KSPE 3411 Day 1 Syllabus Time Table Cards

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KSPE 3411Day 1-Syllabus-Time Table-Cards
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KSPE 3411

• Motor Development/Motor Learning

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Motor Development, Motor Control, Motor Learning,
Motor Performance
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Motor Development Described

• Focuses on aspects of motor skill performance
  that are the result of heredity rather than of
  learning
• Developmental changes in children and aging
• Physical Education teachers, preschool
  specialists and Adapted Physical Education
  teachers directly apply knowledge from this field

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Motor Control Defined

• How cognitive processes are organized and used to
  control skilled movement
• Emphasis is on the process that accompanies
  learning

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Motor Learning Defined

• A relatively permanent change in the performance
  of a motor skill, resulting from experience or
  practice
• Motor skill can be anything from children walking
  to M.J. shooting free throws
• Includes visual perception analysis

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Status of the field

• Motor learning and motor development classes
  required in most teacher education programs
• Dissemination of accurate information regarding
  child development processes
• Fitness training
• Physical rehabilitation and gerontology have
  interest in field
• Regain use of limbs understanding motor
  functioning, etc.

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What do specialist do?

• Motor learning and control work in academic
  settings
• Teaching and research
• Motor development
• Teaching and research in colleges
• Child care and early childhood education
  including elementary physical education
• Playground safety/design
• Play equipment design

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1- How is motor development utilized in teaching
physical education in the public schools
K-12?2- What kinds of things comprise the motor
development content area?
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Connected to pedagogy2) Connected to
biomechanics3) Connected to curriculum
design? How?-- through sequential activity
progressions--
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Why is there a need to continue to study
motor development content issues? -if
we understand the normal range of motor
development and how it occurs.
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-- we can better guide individuals who may need
assistance or even those individuals with
targeted special needs -- we can help to
enhance health and motor performance -- we
can contribute to a comprehensive body of
knowledge to facilitate a heightened
understanding of motor behavior in general
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Motor Development. another definition

• -study of changes in human movement behavior
  across the lifespan and the influence of these
  changes on motor performance
• How might one assess changes in motor performance?

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Growth

• is generally considered to be an increase in body
  size or body mass resulting from an enlargement
  of a biological unit

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Anthropometry

• Deals with measurement of size, proportions, and
  composition of the human body
• (e.g., body composition involves direct
  anthropometric measures to predict particular
  aspects of the body - skinfold thickness to
  estimate body fat)

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Size Height, length mass. volume

• Composition
• body fat
• Lean body mass
• water content
• calcified tissue

• Structure (Form/Shape)
• head length
• Shoulder width
• thigh length
• neck circumference

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Maturation

• is defined as progress toward the optimum
  integration and functioning of the bodys systems
  
• What systems are being referenced here?

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Article Critiques Due-- Student Summaries
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Development another angle involves the
process of change in the individuals level of
functioning in either quantitative (how long) or
qualitative (how well) ways and is a product of
growth as well as maturation and experience.
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How is motor development studied?
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Paradigms

• Longitudinal studies
• The same individuals are followed over the course
  of their development, and data is collected along
  the way.
• Cross-sectional studies
• Observations obtained from sub-groups (different
  age groups) of individuals that capture the
  course or changes in development for each
  sub-grouping.
• Sequential studies (combines the above)
• Several sub-groups are followed over a period of
  time

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The following represents a listing of general,
yet critical characteristics of human growth and
development relevant to the study of motor
development
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1- Early foundations are critical. Patterns
of behavior established early in life (motor,
health, etc.) directly impact behaviors later in
life.(Think about your activity level as a
child. Isnt there a connection to your
athletics later?)
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2- Maturation and learning play vital roles in
development. -linked to phylogenetic
behaviors (automatic behaviors, i.e., sitting,
reaching, etc.) -also linked to ontogenitic
behaviors (learning-driven behaviors related to
the environment that are individual, i.e.,
swimming, writing, cycling) -devel.
readiness plays a key role in the maturation
time table which controls learning
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3- Development follows a definite and predictable
pattern. -cephalocaudal trend- develop
from head to toe -proximodistal trend-
develop from middle of body toward the
extremities What is the application of these
trends??
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4- All individuals are different. -no two
individuals can be expected to react,
learn, etc. in the same manner
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5- Each stage of development has characteristic
behavior. -these stages or phases may be
related to time-frames (ages) as well as behavior
categories-example -rudimentary phase
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6- Development is aided by stimulation. -while
much of development occurs as the result of
maturation and environmental experiences, various
forms of stimulation (once the person has
reached a point of readiness) can be very
effective. (What kinds of stimulation will
teachers use to facilitate changes? Ex.
reinforcement, enthusiasm, etc.)
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7- Development is affected by cultural
change. -gender roles have drastically changed
in this and other countries, and those roles as
they relate to motor activities are no
exception. What are examples?
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8- There are social expectations for every stage
of development. -depending on the location,
social factors impact certain aspects of
development and/or motor performance based on
outside influences, i.e., a mother who wants
her daughter to excel in softball has her
practicing at age three.
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Do you know the developmental behavioral
characteristics of boys and girls (physical,
cognitive, social, emotional) of young children,
middle grade, and secondary level? (Find it..
and place them in your notes. Be prepared to
discuss these in class.)
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Stages and Phases of Development How do
they relate?
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Stages and Phases

