By Madeleine Portwood
A lot learn has inquisitive about dyslexia and co-ordination. This publication examines the literature and gives a framework to help students with dyslexia, not just in the course of PE classes yet in much less based environments, for instance in the course of holiday time whilst scholars usually are all for physical games.
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Extra info for Dyslexia and Physical Education
It is important to cover the aspects of development that may have been ‘missed’ in the early years. It can no longer be left to chance (Wetton 1997) because the ability to coordinate movement and develop perceptual skills is fundamental to further learning experiences. The child needs to begin to express his/her ideas, firstly through drawing and then writing. Children who have perceptual and coordination difficulties in their early development struggle to produce legible handwriting. The problems are exacerbated as the children progress from Foundation Stage through the other key stages as the requirement for written work increases.
9). The body position moves from the right to left side as the child moves along the steps. Children with dyslexia experience problems when an additional task is added, for example collecting a beanbag from a basket at one end and carrying it to a basket at the other. These activities need to be mastered and, with sufficient opportunity to practise, the skill will be learned. 9 Stepping-stones Team games – passing a ball along the line over heads and between legs, and collaborative working – using a parachute present problems.
Independent movement of arms and legs must be achieved before swimming strokes can be mastered. Differing levels of maturity and the time to develop new physical skills varies greatly between individuals. Many children with dyslexia need to practise a new skill for much longer than their peers (Fawcett’s (2001) ‘square root rule’) before they become competent. 33 Dyslexia and Physical Education In addition, the skills must be broken down into their components and taught sequentially. It is therefore unrealistic to make statements that specify expected skill acquisition at particular key stages, as skills will be acquired at different rates.