Final Flashcards
(176 cards)
1
Q
heredity
A
a set of qualities fixed at birth that account for individual characteristics and traits
2
Q
maturation
A
physical and biological changes (what genes express)
3
Q
stability
A
State in which characteristics and ability stay the same or functions similarly across lifespan
4
Q
aging
A
process occurring with passage of time leading to loss of adaptability or full function leading to death
5
Q
behaviour
A
physical observable actions
6
Q
affect
A
emotional experience
7
Q
cognition
A
think abilities
8
Q
motor developmement
A
study of change in movement behaviour
9
Q
motor learning
A
Relatively permanent gains in motor skill compact capability associated with practice or experience
10
Q
motor control
A
the neural, physical , and behavioural aspect of movement
11
Q
cephalocaudal development
A
Growing proceeds from head to feet
12
Q
proximodistal development
A
Growing from centre of body to periphery
13
Q
environment contexts
A
Circumstances objects or conditions by which ones is surrounded
14
Q
affordances
A
Opportunities in the environment that allow a person to do something or learn a new skill
15
Q
experiences
A
Things a person goes through in life that help them learn and grow
16
Q
learning
A
The last thing improvement in the scale or behaviour that comes from practice or experience
17
Q
readiness
A
Being at the right stage of development and having the right experience to be able to learn a new skill
18
Q
adaptation
A
Changing one’s behaviour to better fit than environmental situation
19
Q
the developmental assumptions
A
- development is multi faceted
- development is not defined by age alone
- development varies from person to person
- environment plays a role in our development
- development has critical and sensitive periods
- development is aided by positive stimulation
- there is plasticity in development
- in advanced aging, our body will regress
20
Q
critical period
A
Developmental age range where we need to certain experiences for psychological and physical abilities to develop
21
Q
sensitive period
A
Less than necessary but advantages. For the development of certain skills
22
Q
what happens in prenatal and what age
A
- from conception to birth
- physical, cellular and structural change
23
Q
what happens in infancy and what age
A
- from birth to two years
- neonate period (1st year)
- coordination, thinking, moving
24
Q
What happens in early childhood and what age
A
- from 2-6 years
- Motor skills balance/control/voluntary movements
25
What happens in later childhood and at what age
- from 6-12 years
- refine motor skills, sports, learning
26
What happens adolescents and what age
- from 12-18 years
- Second sex characteristics, explore identity and independence
27
What happens young adult hood and what age
- from 18-40 years
- stability in development
28
What happens middle adulthood and what age
- 40-60 years
- how are bodies are changing
29
What happens older adulthood and what age
- 60 and yup
- motor regression
30
what are the theories contributing to development
- maturational view
- learning behavioural view / social learning theory
- cognitive developmental view
- environmental context theory (bioecological systems theory, ecological perspective)
- biological systems theory (information processing view, developmental biodynamics)
- newell's model of constraints
31
maturational view
- development is driven by Central nervous system maturation
32
Learning behaviour view / social learning theory
- Learning through observation, imitation and reinforcement
33
Cognitive development theory
- Learning from doing
- schemas: what children create mental models for how to interact with their environment
- assimilation or accomodation: children either had knowledge or adjust their schemas
- play: children experiment and test in the real world to develop intellect
34
Bioecological systems theory
- microsystem: the setting the person lives in
- mesosystem: into relationships of the person to mediate settings
- exosystems: since you're setting beyond the persons direct context
- macrosystems: the culture in which a person exists
- chronosystem: pattering of environmental events and transitions over the life span
35
ecological perspective
- we perceive before dances and couple our perceptions with action
36
Information processing view
- Brain acts like a computer
- motor control inputs > analysis > outputs
37
Developmental biodynamics and the theories within
- Motor development of self organizing through system interactions
- synergies: our brains groups together different muscles and joints to create movement patterns
1. dynamic systems theory: movements are shaped by how are muscles work together and how we adopt her surroundings
2. neuronal group selection theory: genetics plays a role in the our brain influences synergies
38
newell's model of constraints
- development is shaped by individual, the task, and environmental constraints
39
examples of visual auditory integration
- helps us to read lips
- seeing music performances
- localizing sound
40
examples of visual kinesthetic integration
- hand eye coordination
- driving a car
- dancing in a mirror
41
examples of auditory kinesthetic integration
- playing an instrument
- typing on a keyboard
- walking on different surfaces
42
information processing meol
- sensory input (stimuli, 5 senses)
- processing system (receptors, processing by CNS)
- output (motor response)
43
attention and the types
- attention is limited (only attend one thing at a time)
- attention is serial (attend on thing then the other)
1. alertness
2. divided attention
3. selective attention
44
alertness
- necessary for preparing a motor task
- assessing reaction time
45
divded attention
-
concentrating on more than one to be at the same time
