Bi-lateral Coordination

                  Bilateral Coordination

I have been asked by many parents to explain what bi-lateral coordination is.  I hope the following information will give you a better understanding of what bi-lateral coordination is and why we need bi-lateral coordination skills to perform many daily activities effectively.

Bilateral coordination is the ability to use both sides of the body at the same time
in a controlled and organized manner. This can mean using both sides to do the
same thing, as in pushing a rolling pin, using alternating movements such as when
walking, or using different movements on each side, such as when cutting with
scissors while holding and controlling the paper with the other hand.  In Adapted

Physical Education we utilize bi-lateral coordination skills to perform tasks such 

as but not limited to:  Jumping jacks, cross country skiers, catching with both hands,

and jumping a self turned jump rope.  

The following activities are useful in helping to develop your child's bi-lateral coordination skills. 

And can be practiced at home.    

Symmetrical Activities

Blow bubbles and reach with both hands to pop them

Pull cotton balls apart, glue on paper to make a picture

Tear strips of paper, paste on paper to make a collage

Squeeze, push and pull on clay, putty, play doh or modeling foam

Pull apart construction toys (Duplos, Legos) with both hands

Roll play doh, putty or clay with rolling pins

Percussion toys: symbols, drums (both hands together), etc.

Play with a toy Accordion

Pull apart and push together crinkle tubes

Play Zoom Ball

Penny flipping: line up a row of pennies, start flipping with each hand at the far end until they meet in the middle

Penny flipping: line up in an oval, start at the top with both hands and flip pennies simultaneously until hands meet at the bottom

Jump rope

Ball play: throw and catch with both hands together

Bounce a large ball with 2 hands, throw or push a ball with 2 hands

Alternating movements

Drum or Bongos: with both hands one at a time (reciprocally); try to imitate a rhythm

Ride a tricycle or bicycle

Air biking: while on your back, raise your feet up toward the ceiling and pretend you're pedalling a bike

Walking, running, skipping, swimming

Play follow the leader hopping on one foot, then the other; then 2 to 3 times on each foot, alternate repetitions and feet; add arm
motions to increase the challenge

Juggle scarves

Activities that require different skill sets for each hand

Cut out all types of things with scissors: cut straws and then string up pieces for jewelry, cut play doh or putty, cut up greeting
cards and make a collage, cut styrofoam packing peanuts

Spread peanut butter, or any spread on crackers, frost cookies; be sure to hold the cracker or cookie still

String beads to make jewelry

Coloring, writing, drawing: be sure the other hand is holding down the paper

Trace around stencils: the helper hand holds the stencil down firmly while the other

draws around the stencil

Body Awareness activities

Simon Says, Hokey Pokey

Wheelbarrow walking

Crawl on all fours: forward, backward, sideways or change direction on command.

Crawl through an obstacle course

High School Syllabus Adapted Physical Education

Adapted Physical Education Syllabus

Modesto City Schools

APE teacher: Richard Frederiksen

ADAPTED PHYSICAL EDUCATION PHILOSOPHY

All students in APE will be provided with a safe environment, with an opportunity to make progress towards individualized IEP goals and objectives.  Our goal is to develop movement skills, overall fitness, and fitness knowledge.  I encourage and expect that each student provide their best effort, a positive attitude, sportsmanship, and cooperation.

BEHAVIOR EXPECTATIONS

1. Participate and learn.

2. Cooperate and encourage others.

4. Use equipment properly.

5. Have appropriate clothing (Tennis shoes, clothes you can exercise in.)

6. Do your best and play fair

7. Stay busy and on task.

8. Be safe and have fun!

MEDICAL CONDITIONS

If your child has a medical condition that is not documented in your child’s IEP, please send a note stating the condition, limitations and how long the student will be out.   This will also need to be documented in the students file that is kept in the nurses office. Students with asthma need to bring inhalers to class daily.

CONTACT INFORMATION

Please contact me if you have any questions or concerns throughout the school year. My school email is frederiksen.r@monet.k12.ca.us.  If you leave a phone number I will call you when I check my email at the end of the school day.  (Please see back of page for grading criteria.)

DAILY GRADING

Daily grades will be assessed using a 5 point system seen below.

LEVEL 5 (5 points)

The level 5 student will:

• Comes to class with a great attitude, and is prepared to participate and learn.
• Demonstrates responsibility, control, safety and concern for others.
• Puts forth maximum effort regardless of ability level or activity, trying to improve skills and fitness.
• Exemplifies the traits of good character regardless of the situation.

LEVEL 4 (4 points)

The level 4 student will:

• Come to class with a good attitude, ready to participate and learn.
• Demonstrates control, concern for others and is safe.
• Put forth good effort regardless of ability or activity, trying to improve skills and fitness.
• Practice the traits of good character.

LEVEL 3 (3 points)

The level 3 student:

• May not be fully ready to participate and learn. (Head phones, tardy, chewing gum, etc.)
• Doesn’t demonstrate responsibility, safety, or control, and brings others off-task, etc.
• Puts forth minimum effort in daily activity, and doesn’t work to improve skill level or fitness.
• Does not demonstrate understanding of traits of good character.

LEVEL 2 (2 points)

The level 1 student:

• Is not ready to participate and learn, and interferes with others learning.
• Demonstrates irresponsibility, lack of control and safety, and is disruptive.
• Demonstrates little or no effort and hinders daily activity.
• Demonstrates poor character.

Level 1 (1 points)

The level 0 student:                

• Is unmotivated, unprepared, and unable to control behavior.
• Is intentionally disruptive, misuses equipment, and unsafe.
• Demonstrates poor character choices.

Students who have shown improved behavior and/or effort levels in APE may be granted the opportunity to earn bonus points by completing additional tasks including but not limited to: projects, home exercise logs, helping teacher pick up equipment after class, etc.