processing in the development of fundamental motor skills Gloria - - PowerPoint PPT Presentation

The role of sensory processing in the development of fundamental motor skills

Gloria Ng, Occupational Therapist, KKH Alisa Bte Mahad, Learning Support Educator, PCF

Learning content

• Sensory integration and our body:

The influence of the sensory-processing system on gross-motor development.

• Strategies for building a strong foundation for motor skills.

Sensory Integration

• Children’s brains developmentally matures with the

accumulation of sensory experiences.

• Our brain organizes the sensory information we experience

to adapt and participate in our daily activities.

• Children have an innate drive to move and participate in

sensory-motor activities Kielhofner, G. (2009)

Our senses

SIGHT/ SEE SMELL TASTE HEAR TOUCH

Propioception

Main organ in the body: Our nerve endings in our joints and muscles Function:

• Informs about our body position in space.
• Helps to build of body awareness and

awareness of effort.

Vestibular

Main organ in the body:

• Inner ear
• Receptors are also connected with the eye

muscles to help us compensate for head movement. Function:

• Help us stay upright against gravity.
• Sensing gravity is important to learn direction.
• The inner ear detects movement in the head.

Once detected, it helps the body correct itself (e.g. when you trip over something)

• Helps build space and relationship awareness.

The influence of the sensory-processing system

• n gross-motor

development

The relationship between our senses and movement

• Our sensory system contributes to how well we are able to

coordinate our hands, body and legs.

• Our head position, skin, muscle and joints tell our brains

about our body position.

• Our visual sense is essential in helping us understand visual

depth (e.g. climbing a staircase) and even judging speed (e.g. catching a ball)

How does the sensory-processing system work?

Image from: https://www.simplypsychology.org/perception- theories.html

Our sensory system is a feedback loop

Vestibular-proprioceptive system

• Key sensory system that contributes to the development of our body-spatial

awareness.

• Knowledge of one’s body-spatial awareness is important so that other sensory

information can be understood by our brains.

• The vestibular-proprioceptive system helps us with motor coordination and in

refining our movements.

• Refinement of movement is important to master motor skills.

What do you think is the secret in mastering a motor movement?

Opportunity for practice is important as it provides sensory feedback to the body. Practice is key for the student to refine their movements and gain motor mastery.

Games that stimulate vestibular system

Activities that encourage movement in different directions. Suggested activities include:

• Crawling
• Rolling like a log
• Somersaults
• Cartwheel
• Playing on equipment that provides

movement

– Slides – Swings – Merry-go-rounds – Scooter board – Barrels

Games that stimulate proprioceptive system

Activities that encourage heavy work. Suggested activities include:

• Pushing or pulling weighted items – Tug of war!
• Jumping
• Pretending to be a wheelbarrow
• Playing on equipment such as:

– Ladders – Rock walls – Trampoline

Image from: https://www.123rf.com/stock-photo/

The sensory system helps in developing motor skills

Postural control Eye- hand control Leg control and balance

Image taken from: https://us.fotolia.com/id/229985964

Fundamental Motor Skills

Locomotor Skills

• Crawling
• Walking
• Running
• Jumping
• Hopping
• Skipping
• Galloping

Non-Locomotor Skills

• Balancing
• Bending
• Turning
• Curling
• Stretching
• Twisting
• Pushing
• Pulling

Manipulative skills

• Tossing
• Catching
• Throwing
• Rolling
• Bouncing
• Kicking
• Striking

Movement Framework in NEL Guide – Motor skills

Nurturing Early Learners Guide – Motor skills

Body Awareness Space Awareness Effort Awareness Relationship Awareness

Sensory-processing system Mastery of movement

The importance of outdoor play

“Outdoor play is significantly different from indoor play… When challenging playground equipment is available, outdoor play offers children the opportunity to increase physical activity, and thus develop muscle strength and coordination. Outdoor play time and school recess should be provided in all programs for children of all ages and abilities” Isenberg & Quisenberry (2002)

The need for Singaporean preschoolers to get active

• In comparison to US children, Singaporean children in

Primary 1-3 did not exhibit age-appropriate Fundamental Motor Skill proficiency despite early Physical Education exposure.

• The author recommends increased focus on locomotor skills

like hopping and jumping to build the necessary strength in the body and legs at the preschool level.

Mukherjee, Lye & Leong (2017).

Strategies for building a strong foundation for movement skills

Tips for building movement skills

Build core muscle strength

• Having a strong core

muscle helps in holding your body upright while doing your everyday tasks.

• A strong body is essential

in building fundamental motor skills and stamina. Improve body-spatial awareness Increasing body awareness can help your student be more confident and competent in doing everyday activities on their own, such as:

• Moving around the classroom

safely - learning about personal space (relationship awareness)

• Learning about left and right
• Learning about effort

Strategies to improve core muscle strength

Games/activities that require your student to hold their body position for a period of time.

