Kine 2250 Chapter 1 PDF

Ch 1 Fundamental Concepts Introduction to Chapter Notes (No Heading) Who would be interested in motor development? Why? - Educators: Best practices for development - Therapists: factors affecting movement abilities - Engineers and Designers: designing appropriate...

Ch 1 Fundamental Concepts Introduction to Chapter Notes (No Heading) Who would be interested in motor development? Why? - Educators: Best practices for development - Therapists: factors affecting movement abilities - Engineers and Designers: designing appropriate living spaces and equipment - Health Care Providers: Impact of early movement on later health Defining Motor Development 1. Development is: A continuous process of change in functional capacity Related to age but not dependent on it Sequential, orderly, and irreversible Includes cognitive, social, and motor development 2. Motor Development is: Development of movement abilities Change in movements and underlying factors 3. Motor Learning is relatively permanent gains in motor skill capability associated with practice or experience 4. Motor behavior Encompasses both learning and development 5. Motor control is the neural, physical, and behavioral aspects of movement 6. Physical Growth is: Quantitative increase in size or body mass 7. Physical Maturation is: Qualitative advance in biological makeup; cell, organ, or system advancement in biochemical composition (Exp: Puberty) 8. Aging is: Process occulting with passage of time, leading to loss of adaptability or full function and eventually to death - Growth and aging fall on a continuum of life span development Constraints: A Model for Studying Motor Development This is the model used by the textbook authors to help make sense of developmental change. Newell’s Model Constraints: Discourage or limit certain movements Encourage or permit other movements - Movement arises from the interaction of the individual, the environment, and the task. - This model represents the dynamic, constantly changing interactions in motor development o Changes in the individual lead to changes in their interaction with the environment and the task changes the way the individual moves. - These three factors are called Constraints. - Constraints: Discourage or limit certain movements Encourage or permit other movements Shape” movements Channel away from some movements while toward others 9. Individual constraints are: Unique physical, mental characteristics a. Structural: related to body’s structure (Exp: Height and Muscle mass) b. Functional: related to behavioral function (Exp: Attention and Motivation) 10. Environmental constraints are Properties of the environment a. Physical environment: Gravity and surfaces b. Sociocultural environment: Gender roles and Cultural norms 11. Task constraints are: Specific task requirements or goals  External NOT related to individual Related specifically to tasks or skills Goal of task Rules guiding task performance Equipment Constraints and Atypical Development This class will review concepts using typical motor development. Average individuals (strength, height, motivation), typical environments (gymnasiums, playgrounds, stores), and normal tasks (sport, activities of daily living). Development can be advanced (define: Appear Sooner) or delayed (define: Appear Later). Differences in structural and functional individual constraints can lead to atypical developmental trajectories. Movement practitioners must keep in mind how movement can change as a result of changing constraints and thereby adjust the environment and task constraints to accommodate differences in individual constraints. How Do We Know It’s Change We look carefully to observe individuals’ movement and then describe differences between people of difference age groups or instances of observations. Picturing Change Using a graph to visualize change. Time or age on the _X_ axis, and measurement on the __Y__ axis. More, faster, more advance is typically higher on the scale. Figure 1.3 shows a typical graph of the measurement of growth in childhood. When we are graphing developmental changes, more is not always better. People move differently; it does not mean they are in error or are wrong. They may simply move different or be at a lower development level. The curve plotted in describing developmental change is called a developmental trajectory (Figure 1.4). At year 3, some constraint is imposed on the behavior. If it is a facilitative constraint, development trajectory increases (GREEN line). If the constraint restraints the behavior, development trajectory is lesser (Blue line). If the constraint is severe or negative, it can lead to an arrested development (Purple line). Arrested development is rare, but it was believed that a significant proficiency barrier exists preventing development during middle childhood, it would be very difficult to become proficient in the future. Researching Developmental Change In development study, we ideally watch an individual (or group) change with age for the entire length of the period we are interested in. This is called a longitudinal research study, but it is hard to do when we want years or decades of data. To learn more in a shorter amount of time, we use a Cross-Sectional research study. Researchers select individuals or groups at chosen points in the age span of interest. We can study development in s short amount of time, but we never really observe the change. We are inferring change. A cohort in a research study is: Meta-Analysis and Reviews Meta-analysis is: Statistical technique integrates the effect observed in many studies into one more generalizable estimate of an effect Review papers are: Many studies on a topic are compared and contrasted A Developmental Paradox: Universality Versus Variability - Individuals show great similarity in development o They go through many of the same (stereotypical changes) o Stages of development refer to emergence of universal behaviors o Based on the age we are working with, we are likely interested in specific age-related behaviors - Individual differences in development do exist o Most are above or below average o Children may achieve a milestone earlier or later o Children’s ______ to development will likely differ - Practitioners, then, should consider both universal behaviors and individual differences o _________ helps us distinguish between the two o Research also helps us identify the roles of constraints (environment and individual experiences) in creating variability of behavior Questions I Still Have About this Chapter: