been nary team is something we should be striving proved. This link is not as specific as for. some tryto make it, nor canit be Much has been said and written about the disproved as completely as others would have us believe. preschool years as being a critical period of 3. Two articles referred to the use of the development. Concern has been expressed over Frostig Test of Visual Perception. Some all children having the benefits of movement children showed superior achievement efficiency essential to growth. One hears that gains on the Frostig on poet-testine, but the younger one gets at it, the easier difficulties these gains didn't sewn to transfer to can be overcome, and the more efficient the school related tasks, as there was no movement. As educators move into the pre- significantdifferenceisexperimental and control pomp on Ike Lee-Clark. school years, the importance of parent educa- Metropolitan, or Peabody Tests. Other isthe major tion looms large. The parent authorsstatedthattraininginthe teacher. The learning environment is the home Frustigproduced *Refloat' gainsNi end the block. In a community one sometimes reading. One article pointed out that sees several different parent programs; I plead children with severe reading difficulties for coordination of effort and programs. It will (though a limited number of subjects) Lake research on the problem, awareness of made substantial progress in overcoming solution, and orpoisation of people. these difficiskies.(4) Meeting, Dr. Researchindicates preschoolerscanbe Atthe1968 TaskForce taught to ow the various sensory modalities Madan& in regard to transfer, stated: "... a More effectively. I would like to underscore possible exception was observed in a group of regrows. Earlier, much of the emphasis was on severely retarded readers for whom perceptual- visual-motor; nose were lotting much more motor training appeared to enhance reading

69 Per fot Insoce."4 I I Severelyretardedreaders Force when Dr. Muriel Sloan emphasized the present an awesome challenge to educators. A role of kinesthetic perception in concept forma- valuable clue here needs further probing. The tion and learning. Dr. Cohen noted the mini- mistake of early programs has been if it is this mum energy expenditure of different tasks and good for one, let's get everybody in. There is the question of stress. Dr. Berson wantedmore yet much to be done, and selection research is opportunity built into play trees, ladders, desperately needed. tunnels, pools. sand, wheeh, and outdoor activi- Prescriptive teaching becomes a big chal- ties. 41) Take a look at indoor and outdoor lenge in all education. It is a new term foran old hat. environment and question whether movement Yet, as diagnostic ability improves, isdivorced from cognition. Resources and demands for prescriptive teaching increase. Re- materials along with a good environmental search is giving clues that this is true in physical playground are not restricted to the gym, lab. education. but the process and roles for various or classroom. What are we doing to integrate personnel are still being researched. child's total experiences? We have reached a frustration level. We have A.E. Wall states that, "Total team effort has diagnosed more than we know how to program. been one of the greatest benefits." (SI We've the nitty-gritty comes as we integrate our skills. been sharing ideas. Now share the theoretical Prescriptive teaching is the output of our input! constructs upon which perceptual-motor activi- One has to understand why as well as how. ties are based, and from these developnew There is still some question regarding the activities whidi may be evaluated by empirical validity of the instruments and COMMA that experience and research techniques. they be made mote objective. However, pre- Many issues have yet to be resolved. What is scriptive observation is a key factor. This is the best program for all children? What children learned and one doesn't hear much how this is need specialised prescriptive teaching, and how being built into programs. Video-action pro- long, by whom, and where? How much dowe grams are good labs, but prescriptive observa- know about early life styles? Is this taken into tion is best learned under proper supenrision. account in screening and evaluation? Can we This area needs immediate attention. begin to sped out mare concretely the role of There is, too, the concern that more is team members? claimed than research actually suggests. How- Longitudinal mearch is seeded. The people ever, there is an urgentused for openness. wiling to share action programa with us are to interaction,and cooperation thatwill en- be commuted. hi the follow.% presentations courage schools to do mare action research you will have an opportunity to view a clinical within the school setting. This is needed to go model, a model where an elementary principal along with the coatrolied bboratoty type of assumed leadenMp, and a model where a research. Many educators are not specialists in curriculum consulunt provided leadership. The research design, but are anxious to have other physical educator plays different roles in these professionals work with them. Accept their models. Let's 'echoes ideas, welcome con- efforts, be glad they ate wiling to try, then structivecriticism, discuss ienovations, and help refine and innovate. These law few years expos, ourthankstoschools wiling to have sees a lot of give and take. Di. 14111111011 research summarised it well when she said, 'There is Som.. the knowledge of what some- much dialogue, accord, and controversy about thing doesn't do is all lseeportant as stint it does contest, method, and terminology." (2) The do. Let to examine present programa inteems apemen and increased coneinusicatioa that is of the "Sing, dewy, roles, rematch and then developieig offers much proneim. consider next steps. It is true that we still have Our challenge, dm, as we look ahead is farto go in establishing the validity and effectivemultidisciplimarycooperation and relisbilitY of much thatis happeaing. The combated rematch. This is a complex ma. rapidly growing poleadoulism is real propose. Nan of w can go it along; we used told team We're off the defends.. We're wee* touse effort. The physical educator is a specialist but names in programs. We're dui.g with con- needs benefits of physlokmical, psyckdogical, cepts. Ideas and programs are placed in t and neurological ism.. I recall some of the marketplace of discussion and critique. Isee a comments made by specialists in the 19611 Task much more exciting decade just ahead.

REFERENCES I. American Amociatioa for Health, Physical Concern. Washington, D.C.: the Association, Education,andRecreation.Perceptual- 1969. 160 pp. Moto. Foto* know A Multidisciplinary

70 2. PmmisingPractices in 4.Journal of Educational Research.March ElementarySchool PhysicalEducation. 1970. Washington, D.C.: the Association, 1969. 5. Wall, A.E. "Perceptual-Motor Activities in 80 pp. theElementary School."Paper readat 3. Hunt, J. McVicker.The Challenge of Incom- NorthIslandTeachersAssociationPer- petenceand Poverty. Urbana, ceptual-Motor Development Workshop, 24 University of Illinois Press. 1969. April 1970.

71 PROGRAM FOR SENSORY-MOTOR DEVELOPMENTAT THE MARIANNE FROSTIG CENTER OF EDUCATIONALTHERAPY

Marianne Frostig Executive Director Marianne Frostig Center Los Angeles, California

The Philosophy Basic to the Program motor skills. They include the child's ability to change his body position from lying to sitting. All newborn infants are faced with thesame from standing to kneeling. and so on, as well as enormous task. They must develop from a the ability to move in spaceto crawl, walk, helpless, passive, totally dependent organism run. Finally, the fourth group of skills includes into a self-sufficient, self-directing, independent thechild'sabilityto change the form and human adult. To do so, a child has to develop placement of objects; the child learns to grasp, many abilities, the growth of which depends hold, release, squeeze, pull, tearto manipulate upon the interaction of his inborn human in various ways. Mastery of these four sensory- characteristics (his native endowment) with his motor skillsis the child's first step towards environment. independence. They prepare him for adjust- Controlled movement, language, perceptual ment to his environment and for future learn- skills, and higher thought processes needto ing. emerge and be refined, diversified, proliferated. A training program in sensory-motor skills and perfected so that the child can learn to should therefore involve several kinds of activi- communicate with the environment and to ties. First, there should be education in gross comprehend, judge, and evaluate his ownac- motorskills.This training tions and those of others. The development of is usually called these movement education or physical education. In abilitiesfollowsadefinite sequence. addition, there should be manipulatory activi- During successive phases different abilities show ties, such as arts and crafts and shop work; for maximum growth. For instance, language de- the young child,exercisesinsensorydis- velops maximally between 11/2 and 31/2 years of crimination should be included. age and perception between ages 31/2 and 7. will These phases are preceded by the maximum restrict myself to a discussion of certainaspectsofmovementeducation, development of sensory-motor functions, which namely, awareness of self and environment and begins after birth and continues until about the age of 18 months. development of gross motor skills. It should be kept in mind that we will be covering only a The phrase "sensory-motor functions" de- small part of the total sensory-motor training notes the child's mode of exploration of himself and of the world around him through that each child should receive. The activities simultaneous use of his sense modalities and recommended by Montessori,training with perceptual Pro trams, sandbox play, exercise in movements. The infant seems to try to take in the swimming pool, ice skating, drawing, paint- the world with all the senses and withmove- ing, and many other activities are all effective ments simultanetsudy. He explores an object by forms of sensory-motor training and may have a handling it, licking it, throwing it, banging it, part in the overall training of sensory-motor hiding it, retrieving it, changing its location, and skills. making sounds with it. Through these simu'taneous activities the child develops four distinct groups ofsensory- Gods of the Program motor skills. The first two groups may be Movement education is here defined as a termedawareness.Theinfantlearnsto form of sensory-motor training. Sensory-motor recognize many features of his environment, to trainingissometimes thought of as being become aware of the outside world. iie also primarily an important part of remedial educe- becomes aware of himself as distinct from his don, and totally different from physical edu- environment. The third group of skills are the cation, which is supposed to be part of the

72 school curriculum. But all movement is best The attributes of movement are defined as understood as sensory-motoractivity. Con- follows: scious. controlledmovement depends on Coordination is the simultaneous and co- sensory input; therefore, all movement educa- ordinated use of several muscles or muscle tion can be considered to be sensory-motor groups.Itincludes the ability to cross the training, whatever form ittakes. The teacher midline of the body and to coordinate asym- needs to study both the sensory and the motor metrical movements. Asymmetrical movements aspects of movement, and these should also be are those in which body parts of each side of considered equally in educational programs. the body are moved simultaneously but in Controlled movement depends on awareness different directions, as in reaching one hand of the location of the different parts of the forward while stamping the leg of the other body and upon perception of their change in side; making a linear movement with one limb space. We often stress visual-motor co- and a circular movement with another on a ordination so much that we forget the im- different side; or moving different body parts portance of other sense modalities. A blind simultaneously in different rhythms. Rhythm child can walk, run, ride a bicycle, or learn to denotes a recurring pattern, and rhythm of ode a horse, but no one can learn controlled movement depends upon coordination. Poor movement without somasthetic input. Body coordination leads to spasmodic, unbalanced awarenessistherefore a central concern of movement with poor synchronization. movement education. Flexibility involves the ability to move parts We must also be aware of the relation of of the body easily in reletton to other with othersensoryinputto movement. During a maximum range of jointextension and movement education a child is asked to respond flexion. Tumbling, for instance, will increase to auditory stimuli, principally to the directions the flexibility of the trunk forward but not given by the teaches. Movement education, backward; swimming will increase the trunk therefore,employsequallythree sensory flexibility backward but not forward. events( s:kinesthetic-tactile experience, audi- Speed refers to the time span between the tory stimulation, and visual stimulation. The beginning and end of a movement. Speed does child learns to react with appropriate move- not refer to reaction time. ment to what he hears, sees, and feels. He Agility is the capacity for fast reaction in becomes more keenly aware of outside stimuli body movement. It refers to the abilityto as well as of those emanating from his body. initiate movement, change direction, or other- Heightened awareness and efficient reaction to wise adjust position speedily. outside stimuli are objectives implicit in physi- Strength refers to force exerted either with cal education, but they ate made explicit in the whole body or with parts of it. It can apply movement education, which includes awareness to specific muscle groups, as in gipping an as a main objective. object or to the whole body, as in lifting a The goals of movement education include weight. Many exercises which do not seem to the usual goals of physical educationhealth, a be particularly related to strength do in fact sense of well-being, and physical skillsbut strengthen certain muscle groups; jumping, for they ate broader. The movement education example, strengthens the leg muscles. teacher considers all developmental aspectsfor example, the relationship of sensory experience Balance refers to maintenance of position to movement. lie is concerned with awareness with minimal contact with a surface. The term of space, awareness of time, body awareness, "static balance" is used when the support is and awareness of the spatial relations of the stable and the person is not in locomotion. body to both moving and stationary objects. Standing on tiptoes is an example of static The emphasis on evenness does not mean balance, Dynamic balance involves the ability that movement skills per as are not emphasized to position on a moving surface, as on a rolling also. Movement skills, or as they are called, the ship, or wink moving the body with minimal attributes of movement, also need to be defined support, as on a balance board. Balance also and trained. Many factor analytic studies of refers to supporting something minimally with- movement skills have been reported (8), and out letting it fall; the juggler, for instance, can most +roe that the motor abilities that can be balance a stick on his nose. isolates are coordination and rhythm, flexi- Endurance, There are two aspects of en- bility,speed,agility, balance, strength, and durance: muscular, or the ability to persist in endurance.' physical activity and to resist muscular fatigue; and cardioreapiratory, referring to the ability of the body to utilize available oxygen in the same efficient way. Training in endurance requires Althougt most of these studies have been extended winner, exercise and has to be s.,, I y made on adults, clinical experience suggests that the same factors apply in children. (Text continued on page 76.)

73 Factors in Human Movement and Physical Education TABLE 12 AU Muses oflionsoset Godfotdi (Summary ofNicks 78 Studies) sad Fleidonso2 Mouton; Programs, by Authors Kephart4 Frost* and Maslow Cooedand MatinsRhythm FiniteHandGrossCoordination dexteritybodydexterity GrossCoordinationMultiple body limb IntegrationEye-handGossCoordination motorsides of ofboth body CoordinationAaron bodygroupsdifferent axis simult.,neously of muscle SynchronyJerkyRhythm vs. smooth prerequisite(seemovements Do115) AIIKKYSpeed and TappingGeneralImpulsion reactiontime SpeedRunningLimb movement ChangeAgilityTakeoff of postureduring movement torrid:PropuhionReceipt and RunningContinuousSpeed inmovement space ArmMotorArticwhtion -Band- Speed Finger speed AgilityChange of directionduring movement ManipulationReaching. gasping.obtainreleasing to information ChangeInitiationAgility of of direction movement Flexibility LegTrunkFlexibility Fkxibtkty Speed FlexibilityBendingShoulderSpine and andforward girdle pelvis sideways) aswhatterm(Kephart agility.) flexibilityis here uses defined the for RotationMaximumFkxibikty of extension trunkjoints and in limbs Strength StrengthTrunkGeneralLimbs StrengthStaticDynamicExplosive StrengthAbdomenUpperShoulder back girdleand arms General,Strength specificmuscle groups Eaduronce Endurance Legs SustainedEndurance movementover time Balance Static balancePrecision StaticBakitre MovementsBalance on ground BalanceDynamicMaintenance relationship BalanceDynamicStatic Isee Cureton6) DynamicArmArmDynamic steadiness Precision aiming balance DynamicObject Movements apparatuswhilepersonsupported by another to gravity Object 2.I. Guilford,Nicks, D. .1.P. C., and A system Fleishman, of psychomotor E. A. What doabilities. physical tests measwe - A review Hand aiming American Journal of Psychology. of factor analytic studies. Technical Report I. prepared for the 1958, 71, 164-174. New Haven: Yak Univ. Press, 1960. 4. Kephart,3. Mosstost, N. C.M. ItiovententOffice of Naval Patterns Research and Motor by Yale University Departments of Industrial Administration and Psychology.Developmental Movement. The Slow Learner INtriCJI: Education.in New York: Appleton-Century-Crofts,the Classroom. 1969. Columbus. Ohio: Charles E. Merrill, 1965. Columbus, Ohio: Charles E. Merrill, 1960. Also1951. Godfrey 10B, 11.11.. 50. and Kephart. N.C.. 6.5. Doll,Clinton,214irknar E. Neerophrenie, T. Frostig K. and Phyla Maslow. 111-item motor fitness test. A Joents1 of hyckietry,Movement Education: Theory and Nectar, Physical Fitness Workbook. Champaign, Ill.: Univ of Illinois Press. 1952. (Chicago. (viol. pp. 32.33. vigorous; it is, therefore, not recommended for promote better movement skills, and all ex- children under eight or nine years of age. ercises designed to develop movement skills will We have discussed two very broad groups of also develop body awareness. objectives of the movement education program: Laban (5), Dakrore 111. I many con- the development of awareness and the develop- temporaryAmericanedueJ;. is.including ment of movement skills. But movement educa- Mouton (7). have expressed the opinion that tion takes into consideration the total human training in basic movement skills is an essential being andallaspects of his development. preliminary to the use of movement for opti- Receptive language is developed as the child mum creative expression. The child has first to learnsto reactto the teacher's directions. improve lagging skills before he can acquire a Memory is influenced when the child learns to movement vocabulary. Expressive movements remember a movement sapience. When the derive from the child's natural movements-his teacher gives verbal directions, the child learns skipping, hopping. running, turning. sire' _hing, to remember what he hears; when he copies a andcurling -bitsomechildrenlackthe movement sequence, he learns to analyze and necessary coordination to hop or skip or run, or to remember visuallythe sequence he has the necessary balance to jump or walk on observed.He learnstointegrateauditory, tiptoes. They may lack the agility to roll over visual, and kinesthetic stimuli, and to respond or get up from a sitting position without using to them. their hands, or they may lack the flexibility Movement education can be used to develop which makes possible a greater range of move- the child's problem-solving ability, to help him ment. Preliminary training in the basic attri- seek creative solutions and new avenues for butes of movement is therefore essential. self-expression. It can be used to develop such A teacher of children who have difficulties basicabilitiesasplyingattention,con- in movement must also be aWillf,! of :motional centrating, and sustainingeffort. Most sig- factors that may inhibitthe acquisition of nificant and crucial of all, in my opinion, are movementskillsand expressiveness. Many the emotionsl and social pins which can accrue children are too anxious or angry to interact or from movement education.In ow time of perform in a group with others. Others are too unrest, hostility, uncertainty, and lack of un- self-enclosed or insecure to use their bodies derstanding, such pins are the greatest im- confidentlyinspace.Suchchildren may portance for the individual and the group. Well initiallyresistmovement education thatis conducted movement education can develop in conducted in a group and may need to be the child an awareness of other children, the worked with individually until they pin con- ability to cooperate and act in harmony witha fidence. partner or a group, and a greater sensitivity The teacher who works with children who toward his fellow human beings. deviate from the norm needs to realize how In addition to helping all children in these often they have experienced failure. Any ex- developmental aspects, movement education pression of discomfort or sign of anxiety must has great value for the remediation of learning be reacted to at once because whatever the difficulties. Movement education is of enor- difficulties of the child, whatever the official mous importance for children with learning diagnosis,such children have one thing in difficulties, whether they have motoror other common, theirfear of failure. They dread adjustment problems. Children who lack body nothing more than failure; theythrive on awareness, including those with difficulties in nothing more than success. What is true of laterality and directionality, those with diffi- atypical children is also true, though to a less culties in understanding language, 'hose with extreme degree,of "normal" children. An perceptual deficits, or those who mc hyper- experienced movement education teacher will, active or hypoactive, usually harrow with the therefore, always try to use the program to help of movement education, which takes such provide a feeling of success and well-being and deficiencies into account. to prevent anxiety and failure. To try to help less experienced teachers Description of the Movement provide a well balanced program which takes Education Programs into account all aspects of the child's development, we have developed MoveGrowLeem (2), At the Center, certain exercises have been a guide, and a set of cards containing instruc- devised which focus on training morenent tions for exercises. The cards are color coded dcills; others focus mainly on promotion of according to the movement skill that is being body awsseness. This does not means that in developed andthefocus of the exercise, practice a strict separation exists between these whetheritbe creative movement or body two aspects of tbe movement education pro- awareness. By usingexercises on cards of gram. All exercises which are designed prin- different colors, the teacher ensures the use of a cipally to promote hody awareness will also balanced program. The differentiation also en-

76 4111es the tea% hertoscle. tthe appospriati twit of mu II ,I10,11,1 Iron owl% ow% when 4daptini the progrzos to the miwt. both %lout% 4trJ 1.1% to , ham., ed. .nine need% ul children with movement dots- Jini to 1111/4/V In JUlrnnt rho 111111% 111111 11014111V %%dm.. A. a teacher become. larndial with the 4% veil a% with iunuulled iii,wt own,. I he %Mid eserLise% and aiompanyine guidebook, he will shouldoleokern so e%11101111Vill withthe lwableto conduitthe program with let% ihmensionsIIIweight.feelingtheiiiittr.t reference to the coded carth. between heavystione movement .tadlight. A balanced and vaned program is necessary. gentle one.. even when itis weighted in a particular direc- A peat deal of work is done at the Center in tion tmeet indivr.hul needs. The ultunate goal relation to gravity. A child learn. 1,1 he, ome should be will-espnosion and wIfilireclion. not aware of what part support% the lo of hi. conformity. A teacher has to prescnbe certain body as he lies or stands. roe% up on tiptoe.. esercites, but he must Ms w the children to walks on all fours, hops on one loot, Ile learn% solve, by themselves. problems which he sets I), to change the support of hts body consciously whwh the children set for themielves. A %hold from certain point% to other points without should be helped to explore various movement% Infant balance. Ile also kerns to vary the shape by himwlf and with the group. Ile should learn of his body, changing it, for example. from a to remember movements and to arrange them sound ball to a tws.ted wren. or from a pread m sequences, combine them into patterns, and out "wall" to a pointed "arrow." leer movements which Mow imperceptibly into While each dimension of movement should each other. be explored wparately. the child should oleos Free creative movement is concerns! with learn to combine movement variation% truth the relationship of the body to 'pace. It *tips several dimensions, for example. he should be the child to explore his personal space and the able to tiunk about varying a 10000010111 in time common ipece he shares with others. and to use and speed wluk at the same time executing a both to the best advantage. While he create% distinctdoorpattern.It0 necessaryfor movement sequences. the child Warm to chew children to become acquainted with the &hien- directions in see e. to move forward. backward. slims of movement and thou combinations nil and sideways. to mike different patterns on the theyare to acquire an easy masts') of an Max, both running and walking. and to explore extensive vocabularyto be used encreative horizontal and vertical direction% by jumping. movement. crouching. curling. and ruling. The child should IlnidutlLaban i4N51161 has developed a also be Wired to experience the varying lehr- comprehensive vocabulary oat body language.

TABLE 113

Space Meidit AO PsMiss perstmal heavy, forceful patterned movement in common IOC PIM' 'he ale of mimes ports of the body Gravity abut palmsofsupport fast M various positions sudden sustained Slop acailwating decalmiting oval even 10100 Portends* maven snow ball alone with 000 partner in a poop Level eastroiled hide free ba interinedlets

seminary M Frostigand Widow. Movement Education. pp. 7S-79.

77 11.1111 01flee It'llii 4.1N111,11 spit Al IIII Abls Ihrtalinik 1"$h,,11.111,1% and owlet %I ii nu nl wyurnor. "In hr tletelopetlin workers with illy tee. 1.11 4evJ. of 'Iowan .11141) 01 V6.15% 00 114111 111C 11111114/ At glilfl lath learningdiffiteltsesand 11111 ihr AlArAtnt. 1i hi. 1141dY And move harmonsouvly appropriate evaluative inJ remetbat .1% .1 finw4iucnce Id Olt aviareneo sure. irkr reearch is conterned Labatt iro 11.0 %aid "... the central problem construction .4 evaluative instrume the Jevelopment and assessnorist of inAl horni: elhe wnt motmentiv.inour Tt opinion. the development and valeguarding of boron and psychological treInweid methods. the sense the trotter* coacern of the Venter is with ofproportion. ofthe 10,1 1r%01 the pemondilloss of learning. tow develop :notion.weight. space. and time, and their mental abilittes which erase child to controlled flow.' achieve success on school. Illemirdiallloch Working alum. with a partner,or in Ina group. Mysore am seed to develop AMIN. which the child ken. to espies. his feeling% through am lagging. %whim. matter and academic movement. Ile leario to vino) she etonotadevhip skills am taught in stock a wayas to develop ofworkire together. lk hetoine. more them at fit, aim of the remedial programs is III hunted A% an nicht idual. and what 1w doe. enable each child to function at his opts become. rocantnyttul. sons level end "NV, Olt return. so public Ow of the lay. to stimulate tr,.tfeTstyis school competent to tutored to eke best of minwirt ph). the hddren. for evampit may he his aMlity with whatever method tor may he , .keel to Ti . av lightly as a 1:411) Of (41 Oft11 and taught. To scitime fins remedial goal. the theta, lot Ard the light likea flower opening Center commas itself not with a single Its petals. 4t times, stories can be acteJ out by reworded techaique. but withroot varlet) the thildren.1 o I teaching and thermwolk techotques. *ad r of with one facet ofchild's development. TheCenter but with every facet. I havebeen asked to011ie abouttine The Childeeei philosophy and organs/41nm of ourenter. so that 11w rok ',toyed by movementcausation Appeommatviv 200 children ate enrolled at can be seciT to propel pemprettve. The Nahanne our Center. about 60 percent of these children I ninny ( enter ofI ducalional Therapy o a are enrolled for full -time school and 611 percent nonprofitinvtitutionthathasthree main for tutoring. All of the children suffer from learning diftwulties. Ihapnows include goals ten It C.pttlieSslOthli 111M1111S. andre- loam %earth in the held ot treattng childrenwith damage. learning difficulties of unknown learning ditheultws. adjustment reaction of childhood. and behavior Loosing difficulties may be die to brain disorder. but the children are not grouped dysfust lios. eseirolimentralYcooed according totheseetioloweel or descriptive borstal dialuekanctr. or to am wanedlag is diagnosis. they are placed with the leecherand development willow. known cause. Wildly children with whom we expect themto make both causally' sod sympeornatriogysee the best adjustment. The devil** asolliple,with emotioaal dlelorlonices a mtpitt he bequest factor in the mai dialed picture. tallueaced by such factors as sharing similar Honoree, dears orobleats do sot affect problems with other children, karatsa friend or him done. but involve lhe eosinfamily: (hauls in a Articular poop. havinga liking for Minium pommies orbs need psych a particular leacher. or shay* a animist interest therapy. Meads dirmys May need Wokeea with him. If a child has no father.or an how to help Seek basdkiappedliorimpast. inadequate lather. we usually arrange for and suppoet ea canyisig it met. Wm to eater a group with a male leacher. Theape To meet *ow diffleullies. she Weasels usage Is a poop is about three years. The Coate, hm developed a muleidiseittlioarr rebook ustgratletl. but the weals of each approach. which brio. Moan inone Sere the amino of psychiatrists. child merino a slalomed of accomplishaseal fralebelo. mosswed by the wad pads standards. -has. social weekma, sad eihscallonelthere- pis*. leek child is podded wig,a comp. Due* the *dial evaluation. we try to pta beasive reglad** awe leesendes1program. preliminarymrierdandiag of thedevelop- wlich covets nil developmensalareas end mental Wel of 4-cit child in sack of doe maim takes Mk. ammo. Ike so& el the whale poops of psychological functions: semory- family. The 01150161 gas motor abilities. Mr Al and auditory perception. pociaaly penred the=lodet=less language, tbonglit pronouns, and Axial and TM peoleasiond endslog ~ems of entaional development. Is addition to team she Celan roe deigned so acquainteduce- and screening devices which evaluate each of thew areas of development. acbievemeotteas are Om p. Most of our All/nn are is she ovum ' Ibid., p. $1. range of intelligence. but a few ewe hadto be

