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Early Emphasis of Developmental Patterns
The CNS; the differences in movement patterns thought to be contributed to maturity of CNS- Called Neuromaturational Theory Approach TERM 2
The DST
DEFINITION 2 Dynamic Systems Theory- takes into consideration task being performed, environment, and unique characteristics of person. TERM 3
Ecological Perspective
DEFINITION 3 Individual differences considered; Factors considered are child's life experiences, family setting, and cultural values. TERM 4
Why Are Patterns Important
DEFINITION 4
- Provide sequential teaching 2. Understand what to expect next 3. Variety of Stages 4. Better Teachers 5. DAP (Developmentally Appropriate Practice). TERM 5
Readiness State
DEFINITION 5 State of development in which child has acquired physcial, mental, and emotional capacities to comprehend requirments of task and execute them
Factors in Rate of Development
- Inherited/Genetic Factors 2. Socioeconomic BKGND 3. Educational Environment TERM 7
Principles of Development
DEFINITION 7
- Motor Development 2. Physical Growth TERM 8
Principals of Motor Development (7)
DEFINITION 8
- Maturation- changes occur as growth proceeds. 2. Cephalocaudal (neck, back, leg, foot) 3. Proximodistal (Torso and shoulder proceeds elbow, wrist, fingers- Hips proceed legs, feet, toes). 4. Mass Motor Skills to Specific 5. Bilateral to Unilateral- becoming dominant with one side (age 4). 6. Phylogenic (grasp, reach, crawl) vs. Ontogenetic (depend on environment, throwing, catching, ride bike). 7. Unique Individual TERM 9
Principals of Physical Development
DEFINITION 9
- Genetic Aspects 2. Effects of Birth Health Status 3. Nutrion Effects (&socioeconomic) 4. Effects of Disease 5. Psychosocial Stress 6. Birth Order (younger children tend to grow slower, first taller). TERM 10
Physical Growth 0-
DEFINITION 10 Birth Weight: 7.5 and 20 inches (most weight is the head) Earliest Movements: Reflexes (involuntary)- considered atypical if present when should be gone or if gone with should be present.
Teaching Techs for Throwing
- Variety Ball Sizes 2. Breaking Techniques Down TERM 17
Manipulative Pattern Catching
DEFINITION 17 *STAGE 1: (3.5) Avoidance of Throw; Extended Arms; Palms Up; Trapping Ball with Chest *STAGE 2: (4) Track Ball; Eyes close Maybe at End; Palms Sideways *STAGE 3: (6+) Track Ball All the Way; Arms in Classic Ready Position; Give With the Ball TERM 18
Manipulative Pattern Kicking
DEFINITION 18 STAGE 1: (2) Straight Leg; Little to No Arm/Trunk Motion; No Backward Motion; No Real Force. STAGE 2: (Elementary) Flexed Leg; Some Uncock to Strike; Start of Follow Thru; Arm Movement only For Balance. STAGE 3: (Mature) Total Body Action; Opposition Arms; Drawn Back Kicking Leg (Far); Follow Thru Present TERM 19
Manipulative Pattern
Striking
DEFINITION 19 Age 2: Overhand Strike can be made. Age 3: Sidearm strike Age 6-7: Legs and Trunk Promote Force TERM 20
Dribbling
DEFINITION 20 STAGE 1: Down push with no attemp to follow ball STAGE 2: Attempts to catch ball after a single bounce STAGE 3: Attempts to catch ball with multiple overhead strikes/arms out. STAGE 4: Series of hits with arms bent and finger/palm strikes
Motor Learning Theories
- Behavior 2. Cognitive 3. Human/Machine TERM 22
Behavior Theory
DEFINITION 22 (Pavlov and Skinner) Law of Readiness, Law of Effect, Law of Exercise. Skinner's Shaping Approach: 1. Set Goals 2. Pretest
- Set Up Environment 4. Shape (step by step progression) 5. Reinforcement (This theory should be used for initial learning for disabled students). TERM 23
Cognitive Theory
DEFINITION 23 Stressed more importance of individual's interpretation of environment. Gestalt's Theory: 1. Proximity (materials organized in groups or modules) 2. Similarity (materials in logical and related manner) 3. Closure (finish task on own). TERM 24
Human/Machine Theory
DEFINITION 24 Cybernetics (learning learned by sensory effects- stimuli, response, stores in brain). Feedback Critical; Need to master appropriate develop levels BEFORE teching complex skills TERM 25
Motor Skill Tenets
DEFINITION 25
- Learning ability influenced by growth/maturity. 2. Performance based on mechanical/physiological principles. 3. New skilled learned through reinforcement/repetition. 4. Practice alone doesn't improve performance 5. Learning Rate Varies 6. Emotion affect process. 7. Learning is Specific 8. Learning ability increases when success is present 9. Faster Learning with Adequate Rest 10. Overlearing is required 11. Gross Motor and Continuous Tasks Retained Longer 12. Disabled/Non Disable Learn the Same 13. Stages Exist (Cognitive Phase, Associative Phase, Automous Stage).
Developmental Coordination
Disorder
Performance in daily motor activities that is substantially below normal and interferes with academics. TERM 32
Locomotor Movements for Years 0-
DEFINITION 32
- Crawling (7 mnts)- moving from prone state into Creeping.
- Walkng (individual)- wide base with arms in garded position. 3. Reach and Grasp 4. Striking- overarm TERM 33
Locomotor Movements of Years 2-
DEFINITION 33
- Running-flight phase, trail foot in recovery, arm efficency, foward lean. 2. Climbing- up easier than down. 3. Hopping 4. Skipping/Galloping
