Sensory game slide how to play

General playgrounds and kindergartens have slides. Generally divided into two categories of straight slide and spiral, some are more gentle, some are more steep and sharp.

One, the role of the slide

The child up and down the slide when the slope and sense of speed, can unify the body's tense labyrinthine reflexes, to assist the brain to unify the intrinsic sensory inputs, to maintain the stability of the body posture. The simultaneous contraction of the muscles of the hands, shoulders and the whole body helps a lot in the shaping of proprioception and body image, and helps to maintain a high sense of balance. The speed impact from top to bottom on the slide, the stimulation of the vestibular system is quite strong, can promote the practice of anti-gravity response, promote the positional organs to feel the change of gravity, the change of linear accelerated movement, thus changing the distribution of the whole body of the secondary muscle tension, causing a series of reflexes, on the body to protect the maturity of the stretching response behavior, but also to promote the activation of the brainstem system, which is conducive to the child's whole-body sensory The first is to make sure that you have a good understanding of the situation, and that you have a good idea of what you are doing.

Second, the use of slides

Specialized in sensory integration training slide angle of 300 for appropriate, the height of about 50 centimeters, in order to cooperate with the skateboard game, the top of the slide there is a platform about 60 centimeters long, the end of the skateboard in front of the length of the carpet set up should be left enough. In order to make the game more comprehensive, the slide and the skateboard are often combined to design a sensory integration game. Specific game methods are described as follows:

1. Prone slide slide

Let the child pick up the slide, placed on the platform at the top of the slide, the body lying prone on the slide, head, hands in front, feet in the back, the guide to help gently push the slide, so that the slide by the slide naturally slides down, but also let the child grab the slide with both hands on both sides of the whisk, and at the same time pull back, borrowing the rebound force to make the slide forward. The rebound force will make the skateboard slide forward, and slide down the slanting side of the skateboard more quickly. Note that this game should not be played until the child is able to handle the board more smoothly. Head down when sliding down, at first easier to feel afraid, should be placed in the position of the slide down soft cushions, a guide in front of the slide to meet the protection, pay attention to the guidance of the child sliding hands forward and flat, wrists, fingers as far as possible to stretch out, legs straight back, try to keep the body and limbs parallel to the slide. When the skateboard "on the ground", teach children to rub their hands with the carpet, the use of friction resistance to slow down the skateboard until it stops. Due to the fast speed, hand and carpet friction will be hot, touch over-sensitive children tend to be afraid of friction at first, then pay attention to the protection, to help the child to stop, at the same time, patiently encouraging and guiding him to friction, and learn to decelerate their own.

You can also use the head and feet down the way, from the slide down backwards.

The prone position would have stimulated some of the major vestibular receptors, and when the child slides down the slide on a skateboard, the gravitational acceleration will cause the other gravity receptors and the semicircular canals to receive many new stimuli and responses, and the stimulation of the anterior putamen system is quite strong. At this point, a cascade of vestibular inputs will open up many neural pathways in the brain's nervous system, and a number of reflexes that have not been established in the past will become active as a result of this strong vestibular input. These reflexes will lift the head and feet up, unaffected by gravity, and the accompanying contraction of the neck muscles and movement of the eyeballs will send muscle, tendon, and joint kinematics back to the brain cadre, which in turn interacts with the vestibular inputs, and is very helpful in the maturation of the body's protective stretch response behavior, and after the training, the child will show a better protective response to falls, and will be less likely to suffer head injuries: the combination of these sensory flow reflexes in the glide is also very helpful for the eye muscles. is also very helpful to the eye muscles, making vision much easier.

The slightly passive nature of the automatic descent from the slide, combined with the interest aroused by the hands pushing forward, is important in orienting the child at the beginning of therapy, or in treating severe use disorders and assisting autistic children with movement.

As the child becomes proficient with the slides and the novelty of the slides wears off, further challenges can be provided, as well as training in more complex sensory integration and compliant responses with motor planning. The following extension activities can be utilized for reference.

Extended activities:

(1) Push the ball

When the child is sliding down, the instructor rolls the ball toward him from the front and asks him to use both hands to push the ball away from his face as he slides down, and then to rub his hands against the ground to slow down.

This activity develops the child's intentional attention, exercises eye gaze, eye-object distance judgment and hand-eye coordination.

