Improvement of Motor Skills in Physically Handicapped Children After Inclusion
Motor abilities can be defined as innate and enduring. Motor skills, however, can be learned and developed through repetition. Combining a number of motor abilities develops these motor skills, and with practice these skills become perfected. In children, these skills are unfamiliar at first, but once used in everyday and recreational activities, they become ordinary and effortless. However, some children are born with less developed motor abilities, and some skills never become natural and effortless; these individuals are characterized as physically handicapped. The result of combining these lower-level abilities creates an inferior level of motor skills in physically handicapped children. Therefore these children will never be at quite the same level as those children with normal motor abilities. For this reason, some handicapped children are not able to participate at the same level of physical activity as their peers. Kasser, Collier, and Solava (1997) address the consequences of this lack of involvement: "The resultant inactivity negatively affects developing children in many ways, especially their physical health" (p. 50). Kasser, et al. (1997) suggests inclusion as a solution to this issue, and mentions the pos
Having a sister that has had a lack of opportunity to be introduced to these concepts makes me all the more aware of the differences that lie between the two of us. The handicapped student is much more likely to want to perform a skill with his or her peers, than using a computer program. (1997) also recognizes this, but adds that the rate of learning in handicapped individuals compared to typical students is much lower, and therefore must be considered when establishing the number of skills that are taught in that class or period of time. Lastly, a benefit to grasping a sport-specific skill is that it enables the individual to be active throughout their lifetime (Kasser, et al. This is an example of establishing a sport specific motor skill. On the other hand, the physical therapist focuses on the child's functional motor skills. Although both of these examples don't take the idea of repetition and rehearsal into consideration when calculating and evaluating response time, there is still the component of motivation. itive effect that including disabled children in physical education classes has on the children's value in the eyes of their peers. The physical therapist also has an understanding of functional and age appropriate sport activities that will motivate the individual to take an active role in improving his or her own motor skills (Kasser, et al. The first of these benefits is the idea of motivation.
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