1
Q
reflexive movement phase
rudimentary movement phase
A
- involuntary, subcortically controlled movements in response to sensory stimuli
- basic forms of movement for basic functioning, typically mastered during infancy
2
Q
fundamental movement phase
specialized movement phase
A
- gross motor skills common for daily living should be mastered in early childhood
- refining, combining, and elaborating upon fundamental motor skills for task-specific activities in daily living and sport
3
Q
Newell’s Model of constraints
A
movement development is a result of constraints
- individual constraints-structural (structure: height, arm length) and functional (behavior: fear, motivation)
- environmental constraints-global constraints relating to the world around us: physical (temperature) or sociocultural (people are watching)
- task constraints-external constraints concerning goals of movement, rules, and equipment used
4
Q
attractor states
A
preferred patterns of movement for daily living (wells)
5
Q
rate limiters/movement contraints
A
a system that slows the emergence of a motor skill
6
Q
affordances
A
function/opportunity provided by objects, surfaces, and events to learn a motor skill
7
Q
locomotor skills
nonlocomotor skills
manipulative skills
A
- movements that transport individuals from one place to another
- movements of balance-minimal-no movement of support base (ex twisting, bending, swaying)
- fine motor manual movements and gross motor skills that control objects (ex kicking, throwing, catching)
8
Q
6 step teaching process
A
- identify-can the skill be improved?
- analyze-is it an immature skill or a poorly executed mature skill?
- generate-identify what needs to be changed and discuss ways to change it
- plan-identify exactly what to do (activity and instructions)
- implement-implement the plan and observe the outcome
- assess-assess the skill, compare it again with the reference model and start again
Kin 284
flashcards
Decks in class (7)
# Cards
