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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. ...
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...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 ...
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
If motion capture is able to help produce the most accurate and powerful shot, after analyzing and collecting data from multiple lacrosse athletes, it could potentially improve the game. Some athletes could attend a sports program to produce the “perfect” shot. They would be taught how to exactly position their arm muscles, torso and joints to follow through with the swing of the stick creating the best motion of the ball. This study could potentially be a huge advancement in the game of lacrosse, furthering the popularity of the game. It could help advance the overall background of neuromechanics to the game. Furthering the research on motor control and biomechanics in the game of lacrosse.
It is my goal to teach my client how to throw a Frisbee backhanded because she wants to join SCORCH, the University of South Carolina’s Women’s Club Ultimate team. My client is a 22 year-old female who is 5 feet, 8 inches and weighs approximately 130 pounds. She is in good physical condition, but has never played the game of Ultimate or thrown a Frisbee before. Sam, the client, has no learning-disabilities or physical-disabilities. She is right-handed and is a self-proclaimed visual learner. As she has had no prior experience with Ultimate, she is classified in the cognitive stage of Fitts and Posner’s Learning Stage Theory. This stage means that Sam will make many gross errors in her movements and will be unable to self-correct her body errors and movements.
Explain how understanding the circumstances of the child or young person can influence strategies to support their learning
The current debate in this article is that “throwing like a girl” is not a valid argument as to why someone is not as athletically inclined as others. The article “Throw like a girl? No, he or she just hasn't been taught,” makes a good point in discussing why “throwing like a girl” is a common reaction when skilled people watch those who are not so skilled throw a baseball, football, etc. However, “throwing like a girl” is not something that is the throwers fault. To support this, Leah Robinson, associate professor at the U-M School of Kinesiology, developed a research group that began a movement to increase physical activity and motor skill competence among children. CHAMP, Children's Health Activity Motor Program, is what researchers used
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).
When deciding on instructional model teachers have to take things like gender and the base objective of the PE unit into consideration. The article states that Teachers preferred the tactical game model because students were more motivated when participating in this model. The TMG participants improve significantly in skill development declarative knowledge and game performance compared to other models (turner, 1996). Students would have a significant improvement in game play performance of skills and technical knowledge of the skill methods. This is partly because the environment of TMG supports the specifics of interactive behaviors in a classroom, increasing positive interaction and canceling out negative interaction giving students with lower skill levels a greater opportunity to learn. When students have more opportunities to learn, they are more motivated minimizing off-task behaviors creating a physically active atmosphere. Students enjoy the TGM because it increases their tactical ability and tactical awareness, allowing them to play at a higher game
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.
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!
Children who participate in sports are developing rapidly in sports skills, sportsmanship, and psychologically, but does this come from organized sports are just nature’s process. Children develop emotional and social benefits from participating in sports. Children experience character and leadership development through peer relations leading to an increase in self-esteem and a decrease in anxiety levels. Children will get opportunities to experience positive and negative emotions throughout their practice and games trials. It is important for the coach to understand the “psychology of youth sports and physical activity participation” (Weinberg & Gould, 2011 p.516).
This article looks at a new type of video game that is actually beneficial, in that it aides’ students with learning disabilities such as ADHD.
Creating a strategy to help strengthen fine motor skills of a young child who is developmentally delayed can be done by doing activities such as having the child mimic one’s own actions such as using the pincer grasp to pick up small pieces of food or otherwise which will help the child learn to hold a pencil when it comes time for that. Playing simple video games is another activity that strengthens these skills because the act of playing the video game promotes hand-eye coordination which improves the ability to use the small muscles of the hand to be able to work the remote control needed to play the game. In doing so the child is rewarded with accomplishing levels, which make the child want to keep practicing until the goals of the game are accomplished (Vanderbilt University,
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
...ompetition environment. There is increasing recognition by the sports community that supporting athlete mental health is a vital aspect of competitive performance, and is as integral to success as the athlete’s physical abilities. The profession of sports psychology provides a very meaningful contribution to help facilitate athlete wellbeing and maximize the psychological skills required to compete at the highest level of competition.
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