This is the Second in a series of Five motor development activity books in the Perceptual-Motor Development Series covering preschool and the primary grades. This book is divided into 3 Parts: Part 1--Ball Activities; Part 2--Rope Activities; and Part 3--Hoop Activities. The book consists of 53 pages and all the activities are sequenced according to difficulty. PART 1 introduces the students to Ball Activities which utilizes a ball which is a marvelous piece of equipment for children. It is the most commonly used equipment in physical education programs as well as in natural play experiences. Its versatility allows it to be manipulated in so many ways. It can be bounced, thrown, rolled, kicked, butted and socked. From infancy, children are eager to be challenged by that round elusive object--the ball. It promises excellent opportunities for developing hand-eye coordination and visual tracking skills necessary for general academic achievement. The ability to handle and control a ball is an important skill for all children. Children who do not have the opportunity to develop these competencies tend to perform poorly and as a result avoid participating in games and sport activities. By implementing a comprehensive program arranged by skill levels that progress from simple to difficult based on sound mechanical principles, the children have more opportunity to be successful. As the child matures, games and sport activities become increasingly popular and an integral part of regular play and recreation. Th child' relationship with his peers and his basic self-image can be strongly influenced by his ability to successfully handle a ball. Basic ball skills insure the proper application of force, accuracy and balance. Children can participate in more advanced and demanding games if they first master basic skills. PART 2 introduces the students to Rope Activities which, as traditionally used in the school physical education programs, serve a rather limited purpose. Their use is confined primarily to rope turning and jumping tasks. Using the rope in movement exploration and perceptual-motor programs affords children the opportunity to explore the physical properties of the rope. The tactile sensation of the rope enhances their language development. They are encouraged to feel the rope, to describe it and to discover what can be done with it. It provides maximum enjoyment and many opportunities for creative expression. Rope jumping is rhythmic and it takes courage and timing for success. Boys are often reluctant to participate. They need to be assured that boxers, football players, and tennis players use the rope to strengthen leg and wrist muscles. It helps increase coordination and flexibility of both the mind and the body. Less able students can achieve success and personal satisfaction by using the rope on the ground as an obstacle. As confidence and skill increase, the children can progress to the more difficult task of jump roping. PART 3 introduces the students to Hoop Activities because the hoop is a highly adaptable teaching tool. It can be manipulated in a variety of challenging ways and has appeal to children of all ages. It is durable, inexpensive and safe. These characteristics make it one of the most popular pieces of equipment used in movement exploration and perceptual-motor programs. Hoops can be purchased commercially or constructed from rolls of plastic pipes or tubes found in many hardware stores. Homemade hoops are more economical and will generally outwear the commercial hoops. The commercial hoops do have the advantage of being available in bright colors. This adds a pleasing visual quality to the movement environment. Enough hoops should be available so that each member of the class has his own hoop. Throughout the tasks, the total involvement of each child is necessary for success.
About the Author: Jack Capon was known nationally and internationally for his practical application of Movement Education to the classroom environment. By means of his numerous workshops that he conducted throughout the world, Jack Capon has shown how teachers and others interested in Movement Education can start their own successful programs. Jack Capon was active in Movement Education from the early 1960's right on up to the mid 1990's when, by an ironic twist of fate, he was forced into early retirement by the onslaught of a rare neurological disorder called Striatonigral Degeneration. After several years of deteriorating health, Jack passed away in the summer of 1999 soon after the publication of the newest edition of his Perceptual-Motor Lesson Plans, Level-2 book. Jack Capon was not only a great Movement Educator, but a great human being as well, as witnessed by his 25 years of volunteering to direct the Special Olympics Program for his local town of Alameda, California. Although Jack is no longer here with his energy and enthusiasm for Movement Education, his Perceptual-Motor Development Programs lives on and continues to provide valuable help in developing the movement coordination skills necessary for the healthy development of children everywhere. Jack Capon, by means of his numerous workshops that he conducted throughout the world, has shown how teachers and others interested in Movement Education can start their own successful programs. It's been told that the original founder of the nationwide and now worldwide chain of Gymboree fitness centers for kids got her inspiration and many of her ideas from observing Jack Capon's programs in action and in attending many of his early workshops. The fact that you can start a business using Jack Capon-like activities for kids is further testament to the obvious that his programs do work and give a valuable boost to the development of any child in the early childhood years.