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.
Get full access to this article
View all access options for this article.