711 tranIcareil to 1.1SI., 1.11 the 1111:111 ilk It / .111.1Cd Intheoei 10,111,111rearea.kolli he acerace all the children cc,Is Ilt II 1'14" ""11" ,,biet t.1C1111,1% toIn in 1.1), fateda len scat Apo.Itnas pis lure ..omplclion. his pcflorillarict prollahly tonodcrahl% Inlott /hi' as cr.spc found 147.I ow %M, on the1 IPA were invisual in the MIL Wel. ommik range of their parents. mention. verbal espremon. grmil I esting is only a part of the evaluation. A math closure. and manual expression. ilinnal inter% iew with parents, .rbsercation I he re. °none ntla t ion w as forIntensive of the child' behavior. and a clinical interview traininginvisual perceptualskills. m niolor withthechildireconsidered equallyOn- skills. and in espressove language. portant. A year and a hall later. Robert was able to theInflow mg caw historywillillustrate return to regular school level, attending a pinto, flow each child's educational program at the high program the Venter in addition. Alio a Venterisbawd on the results nohistotal tutthei2"i years of this divided program, he evaluation ItieeI able III). All of the children was able to progress well in high school without have inovementeducation.andthose e Witherhelp.Althoughhisfine motor co- Robert with disabilities in sensory-motor func- ordination was still p he had gained enough tioning, have aspecial remedial program of in sensory-motor skills to be able to compete movement education adapted totheirindi- with his peers on the playground and in the vidual needs. Nut even in the case of children gym. lips *1St' scores in 1969 te: velbal 1.0. with sensoryrnotor disabilities, the movement 114. performance total 1.1'107. educationis embedded in a totalprogram In Robert's treatment program.Ii Ale.1.4 I.1 winch takes Into account the child's abilities academic achievement received empt.isis,r- and disabilities in every area 01 psychological eluding his body soilage, upon %tor ..r 111\ used lunc tnrorng. I ash child's test results arc plotted directly from the beginning phy sk al as Robert's are on the accompanying table. elheft As Robert's physical skills and his When Robert was 10'; years old. he was perceptual and expiessove abilites deveforaj, referred lo us by a psychiatric clink because his wit-image and ability to L'intsinuni:Jte with of severe adoustment and learning ditliculties. the 011 htde world improved also. Hit emotional Although of avelage verbal intelligence tWIS4' d1111CUIlle% were ameliorated as a consequence. V.I.0.I 119 1,he was considerably retarded in At the wine time, his best ahilitiesauditory school achievement. llos behavior was btrarre. reception and receptive languageserved him in lie *triad sit and rock hit hours. When not learningthe contentsi., leeis suitedtorhis rocking.hesat mumblingtohimselland grade keel. whined periodically.lie continuously sought Notall ten wish learning Jdiirulies hirdy contact with teachers and classmates, but sutler Irons sensory-motor dysluns turns. A sur- seemed otherwise outofcontact withthe vey of non children's test results has shown that outside world. lie had been receiving psycho- children may have the same 1.0. score while therapy. but with bilk positive elfect, and his their patterns of abilities vary. Sonic ehildien owoornosos was considered very poor. may show high performance abilities and low Robert !showed severe difficulties in gross verbal abilities, of the reverse may be true. and fine motor coordination and later:dry Some exhibit disturbances in auditory but nos movements were extremely clumsy, even it visual perception and others in both auditory simple movements like walking and runniip. lie andvisualperception. Some children have could not "ilk, and he skipped very PcorlY pester disabilities on the perceptual level than having great difficulties in alternating between ow theconceptuallevel, while the opposite the right and leftleg, lie had difficulties in may equally be true. And some children show catching a bale and holding a pencil. difficultiesin exprt.sive 'Unctions. while with He also *owe' severe difficulties in visual othersthe main problems areinreceptive perception this extrapolated perceptual quo- inguage. In ord.; to outline the classroom tient heir* only 721 and Oatht difficulties in procedures appropriate to each child, the re- auditory discrimination.Theonly verbal sults of the tests are plotted. our tests are wiliest wore ton the NIS( which was sub- given to all the children: the I. foul,. Wellman, stantiallybelowave.age was inarithmetic. WISC. and 117A. Others may be added. which in out experience is strongly influenced When the child has been in the classroom by visual perceptual ability. Visual perceptive. for a while, the teeehet gains many additional massured it terms oage levels, was as follows: knights from his work and behavior which had eye-motor coordination, 6.0; figure-pound per- to adiumments of his program. because retest- ception. 7.0: form constancy. 5.6; poritiosi ins ing is undertake. periodicaNy, evaluation is a space. 7.0; spatial relationships. 1.3 (the maxi- continuous process mum attainablek As stated previously. Robert's As fat as aresoryielolor testing is concerned. chronological age at that tine. in 1965. was we have experimented widely in recent years 10' 4. IText continued on page M.)

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of TABLE IV Name Ifirthdate Frostig Sensory-Motrx and Movement Skills Checklist 6 R. E. Orpet & T. L. fleustis Test date Age SchoolDoes child have any physical disabilities? Grade yes no Briefly describe them Teacher I, N Ammer to observe and evaluate selected aspects of the child's motor development.The "FrostigThe checklist is Intended for use in coniunction with the Frorrie Move -Grow- horn Checklist" was developed for the primary purpose of assisting classroom teachers, school rycholorists, and other professional scho.4 per. mnel attributesprovidedprogram141 flexibility. atIFrostig. of each movement" are IS 1%9) level. I speed, sad are iforemear161port& balance. d by Frostigand $7) (1%9endurance. and 1970(. The checklistSeven broad is not areas a standardized of sensory-motor psychometric and movement instilment skills in which (attributes developmental of movement( norms have roc been identified: It is based upon the Education: Theory and Prectice examinees ubservatiom of 1Frosng, 19701.the child an classroom and playground actrviis. ( coordination. (2i agility. (3 ( strength. Suggestions for framing the seven Attributes of Movement Rationale Illustrative Activity Comments SuggestionsMGL Training I. Coordination a. gross motor avariousAbility sin tobody integrate parts into +lowing .tad body the ropepar.skillstumbling, NaPpir1F Jumping. /running. locomotor 1 skip- Coordtnattot.3.8.9. 1.14.27.29. mow, C.) do TIN develomewat of the checklist was supported in part by a research grant from the Mary I. Palevsky Ousdation. Copyright ©1970. inovolent throwing Attributes of Movement b, rine motor AbilityRationale to integrate the paperIllustrative & pencil Act wit y . S. Comments SuggestionshIGL Training patsynchronized wristsfingers,movementstern into hands. movementa ofpurposeful theand dexterityhandactivities. & finger cutting. L. eye motor visionofwhole theAbility bodymovements to orwithcoordinate parts of the tether-4-Square."beadhatall kicking.catching.ball stringing. Ctioriloution17.114.19.20.29 ALosittes 2. Agility andinentdirectionrinidAbility efficientchanges and/or to ofmake move- ad-swift in and/orruns.(dodgeholyrapist direction jiositionsittingchange ball. souitk of Agility1.4,6.K. Activok, 12. 15.17 3. Strength mayAmountpositjustments be exerted of in form body which to standing ( a. trunk & shoulder girdle groupsapinstthe onricusa resistance muscle by sit-ups. kg bits. Strcncth Activities b. limb (hand arm, kg) broadgympub-ups.pushups activities. jump. Jungle climb Strength5.6.12.c-4.7.9.12.1` Activities 16 4. Flexibility Ability to move or toe touching. Mksibohty Acovities jointcanlystretchwasiniumpans mobility through the freely body range andthe of back beryls 17.1.2,4,111,15, 23 it, S. Speed movementaccomplishofRefers time to required the patterna specificamount to running speed Coordination:39.Body15 40.41 Awatene%s 6, Balance a. stalk continuousAbilityor objective to wake and se- toes.standing standing on tip- on Balance1.4.12.141.Agility 6. Ac!ivoties.12.17 1 baseminimal,missthemate body's ofin adjushnents supper;relation stationary center to of a of &one eyes foot closed (eyes I open b. dynamic inbody'sadjustmentstimunisAbility relation center awlto tomar accurateof aof mini-thecon- mass balancewalking beamon 6.Balance 10.11. Activities. 13. 14 c. object objectdotagmalAbility base using of to support asupport part of an locomotion 7.8Balance Activities: 7. Endurance /Physical Stamina( vigorousAbilitybasethe body of tosupport physicalas sustain a minimal ef-a physicalsustained activities Strength:Body Awareness: 5.14 Mistperiodfort for fatigue of a prolongedlime and to soccer(basketball./distance running, Coordination:Agility:31.329.13.14.16.39,40. 17 15,41 29. 3o. andarccurrentlytrying to develop a new child may learn to , nlk en I rale during motor scale based on a survey of the attributes mosement education, but still may need to he of movement. Until this scale is completed we reminded in his elassrti on and during academic are using the following checklist I see fable IV 1. work to concentrate and control his behavior as he does during movement edutafion. A child All children have a 30-minute program of who has learned to follow a few simple printed movement education daily,'Ubetotal move- directions dur-,:: movement education needs men% education program has been under the additional training in the claw before he direction of Torn Heusi's, a teacher who has can transfer these newly acquired skills to his been trained by Dr. Bryant J. ('ratty at UCLA. readingassignment. A perceptuallyhandi- Several of the children who come for tutoring capped child who has learned to recognize and have been found to be lacking in movement copy geometricfigures may haveto have skills, and have had an individual program of additional practice with letterlike figure. and physical education addition to group partici- letters, but he will probably have an easier time pation. Duringtt limner. three kinds of learningto read andwriteattervisual- movement educato ire administered: reme- perceptualtraining.Mostfrequently.satrs- dial physical educatio tto small groups and factory transfer to academic areas is possible individual children, group exercises for lesser when similarities between the ability training handicappedchildren,anda developmental tasks and the academic tasks are pointed out. programforthechildren who attendthe This rule applies to all forms of ability training. afternoon play groups.

Discussion of Results The Curriculum

Last child's program is based on the initial It is very difficult to state the results 0! our evaluation and includes both the appropriate movementeducation programinstatistical ability training and training in academic skills terms. Thisis becauset I tresults of special ant! content matter suitable for his age an I education depend very much on the kinds of grade level. Since our aim is to prepare the child children in a program; at our Center popu- for public school, we have to keys the public lations shift from year to year; 12 I we have not school curriculum in mind. Lagging abilities are had a completely satisfactory tool with which ameliorated byspeciallydeveloped teaching to measure movement skills and have had to programs. For instance, a child who has diffi- experiment with new forms of evaluation; 131 culties in receptive language will get special we work with an integrated program which training in auditory discrimination and language focuses on all areas of development; and 14) the

with a focus on his specific deficits; a child with program was finalized only . Incyear ago and difficulties in balancing will get careful training only preliminary results are available. in movement education with a focus on balance; and a child who is unable to move quickly About two-thirds of the children who at- will also ieceive hp. tend the Center return tocgular public or private school, and a great percentay.. of these While the child's deficits are ameliorated, his childrencontinuethroughcollege.Other strengths are used to teach him new subject children need to enter specialclassy... The matter and skills. For example, a child who has school population at the Center does not differ difficulty in visual perception will hear talks in I.Q. or diagnostic categories trom that of and lectures through earphones so that he can classes for the educationally handicapped. One receive informs' icon through the auditoryflan- way to estimate the results of the program nel. A child who has difficulty in midi.r) would be to cooli..ire the percentage of children perception will acquire the same knowledge by at the Center who return to regular classes with reading, looking at pictures, drawing, plotting the percentage of children who return to such graphs, and other visual and visuo-motor tasks. classes from the special education programs in hlic schools. We are unabfto report these ant convinced that education which takes 'gums, but the percentage of successful integra- both the abilities and disabilities of the child tion after attendance at our Center seems to be into account and which prepares the child for high as compared with the figures reported in more difficult learning through step-by-step various pill ,s, training in developmental tasks is immensely helpful. But it is not sufficient to train a child Table V gives the test and retest scores from in lagging abilities. In addition, he usually needs the use of the research edition of our sensory- special help in applying the newly acquired motor battery with a sample of children with abilities to his school learning. For instance, a learning difficulties. bi TABLE V Attribute of PRE AND POST SENSORY-MOTOR AND MOVEMENT SKILLS TEST RESULTS (N = 261 Training Pre- Training Post- Significance 1. Bead Stringing Test Coordination Movement integrationcoordinationFine motor and and eye motor. Brief Rationale 12.31Mean 14.81Mean t-Test5.30 PLLevel 01 3.2. First-Bean EdgeBag Throw-Palm Coordination GrosssequencingUnilateral motor coordinationmotor 5.732.28 8373.36 1.935.41 PL. 0105 5.4. RailSitting-Bending-Read. Walking FlexitibtyDynamic Balance AbilityduringinA:Ality body's locomotion to centestretchmake ofadjustment body maw 27.96-1.46 36.08 -.77 3.631.29 N.S.PL. 01 6. a. One foot st eyes open Static Balance inAbilityrangeparts body's through of to joint center make maximummobility adjustmentsof mass 8.42 12.66 4.36 PL. 01 7. Sit stand b. Eyes osed Agility andwhileAbility closed) stationary to make (eyes rapid oth:n 5.125.00 7.197.96 4.514.11 PL.PL 0101 S. Standing Broad lump Strength Explosivemovementclunges in legdirection strength of 39.81 42.88 2.81 PL. 01 REFERENCES

I.1i:11i:rose. Emile Jacques. Eurythiniev, Art. 5 Edited by Lisa Ullmann. andEducation. London; Chat and Modern Educational Donee. Rev. ed. New Windus. 1930. York Praeger Publishers. 1968. 2.. !Jostle,MarianneandMaslow.Phyllis. 6. and Lawrence. 1..C.E1- Move-Grow-Learn. Chicago: Follett Educa fort. London: MacDonald & Evans. 1947, Donal Corp.. 1969. 3 . Movement Education: 7. Mosston. Muska. Developmental Moss 'trent. Theory and Practice. Chicago: Follett Edu- Columbus. Ohio: Charles E. Merrill, 1965, cational Corp., 1970. 8.Nicks, Delmer C. and Fleishman, Edwin A. 4. Laban, Rudolf. Gymnastik sand Tan:. Olden- What Do Physical Tests Measure: A Rertev. burg, Germany: Gerhard Stalling Verlag. of Factor Analytic Studies. New Haven: 1926, Yale University Press. 1960.

86 PROMOTP1IG LEARNING READINESS SKILLS THROUGH PERCEPTUAL-MOTOR TRAINING IN PHYSICAL EDUCATION

Lore!! McCulloch Elementary Physical Education Supervisor Ripon. Wisconsin

Introduction transport his bodyv, ith ease and gracefulness. The basic equipment for every child is there, Basic to this curriculum is the contention but the five years of h ,,ic training to prepare that the following approach to education can him to meet the cur rulum demands have be designated as the "physiologic approach." This approach views the child as a sensory- emphasized objectives her than those of the perceptual-motor organism who is confronted academic world. with a variety of energy forms. Somehow, these forms must be converted into meaningful sys- Philosophy tems of information if the child is tp achieve I.There are perceptual skills wi '-h can be fullefficiency as a learner. The learneris a developed and trained. space oriented being with a physiologic make- 2. Academic performance intot hoots up designedtotravelthrough "educational &Tends heavily upon form .ymbol space," processinginformationtohisad- fe..ognition and interpretation. vantage. 3. The development of perception is in relation Our regular curriculum is basedpose certain to the levels of coordination of the body assumptions.Thefirstassumptionisthat system, i.e., the more highly the coordin, children of average intelligence have become Lion of the body parts and body systems, sufficiently successful at processing information the better the prospects are for development by the time they reach five years of age, and of form perception. that the composite of such efficiency can now 4. Through the development of the child's be brought to bear upon comfortable academic perceptual skills, the child can profit better achievement. The second assumption relates to from instruction, and learn independently. the belief that the typical child-rearing pattern The greater the percept',11 skill develop- provides a sequence of experiences which be- ment, the greater is the capacity for effec- comes a foundation for academic advancement. tive learning. Given a child from a reasonably intact family, This program does not apply to children both assumptions are believed applicable when with minimal abilities or severe disabilities. This he enters kindergarten. program will assistall children who are not The physiologic approo.n maintains that disabled through extreme physical or mental such assumptions are invalid. Many children in deficiencies. thissociety,by virtue of variationinex- The goal of the curriculum is, therefore, to perience, opportunities, parental emphasis, and achieve a state of physiological readiness in the minor form' of developmental failures, begin learners, a level of total organization, so they school unqualified by inadequacies in their may profit from the curriculum. basic training to meet the demand of our curriculum. Many children have not yet become efficient 'isteners by age five. although their Curriculum Goals auditory,y st earl is intact; they lack efficiency To provide specific experiences intorsi in visualization despite a healthy visual system body movement. The child learns to direct his and adequate sight, They have not learned to body. appreciatetheir tactual senses even through To provide the opportunity for children to their hands and bodies have no physical impair- explore and develop the interrelationships of ment. The child can move, but he cannot both sides of their bodies and the combinations

87 ut movements involved in balance, as well as Liaccroom act:rarer: visuallv directed moves for the improvement 01 Balance beam with variations. particularly balance and c dination. Ms use of visual tarets and also arm positions ioprovidechildren.through physical with a variety of b.ace stunts. activities, with eye-ha-id coordination. Hands Balance beam activitieswith the use of teamedwitheyes can serveasatoolif blindfoldsto develop auditory. motor. and expression. memory abilities. lo provide physical activities which can aid in the formation of concepts. Right. left, up. SPATIAL AWARENESS: down, clockwise, counterclockwise may be Purpose: To havechildren explore and introduced and used instructionally. identifytheirpositioninspacerelativeto To provide children with improved muscle surroundings. with constant niation to sur tone through regular exercise, and most im- face. elevation, periphery, back I front. portant of all. to help children learn to use their muscle power to meet their daily problems. (Wasp (m)rn actirilies To provide cmcirmi with a wide variety of Exploration movements with and without movement activities so that they are aware of blindfolds and also with the use of wall targets. top and bottom within themselves and the Geometric shapes duplicated by walking. external environment. running, and jumping on the floor. To provide children with an opportunity to Balance beam backward and with half and explore space with their own bodies, experi- full turns. General coordination menting with upside-downress, ovemess, and erases with blindfolds and with If of underness, and using their own body parts as ceiling and wall directional coordinates. targets. To provide activities designed to improve Trip planning ,,tle drills: pupils are listening, broaden children's attention span for blindfolded, they respond to verbal information auditory materials, and increase children's alert- which calls for knowledge of relationships of ness to verbal direction. self in space, such as location of body parts and Toprovideactivitieswhichwillhelp spatial concepts of right, left, up. down, forchildren to process the feeling of movement. ward. sideward. etc. Children are given the opportunity to become Elastic rope activities involving use of body more aware of how muscles feel in a relaxed over and under and through with and without state versus a tension state, how muscles feel blindfolds, and also the use of wall targets Icrawl, elbow drag. seat drag). when stretched, and how to orga their body parts to achieve movement. To provide children with the opportunity to MUSCULAR STRENGTH: move gracefully and skillfully in a variety of Purpose: To give children the opportunity rhythmic activities. to improve muscle toms. power, and stamina. To provide physical activities which will appropriate to body size and chronologic age. help children develop the capacity to modify or to meet daily demands. shift patterns of movement appropriate to the Classroom activities: situatio! - demands. A limited number of general coordination exercises with and without blindfolds and also with the use of ceiling and wall targets prone. Kindergarten Perceptual-Motor supine, sitting on floor, .tanding. Training Curriculum BODY AWARENESS: Purpose: T... give children the opportunity The glistof activitieswill be to familiarize themselves with the relationship, presented within each of the 12 dimensions. of body parts to movement, and to be able to These activities are to be presented to all label body parts an' to appreciate their func- members of the class. tional properties. Classroom activities: DYNAMIC BALANCE Movements of exploration Genera: coordination exercises Purpose: The walking beam program is Gross body image designed to give children the opportunity to Trip planning explore and develop the interrelationships of Whistle drills both sides of the body and the combinations of movements involved in balance, through audi- VISUAL DYNAMICS: tory and visually directed moves for better Purpose: To help children achieve the high- balance and coordination. est possible efficiency in a variety of visual

88 trairo-g activities b) having them fixate accur- Tumbling ately on targets at neat, mid, and far points in Pad Drills space,scana surround for meaning inthe Tumbling series vertical and horizontal planes, converge and Whistle and drum beat drills accommodate, equalize the use of both visual Turn series 11/4. 1/2. IS, and full) circuits in a binocular pattern, achieve fusion, Trip planning while blindfolded, must plan and steer the body in proper alignment for his response by identifying and decoding vari- movement through space. ous changes in auditory stimulation. Singing story play auditory memory Classroom activities. Response to various rhythm instruments Visualtargets always used forcrawling, rolling, walking. beam and rail, tumbling, tram- KINESTHESIA: poline, tracking of a ball on a string (sitting, Purpose: To bring children to awareness of supine on the three coordinates). positioninspace and to recall patterns of Ball control (with and without blindfolds) movement from previous experiences for use in Ball control with the use of wall targets resolving demands. Toss-bounce-catch Toss-clap-catch Classroom activities: Hand dribble General coordination exercises Throwing and kicking using varying shapes Rolling and sizes of wall targets and ground targets set Walking, running, galloping, etc. at various distances and using both sides of the Ball control with the use of all sited balls. body. lumping in place from a height, and also Jumping Math and without blindfolds and over obstacles (use wall targets) also with the use of wall targets) Movements of exploration Rope jumping (long and short ropes) Elastic ropes TACTILITY: Jumping floor patterns Purpose: Giving children the opportunity to Jumping off of apparatus (benches, tables, make tactile discrimination, and training by Swedish Box) having pupils respond to increasingly complex tactile stimulation. For visual memory.. Tachistoscope Classroom activities: Jumping geometric floor patterns Identification of known and unknown ob- Trampoline bouncing geometric patterns jectsbytouch.Tostimulate a tactile- Jumping from apparatus (letters, num- propriocep!ive response, the pupil is instni, ted bers, work recognition, and wall targets). to touch himself where he is being touched. Ball control (eyes closed) Toss-bounce-catch AUDITORY DYNAMICS: Hand dribble Purpose: To give children the opportunity Obstacle course to improve listening skills, achieve the intended goal, and increase the auditory memory span of BILATERALNESS: each child. Purpose: To give the children a chance to reciprocally interweave two sides in a balanced Classroom activities: relationship to thrusting and counter-thrusting Tactile discrimination while the childis blindfolded, a series of "touches" with pause patterns around the three coordinates of vertical, horizontal, and depth in proper alignment, between stimulation and response. Progression in difficulty is attained by pattern of stimula- from initiation to completion of a task. tion (touches) which requires responses in- Claw 'm activities: volving bilateral, homobteral, cross patterns. General coordination exercises using targets and over the mid4ine moves. Jumping geometric figures on floor blind- Jumping geometric patterns on floor blindfolded folded, after observing . visual symbol or series Jumping geometric figures with the use of of symbols (visual memory). tachistoscope Ball control (eyes closed) Trampoline- jumping geometric patterns Toss-bounch-catch with the use of wall target:: and tachistoscope Toss-dap-catch Tumbling series with the use of wall targets, Hand dribble flash cards. tachistoscope Ball- bounce -glide Throwing and kicking various sized balls, Rope jumping while blindfolded(short throwing bean bags at wall, with bob sides of rope), listening forthe sound of the rope the body and with suspended and ground touching the floor. targets set at various distances.

89 I a XIBILI 1Y: and such higher levels of readiness ,ontribu le Purpose: To provide children with activities direL tly and significantly to L hildren's acadermL that provide numerous experience.. differences success. tln this Lase, readi..css tor academic in tempo. pattern.. routes. and modes. learning.) Classroom activities: Response to sudden changes in drum beats Procedure Movements withintires(bike and hoola Two kindergarten classes were selected for hoops) the experiment. One class served as the control Story play with directions to follow group and the other as the experimental group. Movements with elastic ropes Pre-tests were given using the test described in Songs that give directions to follow the next section. The program commenced at Movements with bouncing halls the start of the second half of the school year and ran for lb weeks. The experimental groups RHYTHMS: was given30 minutes of perceptual-motor Purpose: To give children the expcnence of training and 10-20 minutes of selected Frostig synchronizing patterns of movement according materialsdaily.AfterIRweeks,thepost to situational demands, thus achieving bar- Frostig test, mental ability test, and the -eadi- wily. grace, and use of movements. nem test were given. The procvlures used in the training program are described in the curricu- Classroom activities: lum outline in the last section of this study. Move body parts to beat of metronome (sitting, standing, walking) Results.. Rhythmic movements to drum beat- walk. The statistical results are described in the gallop. jump, crawl, parade. tiptoe. walk and next section. The experimental group surpassed stop. walk and run, walk and flop the control group in visual perception, mental bouncing balls to rhythm beat ability, and readiness skills by a significant Folk dances margin. Since the classes were comparable with Singing games respect to distribution of abilities, and since the Dance a story play only variable ininstruction was the experimental procedures. it is seasonable to conclude MOTOR PLANNING that: Purpose: To give children a knowledge of I.Readiness for academic tasks can be sys- one's own movements, movement repertoire, tematically developed. .nd a spatial estimate of the present demands. 2. Higher levels of physiological readiness con- laSSMOM activities: tribute to increasing children's capacity for Catching balls. thiowing balls at targets of academic achievement. crying sizes and shapes Kicking balls at targets Therefore: It Hand dribbling (all ball sizes) is concluded that the hypothesis is af- firmed and that further experimenation is fully Trampoline activities justified. Juggling-using two balls Observations: Physical Education Perceptual-Motor Certain cautions should be expressed con- Training Program for cerning this experiment: Kindergarten Children I. While the two groups of kindergartners were comparable in pre-Frostig Developmental THE PHYSIOLOGY OF ''.EADINESS Testfor Visual Perception, both classes EXPERIMENT THROUG,1 provedto have abilities above thetest PERCEPTUAL-MOTOR TRAINING: norms. A pilot experimental Program was con- 2. The intelligence tests at the kindergarten ducted during 1968 in the kindergarten class- level are considered somewhat unreliable. room of the Alice Callen Elementary School in Some of the beneficial side effects observed Ripon Wisconsin. The program was operative by the teacher of the experimental group were: for 18 weeks during the second half of the school year. The experiment dealt with the I. There was increased self-control over atten- application of perceptual-motor skills to aca- tion and concentration, enabling the child demic task development on a physiological to exhibit a higher ability to learn. basis. 2. Increased independence, maturity of behavior and attitude, and increasedself- Hypothesis: respect and self-confidence were evidenced. Readiness for academic tasks can be sys- 3. Student interest was extremely high. tematically developed on a physiological basis, 4. Handwriting skills improved greatly.

