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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 DOCUMENT RESUME 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 A Noisome' Aff Miete of the %stemma hlticstioe Al octetioe 1201 Sinieeitth St.. N.W.. Washiseton. D.0. 200311 Powwows to osmootocs nescot*/ obowno tmotauk at opesomasegam Mallelelli GOAN TEO Iv TO INCleo oiloarmersoile oveitaimG Loma earneweisre tens Nguswrite OfI OUCA /IOt r1MTNII NOPOODUCT00% OWIld* TM IOC 1011/11M 4104.011411 WNW% OF 1.4 COPYMIGHT 0.M1. MM FOREWORD 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 reproduc- tion. 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
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