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Developmental Coordination Disorder and Hockey What is DCD? Developmental coordination disorder describes a numerous issues that incapacitate a child from fully acquiring the ability to perform movements that require some degree of skill. Those who have this disorder experience many challenges in carrying out or participating in daily activities. For the case of Kieran, he depicts the signs of DCD that has majorly affected his fine-motor ability chronically and gross-motor ability only mildly. An affected person like Kieran will be affected not just physically by lacking coordination, but emotionally and mentally. They may be very temperamental or lack endurance when carrying out tasks. Experts postulate that DCD people will have a lot of dependence on sight in order to respond to prompts. They easily loose themselves unless prompted by sight. The Dynamic systems theory is one conceptual framework through which this paper views motor development as being a subject of the person, the characteristics of the sport (Hockey) and the environment.
This will be discussed in light of Kieran’s case study to portray the modifications that can be done to held a DCD person acquire some motor skills in a physical education lesson. Issues with learning Hockey due to DCD Hockey is one of the games that utilize much of fine motor skills (using hands). From the mere fact that you have to hold the stick, and use it to move the ball, give direction twist and turn raises many problems that need consideration when training a pupil with DCD. First is the child’s dependence on sight in order to respond to signals.
This means that the child so easily forgets what they are doing as long as there is in nothing such as the cock within sight. ...
... middle of paper ...
...environment will have on influencing acquisition of the skills. This environment comprises of the teacher, teammates and characteristics of the game. However, Kieran’s disorder takes a heavy toll on him.
He has problems repeating what the an instructor shows to the others due to poor eye-motor coordination, and his movement is unregulated due to a lack of coordination (Luenbereger 1979). This will undermine the efforts to get him learn the skills required in the game. Further, the game is based on fine motor skills which are harder to develop or acquire. Following the Dynamic Systems Theory, it would be difficult for Kieran to acquire the skills since the sub-systems are not in harmony. Teaching the skills In teaching these skills, I would plan my lesson such that they are broken down into smaller parts and ensuring that the parts are as meaningful ...
While over the spring break my father, boyfriend, and I partook in supporting our home towns local ice hockey team the San Antonio Rampage take on Grand Rapids Griffins. However, while going through the procedure of finding our seats, attaining snacks and beverages, and watching the game I was able to examine different kinesiology components throughout the event. Just by entering the AT&T center one can be overwhelmed by the lights and excitement of everything going on however, the organization going on here is very extensive and if broken down they can analyze how everything can relate to sports kinesiology in some way.
The test subject, an 18-year-old male hockey defenseman, participated in a psychological skills training program designed to help improve confidence and performance. Education was provided for four psychological skill areas, including goal mapping, relaxation, imagery, and performance accomplishments.
Autism Spectrum Disorder (ASD) is not one specific disorder, but a group of disorders that have similar behavioral characteristic, such as difficulty with communication and socialization. The cause of ASD is still unknown but there are studies that indicate there may a genetic or environmental component. More specifically, ASD can cause limitations in intellectual abilities as well as difficulties with attention and motor coordination. ASD is usually identified during the first three years of life and affects boys at a higher rate than girls (Autism Society). ASD actually occurs at five times a higher rate in boys than in girls, affecting as many as 1 in 54 boys as compared to 1 in 252 girls (Center for Disease Control and Prevention). Newer reports have shown that the prevalence of ASD has increased over previous years and indicates that ASD can actually affect as many as 1 in 88 individuals (Autism Speaks). There are a multitude of different types of therapies than can assist individuals whose lives are affected by ASD. This paper describes many of the challenges faced by individuals with ASD and also explores some of the physical based activities that have been shown to be effective in helping children with ASD overcome many of the obstacles they face.
Developmental Coordination Disorder (DCD), also referred to as dyspraxia, is a motor disorder. The condition is characterized primarily by “lack of co-ordination/poor co-ordination,” “motor-difficulties/impairment,” “planning difficulties,” and “organizational difficulties” (Kirby, Davies, & Bryant, 2005, p. 124). DSM-IV-TR criteria for Developmental Coordination Disorder includes: (1) “marked impairment in the development of motor coordination,” (2) “significant interfere[nce] with academic achievement or activities of daily living,” and (3) the absence of “a general medication condition” or “Pervasive Developmental Disorder” (Lingam, Hunt, Golding, Jongmans, Emond, 2009, p. e695). Furthermore, in the presence of mental retardation, motor difficulties must be considered excessive in nature (Lingham et al., 2009, p. e695).
Neurodevelopmental theory (NDT) informs clinical reasoning through the concepts of motor control, brain plasticity, motor learning and an understanding of functional human movement (Meadows & Williams, 2013). By identifying atypical movement patterns the therapist is able to select interventions, which will facilitate Sue in developing greater symmetry in her body and correct movement patterns. (Barthel, 2009; Feaver & Ezekiel, 2011). This influences the practice of interventions in NDT by applying moment-to-moment observations of Sue throughout treatment, in order to gage her reactions and adjusting interventions accordingly (Barthel, 2009). Barthel (2009) and Case-smith, Law, Missiuna, Pollock and Stewart (2010), defines NDT as a hand’s on approach to intervention, focusing on physically assisting Sue in the development of active and passive movement using key points of control during activities. This is used to facilitate Sue to engage in more normal movement patterns
Teaching Games For Understanding Model is the topic that I researched. This teaching model was created by Rod Thorpe and David Bunker from Loughborough University. The abbreviation for Teaching Games For Understanding Model is TGFU. This model was made for students to help educate them about the games they play in Physical Education. This learning model does not reflect on the performance from the student. It focuses on teaching student’s skills and key concepts in the classroom. There are six stages in TGFU that specifically target an important skill or concept that the student needs. The following six stages are Game Form, Game Appreciation, Tactical Awareness, Decision Making, Skill Execution, and Performance. All of these stages combine to make one goal of educating students with the skills and concepts they need in Physical Education, sports, and life.
