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KIN 207 > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

Who is interested in motor development?

A
  • educators
  • therapists
  • engineers and designers
  • health care provider
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2
Q

Development:

A
  • continuous process of change in functional capacity

- capability to exist in the real world

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3
Q

Development is a _____ process.

A

cumulative

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4
Q

Development is related to but not dependent on_____.

A

age

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5
Q

As age advances, development ______.

A

proceeds

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6
Q

Development involves _____ change.

A

sequential

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7
Q

Sequential change means development is ____ and _____.

A
  • orderly

- irreversible

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8
Q

Motor learning:

A

the relatively permanent gains in motor skill capability associated with practice or experience

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9
Q

Motor learning is related to ____ rather than ____.

A

Experience rather than age

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10
Q

Give a example of motor learning.

A

changing a tennis student’s grip for a forehand stroke

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11
Q

Motor behaviour:

A
  • use when we prefer not to distinguish between motor learning and motor development
  • when we want to include both
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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
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13
Q

Physical growth:

A

an increase in size or body mass resulting from an increase in complete, already formed body parts

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14
Q

Physical growth is a _____ increase in size or magnitude.

A

quantitative

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15
Q

Human growth period starts with…

A

conception

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16
Q

Human growth period ends in…

A

late adolescence (early 20s)

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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)

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18
Q

Growth and development includes both ____ and __________.

A

size and functional capacity

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19
Q

Maturation is often paired with ____, but is not the same as _____.

A
  • growth

- development

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20
Q

Maturation:

A

a qualitative advance in biological makeup

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21
Q

Maturation may refer to…

A
  • cell
  • organ
  • system advancement in biochemical composition rather than to size alone
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22
Q

How are development and maturation related?

A

development continues long after physical maturity is reached

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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
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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
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25
Q

Aging:

A

the process, occurring with the passage of time, that leads to loss of adaptability or full function and eventually to death

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26
Q

Who came up with Newell’s Model?

A

Karl Newell

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27
Q

Newell’s triangle constraints say that movements arise from what 3 factors?

A
  • the interactions of the organism
  • environment where the movement occurs
  • task
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28
Q

Constraints:

A

A characteristic of the individual, environment, or task that encourages some movements while discouraging others

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29
Q

Why are constraints neither good or bad?

A

Limits/discourages movement but at the same time permits/encourages other movements

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30
Q

Constraints provide channels for…

A

how movements most easily emerge

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31
Q

Movement constraints:

A
  • characteristics that shape movement

- restrain and channel movement to a particular time and place (form)

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32
Q

To understand movement, we must consider the relationships between:

A
  • the characteristics of the individual mover
  • his surroundings
  • his purpose or reasons for moving
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33
Q

Patterns of interactions over time lead to…

A

changes in motor development

34
Q

Why is Newell’s model helpful?

A
  • reflects dynamic, constantly changing interactions in motor development
  • takes into account age-related changes
  • emphasizes influence of the environment and task
35
Q

Give an example of Newell’s Model in a young child that enjoys tumbling on mats at preschool.

A
  • 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
Q

Give an example of Newell’s model in a older adult that has hip arthritis and chooses to walk only when absolutely necessary.

A
  • Stops attending her walking class = change in social environment
  • Disengagement in exercise
  • Loss of strength, flexibility, mobility = more hip pain
37
Q

Individual constraints:

A

a person’s or organism’s unique physical and mental characteristics

38
Q

Individual constraints are either ______ or _____.

A
  • structural

- functional

39
Q

Structural constraints relate to….

A

the individual’s body structure

40
Q

Structural constraints change with _____ and _____.

A

growth and aging (tend to change slowly over time)

41
Q

Give examples of structural constraints.

A
  • height
  • weight
  • muscle mass
  • leg length
42
Q

Give an example of how a structural constraint can effect how a person plays their sport.

A

young volleyball player cannot block a ball at the net because they are not at their adult height

43
Q

Functional constraints are related to…

A

behavioural function

44
Q

Give examples of functional constraints.

A
  • motivation
  • fear
  • experiences
  • attentional focus
45
Q

Which type of individual constraint can change over a much shorter period of time?

A

functional constraints

46
Q

Give an example of how a functional constraint can effect how a person plays their sport.

A

you are motivated to run several miles in cool weather but not in hot, humid weather

47
Q

Environmental constraints:

A
  • constraints related to the world around us

- outside the body

48
Q

Environmental constraints can be either ______ or _____.

A
  • physical

- sociocultural

49
Q

Physical constraints are characteristics of….

A

the environment

50
Q

Give examples of physical constraints.

A
  • temperature
  • amount of light
  • humidity
  • gravity
  • surfaces of floors
51
Q

Give an example of how a physical constraint can effect how a person plays their sport.

A

runner not motivated to run in hot humid weather (interaction of functional constraint and physical constraint)

52
Q

Give and example of how a sociocultural constraint can effect how a person plays their sport.

A
  • 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
Q

Task constraints:

A
  • external to the body

- include the goals and rule structure of a particular movement or activity

54
Q

How does task constraints differ from the other 2 constraints?

A

these are specific to the task

55
Q

Give an example of task constraints and how it includes rules.

A
  • in basketball, the goal is to get the ball in the hoop

- includes rules: must dribble

56
Q

Give an example of how task constraints can include equipment.

A

instructor can lower the net for younger (shorter) volleyball players

57
Q

How can we apply Newell’s model?

A
  • 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
Q

What are the 3 ways that development can be atypical?

A
  • advanced: motor skills appear sooner than expected
  • delayed: motor skills appear later than expected
  • different: person moves in unique ways
59
Q

In atypical development, we focus on _____ and ______ development.

A
  • delayed
  • different
  • esp. individuals with disabilities
60
Q

What can lead to atypical development?

A

differences in structural and functional individual constraints

61
Q

Give an example of atypical development.

A

child with CP may be delayed in the acquisition of fundamental motor skills due to muscle spasticity

62
Q

How can some motor coordination delays possibly be overcome?

A

enhanced practice or experience

63
Q

Enhanced practice =

A

change in task constraints

64
Q

How do we know when it is developmental change?

A
  • observe movements and then describe differences between people of different age groups or instances of observation
  • statistical techniques
65
Q

When we graph change, _____ is in the x (horizontal axis).

A

time

66
Q

When we graph change, _____ is in the y (vertical) axis.

A

measurment

67
Q

When we graph change, when would we connect the dots with a line?

A

when we assume change has occurred consistently in the time between

68
Q

Longitudinal research study:

A

The same individual or group is observed performing the same tasks or behaviours on numerous occasions over a long time

69
Q

When is longitudinal research study difficult?

A

when frame of reference is years or decades

70
Q

Cross-sectional research study:

A

developmental change is inferred by observing individuals or groups of varying ages at one point in time

71
Q

What is the advantage of cross-sectional research study?

A

can study development in a short time

72
Q

What is the disadvantage of cross-sectional research study?

A
  • we never really observe change, we infer it from age group differences
  • something else could have been responsible for the change (not development)
73
Q

Cohort:

A

a group whose members share a common characteristic, such as age or experience

74
Q

How can we avoid the disadvantages of cross-sectional research study?

A

mixed-longitudinal or sequential research study

75
Q

Mixed-longitudinal or sequential research study:

A

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
Q

Give an example of a mixed-longitudinal study.

A
  • 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
Q

“Stages of development” =

A

emergence of universal behaviours

78
Q

Individual differences in development do exist =

A

variability

79
Q

Variability shows that individuals can…

A

arrive at the same point in development by different pathways

80
Q

How does systematic and controlled observation help us?

A
  • 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 (27 decks)

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