PERCEPTUAL MOTOR DEVELOPMENT
DEPARTMENT OF EXTENED LEARNING
HPE-2022-001C
© 2007-2008 SOUTHWEST BAPTIST UNIVERSITY
INFORMATION ABOUT THE COURSE:
Title: Perceptual Motor Development
Course number: HPE 2022
Credit hours: 2 hours
Dr. Linda Wooderson
Office Phone: 417-328-1715
E-mail: lwooderson@sbuniv.edu
Description: This course is designed for students seeking to gain an
understanding of motor behavior from infancy to later childhood. Concepts
related to phases and stages of motor behavior, physiological development,
perceptual development, information processing and fundamental skill movement
patterns will be analyzed.
Disability Disclaimer: It is the desire of Southwest Baptist University
to provide all students with optimum learning experiences. If there are
circumstances, due to disability, that may impact your learning in this course,
it is necessary for you to inform your instructor within one week of official
enrollment (as determined by the Department of Extended Learning) in this
course. If you do not notify your instructor, it will be assumed that you
do not require special assistance.
TEXT: Payne, V.G., Isaacs, L.D. 2008. Human motor development: A
lifespan approach. (7th ed.) McGraw-Hill
Companies, Inc. ISBN: 13 - 9780073523620
Grading: Six lessons are worth 40 points each for a total of 240
points. Two exams will be given. First exam is worth 102 points and
the second is worth 134 for a total of 236 points. There are three
expanded assignments within the lessons that total 80 points. Grand total
of 556 points possible for the course.
Grading Scale:
90-100 = A
80-89 = B
70-79 = C
60-69 = D
Below 60 = F
Lessons: There are six (6) lessons for submission.
Total points = 240
Lesson One = Chapters 1-2 (40 pts)
Lesson Two = Chapter 3 (40 pts)
Lesson Three = Chapters 4-6 (40 pts)
Lesson Four = Chapters 7-9 (40 pts)
Lesson Five = Chapters 10-12 (40 pts)
Lesson Six = Chapters 13-15 (40 pts)
Expanded Assignments: There are three (3) expanded assignments
for submission. Total points = 80
Lesson Two (25pts): With permission from
parents, school personnel, day care, or any other facility observe pre-school
or children at play. In a one-page report, report your
findings. Include the stages of play with description of activity and
approximate ages. Relate your observed data to the information in the
textbook.
Lesson Four (30 pts): Objective: To develop skills in testing
selected perceptual characteristics among young
children. Arrange permission at a local early childhood facility (or
with an individual parent) to conduct a series of simple perceptual tests on a child 4 to 6 years of age. Develop a
checklist evaluation form that includes items from the following list.
After the data has been collected, use the information to make judgments of the
child's performance based on what you have learned in class and textbook
reading. In a two-page report, summarize your findings. Use
the textbook to landmark your child with age appropriate readiness. Are
they on target or above/below? Include suggestions as a future educator
for intervention to bring child to target. You will submit your checklist
with your written summary.
Evaluation list:
a. Body awareness (identification of body parts). Ask
the child to touch basic body parts without a demonstration (e.g., head, eyes,
ears, chin, and knees). Use more difficult body parts for older children
for example, ankle, wrist, and hip. Use a checklist to record yes or no.
b. Directional awareness (identification of right/left and
various dimensions of external space). Ask the child to distinguish or
point to various dimensions (e.g., right/left, up/down, over/under, front/back,
in/out, top/bottom). Use the checklist to record yes or no.
c. Lateral preference (hand preference). Place a pencil
(writing while seated) and ball (throwing while standing) at the midline of the
body. Ask the child to pick up the object and perform the task.
Allow two trials for each task; if the right hand is used on both trials,
record right-handed; if the right is used once and the left once, record
non-established or mixed hand preference, if the left hand is used on both
trials, record left-handed.
Lateral preference (foot preference). Using the same basic procedures
(middling and preference scoring), determine foot preference by kicking a
stationary ball and drawing imaginary letters with toes (while standing).
d. Visual perception (spatial orientation/size
constancy). Using an open area (at least a 20-by-20 foot space) with the
child standing, place three balls of the same size (medium) about 12 to 15 feet
away from the child and approximately one foot apart. Ask the child the
following questions: Which ball is closest to you? Which ball is
farther away? Are the balls the same size? If balls of different colors
are available, also ask what is the color of each ball.(color
perception).
e. Vestibular awareness (static and dynamic balance).
Ask the child to balance on one foot, and walk on a balance beam (2
to 4 inches wide and 6 to 7 feet long, and hop (traveling). Record the
number of seconds of sustained activity.
f. Sensory integration components – imitation, ideation,
initiation construction, feedback, feed forward, grading, timing, sequencing,
motor planning. Choose at least two components that have been discussed
in class have the child do them.
Lesson Five (25 pts): Observe a child, any age, either walking, running,
striking, or throwing. Gather information about the child such as age and
grade. Using the textbook, compare the locomotor
skill of the child you observed to the book. Denote if the child is age
appropriate for the activity. Are the stages/phases all present?
How will you intervene to progress the child to the appropriate stage/phase for
their age? Is the child on target and how will you help the child advance
to the next age appropriate state? This should be a one-page
report.
Examinations: (236 pts): There are two timed, ONLINE
examinations. Exam number one covers chapters 1-6. Exam number two covers
chapters 7-15. Exam number one contains 51 multiple-choice questions. Exam
number two contains 67 multiple-choice questions. You will see the final score
upon submission. To request access to an exam, please follow procedure outlined
in your course.
Exam #1 = 102 pts (51 questions x 2 pts). 55 minute completion time.
Exam #2 = 134 pts (67 questions x 2 pts). 70 minute completion time.
Unit Practice Quizzes: There are two Unit Practice Quizzes. Unit
Practice Quiz #1 covers chapters 1-6. Unit Practice Quiz #2 covers chapters 7-15.
Both quizzes are not assigned points. Both contain multiple-choice
questions. You may take the quizzes as many times as you wish. The
quizzes will change with each engagement. You will see your score and feedback
at submission.
How to Submit Lessons and Expanded Assignments:
Both Lessons and Expanded Assignments must be created in Microsoft Word 2003 or
higher. Your name and lesson title must be written within the all documents.
The Lessons and Expanded Assignments must be submitted using the Drop Box
feature (see course). Please do not email any documents. When you submit
a lesson or assignment by way of Drop Box feature, please email me and tell me
you have done so. Without an email from you, I will not know to look for our
materials. I will grade your materials and repost them in the course.
Course Study and Submission Sequence:
Course Study:
Read the appropriate chapters in the text. Answer all the questions within each
lesson. Submit all Lesson and Expanded Assignments. Engage the Unit
Practice Quizzes at the appropriate time. Finally, engage the Unit Exams.
Submission:
Lesson One = Chapters 1-2
Lesson Two = Chapter 3
Lesson Two Expanded Assignment
Lesson Three = Chapters 4-6
Take Exam #1
Lesson Four = Chapters 7-9
Lesson Four Expanded Assignment
Lesson Five = Chapters 10-12
Lesson Five Expanded Assignment
Lesson Six = Chapters 13-15
Take Exam #2
Welcome to the course!
If you have content questions, please email me at the email provided. I will
attempt to answer questions within a 48 hour period. Best to you!!!