Perceptual-Motor Programs, Movement and Young Children's Needs: Some Challenges for Teachers

Abstract

In education today teaching programs and techniques are being reviewed to determine whether they reflect the characteristics of best practice, i.e. practices which are both developmentally and instructionally appropriate. In this paper, perceptual-motor programs being used as physical education programs are examined. The purpose of this article is to encourage thought and reflection about perceptual-motor program practices which appear to be counter-productive to the development of children's motor skills, and enjoyment of physical activity. Specifically, these practices relate to aspects of organisation, content and teaching methods. In addition, I have presented specific guidelines that will assist early childhood teachers to recognise physical education practices that are developmentally and instructionally appropriate.

Still Jumping on the Balance Beam: Continued Use of Perceptual Motor Programs in Australian Schools

“…Although many schools located their PMPs in the area of Physical Education and Health, the use of the programs in this way has also been questioned. Campbell (1997) noted that PMPs have not been shown to be more effective than regular Physical Education programs and they include features that suggest that they may be less effective in promoting physical activity and skill development. She suggested that the practice of rotating groups of children through stations may result in a lot of time spent waiting, and little time spent in physical activity.…”