Move it. Fun and Structured Movement Activities in the Classroom

Motor Milestones

Movement Activities

In

Adapted PE

Randy Foederer, APE Consultant

Region 10 Education Service Center

Cell: 214-478-0185

E-Mail:

DEVELOPMENTAL PROGRESSION

Children’s motor skills develop at a variety of stages and ages. However, the sequence of skill development appears to progress in an orderly fashion. Since we all develop basically the same it is logical to believe that children maturation process is fairly predictable in all normal children. When we work with children with disabilities or children with motor delays it is imperative to understand the way they are suppose to develop and at what age they should reach the skill.

In physical and motor development two directional sequences have been noted.

CEPHALOCAUDAL DEVOLOPMENT

Growth that tends to proceed from the head toward the feet or when coordination and management of body parts occur in the upper body before they are observed in the lower body parts. Both growth and function tend to follow this pattern. In early stages of development, the head forms first and arm buds form before leg buds. The nervous system also develops from the brain downward and therefore we can understand that in the early stages of motor response, the child gains control of the muscles, which support the head before the muscles of the trunk. Likewise the child gains control of the trunk muscles before the muscles of the legs. A child can therefore throw before he can kick.

PROXIMODISTAL DEVELOPMENT

Growth that tends to proceed from the center of the body to the periphery, (inside to outside) or in a proximodistal direction is proximodistal development. The most rapidly differentiating cells in the embryo are those along the axis from head to tail. The cells in the head end show the greatest activity. Growth and function develop from this center axis toward the periphery. Control proceeds then from the trunk to the arms, hands and fingers, and from the hips to legs, feet and toes. For example, the child can control her arm before she can control her hand. She can therefore reach for objects before she can grasp them.

Another principle is that growth proceeds form mass to specific. There will be control of gross muscle movements before fine muscle movements. In other terms, the movements will be simple and generalized at first and develop toward being more specific and refined. As the child learns motor skills, nonproductive movement is gradually eliminated.

INFORMATION REGARDING THE FOLLOWING TABLES

The following tables are a compilation of authors on the subject of developmental milestones and age boundaries for skill acquisition. Refer to these milestones when working with children who are non-ambulatory or are moderately to severely delayed.

Table 1 is the developmental milestones from 3 months to 12 months. Table 2 begins with age 2 and goes through age 7 and addresses motor developmental milestones that relate to adapted physical education areas of concern. This table can be used to determine motor delays in mildly disabled or non-disabled students.