90 alb 5.. Children showed a 4arked gain in locating ness test were also administered to both groups themselves in time.and space (orientation). at the end of 18 weeks. 6. Geometric forms were easily recognized and Treatment of the experimental study results I replicated by the children. were based on acceptance or rejection of the 7.DIre,senality was easily established. null 4ypothesis at the .05 level of confidence. The nlItiuss. standard deviatfoil, standEd error 1' SUMMARY: of the mean, and "t" ration were the statistical Theiieveloprnentofperceptualskills methods used in deterniin the significanceat through a systematic perceptual-motor training the .05 level which required slue 41.71. program: designed to better prepare children for The "t" ratio in the pre-F test showed 11 the academic demands of the classroom re- no; significant difference between capon- stilted il,eziins in academic eertrmance with an mental and control groups. This indicated that unusual'high level of significance. la was the groups were well matched on these viri- concluded that perceptual-motor training could > be a .useful adjunct to the regular physical Thepost- Frostigtestperformances were education curriculum, as it increases the child's found to be significant far beyond the .05 level. capacity for academic achievement. To be significant at the .05 level required a "t" value of 1.71. In thig, analysis, a 'T.' value of 3.64 was obtained, indicating that the differ- An Experimental Prograin Testing. ences in performance favoring the.eeperimental the Development of Perception in group were (tidily sigaljimat. Klndesptten Children The Otis-Lennon Mental Ability Test results showed that the I.Q.'s of the students in the An 18-week experimental program was con- experimental group were considerably higher ducted It Thee kinderearten level in 1968. Two than those of the control group. The results kindergarten classes taught by the same teacher were significant at the .05 level, with a "t" were chosen, one (ow the experimental group and value of 2.39. one for the control group. Twenty-six children Thereadinesstestsshowedthatthe %Fere matched by pre-testing the groups with etmerimental group demonstrated an unusually dm Marianne Frostig Developmental Test of tit Inperformance in the IlLeVopolitan Readi- Visual Perception, and were randomly assigned nem Test with a "t" value of 3.78. While the to one of the two groups. Pupils inthe readiness performance in the Gates MacGinitie experimental group receivdd 30 ininutmof test showed a lower correlation of a "t" value instruction using the physical education per- of 1.35, the null hypothesis would be excepted ceptual-motor training. The control group re- at the ..10 lewd of confidence. ceived the standard physical education curricul . The -following tables show the means. stan- lum that used. games of lower organizationi dard deviation, standard error of the mean, and tumbling, rtjpg jumping, throwing mid catching "t" value of each of the test results fo; the skills, kicking, and Inconsotor skills to rhythms. experimental and the control groups. The 'sig- The experimental, and control groups were nificant gains favoring the experimental grow pre- and nit-tested 'with the "rostig Develop' in dtb -limited study are, therefore. presumed to mental Test of Visual Perception. The Otis- be Aye to the experimental procedure, and Lennon Mental Ability Test, Gates blacGisside indkau that further experimentation iswar... Readiness Skill Test, and Metropolitan Readi- ranted. \ L, Frostig Developmental Test of Visual Per ipre-test)

Group Mean S. D. SEM .0 v.

Control 98.9 15.02 . 4.17 Experimental 104.7 11.85 3.29 .11

Frostig Developmental Test of Visual Perception (post-test)

Group Mean S. D. Nit 101

. Control 11045 8.52 4.17 Experimental 114.7 6.84 3.29 3.64

s 91 O r 4 Otis - Lennon Metal Ability Test

Grotip Mean S. D. SEM, , "t"

Control 109.1 13.32 6.60 Experimental . 119.3 9.26 2.57 2.39

Metropolitan Readiness Test

soup allow S. D. SEM GI. II . Control 88.4 12.72

Experimental , 96.2 . 4.90 .31.536j. 3.78 Gates MacGinitie Readiness Skill Test \ d

.effotIP Mean S. D. SEM .

Control 81.6 16.97 V Experimental 89.1 10.69 2.97 1.35

I..

N.s

4 I

I (lb

92 S fr- DIFFERENTIAL EDUCATION

An ESEA Title III Project

Francis McRae Principal, Simons Elementary School' Madison Heights, Michigan

Rationale Harmon of Austin.Texas, Men Parfet of France; Katrina *Hirsch. William L. eangford, The theory upon which thi program is and Jeannktes Jefferson litakY of the Colons-' based emphasizes perceptual development in bin Presbyterian Medical Center in New Yo..: children. Perception is the bridge Oetween the City; .and ttrilliun.L. Rutherford ofTarkio. human being and his environment; itis they College, Tokio. Missouri. ability to recqpitte stimuli, which includes the The following abstracts are included to reception of senia4 impressious from one's emphasize* the importance of perceptual-motor - body.It dm encompasses the capacity to 4evelopmeet and its relationdtip to total pupjl , identify and hammed these sensory impressions Performative. by correlating than with previous experiences. . Urge random iramentests and the accom- 1.11g. Frances L..; Ames, Louise Bates; ant.. owlet Motor movsulailts (obtained from Apeit Richard j. School readiness 111 birth on) prepare the child for the moos refined evaluatedbyGeselldevelopmental, 11117010e tasks that come bust in the deveiop- visual,andProtectiveteem *Generic otenad inseam Neat-point Aims and Doe 71:1:61-91, motor tasks caplet be achieved aleminNly Momoltrecks emit the child has mastered post motor pat- A public whale tio4Mion of al terns of actim. The two primary sweat which kipulassertems. 26 flat Pole. sod 31 allow man'to extend Woad his body in terms locoed grade titudeme wets sareseed for of functioning in a d islactiato his suviron- this. semeadve yews on daMosmossital. mat are the visual and auditory. project**, sad visual mtg. Up to SO per- ° cont el the stedems appsimi sulusAY By virtue of his physiologicel an's d matonti- for the grade to whisk they had he* cal ntekeupts 95 percent of main cerebral aesigesd on the heels of ehroaologleal cortex is istvoived with these rischoions- The age aims. Tat"mew vfors highly growth and developmeetal sequeece 'evolves eassistilat from ewe year to another. for hare* to gimbal his body processes inaoordi- vow/0 studeeh. there way highbr nod*, difactioeslity. and math orieetation; agnempot ($ perms° balsam medic- Mandel to nth* to hiineelf; herein to relate does. mek on the WO of develop- to the wodd outside of hiwelf; and leAtoloS to -meets. tat tisanes M the Pal ofam undimmed, eqpniae, and stilly the world year and teseher "Ames* in the loc- outside himself. , ated's. MIN& (Anther alieWee0 Mb philosophy is both out of rester of 2. Aspired, timial C. Poceptedinotor as inevilleete and imititedoes. each al: the Gwen poets of warts dimbilitim. Exceptions. v address 31:4:201-206, 1964. Institute of Child Developmeet in New Navel. This paper deems. the importance of Come.; milder the disection Frames L. 11g. peteepteebarmeor ellesteekte In the child Lades Metes. Amer. Mho* J. stpoll and John. Mendeden Ver ey=feeer Sueff; the lastitutee for the Addevement of coompted Human lbdsntY lw Phibilelphie, voider the sod venom directioa of Gime Domes tied Cad Minato; permit thq *lid so hie emirate- Whiter .Haven` Lime Reword' Feeedelioe, easel sett Wades** to it. Peeeeptud dateam ehniledy *meow Winter Haven, Plbride; Maris .doeieseed of HOY; deed by amperlds 'them wish this . G.N. Coteau of Miemeote; Newell C. Kephart mom* moss. Theengb seek , pee-. of Perdue Winn*: Reams B. SOU of eepted-wtotor tesesidep, the peseiptuel Philadelphia; D.O. Hebb. McGill lleivinity. wend' ot the chid and his behavioral al.Ontario.Coss dos; WW1 SO4 woad muse to eoleekle. It is with this

93 a A

s. organized sYstem\of perceptlial input 'dystunctiods.reflecting an underlYsoi and belfavioral output that the child developmental lag. attacks and manipulates symbolic end 1 Children's developmentairhythm conceptual . metered in a veridical visits widely. Recognition of and yespect , fashion. (Author Aetna for these variation are - crucial m time 3. Frost* Marking. Visual pftccption in when society places Ma'amd presswes brain-injured children.Ammar/mewl for early achievement on both children ofOM0PsvelliorrY 3 :4 :665-7 Il963. end ptotts. Such recognition implies Perceptualdisability. feganness of the taking of active educationalmeasures etiology. can ft detected and ispecifidk igeseed to.the child's ledivideal needs permitted balk* instituted. A test has 4' his miticulardevelopmental level. been devieed to givecltlldS pen:phial (Mother autonomy) . . age and 'gawkiest. Five areas of percep- It is the latest of this project to draw boo were mud: eyibied coordleation. together a program for as in thedais-, . figure- partied perception. perceetioe of room %Arid' asPi iftorporalls cambium* form constancy. pen:option of from the afosensesidooed imaltitioes in iicdraed of spatial and research projects. as well as the These 'MRON; were chinesMat= became of experiences of the Easter Seal Founda- their crucial impeetaace for school learn- tion (Inilweekee. Wis.) and the Opto- lag. They were foand developiels- inetrkExtessionProgram(Niacin. (hely indepeadmith of each Mk*. It Okla.). New related research and findings was food that development of visual- be contiltuously evaluated and cor- perceptual procaine h e major, function related with this process. of the, grow* chilLbetieeto ages of three and alive*. and Mt atitlib ape level Brief Deecripdes pt letrohonetit perceptual devel6petept becomesmost sensithre Mbar* ofdevelopmeotal By Afultidieciplieary PereonlId Mattis of the child aswhale. (LE Pad) .. As Gesell. Ailoold. Child vision and develop- This app!osch to assessinfbichildtpa win mentql , optics Awe Pothole,* result in malevolent revhiews wig utilize 1 50:37945. 1951. a multimedia approach to the child's astilti- .Deielopusernal opticsis concerned tenuity leaothig. To take maximum adveriage with the ostogeoesis andorgallsadoe of of the keowigdge Rom the diagnosticscreen- visual fasstions in their dynamic relation ingb a multidisciplitury teem was cosise. The .16 the total scam syttels. ands je. team included a vision coaselteet.. auditory lopicaband necessary extemikus of specialistredizetieuist, psychologist, 1110W010. unpack Melon is eh att modiste% by *Ye O 5l, opfklmimeologist, educational sad bode, but ensikistiag Waal eroiviag ihegnosticiea, school social sweeker, sedan system . fpeeMk 1101 la silica k educationteacher, limpsgeartsspeceAkt. mfr.* within AN total unitilt, POUR* ,media specialist. perceptual development..spe- of the orpossas. Waits hiss thana I systematic developmental methodology dolma. an* elessrhoet Mechem can 0 .iessielptth. settle aep cliesiOng . A Alpsreis in the etkulational settiailies cheractaristiai of Orion through Whisky been instituted Is the eight elementary schools and chOdhapd. (LC. bled) as a rest of an Anis,* of this pertteal 5. dellincit.nettles; 3ft enette developmeat meal. The. tote sof perceptual Jefferson; add Leihefed4iisui S. Ideisi develepsnomtspecialist was created to Jar; 1 tits* preschool chant.% who may px- Anew osmotic serpeeirgumultidiscipliaary hale" and airrimisme revisioe hi as efficient 6* perhaps academic difficeitise. Is Pre- defile .1twillaslfolloro: A Poothallway and effective mimes811 Their teepeeelbeities are the follow*: "47niffilaiti4t 018.4.6:escrralma.SPetele A. Advariatet. millet% and interpret la- York: lisdper & Row, Publishers, 1966. &viand and group stressing and dies-

144 pp. , mode isstremene. 1, Twenty yeses of clinical *apothems I.. Wasikclew*,withbeadier staff. with latelligsnt bet mieeetieseNy dis- Children, pewees,and the With depagt abled Afton 'wham Musing deive has meet in evalusales, plaeniag, and pro- beam. several, delfseeed of."4/**4 gr el that 'suety of them ehilhsu. would for the ddld's educetiosal leet horemeieleed help hag useamming& bend last resell& ties lima sat at es* newly C. Refer child* to aretemionel medical klustilleedrin would have She 1pter/bciplimay top whoa necessary; said for liner rmaediel meepares. waft witll tIggilbale to assist in the This sheet his seesemsed to develop Al inteepriftlion of dm posits of testaeg imbaigees far the early ilbstilladon of r ail race wens appropriate evening of childresiwho.* atIdedergmlen procederes to' meet the pods of the paled to memo a semi& petunia of individual Old. iv 4`

411 4 WM.

Prepare comprehensive softening study of elemehtarg school. Effectiveutiliis- on such students who indicateper- tion qi thejtutde pftStippOSe-placement ceptual handicaps and/or leantspg prob- on the basis of knowkdro of a lems. ileielopmental age. L.Assist in the developMens and implemen- 2. A preschool planning guide presents-a tation of programs for children with model for a limited program designed to beneptualhandicfpsand/orlearning bting the preschooler into Use edusa- 7 problems. tionalisetting Inc yeir earlier than nor F. Demonstrate screening and diagnostic malty expected, wiles provided are pfocedurer. 'deigned so devii4 goys motor skills. G. Instruct 'teachers A the use 'of multi- fine motor*g.s, and listening !kills. ' media approschils in assisting children 3. A committee of the .physical education with learning disabilities. teachers. changed with the responsibdifY H. Demonstrate and °malt ea' teaching of developing a 2 illtysical education techniques and procedures Wed with .program, is soinpletink its task. This children having perceptual) handiCaps.' revision in the physical education cur- I.Work with small groups or imicht.1 ricuilun*IN emphasize gross motor students according to specific needs. movements deigned to-prepare the child It is understandable the since this.ka _m- for the'reflied motor skills necessary for Lncept in education. fewIpwgalehive4r7ved ° . academic school programs. .ining for tifole. Thu, we have. attempted 4.. An intermediate clinical's* study group to provide dm* people with anfopportunity to (grades four throve- six) is completing pin as. much experience as possible in per- work on a continuation of the primary celltusi development. balanced with on-the-job curriculum. Members coma: of inter- training. mediate Bade teachers. reading :Viers, Iserceptuarievelopment .1nd a Role of,the Physical Educator junior. high school represents ye also TV role of 'the Pligsanjd Mail* teacher Some niembers of dee .has always been an finportant ingredient in the servedon the primary commit se. thus a child's total education. 7111 kW of teacher has more meaningful articulation is possible. given him an 09Porlsailf to build positive self 5. All kindergarten and first grade children and peer images. and develop Interests that will and a7 children refuted for services are carry over to a liviong. sports program. administered the following battery of Out new challenge to physical edocatore is a kreenings, tests, or diagnostic very important dimension ,to the teaching of a.Gesell freedoms:Mal Examine- classroom 'minim". and coMeaces with -. Hon. Primarily IC and I. gross motor screeran of children. We must b. Michigan Vision Testilig or r iyht become knowledgeable of expetiewces and ac- Testing. The Michigan Vision Test tivities involving space that help alsvellip special isadministered vie the Thous swarms, which is emential to the cutup, of in.uunsent by °Wand Canny reeding Iron printed Mossusd writing. Eye - Health Department tecknicianti hand coordinatiow skills basic to, many class- Oakes who, _for some reason, room tasks can he develops" duos* PIP do not receive fn. wet are ad- experiences such as been beg toy/ and peg ministered a iglu test via the boards. Cadets experisecei .ming the b0019 Telebisocularinstrument by a. and/or prop 10 form Mikes a members help perceptuel developnern specialist onspy caddis. who ineteeitrate mend dlfti- c.Visit*SemenligProne., Al caRiesUse of the` tnespolinewig children 10 .and. referrals are actiVitfes can edema vied and anditotylPie summed by the proposal di pry, as wdl min-ream attention van We must velopassit speddist os'a primary commfteicate with all dieciplines,if chains are basis.Those who EMI arere- to Mont, 'for it is.(beeme of) die clop tint sumed by a comeliest '42n a we are lute." secondarybasis. atiMree who. 1 sue le w are prepaimned educa ' Resits orProject, . tionally; those who fail ere et- hired for professional sinistance Arsemaerd . ou,side 4he school misemeat. The famine are products expressing d. PerceptualalotorAetitiitlei , tainnteet of gook set forth In ths project .A' Scalia& 3.101 ProCoduffe at for / .. A pima animism g(ide, band on e pkysisiojecel Wit. is peseedi S. PontoonHelmlig,limilest.AN 1C-1 Wog bapisamosed is eh. first four years and wheals ass adainiumrsil a * ' \ 95 . ; '4 . 11. . .

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S. ,

las -

e . a TABLE 2 - KINDERGARTEN STUDENTS' CRITERION AND CONTROL VARIABLE MEANS CRITERION CONTROL tost;Resdinesa Pretest , N AdjustedUnadjusted'Rhltliness IQ DA

Experimental Group 72 98.71 90.22 68.44 15.90 4.5 . I. . Control Gawp 199 94.33 93.39 75.66 14.67 4,6,

.11 TABLE 3 ANALYSIS OF COVARIANCE QF EXPERIMENTAL AND CONTROL FIRST, GRADE MOOTS' READINESS PERFORMANCE DUALS' "Source Degrees of a Mean Variatidn Squats f Freedom / - &Pm:2' 1 Between 1 92. . 14.44 2.38 ?Odin 7348.34 1.. . 31.9111

TOTAL. 237 7630.70

I TAM*. 4 FIRST GRADE STUDENIS' CRITERION AND CONTROL 'VARIABLE MOANS CONTROL carmatsort . . Pest Readiness Pretest . N Adjusted Unatljasted Readings.* IQ DA -, 1

Ealfisensetal Catnip 67 11538 19349 101 1.07 1731 5.6 . Control Group te112 116, 116.37 thir 17.92 3.4 i ' . ti :*21 =elm urdi duns& the .Yet * he renked. Mad* to this ipaject. is Idndeppits. Via MINI *Wins Vows Me pegouptud Neu . est, at I 344.1411.10. dig goa's['edie lempied -seettode, eilesetwee antier ttmalelle. ,,. topedelbtleeembillelleltreeripsopeti umbed. PAW *a*ststibe din est , eselleppeetmem » ete- snoilid se odds sInsadons1 lestitit, I' Omsk Noiew..s. Ms Ass est, babe a, WM' .deo a pssigneel dsmileentees. Has en *vent peers of abseil lesetieiiin ligusieleglesi ssedlesn. asd eniquetut mow,

*XL i 1 ... . # this. i`,,,--- -=.

I 1 97 .

THE DAYTON SENSORIMOTORTRAINING PROGRAM FOR THREE. FOUR-.AND FIVE-YEAR-OLDS

William T Braley Special*Strvices Consultini t Early Childhood Educatioo. Dayton Board of Education Dayton. Ohio

T. .

1 Istroletioo Sensorimdkir Raining is IL component of the In his book The Early Childhood Education Prgect Of the Day- &igen ofInteatgeweein ton City Schools. This project enrollsover ' Chaim% Meet (1) stated that the rem& 3,000 throe.. fp.% and fire-year-old children in motor adhptiolis of the child's 'brills begin at 22 school districts wider the., city "ofDayton. birth astcominve to about eta Yeas ofal/e Pie The early childhood cartersare all located in .. also stated that no child *odd be denied ex- low sosioacowomic areas. warm which would lead toward sthnnlotioa of the seems and bodily coorrestios. The Pompom - Many child development specialists are in Activities were planned according to the assecnient that 40 percent of the child's admit feknvier nosorimotor areas: brain cap icily has been reached by the time he 1.Body.heaps and space and direction is four years old; and that by 'the time he manors t . a;... eight years old, SO% of the adult capacity has A.Balsam been readied. 3. Basic body elieorbbt 'Since children do not- always developco- 4.yisseettiesi activities ordination aotomaticallg. or at the some err as 3. Eyelliana and eye-foot coordination other children, it often ber.0111011 necessary to 6. Large muscle ac ties -tali than dm* dBfertsgt experiencesso 7. nod made act hide that they feel confident ability to me IL Form their bodies its play situations. A wealth of resort eardrum is impor- the Abet ye r, 821 children were tant for the ioterrated am dorms of the bear.. hs, the ECE sealorineotor shillir pro- Nosy childnio Mw been,dowied aitkaragnsori gram. In order that dads child at mere Ike motor experlences; became of one of .the fel= seem type of insenscliesi, a mammal de knakte caseation:: adored:. Seeeerisiteeer .Thetialte /orAww (1) A type of cambial *Amok* awl"RIMef Pie,fehool Cfredren CA be-. . . , (2) A lecktsf eared diedhood espetraces amed erly to re year as a vide for reload doe So cellhaddieeramlefli. WNW% the imam'was knot cannon:Mb (3) Emotion' greet *blithe& Chseraitra activities si theprogram (4) Oamprotectim Font; who ride he awe sacred hi devoloreasitri arnance to child's amoral iootioct toward .pnrsaing cover dr Mae semerimeolor eras doecribedat his aelopmenld Pamteeell. Worth in the inagiml. 'The ratior She the Ito6 011iesood Bin In Wads% die daringtheIA48 'canoe Itchier (!FFE)armeodenohee teeidoipro- Ono' year, drew cossoltrits labb ll Wed on d 1,1101600 dire ',Vier. Wag. 8105.14 SO the IP the Proiso ddly trailder hi die esidadardor asses which bed dorpostest of dsrdwition. *deg *the aided Alps d paridnesse asp - Wier the ecdoltiel In the menisel;the tiosslogo asso Ono to cap, mop *Moo sill awedtantsdui be meth dorm= W dd. to Weitgeense Felspar' posiktra art ones a lark. An of Midas: spymdse. Theethle anis bar mareek, for des dermas prom le td peareat. peolienn hone Smoker lo with odor supers of the grader in peroptur eileal BCE due* the "Bowies id*. ; 98 v.

Training in auditory discrimiration occurred SminS4d lacing board throughout all areas listed above, as this was Finger paints felt to bebne area in *Mel inanrchildien were Tape recorder deficient. Record player -Aids developed Burin` the first year were Chalkboard two movies designedto help teachers and Dean bap 412) parents give better training in sensorimotor Playground balls development. The' first.. anInarfdni which ring -Pong balls slit. ,vs children with specific handicapt aidin Teals bass identification of problems. The second, a Whiffle bells lb mm sound fan,- serves as a model for using Parachute (1 for prepaid) retrommended training activities. - Senrorisnotor training become an integral LONGITUDINAL RESEARCH STUDY part of the entire ECE curriculum in 22 centers during the 1961149 school year. A Imigitaqinal research study of the effects of sensorimotor train" or, four - year -old drip Throughout194,1,49.twosensorirnotor ipecialists sod two aides helped teachers di tlit drea and its irdationship to school achievement use vetht enamel by demonstratioes during at the end elf the first grade was begun in ". visits to their oaks. The Met, Sertsortmotor 196741. lids study has beat delisted as a pilot study of perdeptual-motot objectives. Pro- a 7Yenwar, which had been produced the first Year. was used as a minims aid for the teachers graMmieg. and evaluation from prekinderpnen and parents of &Birds carolled iathe pgopam. through first grader. The study was one of the A new aspect of the unsorimotor training typesofresearchrecommended by for this year was a swimming proven *toed Perceptual-Motor Symposium .conducted 'y in coordination with a three member team from AAIIPER in lay 196S. The dart om the t American Red Cross Water Safety Instruction. pep gime a descriptiop Hof dig research design. !aunts and Madras wattled' the children to one of the YMCA imbramieg pools for an CONCLUSIONS OF P)IASE I. introduction to water and swimming safety. Approximately 700 three- and four-yearolds At the and of these I, an analysis of participated in the program. was made from the madts of a kr sensori- . An ice skating prqpam was introduced to India survey. The null hypotheses that no more Than 1.100 chlidrea frothe ECE kinder- diffesetsce existed . grperi- prten centers. menW and amitrol primps sad that physical imilbsiity of four or mom months was not a SCOPE OF THE SrNSORIMOTOR PROGRAM significantfactor. From this study and its IN ECE CENTERS analysis of vatims.v. it was .concluded 4hat. fix Developmental equipment supplied in each preschool aldidres: WE cadet to makes these activities possible t. Alpe heels had a igailicar.t effect on include the, following: sensorhootor performance. Paper and crayons (set for edh child in 2. Treatammt, di training Is spectierasp* Bas) motor *MIA hed a sipsificaateffect ov Walking boar* (I) sclearimotot perfornsence. Ralesce boards (3) 3. The effeeb of alp lewd, or adoration. ,.. Elghtfoot bidder (1) mil Habig .in seneadmiape tile Wm- Twist boards (3) *VOL Tumbling mats (2) Thus the mai hypothesis were Sod bulb (12) It was tecqP41140 *Mind Ohre that Rhythm band Muniments later kistietputes wiperiences fosterdw Masking Mamie of sepsorhaosor for all Aitken. Rope (2rrtiOtIssigthi) and the, IIIMIStid011 would coalmine to be a Geometric templates: circle. mare. triengle factor for those who bed not had the benefit of '(4 sets) sensolimotor Habits in pieltindesprtea. as ) . (04 wet ad for those who lot meeked Ind palsies' ilsenets ( is the SCE pogrom It was also micogmbed that Peg boards (2) the eadyndantose fee peschoolem might not Pulsing (12 different) =adios throtable kiniedaerten and the first Wornisench (1) Fade. Me report at Wm end of Plena I added Rig toss erne (1) tics pertheset maluition tegesdMi the ridded Clay effects of setwadmokar. dmideg: leads (II; sets) . There h peadbIlity. of teem% thet Bugler and Needles wrily adventsgs for premihnelees may is Q

4 q

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o I :sr , .

Coschmioas Wousseau. who lived from11712 to 1778. Ss stated: We have been discussing the elicits of As everything that eaters he wind, finds its seasorimotor training as a grass of acre's* war dome the some, the nest season of a perceptual acuity, which would perhaps there- beam belts is a reason of sematime; Ibis it by laudto greets karma, shaky is the is which Owen ibe beak of ieeellecpull primary grade& This is sot a new theory that ream; ese nest assaters is philosophy aft we are ttalking abost. Let me look Welty at our feet. our Rends. 00r VIOL That we say some oil dievalfira that were advanced is the learn to shish we mat Mien exercise our marry yeas ago. , Imam. see sesses. as %me are the hoar scan moms of our esselligasoe and' that we rimy F' Commies, who Weil fros01392 tu make the meat of . Owe iilliflisimpts, tM 077, :W.doicatios dies% road is the s .bodes whieb supplier Mem meet be strong *der: Fiat, educate the seams, does lead beeIbly (3). the . taw thelebdlact, The chid aril perceives through da ~a, theme playtimes Urea exafeloiothese theories, we rod that are the massitry, aid called up try the seisorimotor minim is sot sew. I wok!, imagism " (3) Qle also shad: thus. where Moog we educators (argil* The betivity of Wide** must be the implicatioss of type of training. It is fey. It beds a play %an to be :311:for es to toady re-emphasise the idle. Astir I the mind is igtent on :this type of trailitg. most con- some ellen slistpess frOstsli- doms, to shareldses, proprentt, treed research so ties. Is third, fourth mid Ma yews, let that all peopleinelved withWidias teachers, their to aired upby mews of -4 apnoea& pug if lams eeeepesieR can administrators,. and onambersofether discrpilmes--,will become mom aware of how' . bs- easivesileally provided ter lbe WW1 eyes? semi, and abler ' amass, Mass wee Hayes way be taped to. radios theta WI cassava if its.vigove of mind and body potential. (3).

