Developmental Physical Education--Low Motor Ability: An Individualized Program for Enhancing Motor and Perceptual Motor Performance. Second Edition.

Autor/in	Vodola, Thomas M.
Institution	Ocean Township Board of Education, Oakhurst, NJ.
Titel	Developmental Physical Education--Low Motor Ability: An Individualized Program for Enhancing Motor and Perceptual Motor Performance. Second Edition.
Quelle	(1976), (203 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adapted Physical Education; Diagnostic Teaching; Elementary Secondary Education; Individualized Programs; Learning Disabilities; Mental Retardation; Motor Development; Perceptual Motor Learning; Preschool Education; Student Evaluation; Teaching Guides + Suchen Sie Ihr Suchwort? Diagnostic assessment; Diagnostisches Verfahren; Individualisierte Ausbildung; Learning handicap; Lernbehinderung; Geistige Behinderung; Motorische Entwicklung; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Pre-school education; Vorschulerziehung; Schulnote; Studentische Bewertung; Lehrerhandbuch
Abstract	As one of the components of the Project ACTIVE (All Children Totally Involved Exercising) Teacher Training Model Kit, the manual is designed to enable the educator to organize, conduct, and evaluate individualized-personalized physical education programs for prekindergarter through secondary level mentally retarded or learning disabled children. Covered in an introductory chapter are the rationale for motor/perceptual-motor programing definitions, and student and teacher behavioral objectives. Provided in Chapter II are eight instruments for diagnosing the developmental needs of children so that motor and perceptual-motor activities can be individually prescribed. A systematic procedure for assessing student progress efficiently is explained in Chapter III. Chapter IV shows the interrelationship between the diagnostic and prescriptive processes. Chapter V focuses on evaluation of student progress at the end of a specific block of time so that a decision can be made regarding subsequent programing. Tasks and activities are described in Chapter VI which provide a cluster of student learning experiences that will enhance the factors (such as gross body coordination) listed in the motor ability test and perceptual motor screening instrument. Appendixes include flow charts and checklists, a list of supply and equipment needs, characteristics of students who need perceptual-motor training, and guidelines for establishing a summer program. (SBH)
Anmerkungen	Township of Ocean School District, Dow Avenue, Oakhurst, New Jersey 07755 ($6.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC