Motor Development-Exam 2

Height and Weight Changes

early childhood

--growth rate decelerates from earlier pace

--gains are slow and steady

late childhood

--slow and steady gains

--period of lengthening and filling out

**no differences between girls and boys

Implications about developmental movement programs

early childhood

--need opportunities for gross motor play

--do not stress coordination in conjunction with speed and agility

late childhood

--need plenty of opportunities to practice

--begin to focus on accuracy, form, and skill

myelination

development of myelin around neurons

hypertrophy

muscle that is used will increase in size

atrophy

muscle that is not used will decrease in size

growth plate injuries

damage to the epiphyseal growth plate of a growing bone that may result in premature growth cessation of that bone

Examples of movement patterns

locomotion: walking, running, jumping from height, leaping

stability: body rolling, dodging, beam walking, one-foot balance

manipulative: catching, kicking, dribbling, over-hand throwing

Quantitative change

product approach

assess how far, fast, many, etc.

qualitative change

process approach

assess form, style, body mechanics

between-child differences

lots of differences between children at same age

may be due to

-opportunities

-growth

-coordination, hand-size, etc.

between-pattern differences

differences within the child relating to different skills

ex: mature skipping but initial throwing

within-pattern differences

differences within the body during one skill

may be related to a deficit somewhere (reason they are making adjustment)

ex: arms and legs mature, but trunk initial

Know statement

mature patterns of movement are dependent upon the environmental factors of practice, encouragement, instruction, and ecological context

physical fitness

ability to perform physical demands without becoming fatigued

--influenced by many factors

-----nutrition, motivation, genetics

muscular strength

ability of the body to exert force

muscular endurance

ability of a muscle or group of muscles to perform work repeatedly against moderate resistance

joint flexibility

ability of various joints of the body to move through the full range of motion

coordination

ability to integrate separate motor systems with varying sensory modalities

balance

ability to maintain equilibrium of body when it is placed in various positions

speed

ability to cover a short distance in as short a time as possible

agility

ability to change the direction of the body rapidly and accurately

power

ability to perform a maximum effort in as short a period as possible

Fitness guidelines in childhood

early childhood

--take time for unstructured play

--attempt activities with many different forms of movement opportunities

late childhood

--don't specialize in one movement pattern too early

--participate in activities that incorporate multiple body segments

sensory input

visual, auditory, tactile information from environment

sensory integration

organizing incoming data with stored data

motor interpretation

making internal motor decisions based on present and past data

movement activation

execution of the movement

body awareness

knowledge of body parts, what they can do, and how to make them do it

spatial awareness

understanding where body is in space and in relation to environment

directional awareness

give meaning to the movement and gives dimension to objects in space

temporal awareness

information about timing of an object in the environment

(ex: synchrony, ,rhythm, sequence)

ETA

know how to make a chart

Conclusions about perceptual motor activities

perceptual motor activities can assist in the development of perceptual motor abilities and skill development

perceptual motor activities result in children being more ready to learn

genotype

genetic inheritance an adolescent receives from their parents

phenotype

how genotype is visually expressed

adolescent growth spurt

period lasts about 4 1/2 years

gains in height made

--starts around: age 11 males: 9 in females

peak height velocity

period where adolescents grow the fastest

--starts around: 13 males, 11 females

peak weight velocity

period during adolescent growth spurt when weight gain is the greatest

--girls start earlier and normally have greater gains

Cognitive changes in adolescence

Reasoning: can think about all the possibilities ("what if..")

Abstract thinking: able to integrate information and make assumptions about situations that are not directly occurring

Meta-cognition: ability to think of yourself in relation to others around them (may seem self centered but this is the start of the meta-cognition process)

Sleep changes

adolescents need 9.5 hours due to growing a lot

few get this amount

clumsiness

greater effect seen in boys (greater gains in height)

result of growth not being proportioned to entire body

sensitivity

ties to meta-cognition (being more self-aware)

girls more affected than boys

mental health may be effected

differences from others

lots of variation between classmates

students perceived differently by others

--taller boys: thought to be more mature and given more leadership roles (teacher perception)

--quickly developing girls: more pressure in relationships

specialized movement skills

mature fundamental movement skills that have been refined and combined

proficiency barrier

unless individuals are mature movers and have success, they are less likely to be life-long movers

developmental potential vs. reality

adolescents are developmentally mature at age 6 (potential) BUT perceptual motor abilities are not in place--this is the restriction on movement (reality)

transition stage

first attempts at refining and combining fundamental movement patterns

--high interest, low ability

--focus shifts from process to product

--emotional and cognitive processes associated with movement patterns

application stage

attempts to refine and apply specialized skills

--emphasis on improving proficiency (accuracy, distance, etc)

--more complex skills are refined

--practice period

lifelong utilization stage

self-selection of limited number of physical activities

--lifetime choices

----determined by interests, abilities, ambitions, availability

--fine tuning stage

--regular participation in many settings

--more control and enjoyment

aerobic endurance

males: faster than females and improve rapidly until late adolescence

females: plateau during adolescence and regress after

muscular strength and endurance

males: outperform females and make rapid gains after puberty through adolescence

females: gain muscular strength at a lesser rate and amount compared to males, plateau in mid adolescence

joint flexibility

males: regress during adolescence, but show gains later. sill remain less flexible than females

females: rapid gains throughout adolescence, but decline incrementally after. still remain more flexible than males

body composition

males: become leaner and decrease body fat percentage in adolescence-maintain these losses

females: increase in percent body fat during early and mid adolescence-plateau in late adolescence

cultural socialization

process of belonging to the society in which one lives

social status

position in society

-mother, aunt, son, etc.

social roles

behavior that fulfills ones position in society (as a result of social roles)

societal roles

expected standards of behavior (looks different based on status)

moral development

beliefs and attitudes lead to values, which forms the basis for character development

beliefs

held to be true based on strong cognitive component

attitudes

emotions or judgements based on beliefs that may or may not be correct

values

enduring beliefs that tend to lead to action

moral values

personal judgments of right/wrong, good/bad

compliance

doing something in hopes of getting a favorable response

identification

adopting the attitude or values of another person

internalization

taking on a behavior as part of one's own value system

Study on HS athletes moral behavior

no gender differences or differences related of level of contact in sport

varsity athletes had higher tolerance for coach and player aggression and disrespect within a sport setting

recommendations

--focus on enjoyment and skill development

--coaches have to be positive role models

--must be intentional about moral decisions

Forgiveness Therapy

uncovering phase

--acknowledging what individuals did that was wrong (can take time)

decision phase

--think about all possibilities as a result of activity (forgive, hate, ignore, etc)

work phase

--decide which decision you will make (rational at this point)

deepening or outcome phase

--now practice it/happened-->what changes are seen? (less stress, etc)

--how to apply to other areas