REFERFICES

-.. 1: Paget,low The &Vass of laisillgessee is dreg.Freeport, N.Y.: Educational Activities, Childress.New lash: Istenatiosal Una"- 1%9.

city nees, 4%6. I. , 2. bogey, William; caraltepe Kosicki; and 3. Quick, Ruben Hebert. Essays on Greet Catherine Losily.-Setesonnores Theleiel for EductstiostialReformers Nun York: Do. Teachers at/ Parents of Pre-School Os* Appletoe Co., 1897.

. . g. V %L. I a' J.

e. ti *ti

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::11i- 'tut iilliiiimp in in! i- . r I,. 11;i fiLviel pi.filo iligI iniitieitgliimplis di il Nil 1:1101 ilr fitiilft llilel i!'il ivili0 IT bill 41410 011 111.°.14!ila *IIIIIIlei II ft v1!:1-,..,,:116 :1 IN1;111;411111 %IL:1:aille!41E11 ig 2 2 .2 2.25tili11441ill iiiii MI Hifi iiain dinlifili4lit

of the motor - perceptual tests, the perfonnancis proved. Nervous movements ;such as , pencil were rated. Then the jaw data of insproiesnent tapping,exceuiveInSigling,talking. Ain& was arranged in rook order, end coefficiirst %AWN.. ceasedafteratime of minor- correlations were computsd by the Spearman perceptuel training. Ability to get aliens with Rank Order Method. The coellIciests were high other children was improved. Students 'with , a mai* to suggest that rinse was a positive high achievement scores, as well as those with . relationship amen wailed* ant motor- love scores. bessefitest. 4110111M114 peifOnallaa CeliesurIslittorms4 Althoeghnot there were us- DIIIINIIStinti011 witsChien . expected and rewarding malts from the UMW . an Ise marked psychelonical changes la most . A few activities for sees of develoP-. ma. Antisocialaggressivebehaviorslit Meet, as deecribed pe presents- appeared.. Initiative and selfcceildence im- don, were demonstrated the children.

11$ /. A MOtTNNSCIFLIN¢APPNOACit TrhIE DEVELOPMENT-OF VERIOU. ANO NEAOINOSKI' Alb

A Study of Chas of Pupas from a Lo Level aro* First Grade February 1968 through June 1969

Eva A. Welpnan Supervisor, School Social Work k .MayR. Leonard Supervigor, Elementary Physical Education . Baltimore City Public Scheols ' Baltimore, Maryland

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11. good intuition. Ithink the diffe'rence is that we're going to jump right out of one formalized we're learning why they are there and how we tninking into anoth-r. I wish we would talk in work with them. terms of what we know or believe as of October New knowledge is giving substance to our 2, 1970. 1 wonder what we will think on Oc- intuitions. A great deal of teaching is intuitive tober 12,1970 or October 2,1971.- and a great bank of resources are in demand. I've waited in vain for one of the presenters The intuitive quality is still important. Those of to describe dome of the failures, frustrations, or us who wort with teachers should help steer problems they encountered in their programs. our new knowledge and new insights in the di- Unfortunately, the federal government has a rection of better intuitions on the part of minimal tolerance for failure, so that when one teachers. At the same time, I'm struck with the goes to Washington, one does not describe fact that we know a lot. I'm even more struck failure. But we're in the family here. Part of our with the fact that we know se little. Rather 'learning might have been enhanced had we there's so much we don't know. I guess learning heard some of the failures and frustrations that and discovering is a great deal the same for the three people encountered. I doubt that any adults as it is for children. Asking something one of the presenters feels that he has found and succeeding is a pretty, heady task. the absolute solution. We will learn a lot more I wonder if we're not slightly carried away from research and action programs if we hear by some of the things We accomplish. It is true. both sides. Researdi aid action programs do I think, that in our.ours s y of child development not prescribe; they simply suggest ideas for us we have identified tain skills and accomplish- to use in our work with children. meatment levels that fit Into the pattern of the effective, functioning child. I'm not at all certain, however, that we're able to put them in an DR. RALLY B. W. POINDEXTER Zabsolutesequence. We don't know what First, a word of commendation. It takes a happens within the organism as the child takes great deal of courage to present an action pro- that experience and makes it an integrated part gram for five persons to react to. Reaction im- of himself. The contributions of biologists and plies some sort of criticism and usually of a neurologists are sharpening our insight in this negative kind, so I would like to say these direction. But I doubt that wen as fax as we people ate relatively courageous. think we arc in the direction of neatly deter- I'm terribly concerned that we are saying mining the steps and processes of human devel- cause-effect. Thing cause and there are effects opment. In fact, I'm not at all sure, that I want but I think we ate not at that stage right now. us to do so. If we ever know what the Se- think we should encourage analysing and find- quentid steps are and an control them, human ing outexactly what does happen nano- beings will become terribly' &II, as well as. run logically, physically, and emotionally to the the risk of being manipulated. I think it's some- child as be learns. We have the ability to cope what dangerous to talk at this point. about with this. and I don't feel it will become an training psychological functions any more than inspersonsl =Mtge. I think we will always per- we can train cognitive or physiological func- longing education. But until such time as we tions. I want to remove it from the field of can honestly seinen and so causes, and thus is physical education and place it in, cognitive de- the moats we run the rink of defeating ourselves velopment. and certain goals we're trying to attars. Irecentlyvisited a well-known program rd Win to gin a quick example from one of ...: which is soundly based on Mosotho principles. the densoutration loam. A statement was tired identified certain sequential Maps a child Tiede about how =oche is very helpful in must go through in orgsaishig his lotalligence. I calming the hypsduinetic child. In a rather ex- watdesd a teacher potting Oakes through ar- tensive program ou have eons throe. in the v. can mitcluoical kinds of paces, mid the teacher past few years we have found quite the con- got the dashed remotes. TM anchor assumed trary. We had to charge our program consider- that having pane through them mechanical ably because we did nothing but irritate the parse, something bad happened Within the already fenestration child. orgesiwn vow* and development had been In my view, a perceptual motor develop- enhanced. I'm not at all sine abaht that. ment program is simply a very good develop- Oftea, we keen more about whet happens mental physical education program. For some- to the administrative mann thin lhe re- one concerned with other aspects, it lea little driest °maims. Illecesse thr administrative bit more encompesmisig am that. I disk we ommikm succeeds in potties the remota it have tend to Make this ism mess grandiose waste, I don't think we blow yet what goes on than moselary. Coda it be possible that a child within the omestimt itself. Mogan Rooks pater- whom we help to acquire movement patterns , day Aeneas about trying to get out of otos and tievelopmenal tracks in moveniest is freed net of foestalien, frigid Baskin. I fear that from thin cowers? Re can that leave the con-

117 cern of psychomotor development and be free Some children evidence the development of to operate in the cognitive and affective do- these skills in the absence of other motor skills. main. I'm sure you've worked with children Secondly, I'm concerned about a jargon who could not walk from here to the door withoutmeaning. The ..rychologist has at- without caroming off tables and chairs. Once tempted to "neurologiiethe psychological as- this child masters himself and the image of him- pects of learning. In this attempt, he has tried self, he dcasn't have to worry about that any tosuperimpose an anatomical model upon more. He can busy himself with different kinds psychologicalbeluvior. The educator must of learning. apply meanings to his terms if they arc to be , I'dliketo pick up the issue' of transfer,, added to his lexicon, .and he *must apply the Whenever you work with children in a labora- samescrutinyto alliedfields and workers tory or classroom, you will say, "see, watch within those fields as he would apply to himself this," "here, now let me do it again", or "Isten and his coworkers. Obviously, this is difficult to to this." Often, in teaching movement, we say. do, and it requires the cooperation and partici- "do." We use the word training and a response- pation of peopiellin allied fields. A dispute de- command formula very much like zoo trainers mands a definition of terms. The measurement use with animals. We don't ask them to feel. of a child's hearing has little to do with per- Could we be more meaningful if we said, "let's ceptIon, but has much to do with sensation. explore this movement" and "what does it feel Visual tracking has little to do with reading like to be low?to be in a ball?" Perhaps some- since sikatic movements with fixations are in- how we could put cognition and affettion with volved in that process. the kinds of movement* that are explored. An intelligence test with middle-class white norms from too decades past may have little DR. JAMES CAVANAUGH relevance to a sample under study, The same As a physician interested in learning prob- reading test grade level can mean that a child lems in children, and knowledgeable about deals with primitive material skillfully or more some of these problems, I've been asked to . advanced material poorly. The quality of re- comment on the three papers presented today, search depends upon the knowledge of the I had the opportunity to read these papers prior child and the knowledge Vie tools and tests to hearing them and thus have arrived at some which assess the child. of my comments after going over them fairly Finally, the quality of research concerns me. carefully, The comments are made in a con- To be done well, to influence the kind,of structive way, and they address three funds- answers we expect, we must know our fields mental issues which arise in all three presenta- well. Do 'we know, for example, what is normal tions. for a child of a given age from various sub- Optimal development of potential seems to cultures? be fundamental in any kind of educational The effectiveness of a team approach is di- process. We are concerned with motor learning rectly proportional to the quality of each of us as it applies to language learning, which is the as we bring our capabilities to bear on complex most uniquely human of the capabilities shit a problems. Continuing dialogue is critical be- child has. The closer the educator, physician, tween theresearchers and the users, both and psychologist move toward understanding within and without these various disciplines. the child as he learns, the closer or the greater the overlap in their own roles and in their infor- DR. DARREL BOYD HARMON mation. I'd the to start out by congratulating those . First, I'm concerned about the assumption who planned the -program and the effectiveness of postulates as dogma upon which systems are they have had in Mustrating that *gem built in the absence of proof. I think a coasider way approaches to perceptual-motor develop- ab' amount of this occurs not only in motor ment. I this* they shoal/ be complintaaWd, development research but also in regards asso- regardless of what Noe of us might criticise in ciated with child development. Is there say in- the eqierhanatal design, what was Presented, dication that motor develoriteet iallneecel statistical methods, sad the Ike. It's a willing- ddlikett's cognitive growth? Aldan* we're moss of all of those comerfail with educelim he as a step toward meolotial of this Mod of step is sad learn more about how children Om- query, there is no such proof. Is it evident that to develop. gross motor development N neoemary fee time I'd like to comment oa the failure or success motor coon/Maims? Is it, M fact, necessary of results In perceptual-motor trailing. I am that "sear point vision" have asyddag to do convinced from my own research that emcees with he motor coordination, and is it news- or failure rests In the relevance of the motor wary to leaning? area that is trailed an relation to the perceptual Clearly, visual perceptual skills are necessary dci14. that they take or have been tested. I think to the child as he begins formalised educatiOn. we have been too penal in testing certain per-

118 ceptual skills and saying this method or that ion of universals of perceiving and research method either works or doesn't work. that neurophysiologists are presenting which I've been impressed with the use of the shows that localization or identification with broad term perception to define the concern of something in our space world is different from this particular group. It can mean many things orientation in that world. to many investigators. In fact, I was told at one If we take a look back at Lowman'. demon- time that every psychologist had his own par- stration in 1918 and Grosfeld's statement that ticulardefinition of perception, and thatI visual space is an optic extension ot gravita- would not be able to find a universal definition tional functions, we can lead up to the tact that reasonable to my own work. So I had to set my the emphases on motor training is not !or per- own, and about as far as I could go in my own ceptual. development but to lay the foundation definition was, "meaningful awareness of the for the pining of skills in experiencem. This world around us in the view of a child, as that relates to a statement I made to this arganiza- meaningful awareness could be utilised ist di- tion in 1940 when I said that it's the function recting his subsequent behaviors in problem of the classroom teacher to educate the child solving or in Wine." and it's the function of the physical educator to I think any use of the term perception is too keep the child educable. Woad for the specific interests of this group. I think probably Dr. Frastig hit on the old term DR. LEE HASLINGER that some perceptual investigators have rejected I'm reacting from the, viewpoint of a man and that the physical educator ought to pick up who day by day has to decide physical educa- sod rehabilitatesensorytomeo makeMs. tion curriculum for 14,000 school children. I . Now that we have research of this kind re- must autimikte information about programs, ported here and evidence that effective motor objectives, methods, and materials and make functions have some effect. on enhancing per- the thing work, get interaction letween teacher ception, I think it is thee to develop a rationale . mid pop& That's where lite action is and I for the function of the physical educator on the know many of you face -this same problem. interdisciplinary team that is concerned with You are doers, you're on the borne front, developing the child. you've got to make this work. When you go Dr. Frostig gave us a good overview of all back, what are you going to do? How do you the factors we have to take into account in the decide what to do? developmental program, even though we may I think we received some assistance today or may not agree with some of her methodol- which may help is do thing a little differently ogy. She pointed out that the teacher was the and 'a little better. I submit though that we center of developmental activities. The other wouldn't be here today if it hadn't been for the disciplines in a multidisciplinary approach are early doers who stumbled along and gambled advisors tolhe teacher in farther mulentassding on methods and Mined to look at children a the child and providing as adequate program little differently. They welcomed action and for the child. Because the physical educator is a interaction and criticism. teacher, we should begin taking a look at what I am immeriesd when we ask how do we the physical Waver avoid do in Vest of the know that whet we're doing Is working? How knowledge we ass uscovedug. A pest &kid do classroom teacher know that they are emphasis has been put on movement and move- causing the champ? How do you know what ment learning. Maybe in that wield rest some the Miaow been does or the koala hoop? of the statement ofratiornale for the physical Often wen doe't.know. Bet teachen who deal educator. dub with &Skeet know that deb, chines be- In mesides the question "motor Mlle for %ems of *sir intoned= with persons and what?" I think it is imufficket to fey motor Wags in the school environment. Teachers drills for perception, bass. I doe't think we can't always pot their lope on what made the can podutie all of the treoefer of Minim Nicer Did this mum it? Did that cause it? vary to move from one motor experience. to rear it an acarendaonti of activities? Many of another throvok skids dincled at perception. them don't reply hue. They want to know if We should examioe a lot of research that has the child is champion and growing in termite( an taken place in the pest and update it in our educational framework or conceptual model IMAM, to see if we can fled the function of a that the leeches has in ndnd. physical educator. I thiskRay Renck mid a Iheryeem see that In the biologic symposia of 1935, Leaky H's no lozomillip=edep=1 aso patented a paper in wing he densonstated grants in Met all Wain was direction of momuseot. it school peognwne. U. are This damn are other rise that odes! be con- skeedy there Man* tmat they* hem cerned with 'biokeisetic factions, each as to slay. The seal questions lo be amerseed are Wanes MoCullidt with his cascara with derive- the kind and smoisot of such emphasis. I this&

119 the doers today are giving us help. We have teal with observation and a.. trues- many unanswered questions. Kirsch spells them ions? Teachers don't knob out very dearly. We need to know more about :aught how to observe the heehe; the intensity. sequence, emphasis, amount. and don't know the questions e the kind of perceptod-motor development. ochools of education pine rv- I think we have, to get straight in our minds ice? what is physical edecation. Terminology as con- fusing. Is movement education an extension of OIL SLOAN physicaleducation?Isitconcernedwith I have seen a great M. tsi to sensory input and motor responses, Vie: made in this 'skill of abler' ou' re variety of memory modalities? Is physical talking about. I think I've he ones in physical educition? . this confereoce- the plea for t em of I think we hive to know whether or not we observation drills of the pa .went havetoolsthatwe cangrasp anduse. in oddities to attesting to acts of Perceptual-motor activities, physical fitness-ac- Movement in the sense of tle so it's tivities, and movement education activities are not only- the scores or the rues. at ob- tools we can grasp. The teacher ale use them sewing the child as he mho with refer eqce to objectives he seeks to develop score. The is where movensem 'It And in a quality !physical education progrim. physical educators Can help se . ptob- . Isms that may exist and affect onside DR. POINDEXTER. ° of the eyinneehun. -IdirectthistoDr.Haslinger. Perhaps I One that this is a veneer ohs objec- teaches don't know why Weis happen or doe of professional prep umlo wt. in don't can When they tied out, but if you know may ceen, we 40 not do mew oma. We why, the economy in time, effort, and mossy is need to do more bp I hal oblo, that untold. You may Awed that if you knew why need, has been reginesed my is sem cow things happen in educat ion MI could say, yes, femme and much before thiramenn * fact, this does hippest, when this does hawse, .perhaps you wouldn't have the mob- DR. POINDEXTER bing of reitediation. You would all be preven- - Dr. Foot* you slismid es roil* of a tion ohm. We often that* ourselves for some- youngster. Aft, you walk and thing we didn't do. You* heard of actual tied tilesbijitiss, will es . you everyday development that occurs outside the program for this chid? Maw eco- school. This is a factor we haven't learned to n onticIlly appropriate fared eadi am cope with. We must learn to estimate and evaluate the development of the normal child. DR. FROSTIG I Umiak if 1 explain he- --a ,u will DR. HASLINGER we that it can be dons Firs I didn't MOM to imply that we Mould be we am sten to train tenommo ma learn software of what is hopping', but we don't to read test results, we oboe y 6.xii, and hove to dimect the child daily in the demean. know the areas of demifillien we are ex- We just can't do this. You oldie &dim limed *Umbers as the best %farandole availeble. Catty raid, kinsmen oseemb UNAe in school "Do it today and Wham in it and be seedy to districts % which asetekam saINIMe will week Meer somehow." I Wok thst's where we an. with MM. May of these svillmtothey Wham Yosi've pit to go to Idled and leach children. be lucky .eleehlb dwells to hettewipsydielegist What ore you going to do? lbw are you gobs at heed. Menton, we Mow *member how to to do it? Yes decide on something and you deism doormen behavior mite* to set up study h. Theo the leacher depeeds upon oh- Meadows IN which tie me einem the arm we movable balmier and helsoriond Amiss to de- are lasting. Thee we give the tenther a table. In e& if her decisio; were acoirate.It is a the this mime of the table them are symp- (MUM atairationdeeision process on the part toms and the leacher records the symptom she of the Ssechm. Probably far too many Madsen obviateOw eitample, s mend. dose, go *mesh this daily process. They do At this poled, we check with the leacher to what they've done forever. I segpst it's time to see if 'this is a mend beam the child Amp champs. net ditheostiate between the theenien of a ster homey olden. TheMed& thee Sesta Ike dot DL CAVANAUGH teeth one of out IoM or amt rd um le lose a OM to MI educators of somehtingasa piece of ens Melton NI the pmel. Sep and how are you dill dope sot dhicehelem doss gain to heel with the lilent of modes out not discrhilliels, the to dia into the Maroons to Mach de help the teadms ascend Mesa; which Milealse a oboes-

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ft PARTIV

RESOURCE MATERIAL

... we beet sews else *se seep se eweWIWI 6181111110111P ase#011earraistysake Awes v porlarr hwes'elprew. IMMUNE HUM= Cludirti. 1,70 A SURVEY OF PROFESSIONAL PREPARATION IN PERCEPTUALMOTOR DEVELOPMENT

1870

Marguerite Clifton Head, Department of Physical Education forWomen Purdue University West Lafayette, Indiana

FULL COURSE OFFERINGS IN MITSICAL EDUCATION Course Title RE U G IF Motor Loraine Motor Loran's x x 3 xx 2 hydoology of Motor Lamina x 2 Theory of MotorLearning x x Motor Leernimg and Homan Performance x x 2 Hams Performance mad Motor Loosing x x Motor Leaning and behavior x A Study of Factors lefloncimg Human floe'. & SkillLearn. x Psychological Dem of Sport xx Psychorocial Factors is Motor Performance x x Promakses in Motor Polonium xx Principles of Percoptuaillotor Loosing x x Percepreal4dotor Education xx Introduction to Movement and Perception Motor Laming x x Motor Leaning x 2 x x 3 Principles of Motor Learning x Somber is Motor twenties x 2 x x 2 Fundententals of Motor Lamming x x Dark Principles of Motor Loosing and Performance x Motor Imerming and Performance x Nature and Bemis of Motor Skills x x Psychomotor bade of MIN Performance x x Roswell SWAMIS is Motor Looming and Performance Motor Problems x Physical Edo:orlon x x Homo Padonmenoe and MO Loosing x x Percepod Motor Loosieg of Physical Skills x x Movement and Pareoptios t x x t Motor Ilehesior of Children x x Motor Proforomesoe in Childliond x Homan Growth and Motor Performance x x Physical Education for Early Childhood xx Parceptoillotor Devilopsnemt of Elem. School Children x

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134 Count Titie RE UGF Perceptual-Motor Development and Its Relationship P.E. x . x Movement Beltsvior in Children x x Pracbcem in Ehmentary School RE. x x Ape Characteristics of Motor Skills x x Seffikilas in Motor Development x x Motor Developmeet of Children x x Motor Development x Resserch in Efementary P.E. x x Percepted-Motor Dipelopmeat x x Monsmemt Perfannemos slid Physical GroWth x x Movement Education Seminar x x Itimesioloey and Adapted P.E. x x Teadting Adapted P.E. xxx Adapted P.E. x x 2 Adaptations of Movement for the Handicapped x x Adapthms x x P.E. for Exceptional Children xx P.E. for the Exceptional Individual xx P.E. let the Atypical x x Mow Developmeat of, the Typical and Atypical Child x x P.E. for the Rasetiombly Disturbed Child xx P.E. for the Exceptional . x x 11.11, for the Eximplimml Children . x x Motor Aethilis Oh Mikes with Learning Disabilities x x Sgschl Fropemo lee Ihotologically Handicapped Child x P.g. fee Meat* lambed xx Lliktratory Cho lee Nudely Retarded x x P.E. for the Made* Itsterded x P.E. for Mesta* Retarded x x Motor t for *Maly Retarded x x Primelpies of Themes* ilecreetioa sad P.E. x x aided trepan for Coerectim Therapy x xx Clinical Program la Therapeutic P.E. P.E. for the liemlicapped Motor Facilliedem of Mental Factions P.E. fpr the Kent* Retarded P.E. fee Chilies with Lemke DiMmilties Demlopeassen and Remedial P.E.

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133 CONCEPTUAL EMPHASES IN PHYSICAL EDUCATION COURSES V G 14/14.4113/perceptuallinotot aciNitY hycholopical aspects of "may* studies and experiments Facilitatios motor skill and performance llesoodial andvespitical is ILL.; atfactiveness tal factors psycholerical foam ormoce Ilineetlide; htfocamMeo Moll; affects Thew owl lemelns spiplioil prom motor part PsyclhalogInd and factom bannsdno pleonasm. of mem Waft ML psammoe of dWiysied palominos end affective variables, propriacoplisin reseindt Itasenni M 111. performers; faceltadop role of sachet Resew& in NIA acipsisition Wont logisciPses, tirades, hypothesis in WU learning Mina* NI Morning Roman* is MI. Theory and pact as in P44 learning Dovolopematal Eimattry physical ednastion: 4- year-olds . x P41 petsmas io eleaseatary school ass children x Passongs Winos in P-M davaloposent end application . x Ihmelopniontal stogy of ML iml performance x Relations hip a PAI slmalopmest to told inelopment x Efface of 111011011ent me ceseeptnel. pascoptuel, other dmilopment x Physical arm* mil motor perhgemssoe fatten x Ras of motet mperineoe In diM's porospeion reality.COMeart fonnetloo: motor perfomeme is mad* mg writing 7 Thsosy. empesedi pm devoleponsat; a epos, emphsgs pmar6001 x Acdvities far yams calm (Need Stem personnel) x Dpilmnotiene Acolviliee for ammtally Mamba x Them aml aoing: esenctive thotapy xx Mallsoile feentraeldmi raga, Marge/ x x Melink of diesels mil seempermet of pashiemm MR andWaft dimMed x *Mod mil esestel bramp aid peoptenst Ow fad x Allepeallas a P.E. So meneel, odd crab of atypical x hops aselllasetles tot x Name and prolibms of MR shild is physical edseadonprograms x Mod*. end maim of P.E. foe extmlothomitatypical x x Main bionies: sememing eatisass; visor motor MOM, X Rammidieden of Mernig Illmbilltior piligcol activitymg . .144 training contaname x Chotecterbdos, problems atypic* NI dyelnactlon ? ? Thearotiod aspeote semation ? ? Activity ~me call. Whams P441 dlisebilitias ? ?

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136 EDUCATION COURSE OFFERINGS

Come Tide R E 1 1G ducations' idgustsmats for the Edecatioaally. Disodvaataged x x Field Studios la Edecadoa of Loaning Mobilities 4- x x Modish°, sad Lab for Education of Exceptional Children x x Special sad Islocodimal MOMMIIIIIISt a x x Motor Iskovist x x PsychoMgy of Motor Lassaiss x x Davey of Physics' Defects Davao& of Laois Diabilitios Itamodistiost of Leonia Disobilltios" ' Education of Wets* Haelicappad, Diagnostic and Corroctir Todiniques CONCEPTUAL EMPHASES IN EDUCATION COURTS Lavoie. disabilities: award sad methodology Tssidibig terbeimsok mated& for dinsilvaatagod child; problem parospandly lamaired, cskusally deprived Prograneolhor machlag physic* hasdicappod child Treatment of "NW Wain pooblisnis CUM% ildeeMetolisa sad ailmbismatioa of tests is excoptsomb, Seven losoning alloslis Some Isming ramediol procedures Mao& said Net igesi is barging disabilities -Parooptud4lotor t SELECTED UNIT FAIPHASES IN GENERAL PHYSICAL EDUCATION COURSES leMilkqdoratiaa PorceptealMotor Devalommiat ParceptuMelotor Laming la Children Pasamtioa Motivation

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137 i j A X

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The Frostig Program for the Development interpreted. It takes only a kw moments to test ofVisual Perception up to 40 children at a time. It determines which by Marianne Frostig and David Horne children love a hearing loss and are in need 01 Follett Educational ('orporation an individual hearing test. It has established rent ability -and validity.Itis economical cost' "The Frost* Remediation Program. The only a few pennies per child. It is administered I rostig Program for the Development of Visual most often bytheschool nurse or other health Perception, in the format of worksheets divided related personnel." into the five areas of training (visual -motor ordination,on,figure-ground,perceptualcon- Test kit, 50 forms antroduciory offerfor a stancy, perception of position in space, percep- timeme only!).. S1,1.00 tion of spatial relationships), is recommended for remedial work for children with known or suspected visual perceptual problems. Becauie Integrated Development: Motor Aptitude the CCFCHICS are divided into the five areas of and intellectual Performance training (unlike the Pictures and Patterns Pro- by A. H. Ismail and Joseph J. Gruber gram), their use can be precisely geared to re- ('harks F. Merrill Publishing Company sults of the Standardized Frostig Test, if available.... "Provides comprehensive evidence to define "The Teacher'sGuide for the Remediation the relationship between perceptual-motor ,nd Program gives complete directions for a visual intellectual development. perceptual program geared to specific problems. "Makes a three-prong-id inquiry into the The step-by-step directions for the worksheets mental-physicalrelationship.Factor-wialyus are given in order of difficulty for each of the technique provides evidence concerning the five visual perceptual areas. Equally important factor structure patterns of motor and intellec- are the directions for physical and manipulative tualvariables.Aiisirniotesthis data by the exercises for each of the five areas." multiple regressiontechnique to support the hypothesis that intellectual performance can be Program box (set of 359 pint masters and predicted accurately from motor performance. teacher's guide S98.62 Data and analysis further demonstrate that specific motor variables -coordination, balance and aesthetic items-are superior indicators of in- The Pictures and Patterns Program materials liectual proficiency.Controlled experiments consist of three Student's Books (Beginning, In- seek !o determine the specific ire of the re- termediate, and Advanced Levels), transparent lationship-to what degree causal, to what de- overlays so suit. .', can repeat the exercises in gree positive propensity between motor and the books, and tr .-: Teacher's Guides. "Each mental abilities.-- of three Teacher's Gi...des gives the teacherspe- "Offers motor evaluation scaling systems cific directions for physical exercises, Mee- which make it possible to approximate Otis 1.0. dimensionalactivities, paper -and- crayon e xe!- and Stanford Academic achievement ratings cues, and the procedures for carrying out the from motor performance scores. Enables the program. The page-by-page directions for the teacherorcounselorto exercise, in the Student Books give the objec- evaluate achild's abilities without the possibly repressive effects tives of each exercise, how to present it to the of formal testing and observation." children, what :LW are involved, and whatre- sulti may be expected. 1967 224 pp "The guides also briefly explain visual per- S4.95 ception and the, five areas with whidi the program is concerned, define and explain terms, and discuss common visual perceptual' prob- LADOCA Aids for Teaching the Mentally lems." Retarded by Roy McGlone LADOCA Project and Publishing Program (3 student's books, -4 teacher's guides, 15 overlays) S11.22 Foundation, Inc. A series of exercises using a variety of objects and materials. Each exercise is accom- The Halite Thompson Gawp Hewing Test panied by anUustrated descriptitin of the ma- Language Research Associates terials, the procedure, and objectives of the exercise. (A booklej dssailbing the materials and "A new group screening test for auditory exercises was received). Thee kits of materials acuity. ... It is easily administered, scored and are available: Aids for Perceptual Training; Aids tor Advanced Pcrceptdal Training; and Aids for istered to small groups as well as to individual Number Perception. Developed for tar men- children.Normativedatabasedon2,116 tally retarded. normal children between the ages of 4 and M is repined in quarter-year intervals. Overall re- Three kits $104.25 sults may be recorded in Perceptual Quotients, which readily reveal a child's deviation from the expected perceptual development for his age Learning to Move and Moving to Learn, level." Book 1, Insects 1 , by Wanda Arbuckle, George Cornwell, Examiner's kit (manual, monograph. 10 test and Eleanor Ball booklets, I set of demonstration catch and I set Charles E. Merrill Publishing Company of plastic keys!. $10.50

"Relates learning disabilities to a lack of The Massachusetts Heating Test perceptual-motor abilities. Provides motivation by Philip W. Johnston for the development of body movements with the greatest efficiency. Massachusetts Department of Public Health "Provides songs with accompanying illustrated postural activities to encourage natural "An arrangementmay beeasilymade rhythmic body movement." whereby a complete pure tone screens -1g test can be oven. to 10 children at a tame. The ac- Forthcoming.. ..prioe to be announced. curacy obtainable di the group test closely approaches the aotrecy of individuall sweep check screening tea Listen-Hear Books "Expaimen ork and field trials :aided by Jan Slepian and Ann Seidler out over a peri f the past 21 months have Follett Educational Corporation combined to t sap definite recommendations with respect to equipment and procedure for this group screening test. The Massachusetts Dr . x new approach to teaching auditory partment of Public discrimination. As an educator you recognize Health has acquainted that the ability to discriminate between sounds audiometer manufacturers with test details with theresultthat basic to speaking and reading ability. Audi- leading manufacturers now tory discrimination is an essential part of the modify audiometers sold (Of school use so that they may be easily adapted for the group test." curriculum for preschool, Head Start, kinder- (Johnston, an efficient group screening test, garten, and primary grades. . . especially for Journal of Speech end Homing Disotders, 195 disadvantagedchildren. 2, You will -findthat 17, 8.) Received reprints of several articles as speech specialists Jan Slepian and Ann Seidler well at a copy of the test. have provided just the materials tofill this need... thelistendleseBooks and accompanying materials." Massachusetts Vision Test Welch Allyn, Inc. Junior Listen-Hear classroom package (pre- schoolgrade I) $22.35 "ills equipment is an obsolete item and no Listen-Hear classroom package (Grades 1-3). ....$18.12 longer availsbie." (Letter from C. M. Evans, Vice-President, 41W,..c...h Allyn, Inc.)

--- The Marianne Frostig Developmental Test Memory-For-Designv-test OfF1* of VisualPerasistios by Frances K. Graham by Marianne Frostig, Welty Lefever, and Barbara S, Kendall and John R. B. Whittlesey Psychological Test Specialists Consulting Psychologists Press "A simple drawing tat of perceptual-motor "This test yields scaled scores in five differ- coordination, depending on immediate memory ent perceptual areas, enabling the examiner to and suitable for use in the age range 8.5 to 60 identify 'oath strengths and handicaps. These years. Experience and overarch mince 1945 have artsare: 1. Eye-Motor Coordination.II. esiabliderd the MFD as an extremely sensitive Figure-Ground#111. Constancy of Skims. IV. detector of beaks injury of many types. Testing Position in Space. V. Spatial Relationships. usually takes less then 10 minutes. "A paper sad peacil test requidas nobxpen- It is used gir mach, effective differentia- sive equipment, the Frostig Test may be admin. tion of functionally-based disorders from those

148 ordinarily associated with brain injury. in situa- "For usewith students exhibiting poor tions ranging from the classroom to the neuro- memory for word group. inattention. (bora,. ti- logical clinic. Quick screening allows more ap- bdity, , and forgetfulness." propriate use of much more expensive tin terms of time and equipment) psychological and med- 1-10 copes, per copy $1.25 ical examining procedures, since false positives can be almost completely eliminated. Useful wherever the tester would like to observe per- Michigan Tracking Programs: Visual Tracking ceptual-motor performance in a standard situa- Ann Arbor Publishers tion." a Additional information pertaining to ma- "To correct a deficit in visual discrinuna- terials, procedure, scoring, standardization and tion. norms, rehability, validity, and possiblere- "For use with students exhibiting reversals, search uses was included. Most statements were inversions, omissions, errors in oral reading, documented; reference list was included. slow rate, and spelling problems." Tester's set $1150 (Orders must be 1.10 ccipses, per copy accompanied by a statement of the tester's $1.25 name and the qualifications of the person responsible for the test's ethical use.) M(orc Eye-Hand Coonlination and Color Matthews Test MidtermtampurgeFragrant by Joseph E. Moore Donald E. P. Smith, General Editor Joseph E. Moore and Associates Ann Arbor Publishers "This test measures the speed and accuracy with which an individual can coordinate small "The Michigan Language Program is a self- instructional language arts curriculum. Reading. muscle movements involving eye-hand activity, since it requires the coordination of the thumb. writing, listening and speaking skills result from responses to thousands of carefully imgineered the index finger, and the eyes in a constantly changing spatial pattern. tasks, perfected during a five-year period of development. They take the learner from no The color matching portion of the test mea- knowledge of reading to independent word at- sures die speed with which a person can select and match four colors; red, green, blue, and tack. The program consists of: I. A set of self- yellow. Besides revealing the individual's speed instruction booklets and tapes, and 2. Pkovision for their use in a controlled classroom eAviron- and accuracy foi color selection and placement, ment. this test is hell in disclosing the presenoe of "The program was developed in a,classroom color blindness, although not in measuring its and was found to be most effective when the exact nature or extent." some validity and reli- teacher managed the dais in particular ways. ability information was given. Norms are available for preschool-adult. (Some tables of norm- Self-instruction in claisroom management tech- ative data were received.) niqiesforthe teacher is provided in the manual.... Test "The program begins with basic mu/And $25.00 auditory Mak then progresses to words.San- twice* and paragraphs. "Systematic training is provided in the pa- Mosaic Design Set (Leer) ceptusl necessary for primer reading." Va- Educational Media lidity plormation was reported; some WecIfic references were cited. "Vase task challenge demands continue to increase as the student is introduced to the design Examination kit ("Cooliplete overview of patteles called for in this 110.ppiece instructional Michigan Language Program with samples from setc.Inttedesign problems ate called for in the pr series of wawa enclosed with this and rationales for each book.") $2x.00 set. The oletarial is accompanied by an instruc- t/011W sheet,desaibing the step-by-step procedures which Will Man the student to eventual AtkitisanTracking Prosy:awn: Symbol swum in this 4itercise, which calls for eye -band Tracking coordination, mensorY for do*. and color and Ann Arbors Publishers shape recognition end reproduction."

"To correct a deficit in auditory memory. Large mosaic set $2.50

149 Mosaic Design Set (Small) MotorMovements. FixationswithReach, Educational Media. Grasp. and Release : Reaching, Grasping, Releas- ing. Pursuits." "In this second of the 'Design for Learning' series, the student is introduced to progressive 1968, 16 pp.. package of 20" S3.00 demands of more complicated patterns through the use of a 42-piece wooden mosaic set, attrac- tively produced in varied colon. The total task demand is carefully described in step-by-step New York School Visioo Tester proceduresforthe classroom instructorto Bausch and Lomb follow." "Research has revealed that on the average Small mosaic set $2.25 three out of ten American school children Suffer from inadequate vision. That's thirty out of every hundied children handicapped to some Motorit Aids to Perceptual Treaties extent in their leaning ability! Most of these by Clara M. Chaney and Newell C. Kephart children are unaware of their defective vision Charles E. Merrill Publishing Company and often do not show symptoms of faulty vision. "Offers basic motor and perceptual activi- "To identify these three out of ten children. tiesfor training children with learning di- schools need a teat that as easily administered ordets, induding the brain injured and retarded. and reliable. It is generally speed that such a "Presents theoretical' bests for such training test must consult of more than a SneUen wall in the first section. Deals with learning prob- chart-that it should use acuity characters of lems and questions of behavior control. the literate type. include a test for fareighted- "Considers problems of evaluation of be- ness, and permit measurement of muscle bal- havior and includes methods of observation ance where desired. suitable for use by both parents and teachers. "The School Vision Tester meets all these "Provides complete illustrated descriptions requirements. ...It provides a highly reliable of activities and programsfor training and and practical method for measuring the seeing teaching the slow learner. performance of each child. It is a screening de- "Contents: Motor - Perceptual Learning. How vice indicating those who are handicapped in to Structure and Control Behavior. Procedure their learning ability and who will benefit by a for Evaluation. Learning to Listen. Basic Ad- complete professional eye examination." Bibli- justments.- Differentiation and Locomotion. ography included. Ocular Motor Coordination. Speech T9ter. slides. scoring key, manual Readiness." 1325.00 1%8. 128 pp $3.95

- Oseretsky Motor Proficiericy Tests Motor Aidsto PerceptualTraiwistg Maria Irene Leita des Costa, Translator Obseroegots Checklists Edgar A. Doll, Editor by Clara M. Chaney and Newell C. Kephart American Guidance Service, Inc. Charles E. Merrill Publishing Company "The Osesetaky Tests comprise a year by "Developedforclassroom toadies and year scale of the fine and pass motor develop - teachers of special pomp. Deigned to help the meat of children. The test *vas conceived and teacher devdop a 'clinical eye' for observing be- executed for monument of rooter drift in havior in the child's performance or. thePurdue the same manes as the Binet Test for Intellec- Perceptual-Motor Surrey and Vinod Achieve- tual Skills. Six basic types of tasks are included ment Font'sby Roach sad Kephart. CJ for each age. "Helps teacher to Mapose and isollie areas "These teaks requite: General static coordi- of difficulty and to design a suitable trading maim, dynamic coordination of the hands, PrOyain geared dynastic ceeedisetion, motor speed. si "Contents: Observations of Bapic Motor mahatmas voluntary movements, perfoemance, Movements.Differcadstios:Head Control, without extraneous movements." For ages Trunk Difileestiation.Balance and Coordi- 4-16. nated Diffetendation: Clueging Politicos, Sit- ting, Standing, Locomotion, Welkin and Run- Set of test equipment, indading manual and ning. Galloping. Gliding. Observations of Visual 25 record blanks $28.00

150 A Paddle of Marry Uses lump Board. Slant Top Desk." kit asadahk by Roy McGlone for children in kindergarten tares S-fo and in LADOCA Project and Publishing the first grades (ages 6-8). Foundation, Inc. Kd $3 00 A wooden paddle on which a variety of cubes can be "flipped." This Laching was invented by Roy McGlone and was devel- The ParkassouProgramforSpecial oped, at Landon Hall (School for Exceptional Children Children, Denver, Colorado) where, through by Herbert Goldstein and Edith Levitt severe tests, it became a mold valuable teaching Follett Edutational Corporation instrument in many avenues of learning. "It offers a challenge that the child can sel- The program consists of a reading readiness dom ignore. It offers an opportunity at the kit (for M.A. 3.6 to 4.6) and reading readiness same time to develop a skill and pride that workbooks (for M.A. 4.6 to 5.6) designed to drives him on to other useful accomplishments. develop visual, spatial, and auditory discrimina- .:Its more apparent value is it means of de- tion as well as concept formation. The program staring hand entity, coordination along with assures the teacher that the prerequisites for a very deep concentration both of which wig academic success are "covered and learned." become an important and permanent part of the pupil's growth. Program kit(including materials for15 "It develops the understanding of color and pupils) S128.16 forms as well as the ability to recognize quick change. "It can be so arranged as to be the 6-st Pathway School Frogman: EyeHand happy steps in arithmetic, spelling, and reading Coordirsation Exercises and yet be in the field of recreation. These by G. N. Getman steps can be regulated in length with regard to the pupil's progress. Teaching Resources "Word recognition has been made -easkr by the use of pictures with their printed and "The Pathway School Program/I is puticu- wntten symbols; set up with a scheme for lady valuable in meth* children with learning disabilities in acquiring the skills of discrimina- matching." A booklet describing the paddle ex- tion and dexterity necessary for eye-band co- ercises was received. ordination. The exercises in this program provide a controlled activity sequence in which the Set $8.75 child teem to use his eyes and hands in a receiving-responding-performing unity. The program involves the postural and manipulative Parents Home Training Grade Kit systems in a goal-directed activity. The exer- Winter Haven Lions cises increase in difficulty progressively so that Research Foundation, Inc. even the most adept child will find the propsim /'The challenging. procedures and the methiah detailed "The physical activity involved in these ex- in this manual can be used by parents to in- ercises requires the acialivement of control in crease a young tad" ability and skill to more body posture and belence as well as fluidity of readily handle the parequaal tasks involving movement. The child is taught to cross the 'contour' and 'outline form:These pax. dines mid-line of his body without hesitation or loss can also be used to reinforce the total per- of control. He must acquire skills in motor ceptual process known as the rival- tactual- planning in order to accurately judge the kinesthetic,' or More simply, a dtikEs eye- amount of body movement and force necessary hand-motor performance. for each task. At the same time, he must main- "A child must learn the threefolicparts tain directional control for accuracy. Practice is having to do with lonn-training'-hhe 'seeing' also given in left and right directionality. Oral for visual) part. the !tactual' (or feeling) pert, cc:m.8nd' are used to strengthen the child's and the 'kinesthetic' (or motor) part. Com- grasp of quantitative concepts, directionality, parable Mg is needed IN all three perm if a and to reduce perseveration. belies* school child is to achieve at or near "These exercises are not games of strength, his maximum potential addevement level. but rather of skill and soft-touch control of the "Kit pouters: I. Trellis(' Manual, 2. Set of direction and rhythm of the bell. When the ball Six Form Templates. 3. Sample Scoring Sheets, is tapped correctly, the child's eyes, ears, and 4. constraction Directions for Walking Board, hands will tell him that he is hitting it well.

151 Incorrect spokes are so obvious that the child Kindergarten Classroom Unit "KB" (Plastic can recognize his own error, stop. and start Translucent Master Templates) Contains above over -thus reducing the possibility of rein- materials in addition to materials for dass of forcing incorrect performance. 15. "The Pathway Program is designed to help Unit "KB" $85.50 in preparing a child for the more advanced perceptual-motor skills necessary for reading and writing." For kindergarten and primary Perceptual TrainingActivities Handbook levels. by Betty Van Witsen Teachers College Press Program and guide $15.00 'h air is a handbook of activities, systemati- cally developed, empirically mated, and suitable Perception/TestierTrainin Kit for First for me by the teacher of normal or exceptional Grade Teachers children. Newly two hundred separate entries Winter Haven Lions are given, using words and line drawings, and Research Foundation, Inc. there is a special appendix on paper-folding (origami) with easy-to-follow directions. While Kit contains test manual, test cards, 100 major attention is given to basic visual and audi- scoring sheets, perceptual testing and veining tory skills, acnvities 'for developillg tactile, ol- by Florence E. Sutphin, set of targets forgroup factory, gustatory. and kinesthetic perception testing, and varioustemplate of geometric are also Included." forms. The purpose of the *raisins program is to develop perceptual readiness for beginning 1%7, % pp $1.75 reading *rough visual-motor training. Some references were included. Perceptad Thai." in the Cierticadwat Kit $14.00 by. George H. Early Charles E. Merrill Publishing Company First Grade Classroom Unit "A" (Regular Master Templates) "Demonstrates how teachers can modify Contains above materials in addition to ma- certain r .culurn activities to combine percep- terials for a clan of 30. tual and ac-iernie learning in the same activity. Unit "A" ..... 647.00 "Offers curriculum units of study eels alien provide many illustrations of the First Grade Classroom Unit (Plastic theory and pinciples in action. Encourages Translucent Master 1111splaies) teachers to make their own creative modifications. Contains above materials in addition toma- terials for doss of 30. "Contents: The Problem and an Approach. Unit "B" $111.30 A Theory of Perceptual Demlopment. From Theory to nemediation. Perceptual Trailing With Social Steam. Construction Phase. Use Perceptual TeetiarTuditingKitfor Plias. Perceptual Trailing with the Language Kintleripeten Teatbeve Arts. Unit' Beghnelag Readies With Experience Charts, Perceptual Training in e Science Unit. A Winter Haven Lions Science Unit: 'Force, Energy, and Power.' Per- Research Foundation, inc. ceptual Training in se badustriel Arts Unit. An Industrial Arts Unit: 'Smell Gallas Engines: Kit contains a Perceptual Testing and Train- Dhamenehly, Assembly Nomenciatere, and ing Guide fot Risideeprses Toadies's, Kinder- Functioning,' Bibliography: Appendix: Con- pries Teacher's Test Manuel (Visual-Motor :Unclip, a Styrofoam Sphere." Forms), pa* of 100 Trebles Feems, and various templates of geometric forms. The pur- 1969, 160 pp price to be announced. pose of the training is to develop perceptual 'sadism. for beginning reading through visual- Phi -Tettt of Vizi.t.n, Henri % and Motor motor training. Some references were incilided. Cr.ordination Kit $16.00 uy Elizabeth T. Sullivan, Willis W. Clark, and Ernest W. Tied; Kindergarten Classroom Unit "KA" (Reg- California Test Bureau ular 'Master Templates) Contains abovema- terials in addition to materials for class of IS. "These tests are designed to help screen Unit "KA" $46,30 those who may Save difficulty in responding to

152 a group test because of defects in vision, hear- through 4) in regard to perceptual -motor being, or motor coordination. Special provisions havior. should be aside for these individuals before ad- "Makes it possible for the classroom teacher ministering a group test." Various forms are to asses perceptual-motor problems in the available for kindergarten-adult levels. Sample school setting. Also relates these problems toa copes of tests, keys, and manuals we re- remedial program of educational methods and ceived. No references were cited in the manual. procedures. Designed to be wed with The Slow Learner in the Classroomby Dr. Kephart as a 35 tests, manual, and scoring key therapeudc poeiscription for training....Cort- 52.10 (Sold only to qualified purchasers) tents: Rationale and Development. Standardiza- tion Statistic. Administration and Scoring. Re- A Psychoolacatiossal to etstory of Basic cording the Perceptual -Motor Ratings." Learning Abilities, With Satinet Work- book 1966, 100 pp 54.95 by Robert E. Va lett Fenton Publishers "For the initial evaluation of elementary The WelkinTest and junior high school students with suspected by Roy Heath learning disabilities. Samples educational tasks Department of Psychology from the 33 basic learning abilities in the au- ,. Trinity College thor'sThe Remediation of Learning Disa- bilities. Defines and illustrates each lemming Hartford, Connecticut 06106 ability andevesbe:bating. intermediate, and advanced level tasks to test the s nt's per- "The Rail-Walking Test was designed to bea formance." reliable and valid index of i00011110i0, coordina- ,tion." Ages 6-14, Adult. A summaryMet was Specimen $1.00 sent by the author describing materials, procedure, scoring, reliability, and validity. Addi- tional information can be found in Anteriein A Psycboolauttiond Profile of Bask loorOot of PoPelogol",1942. 155,24047; Lemming Abilities Psychological Ilulktin, 1943, 40,292414; and by Robert E. Valett American Journal of Psychology.1944, 57, 482-99. Consulting Psychologists Press

"This profile is an 8-pem booklet for use by psychologistsinoonvenieetlysummarizing clinical information and standardized test data The Rereediatioss of Leaning Disabilities: in five basic ability areas: meta integration and Handbook of Pridsoeskseatiood Re- physical development; perceptual abilities; lan- source Program guage; sodal-personal adaptivity; general Intel- by Robert E. Valett iectiud functioning. Fein% Publishers "The Profile is not a test in itself but a use- _ ful tool for lecordisig data from a variety of widely used tests and tasks. Age range: 2 to 14 "Fifty-three specific learning disabilities are years. Booldet canaille norms for each item, a operationally defined and grouped into six scale to profile results, and effeteness to pub- major areas of lassoing: Gross motor develop- lished tests coveting the Ave ability meas. Ideal meat, esasory-motor integration. perceptual- for conummicating the psychologist's AMltsgs motor skills, 'message demolopetant, conceptual to parents and teacher." skills, and social skills. Each program includes suggested remedial activities,sample program

Exaslthter .$ kit (manual and 10 profiles). . and toupeesge worksheet, and a liming ofpro - S3.00 gram whiteness, immuctionel materials, evaluation and diagram* aids. and related mailings. Forms ate provided by "Ando the studentmay The Perigee Perceptual-Motor Slimy be evaluated in each of the 33 learning abilities by Eugene Roach add NeweU C. Kephart and his progress charted as the.resourcepro- Charles E. Merrill Publishing Company grams are employe '."

"Constitutes the Ant study to develoF nor- 4968, 228 pp. in lo5ise-leaf binder mative data on young seb of chilitme (pada I -412.00

1,53 Robbins 3.-ww-. _ 0mi:ration "Begins by describing some of the and Verbo.i.,. major ev 'viveTests learning areas in the development of thepre- Sa thins and school child. Shows how the student lackingin . vRobbins basic readiness skills cannot performa loge Ex.pr y, Publishers number of school tails and so becomes easily confused. "The 'et it ... discrimination tests Arid "Continues by presenting a series ofper- %hi 000klct will deter- formances mine just whkii type+ of '!.penis sounds which offers definitive dues in iden- a child tifying the slow-learning dill these perfor- who manifests a oeech defect of sensory origin is uals1,.. to differentiate. It will mances evaluate the student's status in basic learning areas. help the child to see, iris.midfeel the difference between the individual sounds which com- "Concludes by drawisug from methods devel- pose these group opod by clinical experimentation in teething pre - readiness skills. Adapts these methods for "The enlarge.. Asko, 1.958) of this book- use in the classroom. let coins* the1 Privi Wager). Type Test. Much time can be saivJ in correcting articula- "Enable' the teacher to identify Its slow tory speech defects if ihe,,dtild's most vivid learner early and shows how tosharpen his types of verbal imagery are known in advance. readiness skills. This test and instructiorr foe the Non-Verbal "Contents: Devetnttinent and Achievement. Mental imagery Type Test,also included, have Introduction. Skillsnd Abilities in Simple been used widely in irate clinics." A Tasks. Motor Rases of Achievement. ThePer- copy of ceptual the booklet and sample scoring sheetswere re- Process. Development of Form Percef ceived. don. SpaceDiscrimination. A Perceptual Survey Rating Scale. Treeing Activities. Chalk- Booklet, 43 $ 1.50 board Training. Sensory -Motor Training.Train- Scoring sheets for young children (pad of ing Ocular Control. Treaded Form Perception." 50). 7S Scoring sheets for older children (8page 1960, 304 p $6.50 booklet). 25

Sint* Agility Movements forImpulse Sound Discrimination Set ControlPre-Tanobliets SkiVt by Dorothy B. Carr Educational Media and Bryant 1. ('ratty "Each set consists of 3 pairs of sound cubei,. Educational Activities, Inc. alternating black and white for ease of matching. These highly fundiond sound cubes "NEW! This album contains instructions for are an relaxation training as well as instructions which integral pert of die Media romans which is based upon progiessive training demesids in may aid children to controltensions in specific perceptual disaimination. This unit is wieftdas an Pins of their body, rather than permitting a asaesserent device spillover of tensions in all bodyparts when to determine the child's gross movement in only one pert is desired. From ability to differentiate sounds. and`asaorettakte these device todevelop attention to sound differ- nein., the instrnetiois on the record ences." take a through tasks in which they are e tared to move their limbs and total Set $2.75 bodies as slowly es they can. Theinstructions on the record promote body-iineleinfidel as wells impulse control trainingtwoimportant areas in perceptual motor development. It also Southern Calomia FiewmaGrognIVitual provides a sound base fenmote complicated tumbling movements." PEctcoption Test by A. Jean Ayres 2 12" 33-1/3 rpm records $11.90 . Western Psychological Services "A measure of visualperception dys- The Slow Leona" in theamteroom function in children from 4-11yens of age. by Newell C. Kephart Wes figure-roved designs of embeddedobjects Charles E. Merrill PublishingCompany and forms. Staadardhed on 1,164 boysand Takes approximately 20-30 Wastes." "Skews how to release the achievementpo- tential of slow-learning children.Highly useful with Test materials. manual. 25 protocol book- the Purdue Perceptual-MotorSurvey. lets $15.00

154 .11111/4

Soothes*CaiifotwiaKasetbesis and Steps to Acbleveoseot for the Slow Toctik Pen:fp:low Tests Leerier by Marylou Ebersole, Newell C. Kephart, by A. Jean Ayres and James B. Ebenok Western Psychological Services Charles E. Merrill Peblishing Company

"Measures dysfuaction in somesthetk pep "Provides both theory and curticalum ma- ceptios, without verbal responses, isr childless terial for nada% the child with brain damage or leaning disability. from 5.8 years of age. Standardised ona Disowees %mein mesh and possible be- boys and Oils. Includes subteen of Mass lundoral dlueacterhtics of the dad.. handi- manual form perception, Sager identification, capped by brainitysfunotion in the lint two eraphesthesia. double tactile Weida perception, and localization of tactile shame. Takes ap- dungen. Mama ken damage in tennis of the proximately 15-20 minutes." novas system in Chapter 3, cards* pointing out why no two braininiated children are ever alike. Relates these newel aspects to learn* Test materials, manual, 25 protocol book- theories in Chapter 4. Also 'elates the learning lets 52211 theories to the importance of the sensory techniques used for seeding the child. e` "Disowns derelopmental stages of in ampule 5, dickens win motor Imni is Sore *ear Calomel' Motor Amenity Test -.bide to pereepteal and thee to conceptual kande% Relates motor mittens to the child's by A. Jean Aytes used for explanation. Rastas exploration to the West ern.Psychological Services chiles evaMedon of spin and cane. "Eatphaliass the chars need for a stable point of verfelence-nieneelf -in Chapter 6. Lists "A widely used test to osmium' the degree arm and band activities to help the dial to of and champs in sensorinwtor integration of better know and coordinate his extremities in upper extremities of individual' with meow C 7. system dysfunction. Also mists is making ding - "Presents pie reading, pre-writing, and pre- noses of perceptual-motor dysfunction. Norms anthmetic activities in a stela:blown meaner in for ebildien from 44 yeas of age. Takes ap- commensals cluillrore proximately 10-15 nanutes." 19611. 224 pp.....54.95 Test entwine. manual. 25 test booklets... . $14.00 The iSt.yeeri ifeatiog Tests (Revised Miaow, INS) National Foundation for Educational Sootier" Califonsis PenopstashAfotor Research in England and Wales Tests "'Uses tests, designed to gamin Mkt* *a- by A. lean Ayres farneatios co metniag a Wits capacity to hear Western Psychs:Anginal Services with compsehensien r commosplace situations. consists ea metes of duple aka mph- tog seiewilme- teMe *hick it hes been found, "A jest published ernes of six tests Missed to evaluate dimeadjum ef percepemi-inotor are trafei 11% the mainstay imeeemsat of the mayday heeds% of Oa young or winoraNY Amebae in children from 44 years of ago. The handicapped dabs& In the osnent IS611 six tests me: kaitados of Postmes; Croons elitism of the test *GeV of die Rat*to of Body; Illaterd Motor Cooking- have been seplaced by mum atiabis don; hight-Iveft Dinsieriaation. Standing Sal- Then has hem a complete minion of the secs. Eyes Open; Standing Samos, Eyes nemnid and the format Nth been improved. Closed. Pive of the six tali lop*, op vigilsl Photentegis of babies and young chilies se- responses and only two itens on the sixth Net - spades to the tests have been included and SNOW lesegaaga. Stamkedined on own 1.000 the pictures foe use hi as *elm vocabulety boys ma link Takes approximate* 29 minute seek love been Nedraws and plated in NI for al Mt tem." coke. Also. the sedum of all minted cards have been lasabeeted with a Wilms acetate 25pristocol sheets, manual $7.30 Ohm to faditate clewing."

