Transcript 投影片 1
1.In the Physical Development 生理發展 粗大動作發展Gross motor development 精細動作發展Fine motor development 感覺-知覺發展Sensory-perceptual development Movement aids physical well-being 生理發展與動作Physical development and movement is important for: physical growth 生理成長 health 健康 developing a sense of identity, self-esteem and confidence 發展認同感、自尊與自信 problem solving 問題解決 co-ordination 協調 co-operation 合作 experimentation and goal setting 經驗與目標設定 personal safety 人身安全 spatial awareness 空間意識 development of values (honesty, fairness, respect) 價值觀發展 2. In the Social/Emotional Development社交與情緒發展 Greenberg(1992) one’s own best “self” an outgrowth of self-esteem, independence , competence, and initative.認同感、自尊與自信 empathy移情作用 Bloom(1964) 百分之九十的個人習慣與態度在十二歲就會建立起來90% of a personal’s habits and attitude are established by 12 years Frostig(1970) 提供成功的經驗Provide successful experiences 允許與他人的相互關係permit interrelationships with others 社會意識Social awareness 3. In the Cognitive Development 認知發展 四個獲取知識的工具 Four modalities of knowledge acquisition Visual 視覺 Auditory聽覺 Tactile 觸覺 Kinesthetic 動態覺 Cross –lateral movement Perceptual-motor functioning知動覺功能 Fauth(1990) We retain… 10% of what we read 20% of what we hear 30% of what we see 50% of what we hear and see at the same time 70% of what we hear, see and say 90% of what we hear, see say, and do(acting out, dramatizing, dancing, painting, drawing, constructing) 4.In the Musical Development Development of language and listening skills(Coulter, 1995) develop minds (inner speech & impluse control) language development, self-management, and social skills Improve attention span and memory and expand vocabulary (Bayless & Ramsey, 1991) Engage functions than any other activity measured(Habemeyer, 1999) The development of sensitivity for the feeling impressions, and images(McDonald and Simons,1989) Infants “Whole body ”response to music. Give the opportunities to listen, sing, play, 5.In the Creative Development Creativity does not happen only in the mind, rather the relationships “between thinking and feelings, between mind and body, are critical to unleashing creativity.” (Goleman et al,1992) The ability in creative thinking(Torrance & Goff, 1989) Sensitivity to problems Fluency Flexibility Originality Elaboration Redefinition Perceptual-motor process Information-Processing Theory An Information-processing perspective of the perceptual-motor process SENSORY INPUT Kinesthetic Kinesthetic Tactile Tactile Auditory Auditory Visual Visual FEEKBACK (KR & KP) MOVEMENT ACTIVATION Selective attention Recalibration Long-term memory MOTOR INTERPRETATI SENSORY INTEGRATION Organization Integration Components of perceptual-motor learning Body awareness Knowledge of: The body parts What they can do How to make them move Spatial Directional awareness Subjective localization Objective localization Laterality Directionality Temporal awareness awareness Synchrony Rhythm Sequence Movement Concepts (Gallahue,1988; Portman,1966) Body awareness Space Qualities(Effort) Relationships (IV) Categories of Fundamental Movement Skills 1.Stability skills 2.Locomotor skills 3.Manipulative skills 1. Stability skills emphasizes maintaining balance & controlling one’s equilibrium in relation to gravity involve the body balancing either in one place (static) or while in motion (dynamic). Stability skills themes: include landing, balance (static and dynamic) and rotation. 2. Locomotor skills emphasizes change in body location relative to a fixed point on the ground involve the body moving in any direction from one point to another. Locomotor skills themes: include walking, running, dodging, jumping, hopping and skipping. 3.Manipulative skills emphasizes gross motor control in giving force to & receiving force from objects involve handling and controlling objects with the hand, the foot or an implement (stick, bat or racquet). Manipulative skills themes: include throwing and catching, striking with the hands, feet and an implement (e.g. kicking, volleying, batting and dribbling). Consequences of Missing a Fundamental Skill Fundamental Movement Skills (II) Two strategies of Movement Skill Assessment 1. Bottom-up strategies for assessment