The acquisition of goal-directed movement: Developing and reporting a measure of learning readiness for use in classroom settings for students with motor performance needs

Abstract

This thesis investigated how student movement difficulties might be related to motor learning opportunities in the classroom, and how classroom-related movement might be described as a learning progression and stage of learning assessed. At the time of this investigation, the movement aspects of classroom learning were not constituted as a curriculum domain, nor were classroom teachers equipped by their training to support motor learning advance for students experiencing difficulties. Consequently, a common practice was to recruit occupational therapy support via teacher-administered assessments developed by occupational therapists for this use. However, these were not underpinned by learni..