Chapter 20: Perceptual Motor Development PED 383: Adapted Physical Education Dr. Johnson

 Sensory input  Receiving energy forms from the environment and from within the body itself as sensory stimuli and processing the information for integration into the CNS.  Incoming messages  Sensory integration  Integrating comparing and storing short or long term memories  Output and feedback  Movements occur as a result of decisions from the CNS.  The actual movement response – jump, run, etc  As this happens, information is sent back in as feedback Overview

 Perception  Monitoring and interpreting of sensory information or knowledge resulting from the interaction between sensory and CNS processes  Perceptual motor development  Enhancing the ability to integrate sensory stimuli arising from or relating to observable movement responses  Sensorimotor activity  Motor responses to sensory output  Does not require cognitive ability  Affordances  Actions exerted on the environment  Ecological approach  Perception is specific to each person and that the environment is perceived directly in terms of its usefulness for the perceiver Terminology

 Hitting a baseball when pitched  Understanding tracking  Messages to the CNS on information input  Decision based on input information  Information added based on result  Hit  Strike  Should have not swung Examples

 Motor output is impacted by deficits in several areas  Visual  Auditory  Vestibular, kinesthetic or tactual  Mental or affective  Each have different responses based on level of disability Deficits

 Sensory Stimulation  Associate senses with movements  Not dependent on cognitive ability  Overlap in sensorimotor activities How to overcome deficits or prevent them

 Ability to interpret sensations through the skin (feel)  Types  Proprioception  Feelings form inside the body  Kinesthetic Perception  Awareness and memory of planned movement and position  Body awareness(feeling a movement correctly)  Laterality  Balance  Relation between the body and gravitational pull (equilibrium) Tactile Perception

 Body awareness  Ability to derive meaning from the body  Body Schema  Information supplied through activity of the body  Body image  Feelings one has about their own body  How it functions, not how it looks  Body concept  Knowledge one has about their own body  Body parts Kinesthetic perception

 Laterality  Knowing both sides of the body  Verticality  Knowing the up and down sides of the body Kinesthetic perception

 Visual  Figure-ground  Ability to distinguish the main figure or target from the background or to give meaning to form(s)  Spatial  Locating objects in space  Egocentric – self in space – not touching hoop  Objective – others – complete a pass when guarded  Perceptual constancy  Recognizing objects despite changes in presentation  Football – always the same size, color, shape  Visual-motor coordination  Coordinate vision with movements  Development  Include activities that are specific for your type of need (listed above) Visual

 Auditory acuity and perception  How we hear  Auditory figure-ground  Distinguish and attend to relevant auditory stimuli against a background of general auditory stimuli  Auditory discrimination  Distinguish among frequencies, qualities and amplitudes of sound  Sound localization  Determining the source or location of a sound  Smoke alarm when batteries need to be replaced  Temporal auditory perception  Recognize and discriminate among variations of auditory stimuli presented in time (tempo)  Auditory-motor coordination  Coordinate auditory stimuli with body movements  Development  Include activities that are specific for your type of need (listed above) Auditory