Introduction to Motor Development & Theories PDF

Introduction to Motor Development & Theories SPSC 1195: Physical Growth & Motor Development Sean Conner Motor Development “Motor Development refers to the continuous, age-related process of change in movement as well as the interacting constraints in the individual, environment, and task that dri...

Introduction to Motor Development & Theories SPSC 1195: Physical Growth & Motor Development Sean Conner Motor Development “Motor Development refers to the continuous, age-related process of change in movement as well as the interacting constraints in the individual, environment, and task that drive these changes” - Haywood & Getchell Motor Development or Motor Learning? Motor Development Motor Learning - Movement abilities - Movement abilities related to age or related to practice or development. experience. https://www.activekids.com/sports/articles/coaching-youth-sports-technique-vs-success Motor Development - Continuous process of change in functional capacity - Related (not dependant) on age - Involves sequential change - Orderly - Irreversible https://science.howstuffworks.com/life/cellular-microscopic/walk-gait-distinct-personality-traits.htm How to tell if the change is Learning or Development? Longitudinal Research - The same individual or cohort is studied over a long period of time and is measured on the same task or behaviour over that period. Cross-Sectional Research - Developmental change is inferred by observing individual or cohorts at ages of interest.  Longitudinal compared to Cross-Sectional Ages 10 20 40 50 60 Longitudinal (over time, study spans 50 years) Cross-Sectional (taken at the same time, study spans 1 year) Growth, Maturation, & Aging Physical Growth: “Is an increase in size or body mass resulting from an increase in complete, already formed body parts” (Timiras, 1972) Physiological Maturation: “Is a qualitative advance in biological makeup and may refer to cell, organ, or system advancement in biochemical composition rather than to size alone” (Teeple, 1978) Aging: “Is the process, occurring with the passage of time, that leads to the loss of adaptability or full function and eventually to death” (Spurduso et al., 2005)  Activity: From your own life experiences, or examples with sport, come up with examples for: Physical Growth Physiological Maturation Aging Motor Learning Motor Development Universality & Individuality Paradox Universality - Members of a species tend to display similar developmental behaviours - “Stages” of development Individuality - Look at any two individuals, and CREDITS: This presentation template was created by there are apparent differences in Slidesgo, including icons by Flaticon, and infographics & images by Freepik and illustrations skill - Convergent pathways to same skill  Theoretical Maturational ○ Normative Descriptive Perspectives in ○ Biomechanical Descriptive Information Processing Motor Ecological ○ Perception-Action Development ○ Dynamical ○ Newell's Model Theoretical Perspectives  Theories help frame and describe the world around us in accordance to that paradigm, allowing for predictions to be made about outcomes regarding that specific concept/principal.  Maturational Perspective Genetics/heredity are primarily responsible for motor development. Maturational Perspective (Gesell, McGraw 1930’s) - Innate process - Stages will automatically occur - Driver is CNS development - Environment has little influence - Individual differences occur in timing of reaching stages - Development ends at adulthood Normative Descriptive Period (Espenschade, Glasgow, Rarick, 1950s) Focus was on standardized norms ○ Qualitative scores on tests Less concerned about process than maturationalists, more about outcomes or performance at different ages. Biomechanical Descriptive Period (Glassow, Halverson 1960/70s) Biomechanical descriptions of fundamental skills of children. ○ Jumping, running, etc. (FMS) Identified sequential improvements Descriptive, outcome focused, age-related Not concerned with how development occured https://missbeavis.edublogs.org/fundamental-movement-skills/  Information Processing Perspective Movement works like a computer program; brain is like a computer, motor skills like a program Information Processing Perspective (Schmit & Lee, 1970/80s) - Input, process, output movement - Processing compares input to schemas - One central processor to decide output movement - Links perceptual-cognitive to the perceptual-motor processes https://slideplayer.com/slide/11200497/  Ecological Perspectives Movement is a result of the interrelationships between the environment, individual, and task Perception-Action Approach (Gibson, 1960/70s) The development of perception and movement occur together ○ Perceiving the environment allows for understanding of how the individual can function in their environment The environment provides affordances to the individual ○ Change as individuals change Body scaling -- match between mover and movement In real time perception does not demand complicated processing Dynamical Systems Approach (Bernstein, Kugler, Kelso, Turvey, 1980s) Motor behaviour is spontaneously self-organizing ○ Movement emerges from interacting constraints Interacting constraints in your body act together to form a functional unit ○ No hardwired plan -- too much memory needed* Rate Limiters or Rate Controllers dictate development https://missbeavis.edublogs.org/fundamental-movement-skills/  Rate Limiter Rate Controller An individual constraint or An individual constraint system that delays the that changes quicker emergence of a motor than other systems, skill due to developing usually driving change more slowly than other due to developing. systems. Dynamic Motor Skill Development -- Rate Limiter and Controllers Thelen, Ulrich, & Jensen (1989) Activity Come up with an example of what would be a rate limiter and what would be a rate controller. As an infant/child? As an older adult? Age & Lifestyle Choices as Rate Controllers As systems age to a point of decline that affects movement, this is an example of rate controller. ○ Less efficiency of movement Physical activity is a means of reducing rate controllers. Newell's Model (ecological approach) (1980/90s) - Considers development due to multiple systems - not just CNS (as maturation perspective says) - Development is lifelong (as bio systems are changing over time) - not just until puberty (as maturation perspective says) - Movement self-organizes - not a central processor/program (as information processing says) “Motor Development refers to the continuous, age-related process of change in movement as well as the interacting constraints in the individual, environment, and task that drive these changes” - Haywood & Getchell Newell’s Model  “A constraint is a characteristic of the individual, environment, or task that encourages some movements while discouraging others.” - Haywood & Getchell  Newell's Model - Any of the three constraints change, the resulting movement changes - Patterns of persistent interactions lead to changes in motor skills over time - Powerful model for motor development because: - It reflects dynamic nature of motor changes over time. - Considers each of the influences on motor development and their interaction  Individual constraints A person’s unique physical and mental characteristics. Individual Constraints Structural Constraint Functional Constraint - Related to body structure. - Related to behavioural function. - Psychological: motivation, mood, attention - Influence is relatively shorter period of time Environmental constraints The world around us. Environmental Constraints Environmental Constraint - A global property that exists outside the body - Physical: - Temperature, humidity, air pressure, gravity, playing surfaces, - Sociocultural: - Cultural and societal norms and expectations, subcultural norms https://en.wikipedia.org/wiki/Ballet_dancer https://twitter.com/tferriss/status/1347269492011913221 https://www.planetfootball.com/videos/watch-alphonso-davies-makes-insanely-fast-recovery-run-in-the-snow/  Task constraints The goals and rule structure of a particular movement or activity. Task Constraints Task Constraint - Goals - Obtaining points, destinations, time - Rules - Parameters in how one can arrive at a goal - Equipment - Can be set like a rule - Can vary to increase/decrease difficulty https://www.topshottennis.net/how-to-choose-the-right-size-racquet-for-your-child/ https://twitter.com/gwr/status/933345058421641217  Atypical Development & Clinical Application of Newell’s Atypical Development - Can mean advanced, delayed, or just different from standard norms - Typically in regards to those with disability or disease - Disabilities usually affect the Individual constraint Clinical Application - Modify Environment or Task constraints https://www.youtube.com/watch?v=Vw6Qr5v4FPM Applying Newell’s Example: Running race on hot day Activity Boston Dynamic Robot -- What perspective are they using for their AI? Child/Parkour -- What perspective?  LiDAR AI Cameras Autonomous Driving Systems - AI Sensory-Perception Learning Objectives - Define and differentiate the terms and concepts of motor learning & motor development. - Define, understand, and provide examples for: physical growth, physical maturation, aging, longitudinal research design, and cross-sectional research design - Define Newell’s Model, and explain why it is important/how Newell’s Model explains motor development, apply this model to novel situations. - Define, understand, and explain the idea of constraints. - Apply Newell’s Model to new scenarios to successfully produce movements. - Categorize influences of movement into the appropriate individual, environmental, or task constraints. - Define and differentiate the concepts of universality and individuality in the context of the Universality/Individuality Paradox. - Understand the strengths and weaknesses of each theoretical approach in explaining motor development. - Use each theoretical perspective to explain aspects of motor development. - Apply the concepts of rate limiters and rate controllers to motor development. - Provide examples of all of the above.