Motor Development & Movement Exam 1

Development

process of continuous sequential change to a specialized functional capacity

Motor Development

process of change in movement as well as the interacting constraints in the individual, environment, and task that drive these changes

Continuous

more or less noticeable at different life stages

Age related

NOT necessarily dependent, change is inevitable but can be fast or slow

Sequential

one change leads to another in an orderly irreversible pattern

Motor learning

relatively permanent gains in motor skill capability associated with practice or experience

Motor control

the neural, physical, and behavioral aspects of movement

Physical growth

quantitative increases in size or body mass, begins at conception and ends in late 20’s, tissue growth can still occur after this stage

Physical maturation

qualitative advance in biological makeup; cell, organ, or system advancement in biochemical composition

Aging

process occurring with passage of time, leading to loss of adaptability or full function and eventually to death

Motor development is

embodied, embedded, enculturated, and enabling

Newell’s model of constraints

individual, task, and environmental

Constraints

discourage or limit certain movements, encourage or permit other movements, shape movements

Individual constraints

unique physical and mental characteristics (internal)

Structural: related to the body’s structure (height, muscle mass)

Functional: related to behavioral function (attention, motivation, experiences)

Environmental constraints

properties of the environment, global, physical, sociocultural

Task constraints

specific task requirement or goals, related specifically to tasks or skills

Disabilities

differences in structural and functional individual constraints

Developmental changes

based on optimizing biochemical principles of motion and stability over time, every movement requires enough motion to move, and enough stability to control the movement

Principles of motion and stability

rules about how individuals move and stay balanced in the real world

too much motion = decrease in stability

too much stability = decrease in motion

Newtons first law

an object at rest stays at rest and an object in motion stays in motion until acted upon by a force

Inertia

resistance to motion, related to mass (higher body mass = more inertia)

Increasing velocity

increase rotational velocity (swing it faster), increase relative length (fully extend it at release or contact)

stability

ability to resist movement

balance

ability to maintain equilibrium

Increasing stability

increase base of support, lower center of gravity

increasing balance

increase stability, improve strength, coordination, and proprioception

Stability-mobility trade-off

new movers adopt stability strategies that maximize stability and balance but hinder quick movement

Detecting and correcting errors

1. observe the complex skill

2. analyze each phase and its key elements

3. use your knowledge of mechanics in your analysis

4. select errors to be corrected

5. decide on appropriate methods for the correction of errors

spontaneous

movements not caused by known external stimuli, random, just happens

reflexive

stereotypical responses elicited by specific external stimuili

The purpose of spontaneous movements current theory

building blocks, similar to some voluntary movements

examples: spontaneous arm movements (reaching), or kicking (adults walking)

Infantile reflexes

reflexive movements occur quickly after onset of stimuli, they involve a single muscle or specific group of muscles, cannot be extinguished at any one time

Purpose of reflexes

built-in responses facilitate survival, allow “dialogue” with environment, result in sensory adaptation, provide building blocks for future movement

Palmar grasp reflex

stimulus: touch palm with finger or object

response: hand closes tightly around finger or object

Symmetrical tonic neck reflex

Infant starts in supported sitting position

Stimulus: extend head and neck or flex head and neck

Response: arms extend and legs flex, or arms flex and legs extend

Moro reflex

infant starts in supine position

stimulus: shake head

response: arm, legs, and fingers extend, then arms and legs flex

Labyrinthine righting reflex

infant is supported upright

stimulus: tilt infant

response: head moves to stay upright

what constraints exist during the reflexive period?

structural, functional, environmental physical, environmental sociocultural

later infancy

voluntary control of movements begins, understanding of environment, object in environment, meaningful interactions with others, postural reactions

postural reactions

begin around 2 months, help maintain posture in a changing environment, general movement repertoire

derotative righting

infant starts in supine position

stimulus: turn head to one side, or turn legs and pelvis to other side

response: body follows head in rotation, or trunk and head follow in rotation

Parachute

infant is held upright

stimulus: lower infant toward ground rapidly

response: legs and arms extend

locomotion

moving from place to force, moving on one or two or four limbs

crawling (combat crawl)

moving on hands and abdomen

creeping

moving on hands and knees (normal crawling for babies)

walking

50% phasing between the legs, period of double support (both feet on the ground) followed by period of single support

early walking

stability and balance are maximized over mobility, arms in high guard, feet are out-toed and spread wide apart, independent steps are taken, rate controllers are strength and balance

Infants cannot walk atleast __ months after birth

7 months

Proficient walking

stability is traded for support, stride length increases, base of support is reduced, pelvis is rotated, opposition occurs, double knee lock pattern is adpoted

developmental changes in youth

by age 4, essential components of an advanced walk are presents, support time on stance leg lengthens, velocity

Running

occurs 6 to 7 months after walking, and is defined by 50% phasing between the legs and flight phase followed by single support

Jump

person propels self off ground with one or two feet and lands on two feet

Hop

person propels self off ground with one foot and lands on same foot