Describe the differences among the four levels of controlprecontrol, control, utilization, and ...

Ans. to #1

Precontrol: The same movement cannot be repeated in succession.
Control: The same movement can be repeated somewhat consistently but cannot be combined with another movement or object.
Utilization: The same movement can be repeated consistently and used in new situations and combinations.
Proficiency: The movement is automatic and effortless and can be performed at the same time as other actions as well as modified to fit planned and unplanned situations.

Ans. to #2

TRUE

Ans. to #3

Example activity: After reading a book about ants and observing ants on the playground, the children will move creatively like ants.

Physical adaptations: Eliminate obstacles and low objects. Make sure there is enough room for wheelchairs. Reduce distances. Make sure the floor is carpeted. Have a helper to guide or push the child. Visual adaptations: Pair the child with a peer. Mark the floor with tape. Have the children hold on to
scarves or a rope. Reduce the area for the child to move in. Provide a special surface for the child to stand on.
Hearing adaptations: Use large visible cues. Hold a large easily seen object. Let the child touch a piano, drum, or radio while moving in place. Have a helper or peer to help model what to do.

Ans. to #4

TRUE

Ans. to #5

Socially: creates social unity, cooperation, sharing, collective discipline, introduces cultural experiences, learn to take on roles.
Cognitively: improves brain's ability to order movements and connect mind and body, solve problems, improves kinesthetic memory, improves understanding of positions in space, one-on-one correspondence and counting. Cements concepts such as move in, around, under, and above. Linguistically: communicate better with gesture, hand control improves speech, increased vocabulary for movements and body elements.
Emotionally: improves self-confidence and self-expression through being in control of one's body and feeling fit. Releases endorphins and so gives pleasure, reduces stress, and improves mental attitudes.

Example Activity:
Have each child pretend they are an animal of their choice looking for food in the forest as part of a study of the food chain. Ask: How will your animal move? What will your animal look for to eat? What happens if you meet an animal who wants to eat you or you it?
Social: Children will work together to move safely so as not to hurt each other. I will know this is happening when they move around leaving enough space so they don't get in each other's way. Cognitive: Children will problem solve to figure out how to show who is eaten. I will know this is happening when we brainstorm ideas and come to consensus on what we will try.
Language: Children will use the elements of movement vocabulary when discussing how to show they are eaten. I will know this is happening when I hear them say we can hold hands and move slower to show we caught someone, or open and close our mouths to show we are eating.
Emotion: Children will grow in self-confidence. I will see this happening with they move with increasing control and successfully perform their animal movements.

Ans. to #6

TRUE

Ans. to #7

1.Performing: the actual physical movement of the dancer. Example: Have children imagine they are inside a space ball. Ask them to touch the top, sides, and bottom.
2.Creating: the invention of original movements by the dancer. Example: Ask children to imagine how a mole tunnels through the earth. Put on some low-pitched music and have them pretend to be moles.
3.Responding: expressing our ideas about a dance performance. Example: After watching a video of themselves moving around like moles, have the children write in their journals about how it felt to be a mole.

Ans. to #8

TRUE

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