kin 165 motor development exam #2

Infant reflexes are processed in the lower brain centers or the brain stem.

true

Primitive reflexes are related to the development of later voluntary movement.

false

Postural reflexes are related to the development of later voluntary movement.

true

Involuntary reflexes are rhythmic, patterned, and seemingly centrally controlled groups of movements characteristic of infancy.

false

Spontaneous movements are rhythmic, patterned, and seemingly centrally controlled groups of movements characteristic of infancy.

true

Moro reflex is most commonly tested to detect neurological dysfunction and asymmetric tonic neck reflex is used to evaluate cerebral palsy or other neurological problems.

true

In normal adults, Babinski reflex causes a downward response of the hallux (flexion).

true

Spontaneous movements are believed to precede more complex voluntary movements.

true

Reflexive movements are produced with direct involvement of the higher brain centers.

false

Reflexive movements are produced subcortically in the lower brain centers.

true

Primitive reflexes disappear when voluntary behavior surfaces.

true

Postural movements disappear when voluntary movements begin to develop

true

Spontaneous movements are believed to precede more complex motor skills or sport performances.

false

Rudimentary movements are voluntary movements of infants.

true

Raising the head when supine is one of the first major motor milestones.

false

Raising the head when prone is one of the first major motor milestones.

true

The development of sitting facilitates freeing of the hands for reaching and grasping.

true

Creeping is raising the body off the ground moving forward on all fours (hands and knees).

true

At approximately 12 months of age, an infant usually can roll from supine to prone, sit alone, and sit when holding an external object.

true

Phase 1 reaching is not visually initiated but visually controlled.

false

Phase 1 reaching is visually initiated but not visually controlled.

true

Phase 2 reaching is visually initiated and visually controlled.

true

Upright posture and locomotion facilitate the emergence of reaching abilities. Upright positioning frees the hands for more frequent use; locomotion enables the child to move to objects of interest in order to manipulate them.

true

A homolateral creeping pattern is characterized by the limbs on the same side simultaneously moving forward or backward.

true

The size and texture of the objects that are presented do not affect the type of grasp children will employ and their overall sequence of development.

false

Body controlling lets children expand their exploratory range and, therefore, facilitates cognitive, social, and motor development.

true

Reflexive movement

occurs immediately in response to stimuli

Spontaneous movement

involuntary movement with no specific purpose or previous stimulation

Role of infant reflexes

protection, nutrition, survival

Categories of voluntary movement

stability, locomotion, manipulation

Stability

wide range of voluntary movements from head control to upright posture

Stability movements

- head lifting

- rolling

- sitting upright

- standing

Locomotion

moving from one place to another

Locomotion movements

- crawling

- creeping

- walking

- stair climbing

Manipulation

moving objects; important for exploration and discovery

Manipulation movements

- reaching

- grasping

- releasing

Phase 1

- reaching and grasping occur simultaneously

- visually initiated; not visually controlled

When does phase 1 reaching reappear?

at 4 months

Phase 2

- two handed reaching

- wrist, hand, finger/thumb control

- visually initiated and controlled

When does phase 2 reaching appear?

at 6 months

Bimanual control

two-handed reaching when perceiving a larger object

When does bimanual control emerge?

when infants can sit and walk without support

Fundamental movement skills

body management, locomotor, object control

Body management skills

- non-loco/manipulative skills used to control the body

- balancing the body in stillness and motion

Body management skill examples

- stretching

- bending

- turning

Locomotor skills

movements that transport an individual through space from one place to another

Locomotor skill examples

- walking

- running

- jumping

- skipping

- hopping

Object control skills

manipulating an object by movement with the hands or feet

Object control skill examples

- kicking

- striking

- hitting

- throwing

Fundamental motor skills (FMS)

common motor activities that have specific observable patterns

FMS categories

locomotor and object control

Fundamental motor skills are the building blocks to more advanced movement skills and sport performance.

true

Fundamental movement skills are critical to future motor skills.

true

Fundamental motor skills lead to motor competence.

true

Fundamental motor skills are acquired naturally.

false

Fundamental motor skills must be taught, instructed, and reinforced.

true

Critical elements

the key observable elements of a motor skill

Running critical elements

- run on balls of feet

- head up, eyes forward

- bend knees and elbows

- swing arms forward and backward

Hopping critical elements

- hop with good forward motion

- use arms for balance

- reach for sky when hopping

- land on ball of foot

Long/horizontal jumping critical elements

- swing arms forward

- bend knees

- two-foot take off

- land with knees slightly bent

- use arms to jump higher

Galloping critical elements

- one foot in front of other

- lead with other foot

- bend knee

Skipping critical elements

- "step-hop"

- swing arms

- skip smoothly

- on toes

Sliding critical elements

- move sideways

- don't bounce

- slide feet

- bend knees

Throwing critical elements

*one of most important fundamental skills

- overhand, sidearm, underhand

- step with opposite foot

- downward arc wind-up

- rotate hips and spine

- stride forward with contralateral leg for wide base of support/stability

- follow through

Catching critical elements

- flex elbows

- present arm ahead of frontal plane

- focus eyes on ball

- position hands and fingers

- bend elbows to absorb force of ball

- catch with hands only

Striking critical elements

- volleyball, baseball bat, tennis racquet

- body oriented sideways

- weight on back leg

- writing hand above other

- swing bat parallel to ground

- contact ball in front of plate

Kicking critical elements

- another form of striking

- stand behind ball

- eyes on ball

- step with non-kicking foot beside ball

- swing striking foot back

- swing foot forward to strike ball with shoelaces

Dribbling critical elements

- head up

- use finger tips

- dribble below waist

- keep ball under control

Instructional cues

- abbreviated critical features of a task used to establish an accurate motor plan

- communicate proper techniques and performance

Feedback

providing learners with information about their performance