KIN 3Q03 Fundamental Concepts in Motor Development PDF

 MD Registration Forms Reminder: Before you upload your MD Registration form to A2L, check MS Teams for an updated list of topics that have already been approved Table of Contents Big pillar in course Definitions Ne...

 MD Registration Forms Reminder: Before you upload your MD Registration form to A2L, check MS Teams for an updated list of topics that have already been approved Table of Contents Big pillar in course Definitions Newell’s Model 01 Here you can define motor development, motor learning, 02 Here you can describe constraints: a model for studying motor motor control, maturation, and development more Developmental Research in Motor Trajectory Development 03 Here you can describe a typical developmental trajectory 04 Understanding the different types of studies that can be performed Definitions Growth, Maturation, & Development ______________ Physical growth is an increase in size or body mass resulting from an increase in complete, already formed body parts (Timiras, 1972) Happens at cellular level Growth, Maturation, & Development Maturation _____________ is progress towards physical maturity, the state of optimal functional integration of an individual’s body systems and the ability to reproduce. Growth, Maturation, & Development Development _______________ is a continuous process throughout the life span. As age advances, development proceeds. However, development can be faster or slower at different times, and rates of development can differ between individuals at the same age. Aging Aging ___________ is the process, occurring with the passage of time, that leads to loss of adaptability or full function and eventually to death (Spirduso, Francis, & MacRae, 2005) Individual Differences Uniqueness Predictable maturation, yet individuals are different ____________________________________________ Individuals function in a variety of ways, including physical, social, cognitive, and psychological. Story time. Not all change in movement constitutes development. Let’s say you are taking badminton lessons, and your coach is finally able to get you to complete a drop shot with your backhand. We do not view this change as motor development. Rather, we would use the term motor learning. Motor Areas  Important to Distinguish The How The Why Motor Development Motor Learning Motor Control _______________ Motor Behaviour _______________ Refers to the continuous, Refers to the relatively The study of neural, We use this term when we age-related process of permanent gains in motor physical, and behavioral prefer not to distinguish change in movement skill capability associated with aspects of movement between motor learning practice or experience (Schmidt & Lee, 2014) and motor development, (Schmidt & Lee, 2014) or if we want to include both Class Activity  Let’s Consider: Swinging a bat, snowboarding, shooting a basketball. What factors might affect their motor performance? Swinging a bat - loud crowds, score, reaction time, anxiety, practice, fatigue Snowboarding - size, clothing, blizzard, balance, snow, others, difficulty, pain Basketball - defender, urgency, time left, distance from net, injury, viewers, visibility, confidence, sweating  Constraints: A Model There is a model that can help us better understand motor development across the lifespan: It is useful to have a model or plan for studying any changes that occur over the lifespan A model can help us include all of the relevant factors in our observations of motor behaviour This is particularly helpful when we consider the complexity of many tasks (and how our skills are constantly changing) This model will help us make sense of changes, and help to categorize these changes Constraint’s Model Karl Newell’s 1986 Model This model reflects the dynamic, constantly changing interactions in motor development Interactions TIE Relationship Constraints Are a person’s unique physical and mental characteristics. Individual Constraints For example, height, limb length, strength, and motivation can all influence the way we move. Constraints Structural Constraints: Are individual constraints related to the body structure. Individual Constraints This can change slowly over time. Some examples are: height, weight, muscle _________________________________ mass, leg length _________________________________ Structural Constraints Functional Constraints: Are individual constraints related to behavioral function. Individual Constraints This can change faster. motivation, fear, Some examples are: _____________ experiences, attentional focus ______________________________ Functional Story time. Maybe you are motivated to go for a jog on a sunny, cool day, but not in hot humid weather. Constraints Are constraints from the world around us. These exist outside of the body. Environmental temperature, amount of lighting, Examples: ______________________________ Constraints humidity, gravity, floor surfaces _______________________________________ The previous story of the runner not feeling motived from the hot humid weather is an interaction of two constraints. Constraints Include the goals and rules related to the particular movement. These are also external to the body. Task Constraints In basketball, it would be much faster Example: ______________________________ to just run with the basketball holding it, but the ______________________________________ rules state the players must dribble the ball ______________________________________ Reminders: Readings Pick Partners Reg. Forms Take a Each moment now ASAP week to discuss Questions? E-mail Claire Tuckey [email protected]