Return to course: Pivot to Play Certified™ Level 2: Strengths, Skills & Motor Patterns
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Pivot to Play Certified™ Level 2: Strengths, Skills & Motor Patterns
Lessons
Level 2 Lesson 1: Criss Cross and Noodling the Movement
Topic 1: Introduction
Topic 2: What Is Crossing the Midline?
Topic 3: What Does It Look Like and Why Is It Important for the Classroom?
Topic 4: What Is Motor Planning?
Topic 5: What Does Motor Planning Look Like and How Do We Strengthen It?
Topic 6: Wrap-Up
Topic 7: Reading & References
Lesson 1 Quiz: Crossing the Midline and Motor Planning
Level 2 Lesson 2: I Hear Ya and I See Ya!
Topic 1: Introduction
Topic 2: Language & Auditory Awareness
Topic 3: Visual Awareness
Topic 4: How Do They Transfer to the Classroom & How Can We Strengthen Them?
Topic 5: Wrap-Up
Topic 6: Reading & References
Lesson 2 Quiz: Visual and Auditory Awareness
Level 2 Lesson 3: Where Am I & How Much of Me Is There?
Topic 1: Introduction
Topic 2: What Is Body Awareness?
Topic 3: What Does Poor Body Awareness Look Like & How Can I Help?
Topic 4: What is Spatial Awareness?
Topic 5: What Does Poor Spatial Awareness Look Like & How Do They Both Transfer to the Classroom?
Topic 6: Wrap-Up
Topic 7: Reading & References
Lesson 3 Quiz: Body and Spatial Awareness
Level 2 Lesson 4: Up, Down, Let's Stomp, Stomp, Clap!
Topic 1: Introduction
Topic 2: Directional Awareness
Topic 3: How Is It Transferred to the Classroom, What Does It Look Like and How Can I Help?
Topic 4: Temporal Awareness
Topic 5: How Is It Transferred to the Classroom, What Does It Look Like and How Can I Help?
Topic 6: Wrap-Up
Topic 7: Reading & References
Lesson 4 Quiz: Directional and Temporal Awareness
Level 2 Lesson 5: Hands & Arms Do More Than Throw a Ball
Topic 1: Introduction
Topic 2: What Is Grip Strength?
Topic 3: Why Is It Important, What Does It Look Like and How Can I Help?
Topic 4: What Is Upper Body Strength?
Topic 5: Why Is It Important, What Does It Look Like and How Can I Help?
Topic 6: What Is Eye-Hand Coordination?
Topic 7: Why Is It Important, What Does It Look Like and How Can I Help?
Topic 8: Wrap-Up
Topic 9: Reading & References
Lesson 5 Quiz: Grip, Upper Body Strength and Eye_Hand Coordination
Level 2 Lesson 6: Legs, Jacks and Trees
Topic 1: Introduction
Topic 2: What Is Lower Body Strength?
Topic 3: Why Is It Important and How Do We Strengthen It?
Topic 4: What Is Bilateral Movement and Why Is It Important?
Topic 5: What Is Balance and How Can I Help?
Topic 6: Wrap-Up
Topic 7: Reading and References
Lesson 6 Quiz: Lower Body, Bilateral Movement and Balance
Level 2 Lesson 7: Tips & Tricks
Topic 1: Introduction
Topic 2: What Is It Like Working in a School or on Your Own?
Topic 3: Behavior Control, Digging Deeper
Topic 4: Class Flow and Transitions
Topic 5: The Art of Anticipation
Topic 6: Wrap-Up
Topic 7: References
Lesson 7 Quiz: Tips and Tricks
Level 2 Lesson 8: Level 2 Games
Final Quiz: Pivot to Play Certified™ Coach
Lesson 5 Quiz: Grip, Upper Body Strength and Eye_Hand Coordination
Chicago school districts have reported a 20% rise in the need for occupational therapy interventions over a three year period due to a concern over
*
Reduced ability for self-care tasks
A lack of physical readiness for school
Poor core strength
Visual integration challenges
Therapists believe the rise in the need for physical therapy stems from
*
Less free play time
Too much keyboard activity
Bouncy seats
The Back to Sleep Campaign
Some parents have traded ____________________ for a “sterile, educational tablet.”
*
The messiness of playdough
Outdoor experiences
Tutoring
Riding a bike
Kids can ______________ but can’t use ___________.
