An Introduction to Active Movement Koringa Hihiko - Sport New ...

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54 SECTION J Handedness Holistic Integration Laterality Literacy Linear Locomotor Manipulation Motor-sensory Neurological Neurons Non-linear Physiological Prone Proprioception Reflexes Sensory stimulation Skeletal Establishment of dominant hand. Emphasis on the importance of the whole child and the interdependence of the parts that make up that child. The ability for the brain to be able to receive messages from muscles and nerve endings automatically and react appropriately. The internalised awareness of knowing the body is two-sided and the ability to be able to operate one side independently from the other. The ability to communicate, particularly to be able to read and write. Also can relate to specific knowledge. In a line – in order. Movement from one place to another. Organization of the body to lift, hold, or mould itself or an object. Involving a combination of movement and the sensory system. Refers to the brain and brain development. Cells found in the brain. Not in order or line. The body’s structure, function and parts. Lying on one’s tummy. Inner awareness or unconscious feeling of “where I am in space”. Involuntary movement or position required for early survival in the child. Stimulation involving the senses (smell, touch, taste, hearing and seeing). Relating to bone structure of the body.
SECTION J 55 Spatial awareness Stability Synapses Tactile Utero Vestibular system Visualisation Understanding how much space one takes up. To be able to maintain a position. Connections or pathways between neurons in the brain that allows the brain to receive and respond to information and stimulation. Sense of touch. In utero – unborn child inside her mothers womb. Refers to the sense of balance and involves the fluid located in the inner ear. Our balance system also connects with core muscles of the front and back of the body. To think about a mental picture of an object, situation or skill performance. This can enhance one’s ability physically perform the skill.
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On 1 Feb 2012, SPARC changed its na
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1 Contents Foreword Contents How to
Page 5 and 6: 3 How to use this document This boo
Page 7 and 8: SECTION A 5 What is Active Movement
Page 9 and 10: SECTION A 7 The challenge for our f
Page 11 and 12: SECTION A 9 Where Active Movement/K
Page 13 and 14: SECTION B 11 OLD THINKING How a bra
Page 15 and 16: SECTION B 13 Neurons and neural pat
Page 17 and 18: SECTION B 15 fundamental skills tha
Page 19 and 20: SECTION B 17
Page 21 and 22: SECTION B 19 Vision The ability of
Page 23 and 24: SECTION D 21 > learning to direct o
Page 25 and 26: SECTION D 23
Page 27 and 28: SECTION D 25 Manipulation Imparting
Page 29 and 30: SECTION D 27
Page 31 and 32: SECTION F 29 Children all grow and
Page 33 and 34: SECTION F 31 Increasing Active Move
Page 35 and 36: SECTION F 33 Opportunity Time neces
Page 37 and 38: SECTION G 35 Language and Communica
Page 39 and 40: SECTION H 37 5. Use aids appropriat
Page 41 and 42: SECTION I 39 5. Recognise the holis
Page 43 and 44: SECTION J 41 Active Movement Settin
Page 45 and 46: SECTION J 43 The scenario below is
Page 47 and 48: SECTION I 45 Area Explanation Examp
Page 49 and 50: SECTION J 47 Safety and risk It is
Page 51 and 52: SECTION J 49 6. Ensure information
Page 53 and 54: SECTION J 51 Positive Active Moveme
Page 55: SECTION J 53 Key concepts Active mo
Page 60: PO Box 2251, Wellington, New Zealan
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