1. Chapter 13 Childhood Perception and Perceptual-Motor Development
© Gallahue, D.L., & Ozmun, J.C.. Understanding Motor Development.
McGraw-Hill

2. Key Concept
All Voluntary Movement Involves an Element of Perception; As Such, Childhood Motor Development Is Closely Associated With Perceptual-motor Functioning

3. The Role of Movement in Perceptual Development
Visual-motor adjustment
- Movement as a “necessary” condition? (motion hypothesis)
- Movement as a “sufficient” condition? (perception may have an impact on movement skill learning)

4. Children’s Visual Perception (Table 13.1)
Visual Acuity
- Static (pick out detail in stationary objects, Snellen chart: 20/20)
- Dynamic (pick out detail in moving objects)
- Developmental aspects (rapid improvement 5-7, plateau 7-8, mature 10-12)

5. Children’s Visual Perception (cont.)
Figure-ground Perception
- Figure (object of regard)
- Ground (background)
- Developmental aspects (slow improvement 3-4, rapid improvement 4-6, mature 8-12)

6. Children’s Visual Perception (cont.)
Depth Perception
- Monocular depth cues (size, texture, shading etc.)
- Binocular depth cues (retinal disparity gives depth)
- Developmental aspects (frequent errors 3-4, few errors 5-6, rapid improvement 7-11, mature 12)

7. Children’s Visual Perception (cont.)
Visual-motor Coordination
- Object tracking & interception (coincidence-anticipation)
- Developmental aspects (rapid improvement 3-7, slow improvement, 7-9, mature )

8. Modifying Object Interception Activities
Modify equipment (size, weight, color, texture)
Modify rules (for perceptual clarity & consistency)
Modify expectations (for level of development)

9. The Perceptual-motor Process
Sensory input (visual, auditory, tactile, kinesthetic sensory receptors)
Sensory integration (organizing incoming data with stored data)
Motor interpretation (making internal motor decisions based on both present & past data
Movement activitation (executing the movement)
Feedback (KR & KP)

10. The Perceptual-motor Components
Body awareness (improves body schema, body image)
-Knowledge of the body parts
-Knowledge of what they can do
-Knowledge of how to make them do it
Spatial awareness (moving from egocentric space to external space)
-Subjective localization
-Objective localization

11. The Perceptual-motor Components (cont.)
Directional Awareness (gives dimension to objects in space)
-laterality (internal)
-directionality (external)
Temporal Awareness (an internal time structure)
-synchrony
-rhythm
-sequence

12. Perceptual-motor Training (Table 13.4)
Readiness training: Concept development (Head Start)
Readiness training: Concept reinforcement (academic preschools)
Remedial training (for at-risk children)
Comparing 3 views of developmental phases & stages (table 13.3)
Soft sign assessment (table 13.5)

13. Concluding Concept
Although There Is Insufficient Evidence to Support the Role of Perceptual-motor Training Programs in the Remediation of Learning Disabilities, There Are Other Valid Reasons for These Programs