(2) fetch

In the slide next to the placement of a small ball or other small plastic blocks in a basket or cardboard box, let the child in the slide down at the same time, reach out to get a small ball or a small block, the beginning of the hand can be grasped, to take to the hands of the hand to the front can be thrown. After the action of proficiency, you can ask him to take out the designated ball or blocks, such as asking him to take out the red ball, or white ball, or yellow ball, or red blocks and so on.

This activity also improves the child's conscious attention, memory and motor planning.

(3) Throwing

The end of the slide side or in front of a certain distance placed in a basket or cardboard box, let the child slide down the slide before the hand holding a small ball, the child is required to slide down the process of the ball in the hands of the designated basket or cardboard box towel. Can foot volleyball big ball, let the child use both hands to throw, can also be a small ball, the child can use one hand to throw, can throw one at a time, can also throw both hands at the same time two to the same basket or cardboard box, you can also throw both hands respectively two balls to different two baskets or cardboard boxes.

(4) Fetch - Throw Sequence Activity

It is a game designed to connect the picking up and throwing activities mentioned above. As the child slides down the slide, the child is first asked to grab a designated small ball or other object from a designated basket or cardboard box, and then throw it into the designated basket or cardboard box as required.

(5)Striking

Dangling a ball from the ceiling so that the child can touch it as he or she slides down the slide, or hanging one or several markers, such as small cloth dolls, stuffed animals, etc., next to the slide, asking the child to strike the markers hanging aside with a wooden or paper stick or plastic blow-up stick in his or her hand as he or she slides down.

(6) Wear a curtain

Hang a cloth or towel curtain underneath the slide and have your child lift the curtain to wear it as he or she slides down.

(7)Push the wall

Pile up a wall or other obstacle in front of the slide with plastic blocks and let the child push it away as he or she slides down. Alternatively, two instructors can hold old newspapers at the end of the slide to form a wall for the child to push through as he or she slides down the slide.

(8) Tunneling

Set up a small tunnel on the slide and let the child slide down through the pre-set tunnel.

(9)Pick up the ball

Throw the ball to him from the front of the slide, and ask him to slide down the slide to pick up the ball rolled over in front of him. The size and shape of the ball can be changed frequently, it can be a small basketball, a small ball, a rugby ball, a tennis ball, or a massage ball with a protrusion on the surface, etc. The smaller ball can be picked up by the child with one hand. Smaller balls that the child can grasp with one hand can be thrown two at a time, with the child grasping one in each hand.

Note: Because the skateboard and the ball are in motion, if the hand-eye coordination is not good, often miss and can not catch, to tell the child to remember that they are skating on the skateboard, the ball and the skateboard in the relative movement, the focus should be to pay attention to the control of the skateboard, the ball this time did not catch the abandonment of not picking up, don't focus on catching the ball and the hand rolled to the skateboard wheels under the go.

(10) pick up the ball - throw the ball sequence of activities

When the child is more skillful in the above catching activities, you can ask the child to pick up the ball according to the requirements of throwing to the designated basket or cardboard box to go.

Children with normal sensory integration are able to combine vestibular, proprioceptive, and tactile senses so that they know how to play well according to the rules. Children with sensory integration disorders, when the combination of senses does not happen or is slow, do not feel where they are going to skate and do not know how to steer their skateboards, and therefore miss targets such as dangling balls or bump into the walls of upper tunnels. As the child plays with these boards and slides again and again, his brain receives a variety of sensations from all parts of the body, and these sensations and the resulting motor commands are stored in the mind, so that the child gradually develops a more correct body image, and builds up a fine sensory map of the body in the brain, which will help in the child's motor planning. Improvements in sensory integration will assist the nervous system in organizing thoughts and emotions. In addition, the successful experience of playing on the ever-changing skateboards and slides will give children more confidence in themselves. Therefore, the difficulty of the game activities should be based on the child's specific situation, to the child can successfully complete 70% -80% appropriate to help the child find confidence from the experience of success, and inspire the child to adapt to the environment and overcome the difficulties of a strong desire.

The vestibular and proprioceptive inputs experienced on skateboards and slides will assist a child with tactile defenses to put an abnormal tactile system right. These sensory inputs help to minimize instances of hyperactivity or restlessness while allowing the nervous system to focus on specific goals. Children are often quieter and more attentive to learning for a significant amount of time after skateboard and slide play.