*
Clap; a crayon
Swipe an iPad; scissors
Use a mouse; a zipper
Tap a screen; a keyboard
Kids are showing up for school unable to hold a marker while also _____________
*
Making a circle shape
Listening
Counting
Holding the paper still to color
When working on a vertical surface, the hand gains strength because it is working _________ and __________.
*
The shoulder; causing the arm to move more
Hand; using a heavier writing utensil
Core; building upright, strong posture
The vestibular system; causing the eyes to move more
A vertical surface encourages reaching across all spaces which causes a child to ___________
*
Build hand strength
Build upper body strength
Practice body awareness
Cross the midline
The human hand has ______ muscles
*
10
27
30
42
The human hand has _________ bones
*
10
27
30
42
Match these
*
Power grip
Please Select
Power grip
Driven primarily by the index finger and thumb
Precision grip
Primarily palm of the hand
Fingers wrap around the palm
Please Select
Power grip
Driven primarily by the index finger and thumb
Precision grip
Primarily palm of the hand
Precision grip
Please Select
Power grip
Driven primarily by the index finger and thumb
Precision grip
Primarily palm of the hand
Used for delicate movements
Please Select
Power grip
Driven primarily by the index finger and thumb
Precision grip
Primarily palm of the hand
Touch receptors recognize (check all that apply)
*
Movement
Vibration
Texture
Precision
Power
Pressure
Dexterity
Temperature
There are how many touch receptors in the hand?
*
27
30
17,000
25 million
Fingers of both hands flex and extend how many times in a lifetime?
*
17,000
30,000
25 million
50 million
Grip strength in kids has been found to be an indicator of long term health, particularly
*
Alzheimers
Parkinsons
Arthritis
Diabetes and cardiovascular disease
Writing activates ___________ with ___________ by leaning into the functional mechanics of writing and the manipulation of language.
*
The logical left brain; the emotional right brain
The corpus callosum; creative thinking
Visual awareness; body awareness
Directional awareness; the corpus callosum
Signs of weak grip include: (Check all that apply)
*
Writing horizontally on a page
Switch between right and left hand to write
Challenged with opening containers
Breaking pencil lead frequently while writing
Using two hands for scissoring
Wobbling while bear crawling
Difficulty maintaining plank pose
Challenged with snapping buttons
Grip is strengthened with the following (check all that apply)
*
Crawling
Ripping open a snack package
Spinning
Hanging upside down
Clapping
Climbing
Upper body muscles help with
*
Jumping
Strong posture
Sliding
Squatting
The shoulder girdle consists of (check all that apply)
*
Vertebrae
Collar bone
Spinal cord
Shoulder blade
Rhomboids
Trapezius
Obliques
Pectorals
Forearm
The concept of “proximal stability for distal mobility” could apple to which of the following: (check all that apply)
*
A sailboat
Shoulder girdle
Core
Jumping
Hip joint
A door’s hinge
Clues to weak upper body strength (check all that apply)
*
Poor proprioceptive development
Using the whole arm to write
Shrugging while working on a fine motor task
Poor core strength
Inability to cross the midline
We build upper body strength (check all that apply)
*
Sliding
Crawling
Using a scooter board
Climbing
Working on a vertical surface
Spinning
Carrying heavy items
Wiping counters
In tummy time
Shaking a rattle
Somersaulting
Cartwheeling
In mountain pose
In bridge pose
Eye-hand coordination is the same as
*
Visual motor integration
Building depth perception
Putting pressure in the hands in plank pose
Putting just enough pressure on a pencil to write effectively
Eye-hand coordination deficits usually appear
*
In the toddler years
In preschool
In elementary school
In middle school
Writing requires using vision to guide the hand within the confines of
*
Depth and perception
Strength and pressure
The coloring book
Line and space
Poor eye-hand coordination is demonstrated by (check all that apply)
*
Difficulty copying shapes
Inability to sit still
Inability to grip the edge of a parachute
Challenges holding the body still in downward facing dog
Disjointed handwriting
A great deal of effort to write
Eye-hand deficits are usually a communication problem between
*
Proprioceptive system and auditory system
Vestibular system and the core
The visual system and the motor system
The hands and the upper body
Building eye-hand coordination comes primarily with
*
Core strength
Yoga
Strong posture
Practice
The _________ and __________ the ball, the easier it is to catch
*
Bigger; softer
Smaller; harder
Bigger; harder
Smaller; softer