TABLE 1 / DEVELOPMENTAL MILESTONES ( 3 - 12 Months)
Month / Supine (on back) / Month / Prone (continued) / Month / Sitting (continued) / Month / Standing
3 / Limb posture is flexion / 5 / Support on one forearm & reaches for toys / 4 / Head wobbles when examiner suddenly sways child / 3 / Does not accept weight
3 / Limb & trunk postures becoming symmetrical / 5 / Free kicking of legs / 4 /
Back shows only a lumbar curvature (slight rounding) / 4 / Accepts some weight
3 / Bilateral activities at midline / 6 / Rolls prone to supine / 5 /
No arm support, arms retracted at shoulders with elbows fixed / 5 / Takes almost full weight
4 / Bilateral leg extension with back arching / 6 / Weight bearing on both arms & legs (full extension) / 5 / Child tends to fall backward (doesn't push back) / 6 / Bounces
4 /
(resting) Legs are in flexion abduction & outward rotation, soles may be on table / 7 / Commando-crawls / 5 / Head stable when body is mildly rocked by examiner / 8 / Pulls self to standing
4 /
(active) Able to flex hips & extend legs, lifting them an inch or two / 8 / Pivots / 6 / May sit alone unsupported briefly when placed / 8 / Readily bears whole weight when supported (not rigid)
5 / Rolls supine to prone / 9 / Goes from prone to sitting / 6 / Arm support forward / 9 /
Stands holding on & lifts one foot
5 / Back arches & child raises hips / 10 / Creeps on hands & knees / 6 / Sits well when propped / 10 / Walks holding furniture
6 / Reaches forward with extended arms to be picked up / .------
Month Pull to Sitting / 8 /
Sits unsupported, without hand support, with little overbalancing, for 1 min / 10 / Lowers self to floor by holding on
6 / Lifts legs & plays with feet / 3 / Head lag in beginning of movement, then keeps head in line with trunk / 8 / Sits erect / 10 / Collapses, is not holding
7 / Lifts head off table / 3 /
Head will bob forward when sit completed / 8 / Has arm support sideways / 12 / Walks with one hand held
8 /
Does not like supine / 3 / Lower limbs are flexed / 8 / Adjusts posture to reach / 12 / Attempts to stand alone
.------
Month Prone (on abdomen) / 4 /
Slight head lag in beginning of movement, then keeps head in line with trunk / 9 / Good sitting balance, sits for 10 min / 13 / Stands alone well
3 /
Holds chin & shoulder off table, weight on forearms / 5 / Assists & brings head forward, no head lag / 10 / Pivots to pick up objects / 13 / Walks alone
3 /
Pelvis is flat when plane of face is 45-90 degrees to table / 6 / Spontaneous lifting of head / 10 / Arm support backwards / 14 / Gets to standing unsupported
4 / Head in mid-line / 6 /
Pulls self to sitting (hips flex & legs extended) / 10 / Leans forward & recovers / 14 / Stoops & recovers
4 /
Prone swimming, jerky movements / 6 /
Raises extended legs (hips are flexed, knees are extended) / 10 / Can lean over sideways & recover
5 /
Arms forward, nearly extended for support / .------
Month Sitting / 10 / Goes forward from sitting to prone
5 /
Arms retracted & flexed (hands off support) / 3
3 / Back somewhat rounded
Head mostly held up / 12 / May shuffle on buttocks with use of hands
4 /
Hold head steady, but set forward / .------

Motor Development and Developmental Milestones Students 3 mos. through 7 yrs. Pg.3

LOCOMOTOR
SKILL / 2 YEAR OLD / 3 YEAR OLD / 4 YEAR OLD / 5 YEAR OLD / 6-7
YEAR OLD
WALKING/STAIRS / Between parallel lines, tiptoes for short distances, stairs-alternate feet by 30 months / Adult style gait, takes steps down stairs one step per tread / Takes steps alone up & down stairs one foot per step
RUNNING / Stiffness - frequent falling, minimal control / No control of stops and starts, flat foot cannot turn quickly / Run with control speed increasing 25 yds. in 20-29 seconds, runs around obstacles / Well established stride, width increasing, non-support period lengthening / Runs with few falls, plays games while running
JUMPING / Stepping down, begin to use a 2 foot take-off / 42% proficient
No knee absorption, minimal flexion for take-offs, little arm use, hurdle 3 1/2" / 72% proficient
broad jump (8-10"), hurdle 5" (90%), hurdle 91/2" (51%_) / 81% skillful
Arm thrust pattern smooth & rhythmical, broad jump 15-18", hurdle 8" (90%) / Good control up to 4 feet by end of age 7
HOPPING / Unable to hop / Hop 10 consecutive times on both feet, hop 1-3 times on one foot / 33% proficient
Hop 7-9 hops on one foot, pattern stiff / 79% proficient
hop 10 consecutive times, hops equally well on each foot
GALLOPING / Unable to gallop / Variation of running / 43%
attempting to learn, learns during the year / 78% proficient
gallop leading with either foot, start & stop at will / Most children can perform
SKIPPING / Unable to skip / Shuffle step, skip on 1 foot walk on the other / 14%
can skip one-footed skip / 72% proficient
smooth movements, skips on balls of feet / Most children can skip
BALANCE / Walks balance beam sideways / 25 ' 1" line in 31.5 seconds with 18 step-offs, 3" wide beam - 7.4" / 25' 1" line in 27.7 seconds 6 step-offs, 3" wide beam 8.8" / Balance beam - alternate step pattern, 25' 1" line in 24.1 seconds 3 step-offs, 3" wide beam 11'
Corbin, Charles - A Textbook of Motor Development

Motor Development and Developmental Milestones Students 3 mos. through 7 yrs. . Pg.4

