ABOUT PMP

The Perceptual Motor Programme (PMP) - is a step-by step programme, designed and individualised for the development of PERCEPTUAL KNOWLEDGE and JUDGEMENT.

OUR "PERCEPTUAL MOTOR PROGRAMME"

Whether you're just introducing PMP coursework into your school, or you already have the programme up and running, on-going PMP teachers courses and workshops are available to enhance educators' understanding of the objectives, benefits, applications, and teaching techniques of PMP, including...

  • Rationale for Perceptual Motor Programmes
  • Skill techniques
  • Floor sessions
  • Memory training
  • Developing language through the programme
  • Evaluation procedures
  • Practical activities
  • Screening tests
  • Equipment resources needed to set up Resources

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What is PMP?

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PMP is seen as part of the programme of total experiences. It is not a physical education programme alone, or music, or fitness, or dance, or gymnastics. It is a programme that uses facets of all of the above in order to develop children's perceptions. The perceptions and judgments that are formed over time help determine how children react to their environment, to others, and to new ideas.

PMP is different because it aims to develop the child rather than the skill. It is not purely a motor programme. It is a perceptual motor programme where language is the key factor in providing the perceptual knowledge about the motor experience. The programme has it's roots in the development of language, the gaining of problem solving skills, and general readiness areas.

The Perceptual Motor Programme (PMP) is a step-by step programme, designed and individualised for the development of PERCEPTUAL KNOWLEDGE and JUDGEMENT.

Perceptual knowledge/judgement comes from physical and sensory experiences that are repeated over and over. The perceptions that are formed over time help determine how children react to their environment, to others, and to new ideas.

When this is well developed, consequential reactions are more likely to be appropriate for any given situation. When it is not, it can impede learning. Children with common problems such as inattention, day dreaming, wandering, laziness, clumsiness, and disruptive behaviour are often those with a poorly developed "perceptual world." These children risk becoming frustrated and stressed which can shut down their ability to concentrate and comprehend.

A consistent and varied "diet" of physical and sensory;experience is the key to developing perceptual judgments. The greater the store of experiences the better developed the perceptions and motor reactions. And when those perceptions and reactions become automatic, the brain is free for higher thinking tasks.

In short, refining perceptual judgments prepare the brain for learning.

Bridging the gap

Many children enter our classrooms today unready for formal learning. The simplest things trip them up... having to sit still and listen... being unable to hold a pencil correctly... coping with multiple instructions at once, and on and on.

And while this presents challenges for early learners and teachers, the bigger consequences may have much farther reach. Early frustration and feelings of failure can result in low self-esteem, fear/dislike of the formal learning environment, and underachievement throughout the school years. Helping children bridge the gap between the playful, rough ‘n tumble world of preschool life and the disciplined world of the classroom will pay dividends for all of the learning years ahead.

Quite often, those early challenges in the classroom can be mis-diagnosed as misbehavior or redressed with “formal learning” techniques for which children may not yet be ready. For instance, a child’s inability to sit still and listen may have less to do with his lack of discipline than a lack of vestibular stimulation. A child’s poor pencil grip may have less to do with the number of hours she’s held a crayon in her hand, than the number of hours she’s spent on the monkeybars.

By understanding the “learning nexus” between a young child’s brain and body, PMP works to develop childrens physical motor skills that provide the foundations necessary for success in their early school years – while equipping educators with a new set of diagnostic tools and remediation techniques to help children make the leap to a lifetime of learning.

Body + Brain = Learning

PMP is a motor coordination programme for school age children, comprised of sequential movement activities across five different stations for classes of up to 30 students, ages 5 & up.

By revealing the “learning nexus” between the body and the brain, PMP isolates the five critical spheres of physical and sensory influence that prepare the brain for formal learning.

The programme

  • HOLISTIC. Movement/Language development programme, with focus on Motor Coordination, Cognitive Development, Self-Esteem, Social Skills and ability to cope better in the classroom.
  • DIAGNOSTIC. Helping teachers recognize children's needs in relation to hand-eye, balance, locomotion, and fitness, and the ramifications of unremediated skills.
  • STASM. Contributes to the development of short term auditory sequential memory.
  • PROBLEM SOLVING. Gives children strategies for problem solving.
  • EASY IMPLEMENTATION. Delivers carefully-crafted sequenced (and fun!) activities, packed with learning foundations.
  • AN OUNCE OF PREVENTION. Designed to be preventative rather than curative.
  • FITNESS-ORIENTED. Covers many strands of traditional Junior PE/Health Curriculum.

How Does the Perceptual Motor Programme (PMP) Work?

The PMP programme is divided into integrated, synchronised sessions, as follows...

How does PMP work?

Floor 
Session:

- Preparation for equipment sessions.
- Achievement in the equipment session depends on good preparation.

Equipment Session:

- Outcomes from PMP Model
- Use starter and extension cards from Smart Start Model

Language Follow
Up Session:

- Transferring the concepts, knowledge and understanding to the classroom situation ie;

 
How often?
 
- 1 for every 2-3 sessions
 
- Up to 4 sessions a week
 
- After each equipment session
When? - Any time of the day - Any time of the day - Immediately after equipment session
Who? - Whole class - 3-5 children per station - Whole class
How long? - 1/2 hour session - 1/2 hour
- 5 minutes per station
- 5-10 minutes
Where? - Any safe place - A large safe area eg. hall - Classroom
- At PMP equipment times
Help required? - Not essential - 1 adult per station - If possible, but not essential

 

Perceptual Motor Programme

LEARNING OUTCOMES 

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PMP gives children experiences by seeing, hearing, touching, making perceptual judgments and reacting through carefully sequenced activities including: running, hopping, skipping, jumping, balancing, crawling, climbing, throwing, catching, bowling, spinning, sliding, and more.

PMP aims to be preventative rather than curative by diagnosing problems that undermine learning in the classroom. Critical learning outcomes include...

  • PERCEPTION OF SELF.  (Body Image and Laterality)
    Works to prevent classroom problems such as reversals, sidedness, etc
  • PERCEPTIONS OF SPACE (Proprioception)
    Works to prevent problems with handwriting and helps children move efficiently in his/her world.
  • PERCEPTIONS OF TIME. (Body Rhythm)
    Works to prevent problems with memory and helps children move efficiently in his/her world
  • SOCIAL DEVELOPMENT.
    Problems are solved, language skills developed, and complex,coordinated physical skills emerge, allowing children to take on more sophisticated forms of social interaction such as team sports and dance.

  • SELF ESTEEM.
    When children's brains and bodies are aligned, they become more self-assured individuals with the ability to adapt to changing situations, assess and manage risk, stay open to new ideas, feel secure in their place in the world and certain of their own abilities to make contributions to that world.