KIN 3Q03 - Motor Development Concepts

KIN 3Q03 - Fundamental Concepts in Motor Development

• Course code: KIN 3Q03
• Textbook reading: Chapter 1
• Topics for MD Registration forms need to be approved; check MS Teams for updates

Table of Contents

• Definitions: Defines motor development, motor learning, motor control, maturation, and related concepts.
• Newell's Model: Describes constraints as a model for studying motor development.
• Developmental Trajectory: Describes a typical developmental trajectory.
• Research in Motor Development: Provides an overview of different types of studies in motor development.

Growth, Maturation, & Development

• Growth: Refers to an increase in size or body mass due to the formation of existing body parts. Occurs at the cellular level.
• Maturation: Refers to progress towards physical maturity, the optimal integration of body systems and the ability to reproduce.
• Development: Is a continuous process throughout the lifespan; progress continues as age advances; rates of change differ between individuals.
• Aging: Is the process associated with the passage of time, leading to loss of adaptability, full function, and ultimately death.

Individual Differences

• Uniqueness: Individuals function in diverse ways encompassing physical, social, cognitive, and psychological attributes. Predictable maturation, yet individuals are different; changes in movement do not automatically equate to development. Motor learning is a more apt term instead of development in these scenarios.

Motor Areas

• Motor Development: The continuous, age-related process of change in movement
• Motor Learning: Relatively permanent gain in motor skill capabilities through practice and experience.
• Motor Control: The study of neural, physical, and behavioural aspects of movement.
• Motor Behaviour: Used when not differentiating between motor learning and development, or to include both.

Constraints: A Model

• A model is beneficial for studying developmental changes throughout the lifespan.
• The model aids in incorporating relevant factors in observations of motor behaviour.
• Useful for understanding complex tasks and how skills constantly change.
• Helps categorize these changes.

Constraints' Model

• Karl Newell's 1986 Model: Consists of individual constraints, task constraints, environmental constraints, and interactions between these entities.

Constraints

• Individual Constraints: Person's unique physical and mental traits; factors like height, limb length, strength, and motivation influence movement.
  • Structural Constraints: Related to body structure (e.g., height, weight, muscle mass, leg length); changes slowly over time.
  • Functional Constraints: Related to behavioural function (e.g., motivation, fear, experiences, attentional focus); changes more rapidly.
• Environmental Constraints: External factors affecting movements (e.g., temperature, lighting, humidity, floor surface); exterior to the body.
• Task Constraints: Include goals and rules tied to particular movements (e.g. playing basketball – dribbling the ball). These are also external to the body.

Class Activity

• Consider factors affecting motor performance in activities like swinging a bat, snowboarding, and playing basketball (e.g., crowd noise, reaction time, fatigue, anxiety, injury risk, experience).

Reminders

• Complete weekly readings.
• Establish study partners to discuss the material.
• Submit registration forms promptly.

Questions?

• Contact Claire Tuckey at [email protected] for any questions.