- interference occurs when another activity uses the same resources
46
selective attention
- processing relevant information or not processing development information
- brain picks out self relevant information
47
memory and types
- retaining and storing information for future retrieval
- benefits us from pat experiences
1. recognition: the stimulus similar to one previously experienced
2. recall: can I remember stimulus that is not present
48
long term memory
Transferred from working memory to be more permanent
- depends on what control processes and strategies people use when they are remembering
49
working memory and the ways to store
Allows us to manipulate and symbol info
- working memory system capacity (ways to store):
1. group items (chunking)
2. rehearsal (repeat info to retain it)
50
habituation vs dishabituation
- habituation: repeat stimulus is introduced (bored and disconnected)
- dishabituation: new stimulus is introduced (renewed response, more interest)
51
cued recall
Retrieving the memory with the help of a specific your prompt
52
contextual learning
Specific environment situation making it easier for same context
53
continuous skills
- skills without a beginning and end
- easier to remember
- practiced regularly
54
discrete skills
- skills with a distinct beginning and end
- more cognitively demanding
- tied to specific context
55
explicit vs implicit memory
Explicit:
-info you use consciously to remember
- more cognitively demanding
Implicit:
- info remembered unconsciously and effortlessly
- more unconscious an automatic
56
reaction time and the types
- Time between onset of a stimulus and motor response
- Simple reaction time: asked to respond to one stimulus
- choice reaction time: asked respond to choice of multiple stimuli
57
Hick's law (processing speed and movement time)
- reaction time increases linearly as info load increases
- takes more time to process in more complex tasks
58
moment time vs response time
- moment time: the time it takes to complete a motor task
- response time: reaction time plus movement time (info per second)
59
Fitt's law (processing speed)
- the more quickly you try to do something less accurate it might be
- processing speed and motor control improve with age and experience
60
Schema Theory (programming)
- retrieve the program, add parameters, then perform
- motor programs are schemas (changing on based accommodation/assimilation
- variability in practice will help help learning
- learning is a complex process
61
coordinative structures (synergies)
- refers to how motor control involves activating muscles in groups to perform movements smoothly
- researchers use EMG to see how muscles activate together
62
dynamic systems perspective
- the body is a complex systems connected with the environmental
- movement is self organizing
- movement considers mechanical forces
- transitioning to new movement patterns can be bumpy
63
neuronal group selection and the parts
- explains how coordinated movement happens (related to neurons, genetics, and interactions with the environment)
1. early wiring is flexible: circuits are pre-wired to perform tasks
2. movement: neurons work to coordinate movement
3. arrangement: neurons are mapped onto different parts of the brain
64
reflexes
involuntary stereotyped movement responses to a particular stimulus
65
purposes of reflexes
- built in response facilitates survival
- allow dialogue with environment
- result in sensory consequences (adaptation)
- provide building blocks for future movement
- sometimes no clear relevance at birth
66
types of reflexes
1. primitive: survival and protection
2. postural; react to gravitational changes and equilibrium
3. locomotor: for travel and navigating environment
67
types of primitive reflexes
1. sucking
2. rooting reflex
3. moro reflex
4. asymmetrical tonic neck reflex (fencing reflex)
5. symmetrical tonic neck reflex
6. palmar grasp reflex
68
sucking reflex
- meet feeding needs
- stimulated by lip touch
69
rooting reflex
- seeing food and prep for feeding
- stimulated by check touch
70
moro reflex
- self protection from body imbalance or sudden stimulation (arms and legs extend outwards then flex)
- stimulated by starting in supine position, startle, or falling
71
asymmetrical tonic neck reflex (fencing reflexz)
- for developing hand eye coordination (same side arm and leg extend, flex for opposite)
- stimulated by supine position and turn head to one side
72
symmetrical tonic neck reflex
- for independent movement of upper and lower body parts, preparing for coordinated movement
- stimulated by starting in crawling position and flex head to floor (arms flex and legs extend)
- stimulated by starting in crawling position and extend head to roof (arms extend and legs flex)
73
palmar grasp reflex
- to practice clenching hands (hands close tight to prepare for grasping)
- stimulated by touch to palm with finger or object
74
types of postural reflexes
1. labyrinthine righting reflex
2. pull up reflex
3. parachute reflex
75
labyrinthine righting reflex
- corrects orientation of body when taken out of position
- stimulated while supported upright and tilting (head moves to stay upright)
76
pull up reflex
- maintain uprightness
- stimulated by placing in upright position while holding hands and tip backward or forward (legs and arms flex or extend to stay upright)
77
parachute reflex
- protect and support when off balance
- stimulated by holding upright and lowering quickly to ground (legs and arms extend)
78
types of locomotor reflexes
1. crawling reflex
2. stepping reflex
3. swimming reflex
79
crawling reflex
- prep for voluntary swimming later in life
- stimulate by holding above water with head up (moving arms and legs rhythmically
80
developmental patterns of reflexes (some reflexes...)
