TEACHING MOTOR

SKILLS TO CHILDREN
WATCH THIS!
Physical development
consists of two major
components: physical
fitness and motor skill
development
 WHAT IS PHYSICAL FITNESS?
Physical fitness is a state of health and well-
being and, more specifically, the ability to perform
aspects of sports, occupations and daily
activities. Physical fitness includes strength,
endurance, flexibility and body composition.
 WHAT
MOTOR DOES
MOTOR
SKILLS INCLUDE:

SKILLS MEAN?
A motor skill is a function, which
involves the precise movement of
muscles with the intent to perform
a specific act. 
MOTOR SKILLS INCLUDE:
Locomotion
(running, walking, jumping, hopping)
Manipulation
(throwing, kicking, catching, bouncing), and
Stability
(bending, twisting, rolling, dodging)
Mastery of a range of motor skills,
combined with good overall
physical fitness, is critical to
the healthy development of
a child and forms the basis of
their athletic competence.
To perform a task or movement,
our brain sends signals to our
motor units (individual nerves and
collections of muscle fibers) at
precise intervals to orchestrate the
contraction of muscles throughout
our body
Learning a motor skill is like writing a
computer program to a disk – the program,
imprinted on the brain, plays back as a motor
reflex. The method of imprinting a motor skill
"program" on the brain is repetition ("practice,
practice, practice").
Over time, basic motor skills
can be combined and built
upon to master more complex
skills.
IMPLICATIONS FOR TEACHING
MOTOR SKILLS
To achieve the greatest success, children should:
• Start with proper form or technique
• Get plenty of touch time (repetitions) to "program" their mind
and body with the technique
• Build up from a solid base of fundamental skills to the more
complex skills over time, seizing key developmental windows
TEACHING MOTOR
SKILLS TO CHILDREN:
THEORY INTO PRACTICE
BY: CARL GABBARD
Schema theory proposes an
explanation of how individuals
learn and perform a seemingly
endless variety of movements.
The theory suggests that the motor
programs we store in memory are not
specific records of the movements to
be performed, rather, they are a set of
general rules (schemas) to guide
performance.
Basically, individuals store in
memory past movement
experiences. This storage of
"movement elements" and their
relationship to each other is called
movement schema.
An individual calls up the
schema to program (in a
sense "piece together")
desired movements.
The greater the variety of
experiences produced by the
individual, the more diverse the
schema becomes, hence an
increased capacity to move.
The motor schema enables the
individual to select the
appropriate level from each
dimension to program a task that
may be known or novel.
One of the most fundamental
applications and aspects of
schema theory is that the learning
of a skill can be facilitated by
"variability in practice."
TheThechild
theorywhopredicts that practicing
is limited a
to throwing
variety of movement outcomes
experiences using an overhand pattern only,
within the same general skill area
would not be as adept to the performance of a
(throwing, jumping, catching) will
novel throwing task outside that position
provide a diverse set of experiences
(sidearm, underhand, etc.) as the child who
upon which the schema may be
has thrown from a variety of positions.
enhanced.
 THANK YOU!

BY: MARIEL JEAN BEDRO & JULIE MARIE BONGAOS