Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs. Movement control (skill) and movement behavior are proposed as direct outcomes. Movement experiences are proposed as an environment or a means for achieving nonmovement or indirect outcomes. Interpretations and applications of skills, behaviors, and experiences are illustrated in relation to clumsiness, hyperactivity, and perceptual-motor problems. Skills and behaviors are presented with some general elements of movement-for-self, movement-with-others, movement effort, and movement-participation confidence to encourage a fresh look at the subject.
Get full access to this article
View all access options for this article.
References
1.
Abercrombie, M.L.J., Gardiner, P.A.G., Hansen, E., Jonckhere, J., Lindon, R.L., Solomon, G., & Tyson, M.C.Visual, perceptual and visuomotor impairments in physically handicapped children . Perceptual Motor Skills Monograph Supplement, 1964,18, 561-625.
2.
Bender, L.A visual motor Gestalt test and its clinical use. American Orthopsychiatric Association Research Monograph No. 3, 1938.
3.
Keogh, J.F.The study of movement skill development. Quest, 1977, 28, 76-88.
4.
Keogh, J.F., Sugden, D.A., Reynard, C.L., & Calkins, J.A.Nature and incidence of clumsiness and related behaviors in young school children . Submitted for publication, 1978.
5.
Lewko, J.Current practices in evaluating motor behavior of disabled children . American Journal of Occupational Therapy, 1976, 30, 413-419.
6.
Myers, P.I., & Hammill, D.D.Methods for learning disorders (2nd ed.). New York: Wiley, 1976.