155 Complete set appeorrionately S 1 3.80 space, phis savings in time and effort. The Gen- (To obtain this test, a "Qualification Fonts fog eralTesting Model incorporatestest slides Tests" must be filled out. Must have had spe- which are usable for a variety of specific Per- cific trainina in the use and application of the poses. test.) -The Times Vision. Tester (General Testing Model) provides an excellent method for vision meanie. morass where a spread Ofmg The 'Stycer' Vision Tests (Revised groups . Specific teats for each pur- Edition, 19611)' pars ne avaibbb at a tutu of the dial. Predeter- National Foundation for Educational mined standards of pas or faam Mt at the Research in England and Wales local level by those who have the responeibility of referrals And corrections of aromalies." "These tests, comrades of a series of single (laferensition on other visiontenet modals was clinical tests employ* lillieded abbea letters also received.) and a set of arriniature toys, wea& doubted to "The Thaws Vision Tilton, listed as various give tellable let animation comma% the distant models such a General Testing, Pediatric.etc., and near sedan of you normal children be- are identical .listrtuisestts. The model is deter- tween years and handicappedchildren mined bY the thin placed srsi instru- of a our rugs of mental ability. The ment and the accessories which pay it. current 1 edition of the test includes the "U yam work dam with preschool, under- of away of the oddinel fregYs privileged or retarded Addeo( as X11as others, Itvlojessraforedecade niodels. Alto, in accord- we mom that you sounder lits General awe with imorestionel standards, the prided Testing Unit a a deferable cabbination. material (indullim all single letter tests. key "Tests providedfor rtes in our Titmus cards and charts), have been suavity nwhed Vision Team are valid and reliable..." and additionel swam Wars providdd. A second letter dart has been added to provide From a letter from R. A. Sherman, Manager, an alternative distance test. finsily, the surfaces Division of Applied Sciences. of all are and clams have been leathased with a madam acetate film to facilitate daring." General stating Writ, manual control,- with slides and accessories for peembool, elementary, Complete art. ...approximately $14.40 (To and older Iamb. 3426.15 obtain Ws test, a "Quallticafima Form for Tests" mat be filled out. Must have hadspa dile training in the use and application of the Try: Liperieteces fey Young Witless test.) by George liassolakee. Robyn Wellman, Mule Upson Scion, and Louise E. Waldo Noble and Noble, Publishers:IBC. Tactile Dircoktittetiee Set Educational Media "Try is a program of sequential expedemoss-laming empariences-that amour- "Is tHe minims aid, the snidest nianipu- sp the child to inquire, to explore, to better leis Mu pain of varied types of fifths and natlerstand and relate to the world around four pain of veiled objets for mitelite pur- him." poses. In blades, to Maass We task The program develops visas -motor *Mb leaps demands, a Mindful/ is included for me end oral haulage. and provides indlvidialized in dessiophes a fine Owe of tactile diet:Wine- activities and an othastiadi aquas* of wiped- doe. Gard so deterwine the child's abeam so MINS. differentiate oblects both visually and tactu- "As the WM moms peps emisdy from ally." simple to more complex Welt within each task sal from WI( to task, tai ilt4a elsenents amnia Set.... 32.75 comma to the cane ptostam. Through thew the did is able to mom with incremingIn- depeadsaa. bay* the leads* free in out flews Vision Teant0 'with kadkidod Widmer se dry used1st. Al Visueltaisspessi littputlemesescomage the Titania Optical Company, Inc. derelnemest ofieft-SwelgIM aml orMaradem AllVlesaliveresputi= "The Tiles s Vision Tester provides as a maarld letimigue IWO methods by which a competent Isclusiciim can meeninatuty isieferme dm sistial Per* obtain puede, and usable Mformadon es Wok *Ws through falsest hand momments. Al viand functions with the vet of mishatun floor Related Ewes*. Experiences pod& simple

156 c. Wit Diserimittatim Set each of black and white to allow for self- Educational Media operating and self-conecting. Useful as an si- tes...rot device to determine basis kinesthetic "la this Media set, the student is introduced aweeness, and as a fraktiwg delete to develop to differen.us is weight through the use of attention to details of diffrieece-- time pairs of plastic containers containing different weight capacities. The taeidht cubes ate 3 Set $2.75

15$ ADDRESS LIST LADOCA Project and Publishing Foundation. Inc. Allied Education Council L. 5 fst Ave. A Lincoln St. Distribution Center Denver, Cob. 80216 Box 78 Gabes, Mich. 49113 language Research Associates 300 N. State St. Ambco Electronics Chicago, 111. 60610 1222 W. Washington Blvd. Los Angeles, Calif. 90007 Marietta Apparatus Company 118 Maple St., American Guidance Service, Inc. Marietta, Ohio 45750 Publishers Building Circle Pines, Minn. 55014 Massachusetts Depaitment of Public Health Division of Maternal and Child Health Services Ann Arbo:Publishers U Broad St. Campus Village Aroade Boston. Mass. 02110 611 Church St. Ann Arbqr. Mich. 48104 McGraw-Hill Book Company Western Division Manchester Rd. Bausch and Lomb Manchester, Mo. 63011 Rochester. N. Y. 14602 Charles t. Merrill Publishing Company carrfornis Test Bureau 1300 Akan Creek Dr. 2142 Monroe St. Columbus, Ohio 43216 Madison, Wisc. 53711 Joseph E. Moore and Associates Classroom MaterialsCom)seny 4406 Jett Rd., N.W. 93 Myrtle Dr. Atlanta, Georgia 30327 Gnat Neck, N. Y. National Foundation for Educational Research Coniiilting Psychologists Press in England and Walls 577 Coasts Ave. The Mere, Upton Park Palo Alto, Calif. 94306, r Slough, Bucks, England

Education Activities, Inc: Psychological Corporation P.9.Boa 392 304 E. 45th St. Freeport. N. Y. 11520 New York. N. Y. 100J7

Educational Media Psychological Test Specialists Beniediation Associates, Inc. B ox 1441 Missoula, Mont. 59801 S ox 2067 .1111, Van Nuys, CAL 91404 Science Research Associates, Inc. Expression Company, Publishers 259 E.MOSt. P. a Chicago. IL 60611 Magnolia, Mass. 01930 Teaching Resources Fesson Puldishen 100 Boylston St. 2165 Park Blvd. B oston, Maser 02116 Palo Alto. Calif. 94306 Wanes Schloat Productions. Inc. !Mammas, N. Y. 1057- Follett Educational Corporation P. a Dos 5705 Welch Allyn, lac. Chicago, IL 60680 Skaneateles Falk, N. Y. 13193

Follett Pubilshin Company Western Psychological Senrices 1010 W. Washington Blvd. Division of Manson Western Corporation Chicago. IL 60607 12031 Wilshire Blvd. Los Aensies, Calf. 90025 Holt, Rinehart and Winston. Inc. Boa 3323 Winter Haven Lions Resestr:h Foundation, Inc. Grand Central Station P.O. Box Ill New Yorke N. Y. 10017 Winter Hawn. FN. 33180 159 a.

PERCEPTUAL4AOTORTASK FORCE

SUMMARY OF_ PERCEPTUALMOTOR SURVEY

Lee W. Haslinger Member, Perceptual-Motor Task Force Pontiac, Michigan 48058

hstrodoction 24 persons to three mascot quest4ons.of the stingy are repotted below. Reeposses to the mem indicate that the Following the PenaptualMotor Symposia.' inphrase poreqmalifosor it palmed to such Wasaillialt. D.C. la May 19811. a survey was terms as isasotimocrit Or mototierceptual. sent to the 60 perticiparts. Two of the pur- Ahnrdetiallg perceptudinotor amen to bea pose' of the vervey wen: (a) Mentificatioa and diffirsit tea. The Waning ceases boa the way deamitioa of terminology used and (b) Nature seek person uses it in his own context sadim of perceptualinotor abilities. The responses of terms of his %Wag and experiesce. Many de.

. f DO YOU USE ME TERM' IF NOT, LIST . RESPONDENT NUMBER PERCEPTUAL- MOTOR? TERM USED. Yes No I . _ . PHYSICAL EDIJCATOR -

College 9 9 I.

Ci1Y/Collase Director 4 2 2 Seasorimotor ib. or Supervisor r a Developmental t ftyelcel Education Elementary Physical 4 4 Education Teacher .

OTHER DISCIPIJNE

Ophthalmologist 1 Sensory-Motor. . . Pedistricien I I

Principal (Elementary) 1 1 .

Occupational Therapist I I Uses but prefers . sensory motor

Soci4l Worker (Specialist) 1 I

Director of Secondary 1 . I Educatioa (Americas . Intarnetiond College)

I60 fine the term simply as a relationship between "Sens&nimotor" stimulation of the sense perception and motor. Others emphasize the se- organs in conjunction with training body co- (pence of events including sensory input, inter- ordination, thereby leading toward realer pretation. and action or motor response. Most perceptual acuity. of the respondents stress the importance of the integrationof the sensory, perceptual, and The process of .the body receiving informa- motor functions of the body. tion from the environment, processing the The range of abilitiesascribed to information according to genetic endow- perceptual-motor development could en* lead ment and environmental influences, both one to believe that perceptuid-motor abWties past and present, then coordinating the in represent allthe ration which affect move- formation to direct meaningful movement ment. The list from physical educators -and responses. representatives of other discipline hemlocks both ph ysica 1abilities and psychological "Developmental Physical Education" factors. Perhaps itis possible to differentiate used to describe the relationship between between gbility or lack of ability with terms perception and motor responses. more descriptive and diagnostic than "coordinated" and -backward." College. Q. Defineperceptual -motorwith reference to your own activities and in the context of the way you use the term. Elementary Physical Education Teacher The relation of physical activities to the de- Q. Defineperceptual-motorwith reference v., velopmegt of the intellect. A motonc base your own activities and in the context of to perception - related to cognition. the way you use the term. - Implies that a sequence of events, including Perceptual-motor refers to how, whet, and sensory stimulation, critical process* of in- why the child Morns through movement formation, and 'overt behavior must have from the environment and things mound it. taken place. How the child learns to use his body in relation to the world around him. - The integration of the. functions of the body that have a voluntary motor component and Perceptual-motor activities are those which the sensory feedback and snow pump- involve focus on ninny inputs, Mending lion that develops &dog this performance. kinesthetic and peoprioceptive as well as tac- It should silo lade& the maturation and tile, apditory, and visual and ascasesrily 'e- growth of the hedividuaL Along with this, is volves the motor response as the visual .tie Mesa* process lo the acquisition of proof of tin input as the extent of and coo- motor dials or tasks. Every mot( act must trol over the response indicates the ability rely on perceptions floss pest loantiog M to match and produce concepts and cogni- order to Ingrate -nil adapt to new be- tion of the directed motor tags. Amite deka MN motor tasks hen some poi- .makties although they are specilicfor them- Perceptual all sensory or input informa- selves. Must operate in the elements of tion speco-thne-forin where la flow of movement Motor all muscular or output events is the task. The area cannot be separated. One area affects the other - they are integrated and The ability of the child to perceive the this results in the final happening. world dpround hint and to know where his body I and what it is done. To integrate Perceptuailnotor is a phase of the Jevelop and Watch the information his senses pro- men of the human which occurs concurrent vide to control his body so that it may cor- with memory motor development (birth-2 rect!, respond. years) and goofiness until about ago 4. Influence of sensory cues and perceptual processes on motor activity. Qty /County Director or.thsparviaor Perceptual-motor refers to an emphasis on Q. Defineparcaptuaknotorwith minims to response where interpretation of sensory your own activiLim and is the context of stimuli is necassry, as opposed to those re- the way you use the tens. (Text continued on page 164.)

161 . AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION AND RECREATION MITSICAL EDUCATORS Q. Last special abili ies mid& ate islastified with PERCEPTUAL-MOTOR SURVEY Perceptual-Motor DISCIPLINES OTHER THAN F'HYSICALperceptual-swim developmentTask Force toe other term). ElenseetaryEducauesTeacherPhysical City /County Elioitor said Sup Physical Educator College DirectorEdson°.Secondary of (Colleee) Pediatrician Ekementary prise' Sd'o' OccupationalTherapist EDUCATTN Worker Social BodyW as= imp 2 3 LocomotionSilenceBody-Hand Image 242 GrossBelem.Body image Motor 1 3I Body Usage BalanceBody Image BilateralPosturalBody Image Balance .1 BodyBalance Image I D(fferentia-Form boaPe/anima I Floget-Inad-EyeMileY integratios 2 SpadedFine Dia-Motor anaimitionSkillsSkis Gross & FineDexterity PlanningAbilityIntegral ion Optic Convergence I BWig ody SpatialAwareness EadatesseStrength 2 FoveaFormTempest Con- Diction- Dia- intimcsioninetioo I Optokinetic PrairiesRInrthem intion°emana- 3 PolitiesMovemisetFaro Parceptioe INPekaption 2 SpatialSpatialFigure Clrienta- GrassiRalatioa I aisieerg.,,- I NilealisatkleOcalesaotorMotor PinningControl 1 I PositionCoordinationNystagmus in I PositionSpatialDominance in Rela-tionship I VisualizationFigure-GroundDirectiosslitytionVIlf.11$1 including: PCIrCep- GroundFigure- LateralityDinietioe-siltySpan 22 Spacelisaiap DiectioecrimistinaSW* Dis I2 IdealityDirectionalityBody Aumeness 2 ties 32 LateralitySPect Laterahty Space I Recognitionperceptionform of space Visual-MotorPositionDiscrimination inSpace Slovak Movements I L NoadocomotorFlexibilitySpatial Ana:ma I DepthFlexibilitySiteCoordination II el Coordination I EamonsentalAuarenes 1 Movements 1 VisualStrength Percep 1 . . Sorb Awareness 2 1 Figure-Ground I objectstion of & 1 . ToFoams Ma. ch I Eye-Motor Co- events 1 Aomptaeceof Deci- Detection of ordination Figure-Grosnd I Figure- 1 AwningsMt*ofsiva Self I ComparisonRecognition of of SlimingSimiles I ) Ground Gross MotorControl 1 Pattern Recog- Stimulus I 1 Fina MotorCootie& 1 Selective At- adios 1 EyeCreative Motor Motor Direction Awarenessintion 1 Eye-FootEye-liand Mb II Rank Body I' Memory Processes 1 UpgegkadCoordsna- 1 ordinationMoveeseadoctso- 1 Accuracy,Visual Inter- Fre- protatioe I non Eye-Foot Co-radiation I MovementsTimingtwenty, of 1 Eye-HandRatio Body Co- Movements 1 Eye-Foot Co- ordination I . .. . sponges where little stress is placed on the intellect who have diffi:ulties in receiving and perceptual mechanism. Petceptual-motor re- interpreting input from various senses. fers to responses to real objects in the spatial world as opposed to the manipula- Elementary School Principal Perceptisal- tion of symbols and signs. motor is the input and output functions of the organism. The motor ability is a complexcoor- The interrelationship and integration of sen- dinated sequence of patterns to accomplisha sorimotor experiences and perceptual devel- PurPose- opment. Ocarpational therapist - sensory motor de --- Adjective as is " ceptual-motor perfor- fined as the input received by thcoiittafitri---- mance" relating, to muscular activity re- vous system as a result y stimulation sulting from the 'vidtsys past and present feedback from oprioreceptor in iesponse inter sensory ex to gravity and/or performing a task.

Social Worker-Specialist - visual input andan Other Disciplines action stemming from that visual perception.

Cl. Define perceptual-motor with reference to College Director of Secondary Education- Per- your own activities and an theeatext of oeptual-motor refers to the cycle of receptor- he way you use the term. stimulation-encoding and feeding out appropriate motor response. It is virtually impossible to Pediatrician - I use the term to reter to chil- assess at what point the perceptual cycle be- dren with intact sensory end-organs, with little comes motor so that perceptual-motor becomes or no emotional disturbance, and with normal a rather general term.

164 /Pk

SOME PROGRAMSOF PERCEPTUAL-MOTOR DEVELOPMENT

Lee W. Haslinger Member, Perceptual-Motor Task Force Pontiac, Michigan 48058

The programs summarized below include Master Teacher (Child-er). Effort was also made some which were submitted for consideration to educate parents in child growth and develop. as "action programs" for the National Multidis- ment and to aid teachers in providing quality ciplinary P.ceptual-Motor Conference held in instruction. A screening of 166 preschool chil- Cincinnati. Ohio, October 1-3, 1970. The list is dren revealed approximately 20 percent who not intended to be all inclusive of the many had perceptual-motor disabilities. The screening outstanding efforts being carried out through- team consisted of a social worker, perceptual- out the country in the area of perceptual-motor motor specialist, speech therapist, school nurse, development. Other schools and colleges or uni- and psychologist. versities which are acting programs are in- vited to send materiel the rationale, Differential Education Project organization, activities, assessment instruments. and sto date to Lee W. ESEA, Title III Hadinner, Percipient. otor Task Force, 350 E. Lamphere Public Schools Wide Track Dr., Pontiac, Mich. 48058. 235 E. 13 Mile 'Rd. Madison Heights, Mich. 48071 Semorimotor Skin Program This project is geared to teacher education, Bill Braley differential education for children, and parent Special Services Consultant education. It involves placing all kindergarten Early Childhood Education Program and first grade children inclasses develop- 1302 Cory Dr. mentally according to findings from a battery Dayton, Ohio 45406 of screening instruments. Tbe physical educator is an important member of the multidiscipli- An ESEA, Title 1 Grimm funded a longitu- nary team. His task is to carry on the gross dinal study of the effects/ of sensorimotor train- motor perceptual 'aspectof the program, ing in 22 preschool centers and 22 kinder- strengthening gross motor skills for all children gartens in a target area of economically disad- and the initiating special activities programs lb/ vantaged. The funding provided for season- children with severe problems. The perceptual motor specialists and aides to administer sen- development specislist implements agnostic sorimotor tests and assist classroom teachers in screening, promotes mulddisciplinery coopera- planning and carrying out daily activities of tion, and Pens programs for the child's educa- gross and fine motor activities. tional needs. A program for parents of preschool childrenisconducted monthly and Project Genesis stresses child development, objectives of the project, and roles of various specialists and Dorothy Jens teachers. School Psychologist 'Lakeview Public Schools, ESEA. Title III Khodergerten Where the Action Is 25907 Jefferson Ave. St. Clair Shores, Mich. 48081 Alice Van der Meukn Weedsport Central School District a:gram of evaluation of prekindergarten Weedsport, N. Y. 13166 a for potential learning problems and to provide a program for them children on an indi- A reading teacher in Weedspott, New York vidualized hash under the supervision of a has initiated an sotionoriented kindergarten

165 curriculum designed to help children develop an or awareness of themselves and their relationship with the world around them as prerequisite to Eva Weisman efficient lemming. The "action program" ap- Supervisor, School Social Workers proach is a multifaceted program of pleasurable leaning experiences in a sequential progression Baltimore City Schools leading from body knowledge to body control; -Calvert and 23rd Sts. space awareness to spatial understanding; audial Baltimore, Md. 21218 recognition to vocal reproduction; and perception of shapes to recognition of symbols to cog- A physical educator and social workerare nitiveproficiency. interested in enlisting Use contribution thata closely coordinated ph) sicaleducation and school social work programcan make in im- Movement and Movement Patterns proving the verbal and reading skills of fringe- of East), Childhood city and inner-city pupils of low socioeconomic level. A significant finding from the promising results of this study was that multidisciplinary Caroline Sinclair, Ph.D. interaction results in a quality of assistanceto Box 452 pupils far greater than thesum of the contribu- Gloucester, V a. 23601 tion of the iedividual disciplines.

Dr. Caroline Sinclair, retired researchcon- sultant, has conducted a study todiscover and Pmeepteid Motor Program for Children document the developing movement andmove- Leaning Dimbilities ment patterns of childrenpages 2 to 6. Dr. Sin- clair states that the endings' of her studyshould Program for Perceptual Development be utilized in developing curriculum forpre- 1411 Main St. school dlildren and that physical educators Holden, Mass. 10520 should extend their programs to providefor preschool chiklrel. This school district has a perceptual-motor Kinderprtea Perceptual-Motor program developed by an occupational thera- Train* Curriculum pist. Kaiak:es trained teacher aides to identify children with learning dimbilitin of apercep- tual-Motor nature sad to provide proper train- Lovell McCulloch ing to help than overcome their problem. Fol. Supervisor of Physical Education lowing a period of hevervior education, class- Ripon Public Schools room indoors identified children with snap Ripon, Wisc. 54971 toms common to learn* disability children. These children were screened ing a variety of A multidisciplinary team of teachers and instruments and appropriate idealized pro- specialist, including a physical educator, devel- grams prescribed for each chug. oped a "physiologic" approach to curriculum. This approach stressed perceptual-motor learning as beak to academic achievement. Measures Physical Ildoceden for the of the effectiveness of this approach included limadkopped the Frost* Perceptuel-Motor Test and the Met- ropolitan and McGinn Achievement Tests. To dote, the experimental poops have excelled Louis Sowers, Ph.D. when compered with the control groups. Department of Physical Education University of South Florida Tampa, Pls. Meltidisciplinary Approach to the An undergraduate and master's degreepro- Development of Verbal sad Rim*. Skills pam of preparation of teachers of physical education for children with monde aid intellec- Merril. Leonard tual llama:Os. The program Wades teaching Division of Physical Education and evaluation experiences with childrenin Baltimore City Schools public schools mopes in age from 6to 16 Oliver and Eden Sts. years. The production of a program. of motor development activities Sistine/ in written and Baltimore, Md. 21213 film form has resulted from this endeavor.