• Class yoga (great movement and stretch break as well)
• Balancing games (standing on one foot, walking on a low

beam)

• Give opportunities to climb playground equipment (e.g.

ladders, rock walls)

Tip:

• Try a shorter duration/distance before attempting a longer

duration/distance

• As they are performing the motor action, verbally cue your

student focus on their body. “Think about your strong body as you balance on one leg.” “ Keep your eyes on the line as you walk on the line”

http://www.thenoatbook.com/2014/07/why-core-strength-is-important-for-your.html?spref=pi

http://www.thenoatbook.com/2014/07/why-core-strength-is-important-for-your.html?spref=pi

Development of body-spatial awareness

3 to 4 years old

• Pre-schoolers need practice with arranging and rearranging objects to help them

build spatial awareness.

• This age group is beginning to identify prominent landmarks to help them

identify the locations of objects (e.g. shoes in the shoe rack, books on the book shelf).

• Building helps with language skills and math concepts.

GROUP ACTIVITY - Discussion 1) One activity/material that you could introduce in your class to provide your students the opportunity to build and arrange objects. 2) With a child that needs more help getting organised, what landmarks could you implement in your class to help your students in the classroom routine?

Development of body-spatial awareness

5 to 6 years old

• Kindergarteners are able to follow commands that require both gross and

fine motor skills with greater ease.

• At this stage, children's exuberance can overpower their physical skills.

Therefore, they need to learn to move carefully. By doing so, it can help improve their effort awareness.

• By 6 years of age, children are more aware of their bodies and less

egocentric.

https://www.scholastic.com/teachers/articles/teaching-content/ages-stages-all-about-body-awareness/

Strategies for building body-spatial awareness

• Teach about directions experientially

– Teach left and right explicitly – Use prepositions such as up, down, low, high, under, over when describing movements – Obstacle courses is a great activity!

• Weighted items can help stimulate the proprioceptive system and give more

sensory feedback in comparison to lighter items (e.g. using a rubber ball instead

• f an inflated plastic ball)
• Large items encourage bigger movements which provide more sensory feedback

in comparison to smaller items (e.g. a basketball instead of a tennis ball).

Tips for building body-spatial awareness

Use visual cues to help the child refine their movements and motor coordination.

• Markers for hands and feet
• Cones
• Lines
• Hula hoops

http://www.stpaulscollegiate.ca/wp-content/uploads/2018/12/PRSD-Pulse-Edition-11.pdf http://afsprek.blogspot.com/2012/03/prek-physical-education-personal-space.html

Tips for developing body-spatial awareness

For 5-6 year olds, use analogies to help them imagine and grade their movements

– Light as a feather – Slow like a snail – Quick like a cheetah – Stretch tall like a giraffe – Squat low and small like a mouse

Group activity: Can you think of a game that you could teach your students to be more aware of their effort and move carefully?

Sensory hallway/ corridor

• Provides more opportunities for physical activity (e.g. stepping jumping,

hopping, balancing)

• A great movement break opportunity for the children to regulate their attention.

https://youtu.be/D-3BDwL8rUA

Tips for Music and Movement class

Increase visual feedback if you notice the child is having difficulties being accurate with their movement.

– Have the children face the mirror during Music and Movement class (ensure the child stands in the front row!) – Slow down the pace or start slow before picking up the speed. – Give opportunities to stop and check.

Tips for building manipulative skills

• Clear visual targets

– Large baskets/ boxes are an easy start – Adding a focal point is helpful

• Start at a close distance then moving the distance gradually.
• Gradual building of eye-hand coordination skills

– Rolling – Tossing – Throwing – Catching

Resources

Development Support & Learning Support Programme for K1 & K2 Children

An early detection and intervention programme using an integrated community-based approach. A programme that builds capability and capacity within the early childhood landscape to support children with mild developmental needs.

Development Support & Learning Support Programme for K1 & K2 Children

Screening of children Provision of Intervention support Collaborative consultation with Teachers

Provide a snapshot of the child’s profile Collaborative problem-solving to support the needs of the child Increase positive learning experiences and participation in class

References

Kielhofner, G. (2009). The Sensory Integration Model. Conceptual foundations of

• ccupational therapy practice. Retrieved from http://ebookcentral.proquest.com.

Mukherjee, S., Lye, J. C. T. & Leong, H. F., (2017). Fundamental motor skill proficiency of 6- to 9-year-old Singaporean children. Perceptual and Motor Skills, 124(3), 584-600. doi:10.1177/0031512517703005 Isenberg, J. P. & Quisenberry, N., (2002). Play: Essential for all children. Children Education, 79(1), 33-39. Ministry of Education, (2013). Motor Skills Development. Nurturing Early Learners- A curriculum for kindergartens in Singapore. Singapore

Thank you!