OBJECT
CONTROL
SKILLS / 2 YEAR OLD / 3 YEAR OLD / 4 YEAR OLD / 5 YEAR OLD / 6-7 YEAR OLD
CATCHING / Unable to catch, unable to visually track / Catch some - 2 arm trapping method, turns head, arms straight, 9 1/2" ball 2 of 3 trials / 29% proficient
Visually track sometimes, ball contacts mostly arms and hands, 9 1/2" ball 2 of 3 trials / 56% proficient
Visually track all the time, elbows bent at sides of body, catches mainly with hands, 9 1/2" ball 3 of 3 trials / Absorbing force begins to be evident, weight transfer
STRIKING / Movement in anterior -posterior plane, movement entirely by arm action, hit softly tossed ball 3 of 5 attempts with hand or fist / Movement more horizontal, some trunk rotation, some weight transfer, hit ball off tee 5 of 6 trials / Trunk and hip rotation, weight to forward foot, hit ball off tee 5 of 5 trials / Greater range in backswing, hit softly tossed ball 6 of 7 trials
THROWING / Anterior-posterior plane, arm not brought behind body, rapid extension of arm, no body rotation / Some horizontal rotary movement, arm brought behind head, no action of the feet / Step with same foot as throwing hand, increase in body rotation before and after throw, increase in force / Maximum trunk rotation, shifting of weight from back to front foot, step with opposite foot
KICKING / Large ball with demonstration / Stands and kicks 9" ball / Walk up and kick 9" ball distance of 8-12 feet / Kicks moving ball 10-18 feet

Motor Development and Developmental Milestones Students 3 mos. through 7 yrs. Pg.5

BALANCE / 2 YEAR OLD / 3 YEAR OLD / 4 YEAR OLD / 5 YEAR OLD / 6-7 YEAR OLD
STATIC / Can stand and bend with control / On one foot 1 second / On one foot 4-8 seconds / On one foot 10 seconds / One foot > 15 seconds, heel-to-toe 10 seconds
DYNAMIC / Walk sideways on low beam / Walk on line, walk on tiptoe / Walk on 4" beam forward NLT 11", backward NLT 9" / Walk on 3" beam forward NLT 12", backward NLT 10', on toes NLT 9' / Walk 2" line 10-15'
BALANCE / Walks balance beam sideways / 25 ' 1" line in 31.5 seconds with 18 step-offs, 3" wide beam - 7.4" / 25' 1" line in 27.7 seconds 6 step-offs, 3" wide beam 8.8" / Balance beam - alternate step pattern, 25' 1" line in 24.1 seconds 3 step-offs, 3" wide beam 11'
PERCEPTUAL MOTOR / 2 YEAR OLD / 3 YEAR OLD / 4 YEAR OLD / 5 YEAR OLD / 6-7 YEAR OLD
IDENTIFICATION OF
BODY PARTS / Nose, hands / Fingers, toes, back, knee, chin, stomach / Teeth, heel, fingernails
Draw-a-person = head, appendages, 2 eyes / Ankle, elbow, shoulder
Draw-a-person = facial parts, legs, feet / Draw -a-person is almost complete
LATERALITY / Knows right/left are opposite but can not differentiate / Beginning to identify left from right on self
DIRECTIONALITY / Up, down / On, in front of, beside, under, over / Above, below, behind

Motor Development and Developmental Milestones Students 3 mos. through 7 yrs. Pg. 6

BEHAVIOR MANAGEMENT DURING MOTOR TIME

In order to get the most out of structured motor play, certain behavior management skills should be effectively taught and practiced early in the school year and reinforced throughout the year. The 4 skills critical to success at motor time are as follows:

Starting on command

Stopping on command

  • Listening to instructions
  • Response latency (how quickly can they stop, look, and listen)

Starting on command

It is important to vary the student command using different words (go, begin, start) or different sounds (whistle, bells, music, etc.). As the start command is varied, students will learn to listen so they do not get “tricked” into starting early.

Stopping on command

Just as important as it is to vary the start command, it is just as important to utilize the same stop command, whether that is a whistle, the stoppage of music, or the verbal command of “freeze’.