166 Motor-Perceptual Activities monthly progression of activities for the year for Kindergarten and Primary Grades and activities are incorporated into the everyday classroom schedule. Jack Capon Supervisor of Physical Education An Approach to the Detection and 400 Grand St. ipnRentedintion of LearningDisability Alameda, Calif. Early Childhood A film and outline oftutor- perceptualae- Ruby - Huebner tivities. has been developarto assist preschool Director of Special ServiCes and kindergarten teachers pin an understand-. School District 66 ing of motor development as it relates to help Westside Community Schools trig children reach their full potential in the Cass at 78th school environment. Material has been developed to provide guidance for teachers in a va- Omaha, Nebr. 68114 riety of activities along with suggestions of crew - tive ways to use unique equipment and sup- . A program designed to measure the value of plies. early diagnosis and intervention with prescriptive teaching for kindergartners and fug graders with suspected.leaming disabilities. Students se- Perceptual-Motor Program in Action lected by teachers were administered a battery of diagnostic and performance tests. A special Mildred Chapman . six week summer program was conducted em- Supervisor of Instruction bodying a multi- modality approach wherein each modality area was perceptually oriented. Hamilton County Schools The areas Included reeding, physical education. Chattanooga, Tenn. rank, language development, auditory discrimination, mathnnitics, spatial relationship, and A program of perceptual-motor activities WTI was Implemented to help bridge the neediness pp for 28 third pails children who were road- ie( two years below pads pkcenwat. The chil- Movement Patterns dren received program activities devoted to de- velophig gross motor skills. fine motor skills. Dorothy Krause language development, and visual perception is liorghild Olson additioetoformalised media; histrocdos. Jefferson School Promising results were reported after the first Leeman; Wisc. 34601 and second years of the project. The motor-perceptual movement program was designed toemeltall children is grades lady Ilfropommt K4. Tbe program Involves summits by a Illemootory Physical Education school psychologiat and Spied education teacheeami a program of activities taught by a Virginia Wood motorserceptnal Isacher, a classroom teacher, and parents. A booklet has been developed en- Consultant, titledMoeor-Perreproof Movement Pattern: A Elementary Physical Education Pigpen for isiabliskingNeurological Organise. Center for Educational Programming dot% S78 E. Market St. ta Xenia, Ohio 43383 resseraslaster fildls and The Xenia body management program was Rodin BMWs of designed to develop the motor and perceptual WoloripoemClaim skills of all children in indite K-1 and to diag- nose those skills that have been arrested in Paul Smith some chithen. The system-wide coosidteet for Coordinator of Physical Education, 11111110WIDOWdevelopment provides (1) pe- Health, and Athletics nal parapeted-motor screen* for grades K-1, Shoreline Public Schools (2) nand soreinieg and remediel program- Seattle, Wadi. ming for studeols in grades K4, and 48) hi- swim Wide, for teachers M grades K4. Clem Twome kindergarten classes fumed* schools room median are provided with a suggested with 'Millar socioeconomic backgrounds were

167 selected to participate in a project to determine A movement education programfor boys to what extent children entering kinderprten and girls two to fiveyears of age currently is in are ready for first grade reading experiences. its third year under the direction of the Depart- There wasalso an attempt tocompare the effects of three methods of presenting ment of Physical Education for Women st Pur- perdue University. *proximately 60 childrenpar- ceptual-motor skills on the reading readiness of ticipate in each I0-week program, which in- randomly placed kinderprten children-Thecc chides two tendons each week. In each two- times and movement patterns used Inthis how session the child participates in specifi- project were elected to test whether concentra- cally designed gross motor experiences inan tion on bilateral movement patinas for 25 aquatic and gymnasium type setting. weeks daring kindergarten will improve the r,sdiness of children. It is the aim of the program toenhance the A Dera foramen! Approach to child's movement through the provision of Perceptual-Motor Experiences systematic stimulation of senses. criticalto for Pre-Schoolers perceptuaknotor functioning in a pose movement setting. The experiences planned for-each Matguerite Clifton child emphasise developmental pacing, and special attention is given to maximizingsensory Read, Department of Physical Education input in most ofthegrossmotortasks. Several for Women pilotstudies have been and are being conducted - Purdue University in order to prepare asatisfactory longitudinal West Lafayette, Ind. researchdenim APPENDIX

LIST OF PARTICIPANTS PARTICIPANTS

Officers of AAHPER Sylvia Richly idiom Pediatrician, Assistant Di- Lamm Mae Browns,Ptesident of AAHPER, rector, University Affiliated Leaning disa- Director of Elementary School Physical Ed- bilities Program. Evaluation Division, Cha- ucation, 16 Selma Ave.,St. Louis, Mo. dic/Cs Neuromuscular Diagnostic Clinic, 295 63119 Erkenbreeher Ave., Cincinnati, Ohio 45229 Barbara Korn, Vice-President of 7tAHPE Wern Seefeldt, Dependent of Physical Educa- Physical Education, Community tion, University of Wisconsin, 2000 Observa- School, District #9, Granite City, 10. 62 tory. Dr., Madison 33706 Hope Borah, Department of Physical Education Task Force for Women, Purdue Uativersity, Lafayette, lnd. 47907 Jack Capon, Supervisor of Physical Education. Alameda Unified School District, 400 Grand St., Alameda, Calif. 94501 Crocker Muriel Session Speakers Marguerite Chiron,Department of Physical Bill Braley. Eady Childhood Education, Dayton Education far Women, Purdue University, Public Schools, 1302 Cory Dr., Dayton, Lafayette,' 47907 Ohio 45406 Marge R. Hanson, Elementary Education Con- Natant, A Menus Anihrson, Dkertasent of ErgUnomits R, 1201 16th St., N.W., and Physical Education, University of Gilli- Washington, D.C. 20036 land., Solis Imam 93106 Lee W. Manger, Director of Physical Eduei- don, moswore 0.14 Department of Physical Athletics sad Recreation, Pontiac Eascatiao for Woman. Peados University, Public Schools, 350 E. Wide Track Dr., Lafayens, hit 41907 Pontiac, Mich. 41031 VtlikW"Clvjb. Deputimat of Physical Educa- Afire Werd Jones, Scliliot Psychologist,Dayton tion for Women, Ibinuis State UniversitY, pokier Schools, 341 W. First St.,Dayton,. Nomad 61761 Ohio 45402 Joseph &sober, Chairman, Physical Education Hemel no" Physical Educator, Lathrop Hall, Depertmeet, University of Kentucky, Lex- University of Wisconsin, 4050 University ington 40506 Ave., Medium. 53706 . Alma Wad Jones, School Psychologist, Dayton Mee Schools, 340 W, First St.. Dayton, Cooliweate Casiukalst 0Mo 45402 Darrel Boyd Hamm Conference Conadtaat, Dorothy groom liercaptual-Motor Conlultant, 4214 Wilshire rimy., Agatha, Texas 71722 Jefferson School, St. James t Caledonia Streets, 4CaNee, Wise. 54601 Googol Swiss Spoken May LeooesN. Svparrhott of Elementary Physi- cs'Education, MinIVINe Profit The Marianne FroMig Center llaithnote City Schools- fur Oliver it Eden Sts.. lailtimoie, Mt 21213 Educational Therapy,59111 Venice Charles *Qum* linemstive Blvd., Los Armies, Calf. 90034 Metre, Was Reamed' Fousdatiok ?.0. Pox 11, G N. Gams, f544 Richard Rd., Wayne, Pa. Mow Hama, Pla. 3311110 19067 Camay Stueistr,Plamirels Coassatamt (Re- Madriree Huaser, Principal, UniversityElemen- tired), Riehenosel NM Schools, lox 452, tary School. University of CaWoraia, Los Gloucester, Va. AMOK 90000 Mwisl Slow, Physical Education, LathropHall. Lovell McCullough, Supervisor of Elementary Ueivenity of Wiecoaiii, 1050 University. Physical Education, Ripon Public Schools. Ave., Madisoej3706 Wpm, Wise. 34971 Juan &dn. Msglast, Programs for the Pow& Men" Principal. Sigmas EleaugdorY N.HaWhdi AANPISIC 120116th St.. School, 30000 Ross Ave., Madison Weights. Wsshisko, D.C. 30034 Mick. 48071 Awl Isms. Cool tot of Veinal Pro- K Gershon Magas. Director, histitutefor Clikl Study, Unkenity of Ilarylssad. Lol- = Evros Paolo lehook, Ewes, ore. ls. Park 20740, tee A.. Istiawn, School Soda WorkSPrnadla. Aden DIPPIWorsi Plesideat. Main Basra- 941114414 City Node, Csinst-i 23,41Sts., tioad Bram% Inc., Ossacotk. Va. Ils1lummie.11/. 31210

170 ..0

Official Maples of Ournizations Optometric Extension hop.* - N. Get- man,344 Richard Rd., Wayne. Pa. 19087 Atavism, Academy of Pediatrics - James J. Association foil Supervision and Cuericulunt Canaan Sh, MedicalDirector,Eagle Hill Development - BillClark, Direct ,r of Re- School, Hardhick, Mass. 01037 searchand' Development,Polk County Americo* Acodenty of OPhtheintology -Jay Board of Education,Des Moines, Iowa Lobenstiall, Monody Institute, Educational 30309 Departnessit,JohnsHopkins Unhenity, Ilehinseue, Md. AmermanMedical Association Charles Mc- Individual Participants from Mullen, 544 N. Union St.. Loudonville, Health. Physical Education and Recreation Olio 44842 Internatiotwl Reading Association -Donald (Note: denotes State Liaison; denotes Cleland, 1017 Cathedral of Learning. Uni- District AAHPER Coordinator) versity of Pittsburgh, Pittsburgh, Pa. 13213 American A lactation of School Administrators Chas; Akers,Physical Education Consultant, - NOtictOOI Edacotion Assoc. -Arnold J. Alabama State Department of Edw. a tion. Saari, 11900 Crestwood, S., Brandywine, Montgomery 36104 Md. 20613 C C County Coordinator,Health and Association of Chastoom Teachers - National Physical Education. May SaladsS...hc Ws, Edstartior Assochttion -Dale Wager, 1566 1400 United St., Key West, Fla. 33040 S. St. Charlie, SPrillefilid. Mo. 63004; WillemL. Also"Assistant Professor, Physical Dorothy Teller, Staff Member, 1201 16th Education Department, West Virginia Uni- St., N.W., Washington, D.C. 20036 versity, Morgantown 26306 Atestrican Amociation of Kittoollavy, Kinder *ROOM SAlterowitz,Chairman, Division of gOrren, Nursery Educators - Nedostal Edu- Physical Education and Recreation, ardo., Association -Alfred V, Fields, Prin- Billags, Moat. 59101 cipal, Valais Educational School, 4020 Floyd Antieropti,Assistant Profeasor, Depart- Bradwood Dr., Dayton. Ohio 43227 wed of Tomah's, University of Northern Nodose, Association of Seto's** School its Iowa, Cedar Folio 50613 opals -Donald N. Everitt, 3606 Flintpoint Grote AINierson,Physical Educktion Teacher, Way, Mariessont, Ohio 45405 . College Ha ElementarySchool, 9000 Association for Children With Lamming Dim- Poses Vim Rd., Evanston, IL 60203 khan -Les W. liadinger, Department of MarionAndirons,Physical Education Depart. Physical Education, Athletics and Remo- meat, University of California, Santa Bar- tion, 350. E. Mid. Track Dr., Pontiac, Mich. bara 93100 411058 James Andrews,Elementary Physical Edema- Ohio AISOCiOtion forChildren WMLomas. don, thdramina Public Schools, Nieltaysam, Disabeities -Role Derrick, 1607 Birch- N.Y. 12309 wood Ave, Cincinnati. Ohio 43224 Chippwile Amer,Physical Education, Western National Association for Ethication of Toone WashingtonStateCollege, Bellingham Children -Milton Akers. Execnthe Di- 98225 rector, 1834 Connections Ave., N.M., Wash- Daniel Anesedrn, Director. Men's Physical Edu- *Rom D.C. 20009 cation, Califontia State ColMoe, Long Beach Bevan.of Education far Hatubcopped Children, 90801 U.S.Office of Education -Bob Palk, Robert*Wilma.Physical Education Teacher, Acting Coordinator, Physical Education and NU last D EL, Richhod, Mich, Recreation for the Haadiommed, 7th D MaryMmemet Silky,1187 Post Rd., Scan- Stoats, S.W., Madakoston, DC. 20202 dals, N.Y. 103113 Milkmaid Comma of Mart Temkin Associa- Mildred .4Isaias,Deputation of Physical tion -Mn. Farris Vain, Cludiones of Education for Wonsan, Costal Missouri . Health Conimittee, Routs I. Union City, State thivenity, Warrensburg 64093 Term. 31261 AL AmerIlartek,San Juan Unified School Ansmican Haase Economics Association -Miss Disteict, 3738 Want Ave., .Cr Anichaol, Ann D. Ilardwell. eio 525 We* Dr-, .3. Calif. 95608 Columbus, Ohio 43202 Audrey &phis,Program Consultant, Physical U.S. Notional Committee for holy Childhood Educator, Galatia Departamot of Educa- Education. Inc. - BettyMontgempty, 3414 tor, Ottinn, Ontario, Camels Telford St., Cincinneti, 3140 43230 David L Ilkdka,341 Orvdlp, Toledo. Ohio .4111116114Spam* sad &mow Amidst** - 43612 . - AML Owings, Easeutive Disease, 3006 The.IfrarIWIS,4126 SR 600 Rial, GO/ma- Vases PI, Chrehmsti. Ohio 43219 bum Ohio 43431

171 Dwight M. Berner,1912 Ridgewood Lane, Robert Colson. Department of Physical-Educa- Pueblo. Colo. 81004 tion. University of Kansas, Lawrence Von 0. Denying. Physical Education Depart- 66044 ment, Harding College, Box 621, Searcy. Vence Ceingeks, Health end Physical Education Ark. 72143. Departratet, Indians University of Penrryl- Ironies Inagua, Pa. 15701 Donne Bbidinger. PAY*** Education Teacher, Alines L. Clodetsbotg. Physical Education De: 1406 W. Rundle. Lansing, Mich. 48910 parental, Marshall University, Huntington. Dwight lidwelL Education Depart - W. Va. 25701 meat, Nimmons State University, 'Oshkosh Kenneth R. Church, Department of Physical FAY A. 0011. WBW Gym, Health and Physical Education, .University of Maryland. College Education Departmest, Kent State.Ustiver- Park 20742 sity, Kent, Ohio 44240 John 91/key, Elementary Physical Rath C. Cindy, Supervisor of Elementary Education Physical Education. Department of Educa- Teacher, c/o 613 Second St., Pontiac, Mich. tion. Annex 563. Oliver and Eden Sic, 48055 Baltimore, last. Mary £ Blom 33 Lincoln Ave.. Cortland, N.Y. 13045 Eunice D. Clerk. Elementary Physical Educa- tion Teacher, 330 Dunkirk Rd., Baltimore, Delores d000rd. Women's, Physical Education, Aid. 21212 StateUniversity Colkie, Cortland, N.Y. 13045 Mane gateent. Departs... of Physical Educa- tion for Women, Bowfin Green University. LW: Bowen. 414 Pinekurst Ave.. Ted* Bow*. Gam, Ohio 43402 Tema, Pb.. 33617 agave Cloribrger. 600 Foreman Dr.. Lafayette, Faye iirmion. 417 W. Main St., Moorehead, La. 70501 Ky. 40351 fey L. Coffey. 69 Rambler Rd., Hutdtinson, Ambrose ..Ineeebots, State Director of Physical Kass. 67501 Edreatioa. 2311 Gardeedale Dr.. Cohn bus, Minis Cole, 739 Tangiewood Dr., Madpon Ohio 43219 Mary Aire Irmo* Phydcal Education for Heights, Mich. CONON A COMM. Physical. EducationDe- WOHNO, University of Wiecossin, Madison miaow, Douglass Cones., Now Bruns- 53706 wick, NJ. 011903 Iriing M. Italy. Physical Education Owen- Betty how Cankkok 314 Hickory Dr.. Colum- meat. PNIadelphie Mile Schools. 1801 bus Jumada., lows 52718 Market SL, Pa. 19111 Dostaid /raft 6578 Post Oak tit. inirmina- Helen R. Connor, Adepted-Codective *;,isical Edscadoe. University of Alabama. Univer- hawMAL 48010. Low Moe News. Dinar° of Ehmentary sity 35886 Thyded Education, 16 Selma Ave., St. Wood J.Conroy. Washington Elementary Louis, Mo. 63119 School, Fifth £ Miss Sta., Selvided, Newel C Drown. 120 Washington St., East 61008 Orange. NJ. 07017 Welter Cooper. University of SouthernMissis- sippi, Southern Station, Box 68, Hattiesburg Ram S. Brown, State Coordinator. Percep- 39401 tual-Motor Development, Valparaiso linker- Sity, Valparaiso. lad. 46383 Key Corcoran. Physical Education Deportment, Potriele Mom Physical Education, Box 238. MountSt.Joseph 'Canoga. Mount St. Madam* Cons., Hanioultagt, Va. 221101 Joseph, Ohio 45041 AC Joan Itongte. Micidpm $chool for the Mown E. Comm, 104 Time Hai, University BIWA 713 W. how St...-Leasleg 48906 oilithbuO4PiMbugh. Pa. 15213 Mow, Bedtime. Physical Eaecatio. Cooed- !Weal Education. Baker- tont, Kanawha County Schools, Charleston. .. IleM Elstaristary School, Aberdeen,Md. W. Va. 25300 21001 Ernest Bundadtok,Department of Physical "Moms IA Clovis, 1939 St. Louis Dr., Hono- Education, University of Georgia. Athens lulu. Hawaii 961116 30601 AOnd N. DANKPhysical Thsrapist, 403 Mid- David body. Ramistdale. School, Rossudale way Ave.. Rhodos, NJ. 08077 Ave., Schenectady. N.Y. 13301 uDark Ceder gar innovation, in Jed arestloef. Physical Ideation Department, rea. State University of New Yorkat Geoqpervon Coins, fleatittovra, Ky. Ileneklaert. Stockport 14420 Robert Bottenven.. Physical -114kmatioss De- Mime* Oafs, 340 A nallsbuiry. #16. West partment. Erato. Ana Nigh School, Easton. Llillytie, lad. 47096 Pa. 18042 "Yak it Day. Physical 'decade. Depart- Berbera Ambler, Physical Isionatidi Depart- ment, limple University, rrirairma. Pa. ment. Obeelin Coups. Oberlin, Ohio 44074

172 Caroline DiOkka,3612 Lave 11 Dr.,Los Richard Flynn, Department of Physical Educa- Angeles, Calif. 90065 tion, University of Nebraska, Omaha 68132 Winn Dickerson: Physical Education Instruc- John F. Foley, Director of Physical Education, tor, 3026 Wesdeight Dr., Indianapolis, Ind.- W Melville High School, Setauket, N.Y. 46 268 1 33 Ethel Dockerty, Women's Physical Education G Fox,Physical Education Department, Department, Western Illinois University, Ma- Willa State Univenity. Tallahassee comb 61455 t Fox, Women's Physical Education Peed Dada. Director, State Department of Department, University of Iowa, Iowa City - Education, Augusta, Maine 04330 52240 fatriele Done*, Physical Education (gait- Elisabeth Friedman 240 W. Hillcrest Ave., Mist, lows State University, Ames 50010 Dayton, Ohio 45405 May Drake, Physical Education for Women, Franca Frosapjel,MiddletownTownship EasternMichiganUniversity,Ypsilanti Board of Education, Middletown Township, 48197 N.J. 07718 Norm S. Deetreibis, Coffin School, Barrows St., Josie Garrett, Supervisor of Health and Physical Brunswick, Haim 04011 Education, East Baton Rouge parish School Doris Drees. ra y Education Department, Board, Baton Acoolle, La. 10821 University of Deftesi, Dayton, Ohio 45409 0* He. Garrison, Department of Physical Edu- R. Elaine Dreidane, 2701 East Towers Dr., cation,AppalachianStateUniversity, 0503., Clarissa* Ohio 45238 Roane, N.C. Joyce a I:10mA Physical Education Depart- Cleo Gawp* 3677 Howard Lane, Wantagh, swot, &huddler, Hal, UNiveisity of Cin- N.Y. 11793 cinnati, Chschmati, Ohio 45221 Linda Gingery, Michigan School for the Blind, Alialeme L. Drisata. Department of Hbalth and 715 W. Willow St., Lansing 48906 Physical Education, V.PJ. and State Univer- Phyllis A.Glaser,1219 Brighton Sq., New sity, Blacksburg, Va. 24061 Brighton, Min'. 55112 . Mangold A. Funards, 104 Trees Hall, Univer- Gober, 204 JaniceDr., Athens, Ga. sity of Pittsburgh, Pittsburgh. Pa. 13213 30601 Roes Edisards, Coordinator of Physical Educa- Rickard N. Cadens, Physical Education Spe- tion, Windsor Board of Edlacation, 451 Park cialist, 2349 23rd Ave., S. St. Petersburg, St.. W. Windsor, Ontario, Canada Fla. 33712 Hwy Albany, Supetvisof of Elementary Physi- Feryl Graham, Consultant, Elementary Physical cal Edescation, Muter Elementary School, Education, Independence Public Schools, Sharon, Pa. 16147 Independence, Mo. 64050 Caroline Elliott,Physical Education Depart- Joy Heger, Berea College, Box 867, Berea, Ky. mint, Kennedy ElementarySchool, 40403. Grafton, Who. 53024 Lobs E. Makter;ots, 1311 Morrison St., Madi- Aketprt Eliott, Department of Physical Edu: son, Who. 53704 Saw Unimak, of New York at Damnify MONK Volum% Physical Education, Brockport, Broekport14420, Eastern Kentucky University, Richmond, Jon NIA Dominant of Physical Bducatian. 40475 Wisconsie Sate Univenity,Odtkosh 54901 Joist L fiateigeoa, 2486 Village Dr., S.E., May Lan Enke& Smith Gnwing*, Wash- Geoid Rapids, Midi. 49305 Witco Stets University, Palmas 99163 Helen Noes* Ikantanney Physical Education,

Edna Ea nag; Physical Education, 1 Riser 11% Fame Home De., Louis 480P11 s. Ave., Illoondmiton, IL 61701 Eke IL Helenrav, Depariment of Physical Helen craw 28* Week** Dr., Cincinnati. Educedea. Uulearsity of North Carolina, Ohio 45211 GmenNiesa 27412 %Ow /book Health and Physical Education Dolores lielkent. 707 Jersey, A4, Blooming- Department, 'KentuckyState ton, IL 61701 Coble, Jewel* Harkandtx, 240 S. Salisbury, #16, Frankfort 40601 . . Margurrfte &Sows, Physical Ediscition Depart - West LalayetIa, lad. 47906 mast, Stale University Coils. at Brockport, Jannis MO* 21 Santa Sintara, East St. IhrorkpOrt 14420 Louis, 111. 62203. G. H. Haber" Physical ',duration Department, hirer W. Fainson, The Uuhity Ebmentary, Matsuura 0. & M. Usdiersity, Nand 35762 School, Northern Illinois University, DelEalb Shiley Ann HAL Berea College, Nix 348, 60115 lama, Ky. 40403 David A. RIM, Coonlinatm of Physical Educa- -MINA Norami, Supervisor of Physical Educa- tion, Beekman Training Center, 1323 Chris- tion ea Haeseation, Digartment of Educa- ropier Ave., Lansing, Mick 48906 tion. Columbus, Ohio 43215

173 Alovse Holman. 161 Moores Mill Rd.. Hope- Arleen Kin:, 20 Valley Ave.. Apt. 8D.West- well, N.J. 08525 wood. N.J. t$7675 Mites Hooky. President. OAHPER, 612 Fatt- Steve Kksiiis, Anistant Professor. Physical ness Ave.. Bowling Green, Ohio 43402 Edo- ' cationDepartment. University oF- South Helen M. Hoover.- Bronxvilk PublicSchools. Florida. Tampa 33620 6 Bronxville, N.Y. 10708 Jeanne C Knott. 2348 Rice St.. Stevens Sant L. Houston. Associate Professor. Physical Point. ird Wirc. 54481' n Department. Oberlin College. Evian A Knochooki, Physical- Educe Ohio 44074 me- Ito nus Laboratosy School, W State Thomas Nowky. Elementary Physical Educa- University, Whitewall& 5 tion: Nislayuna Public Schools. Niskayuna, Barbara Lowey, N.Y. 12309 Ph Educationfor Women, Syracu niversity, Syracuse. N.Y. Bernard Humterford, Division of Health. Physi- 13210 cal Education and Recreation. State Educa- Esthzeryfe, tion Department. Albany. N.Y. 12224 Physktal Education Depart- Central Michigan University. Mount C. Wilfred Hunter, Physical EducationDepart- ?Massa" 48858 ment, Whitman School. 101. Raymond Rd.. Carol LeRreck, Physical Education West Hartford, Conn. 96107 Department Wiscoeiin 'StateUniyenity.RiverFa Namiko Ikeda, 600 Ivan Dr., Grove City. Pa. 54022 16127 Awry Lee, Harold Jack. 973 Springhouse Rd.. Meadow- Elementary Physical Educatio brook. Pa. 19046 Teacher, 180 Columbus Rd., Bedford,Oh' . 44146 Nadine Jackson, RFD #4. Box 222.M iddle- boro, Mass. 02346 Karol K. Lee, Herron Hal, MiamiUniversit Oxford, Ohio 45056 Robert Janus, 7868 Lakecrest Dr:. Greenbelt, Md. 20070 - Frank "LeGere, Physical Education. Teache Mislayusa Public Schools, Niekayuna, James Jarrett, Health ated Physical Education 12309 Department. QM Dominion University.Nor- folk, 11a. 23508 Fred L Leader, 10704 27th Ave.. S..Burnsville, Minn. 53378 8at'twa K Jensen. Brophy Hall, Western Illinois Jean Ldp., Physical Education Department, University, Macomb 61455 University of Calory, Capra,, Canada Lois & Jo i.on. 3603 Gondar Ave.,Long Mary Lao Leitch, 403 N. Linn, Iowa City:Iowa Beach, Calif. 904108 52240 Robbie Johnson, Physical Education Depart- Ronald .Lemord, Fairbanks ment, Schnsidlipp Hal, University of Cin- NorthStar Schools, P.O. Box 4230. Fairbanks,Alaska cinnati. Cincinnati. Oh* 43221 99701 Jeanne Johnston, Super/isot, Women's Physical Audrey E. Lewis. Physical EthisstiSa Education. Ashland College. Ashland. Ohio Mpg* 44805 meld, Tessamee A. & T. State University, Nadurille, 37203 Georges K. Jones. Supervisor of ElesnewlarY Ruth Lindsey, Department of Health andPhysi- Education. Einwstaty Center, 902 Fargo cal Education, Oklahoma State University, St., S. St. Petenburg. FL. 33712 Stlineter 74074 Ruby Jordon,Comdinatprqtr Elnesentwy Mamma E. Lamm 2587 Sherwood Rd.,COMM- Physical Education,Fineman-Florissant bee, Ohio 43209 School District, Fagissom Mo. 63133 GM* lasok 1054 W. Thelen Rd.,lodes/Air. Russol Kew, Crown. Point Nit's School. 'Mick 48063 C/011/11 Nit, Int 46307 Primes C Lassimrsr. EINININNPrhYlibel Edu- Carol S. Kay, Ambient Prolinaor. Physical cation Tusher. Douglas School, boa 413, Education Dsportmist. Sea Fernando Doughn, Mich. 49406 VatiryState College, Northridge. Calif. Vona IleConstic*. rhysiad Education 91324 Depart- UniP verity of Rhode Itland, lUngstoe Retry Kean" Physical Education Department, 02ment81I.P lanais tune UnivemIty, Noised 61761 Reek Iller,oy, LaTonseau Cokes.Longview, Durban L. ItarA,. Community School District Tema 75601) 0. Gaols City, 111. 62040' Alberts illoCes, 406 E. Nadine Ave..Wheaton, IL 60117 Wooden mew, copsikam.Ebniestary calEducation. "aft* C dream. 4305 CandleNShlLane. 15915 Tonkel/oafDr., Liverpool, N.Y. 13048 Minnetonka. Mks, S$343 Jews Maws* lottecte Loon C Mode. illtylical EON:sties Depart- Woossa's rayless! ment, Temple University. Milediphia. 44sestisa. 0011118 esimillyrYCokr. 19122 W3410 Fort &lamp Whet Dr.,Spokane. Wash. 99304

174 fii SI, A tjto I 2 5 I 14.1/11,I (I. 1.14 / I Icoiciliart,P1,( alI du. a I liiI IT (.111.11.1 Ralik( neck.111,11 / 0.04/ If, 1,.!ruze i,tkpattiticitt Pit( 1, 491117

