Movement Development Recommendations In Children – 11+ Vigorous Exercises

by | Apr 19, 2020 | Health | 0 comments

Movement development recommendations in children

Movement Development Recommendations

Movement Development Recommendations In Children are important for every parent. If at an early age the child has undergone no stage of movement.

development (such as crawling) that has left a “gap” in the further development of his movement, educators and parents need to know how to remedy the disorder.

In addition, restrictions on movement also negatively affect other areas of development – mental, social, emotional.

Children who have learning and behavioral problems, which are also reflected in their inaccurate and awkward movements, sitting or standing in the wrong body

position, and inability to perform the task accurately, also have difficulty performing exercises to reduce or eliminate these disorders.

The following are the three most common movement performance problems and exercises to identify and correct them.

All exercises should be performed individually or in small groups. You might find useful information in Our articles about Daily Physical Activities.

Insufficient antigravity movements, imbalances, coordination problems of hand-eye movements

Children who have difficulty holding the body cannot maintain a vertical posture for long periods of time.

For example, they fall into a chair at a table or support their head on their wrist while reading or writing. They have difficulty performing static and dynamic balance exercises and movement coordination tasks.

We can observe this problem at an early age, if the child performs a rolling motion or lies on his stomach, spinning around, helping with his hands to perform the task, legs – lifted. Children with antigravity problems often have learning disabilities and behavioral problems.

Movement Development Exercises

1. “Turning the plate,”

Age: 3 or older

Equipment: A sufficiently strong pad or other small pad on which the child can lie on his stomach. With chalk on the floor, draw a circle the diameter of the child.

Exercise: we place the child in the center of the circle, lying on his stomach on a pillow or pad. Leaning back on the hands and with the toes, the child spins himself in a circle, trying to stay within the circle. Make 10-15 turns to the right and then to the left.

Instructions: The teacher or parent observes how long the child turns one way and how long the other side turns. There may be children who cannot start or complete the task at all. Then the teacher at the feet and legs helps the child to make a rotational movement.

Alternative version: Make spins lying on your stomach, then get up and run around the circle three times. Repeat the spins in reverse.

2. “Turning on the ball,”

Age: 3 or older

Equipment: An exercise ball on which a child can lie on his stomach, reaching for the floor with his hands.

Exercise: The child rests lying on the ball, arms – in front, touches the floor. Move the hands to the right and left side. The adult fixes the ball or helps the child to complete the task by holding it.

Alternative version: The child is lying on a ball, in front of a box or bucket, in which the child must throw a sandbag or other object. The child holds a bag or tennis ball between the chin and the neck.

3. “Throwing or rolling the ball”

Age: 5 or older

Equipment: Lightweight, small rubber balls

Exercise: Lying on your back, feet against the wall, knees – bent. Throw the ball against the wall and catch it with your hands.

Alternative version: Lying on your back, knees bent, your feet holding the ball against the wall. Roll the ball up and down the wall, alternating or moving the legs at the same time. The ball must not fall.

4. “Horizontal rope pulling”

Age: 5 or older

Equipment: Board on wheels or well-sliding blankets

Exercise: Pull the rope over the grass at such a height that the child can reach it with his hands while lying on his back. Lying on a board or blanket, holding the head lifted, the child moves, alternately or simultaneously moving his hands on the rope.

Instructions: we perform The exercise until the child can keep his head lifted so that no fatigue occurs.

Difficulty performing asymmetrical movements

Asymmetrical movements manifest at 2-4 months, when the child has an asymmetric tonic cervical reflex. This reflex disappears with the time when the child is aware of his hands and can grasp the toy with one hand (about 4-5 months).

If the reflex does not disappear in time, the consequences later are the inability to perform the action with one arm or leg, and the difficulty to make movements across the midline of the body.

In later years, it manifests itself as a messy handwriting, reading difficulties or attention deficit, and hyperactivity.

Movement Development Exercises

1. “Coin delivery”

Age: 4 or older

Equipment: Hold items in one hand, such as plastic circles, paper coins, small coins, or sandbags.

Exercise: Children lie on their backs in a circle or in a row, arms – sideways, straight, all look – to one side. Each object in one hand (right or left). After the “Start” command, each participant moves the “coin” to the other hand and passes it to the next participant.

Instructions: Both hands – straight throughout the exercise

2. “Crawling with apple”

Age: 4 or older

Equipment: 2 or more tennis balls. Start and Finish line 5 meter apart.

Exercise: The child is in a crawl position. The ball is placed between the chin and neck. Crawl from start to finish line. The exercise can be performed on time or in the form of a relay.