• Stage
• describes a lifespan descriptor that is often
  associated with an age range
• Phase
• more functional description describing
  development in terms of the types of movement
  behaviors that are exhibited

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PHASE
AGE
STAGE
Birth 6 month
Prenatal
Reflexive
Birth
Rudimentary
Infancy
2 years
Fundamental
Early Childhood
6 years
Sport
Late Childhood
12 years
Adolescence
Refine
18 years
Adulthood
Peak Performance
30 years
Older Adulthood
Regression
70 years
From Gabbard, 1996
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How do these stages and phases relate to teaching
and more specifically, Grahams model of skill
theme categorization?
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-- Precontrol Level -- Control Level
-- Utilization Level -- Proficiency Level
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Motor Development Theories
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-Maturational theory (Gesell, 1920s)genetics
exert a major development influence-Biological
and social development theory (Havighurst,
1950s)role of the environment is extremely
significant-Intellectual development theory
(Piaget, 1960s) cognitive thought is orderly
and occurs in stages --precursor to Information
Processing approach
?
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Motor Development Theories

(cont.)

• Information Processing Approach (Schmidt 1988)
• attributes much of development to changes in
  mental capacity (translate, transform, and
  transmit the necessary information from the
  environment to support action)
• Ecological/Environmental Approach
  (Bronfenbrenner, 1977)
• Environmental influences very strong
• Psychosocial Theory (Erikson, 1963)
• -lives are shaped by their social
  experiences,
• especially personality

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Assessment- (Related to Motor Development
Research)

• Product
• focuses on outcomes that are quantifiable
• Process
• tries to consider the underlying reasons for the
  movement behavior of the individual

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Classifying Movement One Dimensional Schemes
(views only one variable or factor)
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discrete movements- has a definite beginning and
ending (jumping, throwing, etc.)serial
movements- these are discrete movements attempted
one after the other (basketball
dribbling)continuous movements- movements that
are repeated for a period of time (running,
cycling, etc.)
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Classifying Movement Two Dimensional Schemes
(views more than one variable or factor)

• Gentiles model
• ?
• -Environmental context (differentiates between
  open and closed skills)
• -Functional aspects

• Gallahues model
• ?
• -Phases/stages
• -Functional aspects

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What constitutes differences/similarities across
the following - fine motor -gross
motor -closed skills -open skills
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Although There Are a Variety of Helpful One and
Two Dimensional Schemes for Classifying Movement,
All Fall Short in Fully Capturing the Breadth,
Depth, Complexity, and Scope of Human Movement.
Obviously it is a very complex process driven
by heredity and environmental factors.
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Infancy

• Reflex
• is an involuntary movement elicited by a
  particular source of sensory stimulation
• Primitive reflexes
• Postural reflexes
• Locomotor reflexes

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Locomotor Reflexes
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Childhood Motor Patterns

• Critical Fundamental Movement Patterns
• can be described as a common motor act that
  involves a specific kinematic profile (mature and
  immature forms)
• - Walking -
  Catching
• Running -
  Kicking
• Jumping (long jump/horizontal) - Striking
  (bat)
• Throwing
• LIST MECHANICS FOR BOTH IMMATURE AND MATURE
  FORM FOR EACH! PLACE IN NOTES, BE PREPARED TO
  DISCUSS.)

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Mature Fundamental Patterns An Example

• Throwing (mature form)
• - arm swung back in preparation
• rotation of trunk during prepartion(90o)
• step with opposite foot
• throwing arm pronates and crosses body on
  follow-through

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Developmental Rubrics (PreK 9)
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Motor Pattern Tendencies/Facts1- Girls tend to
outperform boys on hopping and skipping
skills.2- Skipping is the most difficult
locomotor skill.3- The gallop emerges as the
first combined motor pattern following the single
motor skills.
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4- Throwing the is most complex fundamental
movement.5- Girls are taller than boys during
preadolescence.6- Within stage development
theory, there are still differences across each
stage.7- Stages referring to movement patterns
are categorized by initial, elementary, and
mature patterns.
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8-Can you differentiate immature vs. mature
patterns across basic locomotor and manipulative
skills?
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Adolescence

• Developmental changes related to fitness
• Involvement in Youth Sports and focus on
  performance
• Intensive training and health for the young
  athlete
• Resistive training for the young athlete

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Developmental changes related to fitness

• Muscular Strength Endurance
• Aerobic Endurance (Cardiovascular)
• Joint Flexibility
• Body Composition

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Involvement in Youth Sports Focus is away from
fitness/health and toward high performance
(unfortunate)

• Emphasis on speed, muscular power, and reaction
  times
• Shift from school to extracurricular (either all
  or supplemental FOR SOME)
• Possibly contributing to data from 1981 to 1996
  revealing "the prevalence of overweight increased
  by 92 per cent in boys and by 57 per cent in
  girls."

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Intensive training and health for the young
athlete

• Degree of skeletal maturity
• Growth plate disruptions
• Thermoregulation
• Speedier heat loss in cold and poor sweating
  mechanism in hot
• Nutritional requirements
• Psychological implications

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Adulthood

• Peak Performance (25-30 yr)
• Strength (e.g., grip strength)
• exercise tolerance (e.g., VO2 max, time to
  exhaustion)
• reaction/movement times

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Later Adulthood-decline in motor
function-decline in cognitive functionneeds
intentional stimulation across cognitive,
emotional, psychomotor, and social areas of
development.