IAll.uun 1 nIVrt.U,. \,.1 h .001111.1. athragge R. \ordliolor. Stale Hoard of Ilcal111. 274 I 2 11111 N. 511(hi1ati. Indianapolis, Ind, 462116 0)4 %hit, Linn Hi(( 7III I., ore,//.()Nth.. ti,110,4 of Health. PIR sit al f 1 duration andRer reation.Indianastare It "I,, 1,, f III I 11.111..111 I nisersoy. !etre Haute 47x(9 ..I ( hut, II. .a. 221)42 t.arlami Iteilion. hank'I Aiwa 11,111iiii(v,1111' Rd. tiiry .Penns!. Isanra Slate liii(crdiv I 1111.C1 ALAI . tly Park 16101)2 "Augh, wag I.thireerion II, 01 rhvg (1lit:Atli. I du, atioll and ( lioicr, Pa19 .$11 Re,. reution,MemphisSidi':Uni(ersity. (foreurrl M. 'for:. Supervisor of1 lementars Memphis. term. 38111 Nis sir al I duration.Asonyouth Shook. frankF. Papas),Director.I herapeurir Pro- 214 hiskson1ve.. A011. Pitt.htir9 ..11, grams. Umsersity of New Me \o, Albuquer- s2112 que 87106 Ha 1111f, N. loprd Kd.. Irmsi,11. 6(or,gt.Pi:fru A. ReC1C.111111 I herapist. Adler Md.21204 /one Center. Department of Mental Health. "-1/plia,line%farm,.Ph.. .IL al!dui Awn (( Ch,.-npaigne,111. par tritcnt,( critral511.,ougi stale Colleg. Doug/asE. Paul.1920 locum 00(1 Ave.. irrcil.htireli 641191 Sitio, (PItlarh, r 1 01111111.11( 0.11111,ISIUM Jou!ti Pi P4,1911.01'11474 I orest nisersits %co 1.alavcItc. Ind. 479117 Marion. hid. 41,9..2 di. era Ilagontro. Ph. sir I 1,1. dj IC Robert1, /),.sro/errAssistant hire, tor 1.t 11101 I icaivritary (191. ( MA in tuft for Sensory 1101k0 Deselopmcrit. ( (//ii., 45211 formaStiltCiilleec.limpHe,oli.( It 0 ilatet42S 210 St.. S.,1,1 ed.!' Rapid'. 911801 ( 524112 I'M,' Pt 1111 117 I cur (011i,1 niversit is'iataniif. 041, It% al1 rhirJiltIln Depart Illinois. I Than., Me/IL Vo C14:1 11 kcntu,ks I rii(crsit(. Howl //a/h 11001 111.11 cc I any ((recii. 4 21111 I'..o 77042 (Lotlf(70( Ph( al1 du, iriPepartiticrii I li:uheth M. Prang,. 51,911cti., Pli( 'hal I(Iti. 15 14,,I1,111 SlateI. flicrsit IBM, San 111. Sidle (L1I19!1. I2S S. Seventh I,11911 St.. Sari alit. 95114 S'/////i N. 0.40Vitt, 1,,s1sLimPrtfles.tu.Phsldid.i Pri.. 155SS iriv1,0, \c\4 11,11n '5112 ,ration and HetIL'in.,11 11IVC,1 I \ ..f Ive/ni,g I'll 1'111 alI dio..itirii(9,11 out 1..11 ( alit. 9,21 1-T- Ii a lDr. I In, 011110. 0110, 4.-21 0.Ittie, III, A.I )I. ( nt. r Star, hd, :47 ( SI I Iii.4545') 81111,10- sg.N .14221 (,, forgan skail 1 du, attilflliepa, Hare Rah,11)14 liaoull Rd. merit, ((eii ocaiiik1(I nirersio, .Nashville 4 '.5_28 lean. 1,_ RIIIPPle111111 1611 S. 1 7111 I 0,1 .11 Shotha duration Deparinieur I ork, cS2111 , asternkenrurksI rusersits .Kir liniorld *.ilaido I. Rig '. 14Ir_s.,stI.one. Hadley. 41470 (11(135 Vara, R11'a . /1( hoc(.tIogr.n, Al ILILA.anonto Ph( st, al 41 t.11.11 auon Depar t mew %omen.IndianastateUnisersity ,Icor Unisersiiy 01North. I arolina. Greensboro Dilute 4 0475 274 12 Carole Illushier. %omen's Physisal 1 dusati,,n. tlaldrevl Rojit6. Physical education Department. StateI mversityCollege, 'Cortland. N.Y. Anderson 11111. Northern Ilhnois University, 13045 DeKalb 601 15 Judith E. Rink,. llementary Physisal I ducation. Ronald %chow,. Direr tor. High S haul Ph ssy rat [Uri,. anon, Academy of the New ('hurch. 105 Adams .it.,(ireensboro, . 274111 .11,1artraret Robb, Wortv2ns Physical Education. Bryn Athy n. P. 191109 State University of Ness York, ('allege at rot,/ .ester 5921 Retina Pkwy. lie4ett CottlAnd.(:ortland 13045 4584(1 'I esbe A.Roberts. 4131Pioneer,1 ins nil.. \uhle. Physical I duration.JohnR. Nebr. 68506 Downes School. Cashr,.MillRd.. Newark. Nolen E. Robinson. 116113 North Blvd 1 arripa. Del. 19711 Fla. 3 3612

1G t. Mei 10ro.t,,r. Si. tr,lot.i. Sdrio(4 1,4 .1protir.Physical1 duition 1 v, eptionalChildren,Jetterson, (ireenhills-1 orest 'Park Schools, 70 Dailloti 53549 Rd.. Greenshills. Ohio 45218 I °lase Roloff. Physical Education. Highlands h.rna Small, 4931 Inadalc Ave., I os A rl IV% liativersity. Las Vegas. N.M. 87701 fit. 90043 Stalin E. Rt)NS, Physical Education for Women. 1. /canon ,Snider. 73h licd,..11%4.1Dr.. M Mora, Denisi.n University. Granville. Ohio 43023 Mich. 48042 (an Rubel. 1 206 W. Ilmwood, M.Idison Heights, .1Pin l., Spragut5912 S.' Yale, Boulder.i Mich. 80303 *Boer Russell. Director of Physical Educatioe. Marioric Spring,Ph) Si., alEduk Irepart University of ..New Mexico. P.O. Box 356. went, Wisconsin State Universe: .levees Gallup 87301 Point 54481 Marion Russell,Assistant Professor. Physical Remitha Spurlock Supervisor of Elementary Education Department, Nicholls State Col- Physical Education. P.O Box 116. Institute. lege, Thibodaux, La. 70301 W. Va. 25112 BettyG. Ruyle,SupervisorofElementary Elba Strafford, Physical Education for Mcn, Physical Education, Eastern Illinois Labora- University of Wisconsin-Madison. Madison tory , Charleston 61920 53706 VirginiaI..Scheel. A.ssistantProfessorof Joseph M. Stein. Supervisor. Elementary Phy:a. Health, Physical Education and Recreation. cal Education, 155 N. Third St., Campbell. California State College. 800 N. ktarte Col- Calif. 95008 lege Blvd., Fullerton 92631 Peg Steinhebel,Physical Education Teacher, Gary Scheidt, Physical Education Teacher. ('in- 809 Sheldon Ave.. Aurora, Ill. 60500 cinnali. Ohio 45215 Truman Stelloh, Consultant, Elementary Physi- Richard SchikI, Department of Physical Educa-. cal Education, Willa-1 Library, Battle ('reek. tion,Universityof Mich, 49016 Milwaukee 53201 Diane Steuer, Concord Primary School, 8401 'James Schot.dler, 2207 Gieenshirm Rd.. Wil- mington, Del. 19803 Montgomery Rd.. Cincinnati, Ohio 45236 Madeline Stine, Elemen'aty Physicil Education. Ras. Anne Schroeder, Physical Education De- 505 Division St., Plainfield, Id. -0544 partment, PurdueUniversity.West La- Marian Stoerker,140011W. Colhous St., fa yet te , Ind. 47907 Macomb, III. 61455 Diane Scober. Elementary Physical Education Lenore Swipe.215AlbertSe.Loch.N.J. Teacher. Forest Hills, Apt. J -22. New Castle, 07644 DeL 4 9720 William Stone, 605 E. Erie Dr., Tempe, An/. Herbert F. Scow. Coordinator, Health. Physical 85281 Education and Recreation, Midland Public William Sunderland. Hiss 131, Glen Rock, NI Schools. Midland. Mich. 48640 07452 Sandra E. Scott, 1264 Northwest Blvd., Colum- Robert T. Sweeney, Coordinator of Elementary bus, Ohio 43212 --,-Physical Education. School of Health Sci- Patricia Shibinski, Physical Education Depart- enc'e and Physical Eduegtion, State College, ment, College of Mount St. Joseph. Mount East Stroudsburg, Pa. ih301 St. Joseph, Ohio 45051 Lucille M, Swift. Women's Physical Education. Samuel Shoot, Elementary Physical Educa'n. Niles-West High School. Oakton at Edens Niskayuna Public Schools, Niskayuna, Y. Expressway, Skokie, Ill. 60085 12209 Mary C. Taggart, Physical Education Depart- CarolJ.Sicilian°,Department of Physical ment, Mankato StateCollege. Mankato. Education, University of Dayton, Dayton, Minn. 56001 Ohio 45409 ;na G. Temple, Woriten's Physical Education, MarylSimeone. ,Norwalk School pot Oct. Nor- Bowling Green State University, Bowling wA. Calif. Green, Ohio 43402 Ruth Skinner.Associate Professor. physical Margaret M. Thompson. Professor of Physical Education Department, Adelphi University, Education, University of Missouri-Columbia, Garden City, N.Y. 1 1530 Clolumbia 65201 Ward Tishler, Physical Education Department, Johanne Smith,Physical Education Depart- University of Montevallo, Montevallo. Ala. ment, Bridgewater State College, Bridg4- 35115 water, Mass. 02324 'Sherrill Tarring. 518 E. Omaha; Rapid City, .Nettie Smith, Newark State College. Union. S.D. 57701 N.J. 07083 Florence Treloar, Physical Education Consul- 'Paul Smith, S,i'rcline School District. Seattle, tant. 415 N. 4th Ave.. E.. Newton. Iowa Wash. 9815,5 50208

176 Mars,, twat II (mann. 3406Nakora arm! tliderft?,Ica, her Spey alist141,...` z9 I amp..., I Li. 33618 Wendoser Dr., 1..ledo, Ohio 436o Carol Van Dorn. Elementary Phy sic alI dui a- Iran. Anthony. Prim pal. SharpshurgI leniun- non11 eAchei, forest Hills, Apt. 1-22, New tarsBuilding, RRI,I on Recosery ohm Castle. Del. 19720 45846 Barbara Van Oast, I- lementary Physic al I du, a Wartha l..- Itteherrt, Reading SpLoalisi, 2721 lion, 5445 (ernes, Dearborn, M h. 48126 W estern Mattoon. 111. 61938 Stars Martin league. Department ot Physt,al Heity"liarbec,1010014 ounselor, .7 Ilav1h.mrc Education, Florida State tinvershy.I All& Hale, Louisville, ks, 40204 haste tya Brash's,PrimaryI cattier allI earning Bernice Waggoner, Associate Professor, Ph)siiai Coordinator. 2412 Vernon PI., I ducanon Department, Central State (ol Muncie, Ind. 47304 lege. Edmond, Okla. 73034 Ruth Bender,Elementary(',tnsultant.124 Irene Walters. Physical 1-Juration Department. Fargo Dr:. Ferguson, Mo. 63135 Westminster Dr.,New Wilmington,Pa. Shuley Bilheimer. Elementary Curriculum Con- 16142 sultant. Learning Disabilities, 4261) Nararefh DsanyWard, Women'sPhysicalEducation, Pike. Bethlehem. PA. 181)17 Coker College, Hartsville, S.C. tins Ring, Optometrist, 3550 Warrensville ( en- *Lois Ward, 201 Greenaway Rd., Buffalo, N.Y. tcrrlid., Shaker Heights. Ohio 44122 14226 Fred Blake, Special Services Director, C.reen- Richard Webster,Physical Education Consul- hills-1 ores) Park Schools. 70 Damon KU., tant, Ctiffmi.n Building, Rochester, Minn. Greenhill. ()tiro 45218 55901 J.Philip Boo r,Assistant Superintendent, M, Patrick Whitehall, Director of Elementary Crotched Mountain 1 oundroon, Greenfield, PhysicalEducation,EasternWashington N.11. 03047 State College, Cheney 99004 Virginia Brewer, I ducational therapist, Second Judy Wilkins. Amherst. Central Junior High & Greenup. Covington. Ky. 41011 School, 55 Kings Hwy.. Snyder. N.Y. 14226 Eugene E. Brown, Coordinator. Neurologically Hamer G.Williams. Department of Physical Handicapped, Licking County Department Education, University of Toledo, loledo, ot Education, 600 Mt. Vernon Rd.. Newark, Ohio 43606 Ohio 43(155 Bob Wilseek.CalitorniaState College, Cali- James Burkhardt,I herapist. 366II roodore fornia. Pa. 15419 Ave., Cincirniat.. Ohio 45211 Kathryn h'inget, 475 Northfield Rd., Bedford. llIrcd .4. Burr, Physical Therapy Cunsultavt, Ohio 44146 J.A. Preston Corporation. 71lit th Ave., Foe Witte. Physical I ducation Department, San New York. N.Y. 10003 Jose State College, San Jose. ('alit. 95114 Richard K. Carpenter, Coordinator 01 Sptmal Virginia F. Wood. Xenia Center tor Educational Education. 1380I Sisth St., Cleveland, Progc.uns. 578 i. Market St., Xenia, Ohio Ohio 44114 45385 Marilyn Cauble, .,hoot Jeanne Woodcock, Oakland Rd.. Weedsport, RoyertonSchool.RR-1. Mw. Ind. N.Y. 13166 47303 -..dnaWooten,PhysicalEducation Depait- ment, University of Oregon. Eugene 97401 Maxie S. ('awthorne, PhysicalI he rapist 6136 26th Ave_ N., St. Petersburg, 1.1a, 33710 Sara I..Yaple, 629 Main St., Berlin, Pa. 15531) M. Nadine Zimmerman, Physical Education for Mildred C. Chapman, Supervisor of Inslruc non. Women. Northern Illinois University, De- Hamilton City Board of Education, 317 Oak Kalb 60115 St..Chattanooga, Tenn 37403 h'illtelmina Zimmerman,Physical Education, Howard ColemanProject Dirt, tor,[rileIll, 229 BlankenbakerLane.Louisville, Ky. WebsterKnii,n1Dr. West Warwick,R.I. 40207 02893 Leek Zion,Associate Professor. Ilealih and Fah Conine. Physical Therapist. Indian. Univer- Physical Education. Humboldt State Col- sity, 1100 W. Michigan, inthanapolis 46208 lege. Arcata. Calif. 95521 Mary Z. Curnute, Testing, Specialist. Reading. Marvin Zuidema, Physical Education Depart Title I. Bus 446, Huntington, W. VA. 2570, ment. Calvin College, Grand Rapids, M; h. Mary E. DArey, First Grade 'leacher, 1260 49506 Campbell Rd., War . igh, N.Y. 11793 Individual Participnts Ruth Dillon,Principal. Montgomery Elemen- tary School, 9619 Montgomery Rd., Cincin- from Other Diaciplines nati, Ohio 45242 Rhea .1kemann, Co-Director ot Learning Pro- Carolyn Duller, Resource Room Teacher. 110 grams; 808 Ctossway, Marron, Incl. 46962 Edenton Lane, Demon, Md. 21629

177 I,. 6/:

rh Aihticr. Soper% isor Spet ul I dot a- BettsMurray, ProgramSpecialist.I anguage tion. 1 1 (1 I demonI vie. potion. Md. Arts. Department ofI duration. Charleston. 21629 W. Va. 23505 Charles Deal e. 1.11 l du, 1,11. 57 (,rose St., RorgMld Olson,Principal.let ferson Schoof. Wellesley. kf (2181 LaCrosse. Wise. 546(11 Reif, Cons 12(11 ISt.. 604, ',fart..4.Pearce.Reading Consultant, 31932 I Mk out, Nebr, 685100 1 ou num Blvd.. Westland, Mich. 48185 (an G. Ford. Elementary leathers- Education. Margaret Perin, Perceptual-Motor Coordinator. Bus 2267. Berea College, hetea. :y. 40403 3722 S. Wigger. Melon. Ind. 46952. Slorgui ratFlunk,I lenientaryI eacher, Mont Hero. Putnam, Occupational Development Spe- golf cis1 lemehtars St 11001,96119 Mont- cialist. 1559 Sherbroke Madi%on comers Rd.. t innati. Ohio 45242 Heights, Mich. Donald I,Grimes.WilderChild Guidance Irene Reynolds, Reading Program Supervisor, r huh6711 !MarshallAve.. St. Paul. Minn. 3028 Sherbroke Rd.. Louisville. Ky. 410205 551181 4 Mono( Ross, Pupil Pers,mnel Writictr, Pox 269, RuthIlalrr,, Principal. I int oln Elemental.) Prince Frederick. .. 20678 School, Rot fssier. Minn. 55901 41, Scardina, Occupational I herapist, Janice (1.Ilenson, learning Ihsattilitics. Penn 533 Purcell Ave., ('in, innati. Ohio 452(15 Brooke. 3K. N. Wales, 19454 Susan Simmons,KindergartenTeacher. John /lumen. Director of 1.1ementary J. due& Springliekl Elementary .School. 695 Upton lion. 1(1(1( anon,. Dr_ Port Washington. Ave.. battle ('reek, Mich. 49015 N.11 . 11050 .;esterMars. BonitaGlindnieyer,Certified Jeanne Hughes. I'll% %r. alI hi:rapist, 1000 Im111.1 Psychologist, Comprehensive Care (enter, Si., GlidlFI, Colo. 2nd & Greenup Sts.. Covington, Ky. 41(111 Livotril r, 01( 1111divit Sister Jeanette. S.S.J.. Printipal, Mousing Star with Cerebral Pals, and I.amongDisa- School, 725 Mickler Dr.. Jacksonville. 1.1a. bilities114 Highland Ave.. I oil Mitchell 32211 Ky.41017 Sister Mary Francis, Educational Consultant, %jargon,' .1, John6 in.I irst(;ladeleacher Redwood School, 71 Orphanage Rd, Fort 2812 0,1Sire In.xrlingion Heights. Ill Mitchell. Ky. 41017 61)(814 Dorothy II.Smith, Nursery School leacher, (,corg,Jur( LW,.tiret:Li dillkin. Student Box 192, Richmond. Ky. 40475 I. won, Room 2117, %t ertoree, Ohio 45384 Halite Stephens. Kindergarten leacher. 1426 Sloe Aapk.n, Kindergarten Curriculum Corn& Keuper Blvd.. NJ._ Massillon. Ohio 44646 natio. 1551I hurth St.. Key West.11a. Jan Stern. Director. Individual Student Asses. 33040 ment 'Center. 810 N. 8th, Beatrice. Nebr. ii:oherh &mg, Kindergarten leaf her. 415 N. 6831(1 Martin. Muncie, Ind. 47303 Mrs,WilliamStielstra,learningInsahibtic 6h, F, Anolt. Speech Therapist. 2148 Rice Teacher. 91(1 S. Mane. Stevens Point. %h... Si.. Stevens Point. Nis.. 54481

Fug, m 1..Araintr, 1 lementars. Print 'pal, J.I . Joseph M. Sunman, Department of Education, Dillies School, 6479 Bridgetown Rd.. cm Xavier University, Cincinnati. Ohio cinnali. Ohio 45211 John Trout, School PsychologistBethlehem Arlene R. krugler,1 irst (..nle eac 817 Area Schools, Child Study Center. 1330 I airlane, Nrstland. Midi. 48145 Church St., Bethlehem, Pa. 18015 Int/erre 1 ogar.1 herapeutie Recreation. 7 sun Turnau. Elementary Learning Disabilities set Asc.. ,U11:111(1 Y. 1 3(145 -feather, Montgomery Elementary School. kidt%D. tort/.It rto Emotionally Dr, 9609 Msortitomery Rd.. Cincinnati, Ohio iurbed and LeanningDisability Children. 45241 Ci011 3244. SIC Edwardsville, Education Mary R.Verily. Reading Teacher. Shoreland Division, Edwardsville, Ill. 62025 ElementarySchool, Sider Ave.atI ast Juin,' Maher. leacher Specialist, 7-8. Rambo Harbor Dr., Toledo, Ohio 4361 I lane..foIedo. Ohio 43623 Gerald White, Director of Elementary Educa- Mnera.SchoolPsychologist, 3'939 tion,PontiacPublic Schools. 350 Wide Stachler Touusdle. Ky. 40207 (rack Dr.. E. Pontiac. Mich. 48058 lrlens Meier. lernentarsTeacher.1 cA t,,op, Mrs. Russell White, Teacher tit Cerebral Palsy Disabilities.MontgomeryElementary andLearningDisabihties, 71 Orphanage School. 9709 Montgomery Rd.. Cincinnati. Rd.. Fort Mitchell, Ky. 411117 Ohio 45242 Yvonne Wilson, Leaining Disabilities Teacher, Carolyn H.Mills I eat her, Priinar%1 aucJbl 5755 State Rd., North St.. Mich. 48049 Cedar Kn.,lls Sehool, Ridged de iot. . Rosabelle W. Winentiller. Third Grade Teacher, Cedar Knolls, N.J. 07927 107 Oak StI rotwirod, Ohio 45426

171(` Stn. Albert T.Woo4.,--1- Net wive Director. Red- Hospitality Mrs. Barbara Worrel. Supervisor. %mai School. 1 I -Orphanage Rd . 1 oil Wealth and PhysicalI ducation. ( incinnati Mitchell. Ky. 4101 7 Public Schools. 230 I. Ninth St.. tins limit'. Daniel Woo/j. Ortomettist Sheiheld Rd.. Ohio 45202 Summit, N. 1.117901 Proceedings Margaret Robb. Nomens Physi- cal Education Department, State University Committee Personnel of New York. ( atortland. Cortland 13(145 Site Coordinator Rudolph Meitimel, Super- Idea Mart Jack Capon. Supervisor of Physical 111 Health and PhyR alEducation, Education. Alameda UnifiedSi poolDis- Cincinnati Public Schools. 23(1 1, Ninth St . trict, Alameda, Calif. 94501 Cincinnati. Ohio 452112 Film Room -Karol K. Lee, Ikpartrocro Registration Chairman Pat Shihinski, Chair- health and Physical Education for Women. man. Ph y steal EducationDepartment, Herron Hall MiamiUniversity. (Word, MountSt. JosephCollege.Mount St Ohio 45050 4tmeph, Ohio Conference Packet kill Marquardt. Director Cotrlinator. Hosts and Hostesses Mary %of of Athletics, Physical Education. Health and verton, Department of Physical Education, . Safety.Dayton PublicSchools.alvion. University of Cincinnati. Cincinnati. Ohio Ohio 45402 45221 Canterrnre Serrr tory Louise I. 1 y o n De Roo. Arrangements Clifford Eranklm, Prin- partmentofPhysicalEducation. N..n. cipal, Covettiale Elementary School. 5130 Public Schools. 350 WideI rackDr., Sidney Rd., Cincinnati, Ohio 45238 Pontiac, Mich. 48058 Audiovisual Norman Schulte. Principal, Say- Assistant Conference Secretary Jen 11 in on ler Elementary School, 670(1 Dome City Cincinnati Public Schools, 2301.. Ninth St., Ave., Cincinnati, Ohio 452W- Cincinnati, Ohio 45202 Commercial Exhibit% I homas Murray. Princi- Videotaping Chalmer Hinson. Depatment of pal.Douglass ElementarySchool,2825 Physical Education. Ohio State University. alms Pl., Cincinnati, Ohio 45201, Columbus

AAHPER STAFF MEMBERS

Wargic Ilanson, leinentao Edui two ( onsul- Johan PrOgj M los 'slue tan!. AAHPR, 1201 16th St N.N.. Wadi liandicapp.A. AAHPER, 12111 16thSi., ingtogi, D.C. 201136 St.W.. Washington, 11.(. 20036 Ross Merrick, Consultant tot Yen'. Athletic. and Physical Education.A Alin k.i 201 I hth St.. N.W., Washington. RC. 200.16

ADDENDUM 1- c. "hod (all, Health and Physical Education Aim Stewart,Classroom leacher.GarfieldAcid Ikpartment.Brigham YoungUniversity, School, Cincinnati, Ohiu Provo. Utah Annie Orr, Classroom Teacher. Garfield School, (;srol Spencer Physical Education Department, Plymouth State College, Plymouth. N.D. Cincinnati, Ohio 03264 James Gum. Elementary Physical Education Paul H. Ildirwituordma tor, Physical I ducation. Teacher,NorthAvondaleElementary Din r, Chddiens Physical Development, School. Cincinnati. Ohio Tom Parker,Directorof Prince George's Community College. 71111 Aquati. Largo Rd.. Largo, Md. American Red Cross, Cincinnati, oh. Wanda Abb. Consultant, Health and PhN mt:al Walter Ming. Derailment of Physical iduca Education, state Department of I- dtication. lion.OhioState',nivel-qty.Columbus Lansing, Mich. 43210 Mrs.Paul Hahn.PhysicalTherapist. Mont- Mary Jo Ellis160E, Garland St.. Covington. K y. goinery County Schools, Md. 41014 Bruce CurtisDirector of Physical Education. Darwin Hanco,k. Director of Physical Educa- Rio Gia d College, Rio Grand. Ohio tion, Eagle Hill School. Hardwick, Mass.

179 Patricia Stara. 9122 Mcadoss Ridge.ink inuati, Dona/Juan, I cache rSta, idiot, 21811 Ohio Meadoss Or.. Genoa. Ohio LinoSolhcim,HooverElementarySchool, .Vagle Garrett, Suffolk Stile School. Bos 7t0, Rochester, Minn. Melville, N.Y. Richaru Fiorito, SUNY Brockport, 6086 Brock- Toni Hall, Supervisor, hlementary Physical i,i- port-Spencerport Rd., RI.,4. Brockport. ucation. Santa Clara l'oitied Schools. Santa N.Y. 14420 Clara, 01Ma Footh, 1512 II ih Ave., N.I Kathryn Kerwin, Learning DisiablEiles le.q her. Rochester Minn. 55901 667 Washington, Grosse Pointe, Mi,:1. Thomas Fiore, Mental Retardation, State 01 Judy Wagner,Learning leacher. Rhode Island, Providence 1566 St. Charles, Springfield, Mo. Mars. Grace Aleut, Reading Supervisor, Xavic OliveWhite,PhysicalEducation, Wi,consi., University . Cincinnati, Ohio State University, Stevens Point, Wi.c. Jane Hanneken, Physical Education Consultant, Jim Zabel. Physical Education, Utica Public Southern Illinois Universit,1 4ssardsville Schools, Utica, Mich. Margaret Cooper, Assistant Su;visor. Hamil- Ruth Dillon,Principal. Montgomery Ilemen- ton County Primary School, Chattanooga, tary School, Cincinnati, Ohio Tenn, Jeanne Hughes. 1000 Zinnia St., Golden, Colo. Alvin Smith, Physical Education, Burton Ele- 80401 mentary School, Cincinnati, Ohio Ted Hueklehridge, Consultant, Physical It duCJ- Ronnie MaeC'allum, Physical Education, Gra- lion,Sonora City Schools, Santa Rosa, ham Road Elementary School, I alls Church, Calif V a, Claudine Shirrell,Physical Education, Texas h.hecca Neweomh, University of Dayton, Day- Women's University, Denton ton. Ohio HarrietYingling,EasternIllinois University, Akin Smitn, Burton Elementary School. Cin- Charleston cinnati, Ohio

180