exam 1

kine 307

developmental systems perspective

human development is the product of changing relations between the developing person and his changing multilevel environmental contexts

epigenesis

development is the result of an ongoing, bidirectional interchange between one’s biological characteristics (including heredity) and the environment

change

number/amount

* height, weight, reaction time

structure/organization

* pattern, behavior, structure

developmental systems perspective’s relationship to motor development

motor development

study of change in motor behavior as influenced by biological and environmental factors

* growth
* development
* motor behavior

lifespan perspective

based on theory that development process extends beyond puberty and young adulthood

motor development’s association with lifespan perspective

multidisciplinary approach to studying motor development

behavior in any domain (cognitive, affective, psychomotor) is the product of many influences

five major goals of the developmental specialist

1) describe common and characteristic changes

2) when changes occur

3) what causes changes

4) determine if changes can be predicted

5) are changes individual or universal

primary determinants of motor development and behavior

environmental

* ecological systems
* affordances
* heredity

biological

* maturation
* self organizing properties
* heredity
* affordances

heredity

biological traits received from parents

23 pairs of chromosomes (eye color, height, weight, muscle fiber, general body type, skeletal)

development

change in individual’s level of functioning

growth

observable changes in quantity (increase in body size)

maturation

internal timetable of developmental events

qualitative functional changes

progress toward mature state

motor behavior

observable changes in the learning and performance of a particular movement or motor skill

learning

* permanent change

performance

* temporary

motor learning

relatively permanent change in performance of motor skill resulting from practice or past experience

motor control

how neuromuscular system functions to activate and coordinate muscles and limbs involved in performing a motor skill

cephalocaudal

growth that proceeds longitudinally from the head to the feet

proximodistal

growth that proceeds from the center of the body to its periphery

environmental context

circumstances, objects, or conditions by which one is surrounded

affordances

* opportunities for action that objects, events, or places in the environment provide

developmentally appropriate

instruction (program) and practice of activities appropriate for the level and needs of the individual

* age appropriate
* individual appropriate

aging

the deteriorated capacity to regulate the internal environment, resulting in a reduced probability of survival

major observations (assumptions) associated with human development

* continual and cumulative process
* discontinuity/continuity
* periods (stages)/phases
* all domains are interrelated
* individual differences
* environmental context plays a major role
* critical/sensitive periods
* critical periods: optimal time for emergence of certain developmental processes and behaviors
* window of opportunity: when neural networking (brain wiring) is optimal. critical wiring of movement is through the first 5 to 6 years
* sensitive period: time in the lifespan when individuals are especially sensitive to specific influences
* positive stimulation
* plasticity
* human’s capability for change in response to positive or negative life experiences in the life span
* motor development is a dynamic process
* not pre wired, but self organizing
* regression is inevitable
* biology/environment play an interactive role

critical period

optimal time for emergence of certain developmental processes and behaviors

critical wiring of movement

through the first 5 to 6 years

periods of life span development

time in the lifespan when individuals are especially sensitive to specific influences

plasticity

human’s capability for change in response to positive or negative life experiences in the life span

developmental continuum

purpose of conducting research

strategies in conducting research

research in motor development

* be aware of individual capacities
* understand normal/abnormal
* improve health and optimize motor performance
* contribute to knowledge

scientific method

research design

cross sectional

* most used
* do it once
* collect data from a population
* can be multiple ages
* cohort effect

longitudinal

* preferred
* practice effect
* focus on one population as they age

what is the preferred research design

longitudinal

microgenetic

* focus on process of change
* shortened version of longitudinal; not across multiple years
* interaction between you and patients and observe changes everyday

naturalistic observation vs structured observation

correlational method vs experimental method (cause and effect)

* track data and see how it correlates
* try to find cause and effect

interview vs survey

* talk to individuals
* fill out questionnaire and collect data from there

standardized testing

pacer test

meta analysis

* rely on secondhand data (already used/published)
* quantitative

systematic review

* rely on secondhand data
* words, descriptions, articles

brain imaging (structure/anatomy)

MRI, fMRI, CT

MRI

magnetic resonance imaging

used for brain imaging for structure/anatomy

fMRI

can detect both structure and function of brain

CT

can detect structure of brain

brain imaging (function)

fMRI, NIRS, PET, EEG, MEG, TMS

NIRS

near infrared spectroscopy

can detect function of brain

PET

positron emission tomography

can detect function of brain

EEG

electroencephalography

can detect function of brain

MEG

can detect function of brain

TMS

can detect function of brain

major theoretical views

contributing view

environmental context view

biological systems view

developmental cognitive neuroscience

applied view

maturation view

Gesell

children develop through similar and predictable sequences

sequences determined by internal rather than external factors

overemphasis on CNS

overlook the environment

gesell

who made the maturation view

learning behavior view

Bandura

“modeling” (observational learning)

* attention
* retention
* initiation
* motivation

less concerned about biological determinants

behavior environment individual

bandura

who made the learning behavior view

cognitive-development view

Piaget

stages of cognitive development

* sensorimotor
* preoperational (2-7 yrs)
* concrete operational (7-12 yrs)
* formal operational

development results from interaction of biological maturation and environmental experience

children actively seeking and exploring (play)

stages of cognitive development in Piaget’s view

* sensorimotor
* preoperational (2-7 yrs)
* concrete operational (7-12 yrs)
* formal operational

piaget

who made the cognitive-development view

bioecological systems theory

Bronfenbrenner

microsystem

* family, church group, peers, neighborhood play area, school, health services

exosystem

macrosystem

chronosystem

bronfenbrenner

who made the bioecological systems theory

microsystem

Family, church group, peers, neighborhood play area, school, health services

mesosystem

exosystem

friends of family, neighbors, legal services, mass media, social welfare services

macrosystem

attitudes and ideologies of the culture

chronosystem

patterning of environmental events and transitions over the life course'; sociohistorical conditions

gibson’s ecological perspective

* how do individuals perceive and act on information?
* perceiving is experiencing
* affordances (environmental “opportunities”)

perceiving is _____

experiencing

biological systems views

information-processing view

developmental biodynamics

information-processing view

* human/computer model
* hardware/software

developmental biodynamics

body

dynamic systems theory

how motor behavior emerges (self organizing)

through dynamic and self organizing

neuronal group selection theory

wiring of neuronal groups

relationship between brain and muscle/motor unit; how brain directs signals to muscles

developmental cognitive neuroscience (DCN)

* field on neuroscience used to explain developmental biodynamics
* field of study (not theory!)

newell’s constraints model

* applied model to study MB
* individual constraints
* functional
* structural
* task constraints
* environmental constraints

task constraints

what kind of task will be performed

environmental constraints

temp, indoor vs outdoor

careers

motor development is the study of __ in __ resulting from the interaction of ___ and _______

change; motor behavior; biology; environment

to understand the factors that influence change, the ____perspective is appropriate

developmental; systems

developmentalists study two kinds of change:

quantitative and qualitative

heredity

total set of characteristics biologically transmitted from parent to offspring

genotype

total genetic inheritance

combination of numbers

phenotype

visible characteristics and behavior

physical traits

psychological traits

physical traits

height, eye color, skin pigmentation

psychological traits

intelligence, creativity, personality

what is the basic unit of heredity

genes

cell→ nucleus → chromosome → DNA → gene

estimated genetic contribution of anaerobic performance

50%

estimated genetic contribution of body mass index/obesity

25-70%

estimated genetic contribution of body weight

40%

estimated genetic contribution of bone mass

80%

estimated genetic contribution of max heart rate

50%