Foreword / Leon J. Whitsell -- Preface -- Perceptual-Motor Behavior and Education -- Movement and the Human Personality -- Movement and the Intellect -- A Three-level Theory of Perceptual-Motor Behavior -- Some Social Dimensions of Physical Activity: Recent Trends in the Literature -- The Complexity of People -- The Independence and Interdependence of Visual Perception and Movement in Infants and Children -- Research Guidelines -- Research in Human Movement -- New Perspectives Upon Man in Action -- Movement Activities in General Education -- The Use and Misuse of Movement in Education -- Ego Growth and Movement Efficiency -- The Gender Identification of Children -- Personality in Movement -- Why Johnny Can't Right ... Write ... -- Special Education -- General Considerations -- Kinesiology and Special Education -- On the Threshold -- We Learn of Vision from the Sightless, and the Retarded Teach us About Cognition -- Blind Children and Youth -- The Development of Perceptual-Motor Abilities in Blind Children and Youth -- Mobility Research at UCLA -- A Summary and Implications of the Findings -- The Educability of Dynamic Spatial Orientations in Blind Children -- The Clumsy Child Syndrome -- Principles of Perceptual-Motor Training for Children with Minimal Neurology Handicaps -- Hyperactivity and Education for Purposeful Behavior -- The Mentally Retarded -- The Role of Motor Activities in Programs for Mentally Retarded Children -- Some Perceptual-Motor Characteristics of Children and Youth with Downs Syndrome -- The Orthopedically Handicapped -- The Use of Perceptual-Motor Activities for Orthopedically Handicapped Children -- Screening Test for Evaluating the Perceptual-Motor Attributes of Neurologically Handicapped and Retarded Children -- A Mobility Orientation Test for the Blind.

A guide that outlines a 32-week programme of sequential station activities that will help pre-school and young school aged children in various stages of development, particularly those who are lagging behind in their perceptual-motor skills. It provides what you need to create a perceptual-motor learning laboratory for your students.

Part 2: Motor Development, Learning, and Adaptive Change.