Motor Matters
Movement is something so many of us take for granted; walking, writing, smiling, talking – these all involve movement – complex patterns our neuromusculoskeletal system plans, organizes and executes. Kids learn the intricacies of their body through play, often outside in trees, sand, mud, sticks, rocks and negotiating with friends. People who work with kids developing know how miraculous it is to watch a child acquire coordinated movement. If you know a child with developmental disabilities or movement disorders, you begin to understand how complex it really can be. But what about kids that fall in the middle? The kids who are clumsy, awkward, uncoordinated, unathletic? What about kids with common diagnoses such as autism spectrum disorder, ADHD/ADD, sensory processing disorders? How much does motor matter for their success?
Dynamic Seating
Kids will effectively sit on balls in a classroom to improve attention, engagement, and learning. They choose either a proprioceptive strategy (w-sit on ball) or a vestibular strategy (perched on top and bounce). They will self-regulate in a short amount of time.
Molly E. Burgoyne M.E., Ketcham Caroline J. (2015) Observation of classroom performance using therapy balls as a substitute for chairs in elementary school children. Journal of Education and Training Studies, 3(4), 42-48. doi:10.11114/jets.v3i4.730.
Motor Planning and Autism
Motor planning is impacted in many autistic children. We have assessed end-state comfort, fine motor control, and tDCS to improve motor planning.
Kathleen E. Hupfeld K.E., Ketcham Caroline J., Schneider Harry D. (2017) Transcranial direct current stimulation (tDCS) to Broca’s area: Persisting effects on non-verbal motor behaviors. Neurological Disorders and Therapeutics, 1(1), 1-5. doi:10.15761/NDT.1000102.
Kathleen E. Hupfeld, Ketcham C.J., Schneider H.D. (2017) Transcranial direct current stimulation (tDCS) to the supplementary motor area (SMA) influences performance on motor tasks. Experimental Brain Research, 235(3), 851-859. doi: 10.1007/s00221-016-4848-5.
Kathleen E. Hupfeld, Ketcham Caroline J. (2016) Transcranial direct current stimulation on motor and language planning in minimally verbal children with Autism Spectrum Disorder (ASD): Feasibility, limitations, and future directions. Journal of Childhood and Developmental Disorders. 2(3), 1-12. doi.org/10.4172/2472-1786.100029
Jessica L. Simermeyer, Ketcham Caroline J. (2015) Motor planning and end-state comfort in children with Autism Spectrum Disorders, Autism Open Access, 5(1), 1-4. doi: 10.4172/2165-7890.1000138
Presume Competence
Provide Expectations
We have worked with therapeutic and recreational activities where volunteers, coaches and therapist work with kids with various disabilities to engage them in movement and sport. It is important that expectations are in place and we presume it can be achieved, and put supports in place to make it possible.
Sara Corning, Ketcham Caroline J., Hall EricE. (2020). Striking Down Barriers: Parents' Perspectives of Youth Sport Programs for their Children with Disabilities. Advances in Physical Education, 10 (4), 459-474. DOI: 10.4236/ape.2020.104036
Freda Thompson, Ketcham Caroline J., Hall Eric E. (2014) Hippotherapy in children with developmental delays: Physical function and psychological benefits. Advances in Physical Education, 4, 60-69. doi:10.4236/ape.2014.42009
Growing Up Outside
Kids development physically, cognitively, and emotionally when given opportunities to explore, play, and discover outside. The multiple sensory options and risk taking is important for problem solving and development of vestibular, sensory, and motor systems.
I have taught and co-taught multiple courses and Capstone Experiences using this topic.
Caroline J. Ketcham (Oct. 2017) Inspiring student ownership of capstone http://www.centerforengagedlearning.org/inspiring-student-ownership-of-capstone/
