Developmental Motor Activities For All Children-From Theory to Practice

Abstract

Developmental Motor Activities For All Children was written primarily for teachers in regular education, special education, and physical education. Much of the book, however, would be applicable for therapeutic recreation staff working with children of all ages. The text is divided into three parts. The first discusses the importance of motor activities. The second is concerned with assessment and curriculum. The third provides examples of motor activities. The book begins with a historical summary of learning theories, in particular, perceptual-motor theories. Although the authors are perceptual-motor theorists, they do acknowledge the lack of research to support the theory that perceptual-motor training can improve cognitive functioning. Instead, they focus on perceptual-motor training to improve children's motor functioning. Lerch and Stopka provide a brief explanation of how nondisabled children and children with various disabilities and health impairments could benefit from this perceptual-motor training (also referred to as developmental motor activities). The authors discuss assessment and evaluation techniques and processes. They provide lists of assessment instruments that address developmental motor skills. These instruments are grouped according to content area assessed, grade level, specific exceptionality, ease of administration, and apparent validity and reliability. The reader should be cautious when looking at these assessment measures because almost half are "not presently known to be" valid and/or reliable and all the rest are described as "apparently'" valid and/or reliable. No explanation for "apparently'" is given. With that caution in mind, therapeutic recreation specialists could use this list to select additional assessment instruments. Lerch and Stopka also discuss planning a curriculum of developmental motor activities. They provide a set of lists of curriculum instruments grouped by content area presented, grade level, specific exceptionality, ease ofadministration, and other curricular characteristics. Although usually not referred to as "curriculum" in therapeutic recreation, these instruments might offer new programming ideas for therapeutic recreation staff. The last, and largest, section of the book is specific motor activities for the classroom, playground, and pool-as well as some guidelines for adapting activities. The classroom activities are primarily for academics and seem to lean towards the perceptual-motor theory of connecting perceptual-motor and cognitive skills. The rest ofthis section is a good place to discover motor activities for one child or groups ofchildren. Most ofthese activities can be done with children with a variety of abilities and with relatively inexpensive equipment. The authors of Developmental Motor Activities For All Children are obviously concerned about encouraging children"s development. They have written a book that is easy to read and contains quite a bit of good information for teachers and others working with children. Therapeutic recreation specialists need not agree with all the theoretical discussions in order to use this as a good reference in locating assessment instruments and developing programs.