1
Q
Who is interested in motor development?
A
- educators
- therapists
- engineers and designers
- health care provider
2
Q
Development:
A
- continuous process of change in functional capacity
- capability to exist in the real world
3
Q
Development is a _____ process.
A
cumulative
4
Q
Development is related to but not dependent on_____.
A
age
5
Q
As age advances, development ______.
A
proceeds
6
Q
Development involves _____ change.
A
sequential
7
Q
Sequential change means development is ____ and _____.
A
- orderly
- irreversible
8
Q
Motor learning:
A
the relatively permanent gains in motor skill capability associated with practice or experience
9
Q
Motor learning is related to ____ rather than ____.
A
Experience rather than age
10
Q
Give a example of motor learning.
A
changing a tennis student’s grip for a forehand stroke
11
Q
Motor behaviour:
A
- use when we prefer not to distinguish between motor learning and motor development
- when we want to include both
12
Q
Motor control:
A
- the study of the neural, physical, and behavioural aspects of movement
- the nervous system’s control of the muscles that permits skilled and coordinated movements
13
Q
Physical growth:
A
an increase in size or body mass resulting from an increase in complete, already formed body parts
14
Q
Physical growth is a _____ increase in size or magnitude.
A
quantitative
15
Q
Human growth period starts with…
A
conception
16
Q
Human growth period ends in…
A
late adolescence (early 20s)
17
Q
Physical growth does not include…
A
changes in size of tissues after physical growth period (ex. increase in muscle mass with resistance training)
18
Q
Growth and development includes both ____ and __________.
A
size and functional capacity
19
Q
Maturation is often paired with ____, but is not the same as _____.
A
- growth
- development
20
Q
Maturation:
A
a qualitative advance in biological makeup
21
Q
Maturation may refer to…
A
- cell
- organ
- system advancement in biochemical composition rather than to size alone
22
Q
How are development and maturation related?
A
development continues long after physical maturity is reached
23
Q
What are the 3 things that maturation suggests?
A
- progress toward physical maturity
- the state of optimal functional integration of an individual’s body systems
- the ability to reproduce
24
Q
What is the relationship between physiological change and physical growth period?
A
- physiological change does not stop at the end of the physical growth period
- tends to be slower after growth period
25
Aging:
the process, occurring with the passage of time, that leads to loss of adaptability or full function and eventually to death
26
Who came up with Newell's Model?
Karl Newell
27
Newell's triangle constraints say that movements arise from what 3 factors?
- the interactions of the organism
- environment where the movement occurs
- task
28
Constraints:
A characteristic of the individual, environment, or task that encourages some movements while discouraging others
29
Why are constraints neither good or bad?
Limits/discourages movement but at the same time permits/encourages other movements
30
Constraints provide channels for...
how movements most easily emerge
31
Movement constraints:
- characteristics that shape movement
| - restrain and channel movement to a particular time and place (form)
32
To understand movement, we must consider the relationships between:
- the characteristics of the individual mover
- his surroundings
- his purpose or reasons for moving
33
Patterns of interactions over time lead to...
changes in motor development
34
Why is Newell's model helpful?
- reflects dynamic, constantly changing interactions in motor development
- takes into account age-related changes
- emphasizes influence of the environment and task
35
Give an example of Newell's Model in a young child that enjoys tumbling on mats at preschool.
- Parents put him in gymnastics class (change in environment)
- At that class, instructors focus on equipment rather than tumbling (change in task)
- Child becomes proficient at pommel horse
36
Give an example of Newell's model in a older adult that has hip arthritis and chooses to walk only when absolutely necessary.
- Stops attending her walking class = change in social environment
- Disengagement in exercise
- Loss of strength, flexibility, mobility = more hip pain
37
Individual constraints:
a person's or organism's unique physical and mental characteristics
38
Individual constraints are either ______ or _____.
- structural
| - functional
39
Structural constraints relate to....
the individual's body structure
40
Structural constraints change with _____ and _____.
growth and aging (tend to change slowly over time)
41
Give examples of structural constraints.
- height
- weight
- muscle mass
- leg length
42
Give an example of how a structural constraint can effect how a person plays their sport.
young volleyball player cannot block a ball at the net because they are not at their adult height
43
Functional constraints are related to...
behavioural function
44
Give examples of functional constraints.
- motivation
- fear
- experiences
- attentional focus
45
Which type of individual constraint can change over a much shorter period of time?
functional constraints
46
Give an example of how a functional constraint can effect how a person plays their sport.
you are motivated to run several miles in cool weather but not in hot, humid weather
47
Environmental constraints:
- constraints related to the world around us
| - outside the body
48
Environmental constraints can be either ______ or _____.
