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![Page 1: 1 Introduction to Motor Development Chapter 1 McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.](https://reader037.fdocuments.in/reader037/viewer/2022103100/56649e855503460f94b87a2e/html5/thumbnails/1.jpg)
1
Introduction to Motor
Development
Chapter 1
McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.
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Human Motor DevelopmentProcess through which one passes throughout lifeChanges in our movement ability through the lifespanAcademic field
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Which Definition?“changes in motor behavior which reflect the interaction of the maturing organism and its environment” (Scholarly Directions Committee, 1974)
“changes in movement competencies from infancy to adulthood and involves many aspects of human behavior, both as they affect movement development and as movement development affects them” (Keogh, 1977)
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Which Definition?“the change in motor behavior across the lifespan and the processes which underlie these changes” (Clark & Whitehall, 1989)
“the sequential, continuous age-related process whereby an individual progresses from simple, unorganized, and unskilled movement to the achievement of highly organized, complex motor skills and finally to the adjustment of skills that accompanies aging” (Haywood & Getchell, 2005)
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Motor DevelopmentAcademic Field
“study of changes in human motor behavior over the lifespan, the processes that underlie these changes, and the factors that affect them”
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Working Definition
“Human motor development is an academic field of study; it is also a
human lifelong process involving the progressions and regressions in our movement ability as we pass through
life”
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Importance of Motor Development
To understand the way people normally develop movement skillsHelp individuals improve or perfect movement performance
To understand the way special populations develop movement skillsHelp special populations improve or perfect movement performance
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1-8Table 1-1
Why Study Motor Development?
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Domains
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Domains Cognitive domain
Concerns human intellectual developmentAffective domain
Concerned with the social and emotional aspects of human development
Motor domainDevelopment of human movement and factors that affect that development
Physical domainAll types of physical/bodily change
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Development
Changes through which all individuals pass across their lifespans
Domains
Terms:Developmentally appropriateAge appropriateIndividual appropriate
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Development
Refers to changes that occur as one passes through life
Includes both maturation and growth
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Elements of Developmental Change
Qualitative Development change is not “just more of something”
Sequential Certain motor patterns precede others
Cumulative Behaviors are additive
Directional Development has an ultimate goal
Multifactorial No single factor direct change
Individual Rate of change varies for all people
Table 1-2
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Maturation & GrowthMaturation
Qualitative functional changes occurring with age
GrowthQuantitative structural changes occurring with age
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Developmental TermsCephalocaudal
Development from head to tailLearning to walk
Proximodistal Development from the body’s center to peripheryPrenatal growthAcquisition of motor skill
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Developmental Terms
DifferentiationProgression from gross or immature movement to precise, well-controlled, and intentional movement Learning to walk
IntegrationFunctioning of systems together How is this child
demonstratingIntegration?
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Developmental TermsGross movement
Movement controlled by the large muscles or muscle groups
Legs Fine movement
Movement controlled by the small muscles or muscle groups
Hands Terms can be used together
Categorize movementDescribe progression and regression
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Process-Product ControversyProduct approach in the study of human movement
The end result, or outcome, is the focusTask-oriented approach
Process approach in the study of human movement
The emphasis is on the movement itself, with little attention to outcome
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Age Periods Throughout Lifespan Terms in Figure 1-5 are helpful in organizing discussions and communicating statements about an individual at a particular time in life
Figure 1-5
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Stages of Development Age-stages
Phase, time, levels, periodsUnique, hierarchical, or universal behavior at a particular time in life
Controversy over whether the stages of development actually exist
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Models of DevelopmentModels explain movement behavior from birth to deathCratty (1970): explain changes as a function of ageGallahue & Ozmun (2005): hourglass model; stages developed upward with time
Newell’s model based on constraintsInteractive role of an individual’s structure and function, the task, and environmental conditions on human motor development
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Mountain of Motor Development
Figure 1-6
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Mountain of Motor Development
Ascend up the mountainA metaphor of motor development
Progress from the prenatal period, to the base of the mountain, and finally the peak
Must contend with environmental changes
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Mountain of Motor DevelopmentPeriods
Reflexive Prenatal-few weeks after birthInvoluntary response to stimuliSurvival Brain-stem
Preadapted Movement produced from higher brain centersConscious, voluntary
Fundamental Patterns
Build on movement skillsIncludes fundamental locomotor skills, object control, fine motor controlCritical to future motor performance
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Mountain of Motor DevelopmentPeriods
Context-specific
Begin to experience one or more peaks in movement skillsLife experiences, personal likes and dislikes of movements
Skillful Experience and practiceNot achieved by allRequires motivation, opportunity, instruction, practice over yearsIn general, cannot be competent in every skill
Compensation
Associated with injury: with practice and time, may return to previous skill levelAging: inevitable decline; compensate with new skill
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History of the Field1787-1928 Precursor Period
Descriptive observationDarwin’s “Biographical Sketch of an Infant”
Tiedemann watched the motor behavior of his son’s first 2.5 yearsInterested in the function of the mind, but this early research benefited motor development greatly
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History of the Field1928-1946 Maturational Period
Biological processes influence motor developmentProduct-process –oriented informationBayley’s scales
Bayley’s scales are norm-referenced scales that follow motor behavior of the first 3 years of lifeStill used today
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History of the Field1946-1970 Normative/Descriptive Period
Mid-1940s through 1960 ~dormant period1960 ~ Kephart’s Slow Learner in the Classroom
Kephart maintained that certain movement activities enhanced academic performance
Not supported by research, still influences professional practice today
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History of the Field1960s – resurgence in study due to interest in children with disabilitiesPrimary interests also on motor skills, not cognitive abilitiesTests for motor development writtenA lot of study in biomechanical analysis of movement
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History of the Field1970-Present Process-Oriented Period
Study of the processes of motor development
Psychologist return to the study of motor behavior via processing information
Dynamical systems theory (1980)“systems undergoing change are complex, coordinated, and somewhat self-organizing”Examines movement control and coordinationExplains process of development
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Interdisciplinary ApproachToday, better evaluation of movement working with specialists in other fields
BiomechanicsExercise physiology
Working together, experts can more accurately detect subtle movement changes and differences
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Research DesignsResearch Design
Description
Cross-sectional Comparison of two or more persons or groups at one point in time
Longitudinal A study over a long period of time
Time-lag Different cohorts are compared at different times
Sequential-cohort Integrates the cross-sectional, longitudinal, and time-lag designs within one study
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Research DesignsResearch Design
PRO
Cross-sectional Administratively efficientQuickly completedAge differences can be observed
Longitudinal Change can be observed across ages
Sequential-Cohort
Accounts for generational (cohort) effect
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Research DesignsResearch Design
CON
Cross-sectional Cannot observe changeCan’t determine accurate age of groupsAge and cohort are confounded
Longitudinal Administratively inefficientAge and time of measurements are confoundedSubjects may be influenced by repeated testingSubjects may drop out
Sequential-Cohort
Administratively inefficientCostlySubjects may drop outDifficult to analyze statistically
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Hypothetical StudySequential~Cohort Design
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Key Terms