kin 165 Motor Development chapter 1

Define human development and human motor development

Changes that occur in our ability to move as we proceed through life

The "study of changes in human movement across the lifespan and the processes that affect those changes."

Explain why the study of human motor development is important

Enables diagnosis of problems in those who are not developing typically

Helps to understand how special populations develop movement skills and then improve/perfect movement performance

Children with disabilities

Describe the four domains of human development and explain how they interact?

Cognitive

Affective

Psychomotor (motor)

Physical

Cognitive

Intellectual development

Affective

Social/emotional aspects of development

Psychomotor (motor)

Development of human movement

Physical

All types of bodily change

Development

- The changes we experience as we pass through life

"An interactional process that leads to changes in behavior over the life-span."

Age appropriateness:

The predictable sequences of growth and development through which most children pass

Individual appropriateness:

The uniqueness of each children

Maturation & Growth

-Maturation is what happens in the mind/brain with experiences while growth is physical.

Elements of developmental change

Qualitative, sequential, cumulative, directional, multifactorial, individual. Q-MC-SID (6)

Qualitative:

Development not always positive--progressive or regressive

Sequential:

Certain motor patterns precode others

EX: to leap you need to know how to run or to walk you need to know how to stand.

Cumulative:

behaviors are additative (current behavoiors are built on previous ones)

EX: standing

Directional:

development has ultimate goal

EX: when young you learn to hold pencil, but when older you can write

Differentiation

progression from gross or immature movement to precise, well- controlled, intentional movement.

GROSS MOVMENT → FINE MOVEMENT

EX: writing your name sloppy to being able to neatly write name.

Integration

various muscle systems function together

Gross Movement

Controlled primarily by large muscles or muscle groups

Ex: Walking or running

Fine Movement

Small muscles or muscle groups

Ex: drawing, sewing, playing a musical instrument

Combination of Gross & Fine movements

Very few movements are completely goverend by either the small or the large muscle groups

Ex: Throwing is a gross movement, but a fine motor component is critical

Product Approach

Focus is on the end result or outcome.

NOT TECHNIQUE

Ex: Did child catch the ball (not whether the catch was good or not)

Process Approach

Emphasis is on the movement itself, with little attention to the outcome.

Ex: what is the childs technique when trting to catch the ball. How well child can catch the ball.

TECHNIQUE-QUALITY

Infancy

From birth to 1 year old

Neonatal stage

The first 22 days after the birth

Toddlerhood

Onset of walking (1 year) to 4 years

Child can walk alone : toddler

CHIILDHOOD

Early childhood: age 4 to 7

Middle childhood: age 7 to 9

Late childhood: age 9 to 12

An individual is different

Behavioral changes (from the first to the second year)

Adolescence

A significant landmark of life; Puberty

Girls (age 11) & boys (age 13)

Termination

Graduating from high school or reaching voting age

The achievement of maximal height: women (age 19) & men (age 21)

ADULTHOOD

Early adulthood: age 20 to 40

Middle adulthood: age 40 to 60

Late adulthood: age 60 to the death

Describe and explain the "Mountain of Motor Development." Why is it important?

Motor development is like learning to climb a mountain

A metaphor of motor development

Progress from the prenatal period, to the base of the mountain, and finally the peak

Each period contributes to skill acquisition that's necessary for the next period

Mountain of Motor Development Periods (6)

Reflexive

Pre-adapted period

Fundamental Patterns

Context Specific

Skillful

Compensation

Reflexive Period

reflexes involuntary response to stimuli; Survival

Pre-adapted period

Movement produced from higher brain centers; Conscious, voluntary

Fundamental Patterns Period

Build on movement skills learned in the previous period;Includes fundamental locomotor skills, object control, fine motor control, Critical to future motor performance

Context Specific Period

Begins to experience one or more peaks in movement skills; Life experiences, personal likes and dislikes of movements

Skillful Period

Experience and practice

-Not achieved by all-Requires motivation, opportunity, instruction, practice over years

-In general, cannot be competent in every skill

Compensation (6th/last period)

Associated with injury: with practice and time, may return to previous skill level

Aging: inevitable decline; compensate with new skill

Constrain model

movement is formed by & varies in relation to the endogenous (inherent) properties in the individual, task and environment and the interactions between these 3 areas.

Individual/Person-height, gender, fitness level, motivation

Task- goals, equipment, rules

Environment- class mates, teachers, place