TME Tuesday: Skating

I spend lots of time coming up with therapeutic music experiences (TMEs) that I forget about when I am coming up with session strategies. Here's one of those TMEs. Now, in all honesty, I've done this before and most of my clients aren't coordinated to "skate" with two feet, and I am not coordinated enough to "skate" with only one foot, so that's why we haven't done this particular TME in my clinic recently. I'm too scared of falling. We have done this before, and it can be lots of fun. Just watch out for those who fall...

 Therapeutic Music Experiene

Skating - Motor Development

Mary Jane Landaker, MME, MT-BC

Purpose: To address gross motor skill development; to address vestibular sensory integration; to address proprioceptive sensory integration; body coordination; entrainment to an external stimulus

Source: Idea developed by the Music, Movement, Art and Rhythmic Sensations Team at Lakemary Center, Inc. TME development by Mary Jane Landaker, MME, MT-BC. © 2015 by Mary Jane Landaker, MME, MT-BC.

Materials: a pair of panty hose feet for each group member (to go over shoes); a large area for skating; music playlist – instrumental music with a winter/snow theme is recommended; OPTIONAL: official figures for figure skaters.

Environment: A tiled place where group members may slide across the floor without bumping into others; the music should be loud enough that all group members can hear it.

Song/Chant/Words: (Suggestions only)

Antonio Vivaldi’s Four Seasons, “Winter,” (1st Movement, Allegro con molto)

Joaquin Rodrigo's Concierto de Aranjuez

Prokofiev "Troika" from Lieutenant Kije

Franz Schubert’s “Der Leiermann” from Winterreise

Erich Wolfgang Korngold: Serenade from Der Schneemann (The Snowman)

Stopping by Woods on a Snowy Evening by Randall Thompson

Tchaikovsky: Symphony No. 1 in G minor “Winter Dreams,” Op. 13

Claude Debussy 'The Snow is Dancing' from Children's Corner

Procedure: R = Reinforcement opportunities; C = Redirection/Cue opportunities; A = Assessment

1.      C=give each group member one of a pair of panty hose feet to start with. Instruct group members to place the foot over one of their shoes and practice sliding around the room

2.      A=assess whether group members are able to complete directives as presented

3.      R=provide redirection for group members who can complete tasks. Provide redirection and assistance to group members who do not complete the tasks

4.      C=monitor the balance and maneuvering of group members sliding around on one foot

5.      A=assess which group members are able to slide and which ones require more assistance

6.      C=provide assistance for group members who need it

7.      C=challenge group members to match their movements to the music – the tempo, rhythmic figures, changes in phrasing

8.      C=offer second panty hose foot piece to group members who are able to maintain balance

9.      C=monitor the balance and maneuvering of group members sliding around on one foot

10.  A=assess which group members are able to slide and which ones require more assistance

11.  C=provide assistance for group members who need it

12.  Continue the TME until group members start to show signs/symptoms of boredom or disengagement or time runs out

Therapeutic Function of Music:

The music provides a way to coordinate movements.

Adaptations:

·         Use gloves and smooth surface to mimic skating with fingers – works on fine motor development and finger isolation

Extensions:

• Move into figure skating patterns