Instructions: The child’s support arm should be straight when performing asymmetrical operations. The ball must not fall out.

3. “Riding a skateboard”

Age: 5 or older

Equipment: Skateboard

Exercise: The child lies on the board and, pushing back with his hands, moves the distance. You can create a zigzag distance with different directions. The child must hold his head to see the direction of movement.

Instructions: After pushing off the floor, the child must fully straighten his arms and have his head lifted.

4. “Pushing the wall”

Age: 6 or older

Exercise: Posture with the right side against the wall, right hand – straight, leaning against the wall, left hand  – down, gaze – left. Bend and straighten your right arm. Count how many times you can bend and straighten your arm. Then – the same with the left hand.

Instructions: The child’s free hand must be kept still, the head must be facing away from the wall during the whole task.

5. “Bear walk”

Age: 5 or older

Equipment: Soccer ball or pins (cones). We place the pins as a zigzag at a distance of 5-10 meters.

Exercise: The child stands in a “bear position”: legs straight, arms against the floor, height bent. The child moves by moving the ball with his head forward between the pins.

Instructions: The child’s hands must be straight throughout the exercise. At first the movements are made slowly to maintain control of the ball and not lose balance, later increasing the speed. If the child’s arms bend when the head is bent, this shows problems with coordination of movements.

Weak function of the dominant side of the body

The dominant side or leading hand of a person is determined by the connection between the right and left hemispheres of the brain and the division of functions between them.

In addition, it crosses – if the right is the right hemisphere of the brain; it controls the left side of the human body, and vice versa.

However, all neuropsychological processes take place with the participation of both hemispheres of the brain, so the term “dominant” is conditional. Each hemisphere in its own way ensures the operation of brain as a unified system.

The infant has a functional imbalance of the left and right hand. A pronounced one-handed dominance develops in a child around the age of 1.5 – 2 years, but in some children around the age of 3-4 years.

A child who has developed a dominant body side will perform more confidently and accurately in actions with one hand or foot (for example, throwing and guiding a ball, standing on one leg, writing, cutting with scissors, etc.).

Children who have not developed a dominant side of the body find it more difficult to perform physical activities that require activity with one side of the body, balance and coordination of movements, and learning problems.

Movement Development Exercises

1. “Throw and catch scarves”

Age: 4 or older

Equipment: Each child is given two light silk scarves

Exercise: The children take a scarf in each hand, throw them up and try to capture each with separate hands.

2. “Knocking out the bags”

Age: 6 or older

Equipment: Chalk to draw a circle on the floor with a radius of the child’s height. Put sandbags on the edges of the circle.

Exercise: The child stands on his arms agaisnt the floor,  legs in the center of the circle, arms on or near the line. By moving arms to one side, the child throws or pushes the bags out of the circle.

Instructions: Child has to keep balance while on his hands agaisnt the floor.

3. “Relay with transfer of objects”

Age: 4 or older

Equipment: 3 buckets filled with water. Start and Finish lines, 5-7 meters apart.

Exercise: The child with the dominant hand takes a bucket filled with water and carries it to the finish line, leaving it. Go or run after the next bucket.

Instructions: Do not spill water during the task! The task must be performed with the dominant hand.

4. “Soccer with paper ball”

Age: 5 or older

Equipment: Paper balls (crumpled 8-10 newspaper pages, wrapped with colored adhesive tapes). Start and Finish lines, about 10 meter apart. You can create a football field by limiting it with cones, mark the gate.

Exercise: The child takes a position on the arms on the floor, lying backwards (cancer pose). Kick the ball forward or on the field using the dominant foot in an attempt to hit the goal.

Instructions: Child’s pelvis – lifted (does not touch the floor). The ball is kicked only by the dominant foot.

5. “Running around your arm”

Age: 6 or older

Equipment: Chalk to draw a circle on the floor with a radius of the child’s height. Mark the center in a circle.

Exercise: Lying on your side, resting on the dominant arm. Palm in the center of the circle , legs on the edge of the circle. Supporting on the hand, the child moves in a circle with his feet. Count how many laps a child can go on the dominant and then on the other hand.

Instructions: Support arm – straight. The task can be performed with time control, for example, how many laps the child completes in 20 seconds.

Children with disabilities need support from parents, educators, and coaches. No matter where, with whom or what activities children perform, this process should create joy and a sense of accomplishment in children.

Use your ingenuity, creativity and knowledge to encourage children’s desire to be physically active, to help them overcome everyday difficulties more successfully.

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