Motor Development Test 1

motor behavior

an umbrella term that includes the disciplines of motor control, motor learning, and motor development

motor control

the neural, physical, and behavioral aspects of movement

spoonerism

an unintentional exchange of sounds

action slip

preparing an action plan rather than planning and then executing one thought at a time

coarticulation

motions that occur one after the other without too much thought/planning

motor learning

Integration of motor control processes through practice and experience

motor development

The change in motor skill behavior over time throughout the lifespan.

motor competence

the measurement aspect of a movement

Ontogenetic

affected by experience- development occurring over the lifespan of an individual

maturation

fixed transitions or order of progressions that enables a person to process to higher levels of function

motor skills

ability to bring predetermined results with maximal certainty, often with minimum outlay of time or energy

loco motor

moving from one place to another

(crawling, walking, climbing, running, hopping, skipping, jumping, galloping, leaping, sliding)

ball skills

important for hand-eye, foot/eye coordination

(throwing, catching, striking, kicking)

balance

crucial for development, supports coordination and helps navigate their environment safety.

nature

predetermined

maturations (mature on your own)

reflexes

motor milestones

nurture

information processing perspective

cognitive

environment

learning

reinforcement

Information-processing theory (nurture)

the brain receive, processes, and interprets information to send signals to produce skilled coordinated movements, similar to how a computer functions

Ecological approach

movement is much more complex that simple input-output relay of information from the brain to other systems.

Dynamic systems approach (what we use today)

movement does not occur because of a set of instructions but rather as the result of the interplay of the task, the environment, and the individual. (brain, body, environment)

Normative (product) Pre 1970

Use of quantitative scores to describe children's average performance

Biomechanical (Process) Post 1970

Use of biomechanical descriptions of movement patterns in fundamental skills

During this period, 3 theoretical constructs emerged

Generalized motor program (GMP)

pattern of movements that is modifiable to produce a movement outcome

*(set of instructions stored in the brain)

-more complex tasks take time to organize

Invariant features

features that cannot be modified between attempts (inflexible)

Sequence of actions, relative timing, relative force

Parameters

features of GMP that CAN be modified during the execution of a movement pattern (flexible)

*muscle selection, overall duration, overall force

Ex: writing with a different hand- use of different muscle group (muscle selection)

: running slow vs fast (overall duration)

: batting with more overall force vs less overall force (overall force)

Closed-loop control

used for relatively long-duration, continuous activities during which the person can make corrections based on feedback received while moving. (slower actions)

first, information is processed and a motor program is initiated. Sensory information regarding movement is compared to the desired movement, and corrections to the movement pattern can be made if necessary.

*time to adjust = closed loop

Open-loop control

movements more rapid and discrete.

-performer needs to preplan the movement

-sent in one single message

*movement is very rapid and has no point of return = open loop

Speed-Accuracy Trade-Off

when a person focuses on one, the other is compromised

Perception-> motor program and parameter decision-> motor program initiation-> output-> feedback

Perception

the act of attaching meaning to something, is essential and intricately linked ro movement

*can't move without perceiving, just as we cannot perceive without acting

Affordances

the action possibilities of the environment and task in relation to the perceivers capabilities

*signals from the environment

Dynamic systems approach

coordinated behavior occurs because of many variables that are continuously interacting to constrain movement

*characterizes movement as a self-organized process (able to change states or acquire a new structure of pattern by itself)

Attractors

emerge as infants mature and increase strength and coordination (a stable state)

Phase shift

change in a state that causes a reorganization to a new attractor state (a change that causes a shift to a new attractor)

Control parameters

the variables that induce the shift to a new attractor state

*movement speed, injury, weight, force, and sensory information (the cause of a change)

Rate limiter

limit or hinder performance; usually fear (the cause of negative change)

-even equipment that is too heavy, benching in uncomfortable amount of weight then having improper form

structural constraints

physical characteristics: gender, height, weight, and body makeup

functional constraints

psychological and cognitive variables: motivation, arousal, intellect

task constraints

include goals of the movement, rules, and equipment

environmental constraints

external to the mover. Physical or sociocultural

Physical- external conditions: weather, temperature, lighting, floor surface, and step height

Sociocultural- social and cultural norms and pressures

Teratogens

any agent that can cause defects or deformities to the fetus

can impact motor development once the child is born

Includes:

-illegal/ legal drugs

-certain prescription medications (always check with physician)

-tobacco

-alcohol

How do infants learn to move?

Primitive reflexes (brain and spinal cord)

-protection and survival

-startle reflex and sucking reflex

Postural reflexes (brain and spinal cord)

-assist with future locomotion (movement)

Ex: the parachute (parenting holding baby playing superman-baby will try and put their hands down-they can only do it when they see it (can't with lights off)

Adult reflexes:

-protects us from injury

-Slow with age. Nerve fibers slow the speed of conduction as one ages.

Infants:

-Children start walking 12-18 months

Early interventions

Clinical vs routine based approach

-growth in brain is fastest during toddler and preschool years

-brain reaches ½ of its adult size by 3 months

-there is more plasticity in the brain at this age

Six stages of play

Unoccupied (0-12 mts)

Solitary play (1-2yrs)

Onlooker play (2-3yrs)

Parallel play (3yrs)

Associative play (4-5yrs)

Cooperative play (after preschool)

Helicopter parent

tends to hover, continuing through the college years

-over-involved and always assessing risk thus preventing children from developing skills

Lawnmower or curling parent

mows down or clears a path for their children removing all obstacles that may cause discomfort, challenge or struggle

Impacts of parenting on children's development

-children are not learning from their own mistakes and don't know how to problem solve

-children need to learn to self advocate

-children have more mental health issues (anxiety and depression)

-children have slower social and academic development

-children lack self-control and coping strategies

Signs to look out for helicopter parents

-is reluctant to tell you things or introduce you to your friends

-is not able to face aga appropriate obstacles on their own

-is beginning to expect hard tasks to be done for them

-is unable to handle themselves in challenging situations

-is becoming antisocial and uncomfortable with new people

Free range parent

-allows their kids to walk to school or a nearby playground alone

-believe that freedom promotes independence and self-reliance

-it's not without controversy as others see it as dangerous and neglectful

-in NYS, it's up to parents as to what age children are allowed to stay home alone

Fundamental motor skills

Stability

Locomotor skills

Object control skills

Stability skills (non-locomotor)

*bending

*stretching

*swinging

*swaying

*pushing

*pulling

*turning

*twisting

static balance

the ability to maintain body equilibrium in one position (standing on one foot)

dynamic balance

the ability to maintain balance while changing positions (participating in gymnastics)

Locomotor skills

*walking

*running

*jumping (long and vertical)

*hopping

*galloping

*sliding

*skipping

Component approach

the perspective that learners' component body parts move towards the advanced form at potentially different times

Whole body approach

the perspective that learners move through invariant stages of movement skill development in which all body competent move toward the advance form at approximately the same time

Object control skills (manipulative skills)

-skills involve controlling implements and objects such as balls, hoops, bats, ribbons either by hand, by foot or other part of the body

*throwing

*catching

*kicking

*striking

*twirling