Electrode Placement for Chest Leads, V1 to V6

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Chapter 3
C H A P T E R
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Motor Developmentand Recreation
Deborah A. Garrahy, PhD
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Outcomes

• Understand the concept of developmentally
  appropriate practices in recreation.
• Apply the model of motor development to
  recreation activities.
• Create an activity plan using age- appropriate
  activities and leadership techniques.

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Physical Activity Throughout Life

• Current health-related concerns in the United
  States
• NRPA initiatives
• Play
• Health and livability

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Developmentally Appropriate Practices

• Ability of the recreation leader to plan
  experiences for participants
• Two important variables
• Individuals current ability level
• Appropriateness of tasks based on the age of the
  group participating

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Three Learning Domains

• Psychomotor domain
• Cognitive domain
• Affective domain

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Motor Development

• A continuous change in motor behavior throughout
  the lifecycle, brought about by interaction among
  the requirements of the movement task, the
  biology of the individual, and the conditions of
  the environment (Gallahue and Ozmun 2006, 5).

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Gallahues Hourglass Modelof Motor Development

• Details movement skill acquisition as a
  descriptive means for better understanding and
  conceptualizing the product of development
  (Ozmun and Gallahue 2005, 344).
• By understanding this model, the recreation
  professional has the ability to plan age-
  appropriate and successful movement experiences
  for all clients.
• (continued)

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Gallahues Hourglass Modelof Motor Development
(continued)
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Reflexive Movement Phase

• Begins in utero and lasts through first year of
  life
• Involuntary movements
• Provides doctors and parents with vital
  information regarding the health (e.g.,
  neurological health) of the fetus or infant
• (continued)

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Reflexive Movement Phase (continued)

• Reflexive movements lead to voluntary movements
• Two stages
• Information encoding or gathering (in utero
  through 4 months of age)
• Information decoding or processing (4 months
  through first year of age)

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Rudimentary Movement Phase

• From birth through 2 years of age
• First forms of voluntary movement
• Two stages
• Reflex inhibition stage (from birth through first
  year of age)
• Precontrol stage (from first year through second
  year of age)
• (continued)

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Rudimentary Movement Phase (continued)

• Stability movements include gaining and
  maintaining control of the head, neck, and torso.
• Locomotor movements include creeping and
  crawling.
• Manipulative movements include reaching,
  grasping, and releasing objects.

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Fundamental Movement Phase

• From 2 years through 7 years of age
• Similar to learning ABCs and basic mathematical
  functions
• Foundational movement skills needed for lifelong
  physical activity
• Experience many forms of movement through play,
  cooperative activities, and low-level games
  (continued)

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Fundamental Movement Phase (continued)

• Initial stage (2-3 years old)
• First attempts at the movement
• Major pieces of the movement are missing
• Elementary stage (4-5 years old)
• Improved coordination and control
• Pieces of the movement still missing
• Many adults function at the elementary stage
• (continued)

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Fundamental Movement Phase (continued)

• Mature stage (6-7 years old)
• Movement is coordinated and efficient
• Biomechanically correct
• Three categories of movement stability,
  locomotor, and manipulative
• (continued)

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Fundamental Movement Phase (continued)

• Stability movement gaining and maintaining
  static balance (stationary) and dynamic balance
  (in motion)
• Locomotor movement movement about an area
  (walking, hopping, sliding)
• Manipulative movement applying force to an
  object (throwing a ball) or receiving force from
  an object (catching a beanbag)

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Specialized Movement Phase

• From age seven throughout life
• Applying learned movement skills in more complex
  settings (community recreation programs, youth
  sport leagues)
• Transitional stage (7-10 years old)
• First attempts at refining mature movement
  patterns and exploring combinations of movements
• (continued)

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Specialized Movement Phase(continued)

• Application stage (11-13 years old)
• Developing higher levels of proficiency through
  practice
• Lifelong utilization stage (14 years old)
• Final stage in the phase lasts throughout
  adulthood

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Applying Developmentally Appropriate Practices in
Recreation

• Recreation leaders must know the movement
  abilities the participant needs as prerequisites
  for successful participation.
• When leading activities or coaching a sport, it
  is imperative to have an activity plan.
• (continued)

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Applying Developmentally Appropriate Practices in
Recreation (continued)

• Activity planning requires much thought about
  what will occur in the gym or on the playground
  or field.
• Very few leaders are skilled enough to
  effectively lead a group in developmentally
  appropriate activities and leadership techniques
  without an activity plan.