Listing to direction

It is important to keep directions shorter that 30 seconds at a time and do not give more than one direction at a time.

Response latency

Ideally, it should take students no longer than 5 secondsonce the students hears a stop command to stop, look, and listen for the teacher or leader to give new instructions.

The most important thing to remember is that these behavior management skills are learned through instruction and practice just like skills in shooting a basketball and serving a tennis ball. When students do not perform well on these four skills, it is important to provide a forum to practice these skills instead of yelling or screaming at the students. A great way to practice these skills is through “circle” play. This is a very activity oriented means of working on locomotor skills while at the same practicing behavior management skills.

Circle Play

Using cones, or even chairs, creates a physical presence that students have to travel around. Varying the start command, students will travel around the cones using whatever locomotor movement given by the leader. Students will stop and freeze given the stop command. This practice can be continued utilizing various locomotor movements and by adding additional tasks such as moving to the middle of the cones and catching a scarf when their name is called.

Following are 6 major areas of activities that have been proven to be effective in the motor development of young learners. The 5 areas are identified as the following;

1.)Obstacle courses

2.)Station for motor learning

3.)Storey time

4.)Theme days

5.)Group Games

6.)Parachute play

I.Obstacle Courses

Obstacle courses provide opportunities to explore new motor patterns or emphasize already established ones. They also provide a mechanism to keep all students active. By providing options or choices during the obstacle course, students can be challenged, yet achieve success. There are no magical activities to be included in the obstacle course. The obstacle course can be very domain specific (equilibrium for example) and all activities would pertain to that domain. The obstacle course could provide a mixture of motor skills, unrelated to each other. The amount of physical space available, type and amount of equipment and skill levels of the students will determine the complexity of the obstacle course. A sample obstacle course is detailed below.

In a circular pattern, set up the following activities:

1)Jump into and out of 4-5 hula hoops

2)Walk across crazy sidewalk (mats with soft but different size objects underneath)

3)Hop on one foot stepping on each of 5 poly spots

4)Crawl through tunnel

5)Walk on 2X4’s or 2X6’s placed on the floor

6)Walk backwards from one cone to the next

7)Use mats to perform log rolls or forward rolls

8)Step over certain objects to discourage shuffling of the feet

9)Limbo under sticks or ropes at varying heights

II.Stations

Station training is another means of keeping all students actively involved in motor activities. Stations can be utilized to reinforce one concept (eye hand coordination) or can reinforce a different concept at each station. The number of adult leaders available and the amount of physical space available usually determine the number that is manageable and that ensures that each student has their own piece of equipment.

Examples of station training are as follows:

Sports Stations Balance Stations

Soccer kick into a goal Crazy sidewalk

Hockey shot into a goal Balance beams

Basketball shooting into a goal Stand on 1 foot

Hitting a ball off a tee Balance stunts

Bouncing and catching a ball Balance trainer

Overhand throwing for distance

Underhand throwing at target

Eye Hand Coordination StationsWinter Wonderland Stations

Pop the soap bubbles Ice skating (paper plates)

Balloon tap Sledding (Scooter board obstacle course)

Scarf catchingCandy cane kickball

Beanbag self tossTrim the tree (relay)

Bounce and catch playground ballHockey shooting

Flashlight followJingle the bells (overhand throw)

Following are examples of station training built around children’s movies or other cartoon characters:

Lion King Stations

Station 1: Simba’s Sit-ups

Students will do some form of sit-ups.

Station 2:Cheetah’s Chase

Students will “sprint” from “paw print” to “paw print”.

Station 3:Jungle Jumping

Students will jump side to side and across the ropes on the floor.

Station 4:Pumba’s Push-up

Students will perform some type of push-up.

Station 5: Timon’s Target Bounce

Students will toss a ball against the wall and catch it when it returns.

LooneyTuneLand

Station 1:Bugs Bunny Ball Bounce

Bounce or dribble a ball in a stationary position.

Station 2:Tweety’sTewiffic Wheelbarrow Race

In pairs, students will wheelbarrow around cone and back – then switch places.

Station 3:Sylvester’s Balancing Act

Using lines or 2X4’s, walk heel-toe without stepping off.