This realization and knowledge has presented itself in the most realistic way just within the past three years, while I continually helped disabled children learn various life skills. In these three years, my attention was unforgivably snagged by one child, Damion, who seemed to have an unfathomable web of trials and difficulties in his fragile little life. On an undying attempt to learn more about this child, I started working with him one-on-one and with his therapists and teachers. I soon came to realize that Damion had moderate to severe learning disabilities, speech impediments, fine (small muscles) and gross (large muscles) motor problems and sensory difficulties. His previous doctors considered Kabuki Syndrome, an extremely rare disease that is terribly difficult to diagnose, as a possible diagnosis.
Being surrounded always by people and tutors is a great benefit for kids, as it gives a hint and speeds up development, according to the recent researches and the theory of Vygotsky. His theory is actively applied in reciprocal teaching, which is used to improve student 's abilities to learn from text – theater performance is a great example as well. This method includes children in learning and practicing such skills as clarifying, questioning, predicting and summarizing. The role of the teaches is getting weaker and weaker through time. The other method is called scaffolding when a tutor helps to organize a question and make a system out of it, so the kid or a student can work on it easier and get a positive result. Teamwork plays a great role in the theory of Vygotsky, as it was in the pretend games as well. According to the scientist it would be more effective to have students of different abilities in one class, so the more advanced could help those who need help. During the performance rehearsals we experienced the same routine, the only difference was that we were helped by the teacher himself.
It’s difficult to say whether motivation is produced by the mind rather than acquired through experience, our genes are what primarily affect our intellect, while being deprived of observing external factors can contribute adversely towards a person’s developmental progression and their primary outlook on their performance. Motivation is essential for success in sports, it is why people strive to become better athletes. The direction and intensity of one’s efforts reflects on their determination to achieve their goals. The more motivated you are, the higher the likeliness you have to succ...
He had days during each he would follow direction and seem eager to learn, other days he just was not into the sessions. Sometimes, there are words in the story that are utilized more than twice, I would make them repeat the words, read them repeatedly, and even learn to spell the words, however when I gave him an activity in which the word is feature he even though he recognizes the words, but he could not pronounce it. Frequently, he forgot words that he knew before but remember words that he just learn, other times it the complete opposite. That is why certain things that we work with I make sure that they are repeated, even if he’s learning something new I make sure implemented some of the old things to keep refreshing his
Abstract: The Special Olympics not only give special athletes athletic skills, they offer more opportunity, encouragement, and dexterity to survive in society than the public school system alone. To understand the differences and similarities between handicapped athletes and their non-handicap peers is the first step in creating a program that best meets the child's needs. There were no community programs that catered to the mentally and physically challenged, so Eunice Kennedy-Shriver created "special games" in her back yard for her handicapped child. Shriver established the Special Olympics in 1968. Today there are more than one million special athletes competing in 140 countries. There are some problems with relying on the public school system to seek a child's full potential in the special education programs. The Special Olympics, however, have found an effective method of preparing children, teens, and adults for society through sport. The diverse selection of sports, their rules, and physical demands, is an advantage when there is a huge range of disabilities. There is a program offered for almost everyone. People who benefit from these games range from the athletes themselves, the officials, coaches, caregivers, parents, to the spectators and on-site first aid staff. Mrs. Kennedy-Shriver said this in regard to special athletes, "through sports, they can realize their potential for growth." Over and over this fantastic organization has demonstrated integrity, good sportsmanship, and goal oriented programs that work!
The tactical game model uses student’s curiosity in a game structure to promote skill development and tactical knowledge needed for knowledgeable game application, when planning a tactical game model, the teacher plans a structure of learning task that have a game like assembly to develop students skills and tactics, leading the up to a modified or full version of the game. These game like assignments and modified games are called game forms. This model stresses the development of tactical awareness that facilitates skill application in smaller forms of games, so that students can apply what they have learned in the full version of a game when the time comes. Students
For this assignment I had to observe a child between the age range of 0-6 for an hour and half to note their motor and physical development. Before I go in to detail about my observations of the child I must first define what motor and physical development means. Motor development can be broken down into two subcategories. One subcategory would be the gross motor skills development that use large muscle groups to complete task. Then there is the second subcategory deals with, “ Skills that involve large-muscle activities”.( Santrock, J. (2015). Children (13th ed.). Madison, Wis.: Brown & Benchmark. ) The second subcategory would be fine motor skills that, “ involve finely tuned movements” and it known as fine motor skills. Fine motor skills
Video games can be just as useful as reading books because they enhance hand-eye coordination and serve as a learning tool as well. Studies have shown that people, especially kids, that have had suffered from some sort of disease or have been stroke victims and play video games as well have been found to improve their balance and coordination on numerous of cases by playing video games. For example, a ...
The environment play a very important role in improving the learners’ ability. The environment can increase ability or it can lower it. A child with average ability in an enriched environment may well accomplish more than a bright child in an impoverished environment. Although it is heartening to believe that enrichment can be effective at any point, recent research indicates