- physical
| - sociocultural
49
Physical constraints are characteristics of....
the environment
50
Give examples of physical constraints.
- temperature
- amount of light
- humidity
- gravity
- surfaces of floors
51
Give an example of how a physical constraint can effect how a person plays their sport.
runner not motivated to run in hot humid weather (interaction of functional constraint and physical constraint)
52
Give and example of how a sociocultural constraint can effect how a person plays their sport.
- involvement of girls and women in sport
- in 1950s, society did not expect girls to participate in sport
- as a result, girls were channeled away from sports
53
Task constraints:
- external to the body
| - include the goals and rule structure of a particular movement or activity
54
How does task constraints differ from the other 2 constraints?
these are specific to the task
55
Give an example of task constraints and how it includes rules.
- in basketball, the goal is to get the ball in the hoop
| - includes rules: must dribble
56
Give an example of how task constraints can include equipment.
instructor can lower the net for younger (shorter) volleyball players
57
How can we apply Newell's model?
- Guides us in identifying the developmental factors affecting movements
- Helps us create developmentally appropriate tasks and environments
- Helps us understand individual movers as different from averages
58
What are the 3 ways that development can be atypical?
- advanced: motor skills appear sooner than expected
- delayed: motor skills appear later than expected
- different: person moves in unique ways
59
In atypical development, we focus on _____ and ______ development.
- delayed
- different
- esp. individuals with disabilities
60
What can lead to atypical development?
differences in structural and functional individual constraints
61
Give an example of atypical development.
child with CP may be delayed in the acquisition of fundamental motor skills due to muscle spasticity
62
How can some motor coordination delays possibly be overcome?
enhanced practice or experience
63
Enhanced practice =
change in task constraints
64
How do we know when it is developmental change?
- observe movements and then describe differences between people of different age groups or instances of observation
- statistical techniques
65
When we graph change, _____ is in the x (horizontal axis).
time
66
When we graph change, _____ is in the y (vertical) axis.
measurment
67
When we graph change, when would we connect the dots with a line?
when we assume change has occurred consistently in the time between
68
Longitudinal research study:
The same individual or group is observed performing the same tasks or behaviours on numerous occasions over a long time
69
When is longitudinal research study difficult?
when frame of reference is years or decades
70
Cross-sectional research study:
developmental change is inferred by observing individuals or groups of varying ages at one point in time
71
What is the advantage of cross-sectional research study?
can study development in a short time
72
What is the disadvantage of cross-sectional research study?
- we never really observe change, we infer it from age group differences
- something else could have been responsible for the change (not development)
73
Cohort:
a group whose members share a common characteristic, such as age or experience
74
How can we avoid the disadvantages of cross-sectional research study?
mixed-longitudinal or sequential research study
75
Mixed-longitudinal or sequential research study:
several age groups are observed at one time over a shorter time span, permitting observation of an age span that is longer than the observation period
76
Give an example of a mixed-longitudinal study.
- take 4 y/o, 6 y/o, and 8 y/o.
- 1 year later take the same children and measure again (5 y/o, 7 y/o, 9 y/o)
- Same thing another year later
- Information available for kids aged 4-10 y/o but only took 2 years to obtain
77
"Stages of development" =
emergence of universal behaviours
78
Individual differences in development do exist =
variability
79
Variability shows that individuals can...
arrive at the same point in development by different pathways
80
How does systematic and controlled observation help us?
- distinguish between behaviours that tend to be universal and behaviours that reflect human variability
- identify the role of constraints such as the environment and individual experiences in creating variability of behaviour
KIN 207
flashcards
Decks in class (27)
# Cards
-
Chapter 180
-
CP 160
-
Lecture 139
-
Lecture 241
-
Lecture 317
-
Lecture 441
-
Lecture 581
-
Lecture 663
-
WHO Child Growth25
-
Chapter 264
-
Chapter 364
-
Chapter 4152
-
Chapter 5205
-
Chapter 691
-
Chapter 7159
-
Chapter 854
-
Chapter 9 Book110
-
Speech and Language Development91
-
Chapter 15: Lecture38
-
Chapter 10: Book127
-
Exercise for Idiopathic Scoliosis83
-
Chapter 9 Lecture52
-
Chapter 10 Lecture112
-
Chapter 11 Lecture54
-
Chapter 16 Lecture67
-
Youth Resistance Training49
-
Chapter 18 Lecture28