- gradually become voluntary movement
- appear seemingly to disappear and reappear as voluntary movements
- stay throughout life
- appear and permanent disappear
81
ways the reflexes link to voluntary movement
- stimulation transforms reflexes into voluntary actions
- voluntary movement emerges from reflexes after development of multiple subsystems
82
rate controller
a constraint that prevents the development of a movement pattern
83
spontaneous movements (or stereotypies)
- do not result from any external stimuli
- posture will influence movement freq
84
rudimentary bahaviour
1. embodied: current state of body will influence what actions one can do
2. embedded: the environment will offer or constraint action possibilities
3. enculturated: social and cultural influences shape actions
4. enabling: new motor skills create new opportunities
85
postural control and types
ability to detect changes in body centre of gravity in relation to the base of support
- head control
- rolling
- sitting
- standing
86
manual control (non-goal directed vs goal directed)
non goal directed:
- emerge prenatal/birth
- appear as reflexes and spontaneous movements
goal directed:
- emerge after improved postural control and stability
- initial movements are shaky but become smoother over time
87
what can motor asymmetry be influenced by
maturation and environment
88
motor competence and the types
ability to perform various motor tasks
- perceived motor comp: awareness of belief in an ability to perform various motor skills
89
types of movement foundations and examples
- locomotor: walking, running, skipping, climbing
- ballistic skills:Throwing, catching, striking, kicking
fine motor skills:Grasping, writing, drawing, sowing
90
motor skill
Common motor activities like running, jumping, throwing, catching
91
movement pattern
Basic functional structure of a fundamental motor skill
92
ways to measure change in movement
1. composite approach:
- Movement pattern changes through a series of stages
- More practical, used by coaches or instructors
2. component approach:
- Focus on each body component’s developmental process
- More accurate, used for scientific study
93
walking (immature vs proficient)
94
running (immature vs proficient)
95
running vs sprinting
96
jump vs hop vs leap
- jump: person propels self off with one or two feet
- hop: person propels off ground with one foot and lands on same foot
- leap: Person propels self off ground with one foot, extends flight period, and lands on opposite foot
97
vertical jump (immature vs proficient)
98
long jump (immature vs proficient)
99
hopping (immature vs proficient)
100
galloping vs sliding vs skipping
- galloping: forward step on foot and leap on the other
- slide: sideways step on one foot leap on the other
- skip: symmetrical alternating step hops on one foot then the other
101
galloping, sliding, skipping (immature vs proficient)
102
climbing (immature vs proficient)
103
throwing (immature vs proficient)
104
catching actions (immature vs proficient)
1. Rolling ball
- Child initially stops rolling balls
- Child stops with legs
- Then child stops with hands
- Chase, stop, control a moving or bouncing ball
2. Aerial ball
- Rigid arms and hands
- Minimal repositioning of body
- Sometimes turn head away or close eyes
- Not flexing knees, minimal shock absorption
105
striking (immature vs proficient)
106
kicking (immature vs proficient)
107
dribbling (immature vs proficient)
108
grasping and the types
first use arms and hands to pull objects in, and can alter grip based on size of orientation of object
109
bimanual control types
1. Symmetrical function: Using two hands to perform
simultaneous movements
2. Asymmetrical function: Using two hands to perform different movements that complement each other (coordinated)
110
types of pencil grasping
111
how is supporting skill development important
- Developmentally appropriate challenges
- Support skill progression
- Variety of challenges to meet variety of levels and interests
- Avoid early specialization
- Develop habits
- Keep people interested in physical activity
112
motivation to play types
113
positive youth development (PYD)
- deficit reduction approach
- strength based approach (oh you have the capacity to thrive)
- bring the person and PA/environment together
114
what are the 5 C's of PYD
115
pros and cons of sport
pros:
- Sport can offer positive experiences
- Skill-building
- Self-leadership
- Perseverance
- Structure
- Adult mentors
- Peer interaction
cons:
- Sport can lead to
negative experiences
- Injury
- Bullying
- Harassment
- Burnout
- Substance use and abuse
- Abusive coaches
- Helicopter parents
- Inequity
- Exclusion
116
the importance of intentionality
1. Traditional sport programs prioritize:
- Skill and performance-related goals
- Winning (sometimes at all costs!)
- Intentional PYD sport programs prioritize:
- Creating supportive relationships
- Teach life skills
- Establishing safe environment
117
adolescence vs peak performance (physical development)
118
adolescence vs peak performance (motor control and coordination)
119
adolescence vs peak performance (cognitive development)
120
gender differences in perfomance
- Historical trends: Females reach peak performance 1-2 years before males
- Significant increases in peak performance ages for females
121
age difference in perfomance
- Younger adults generally better at strength, speed, endurance tasks
- Older athletes better at high skill level tasks with less physical demands
122
what are the aging theories
1. genetic theory
2. wear and tear theory
3. free radicals
4. cross linking theory
5. immune system theory
6. hormonal theory
123
genetic theory
DNA sets the blueprint
cellular clock - for how long we’ll live
124
wear and tear theory
the more we use our body the more it has to endure limited evidence to support this
125
free radicals theory
- Unstable molecules that react with other molecule and damage cells
- Cause random,- unpredictable damage and modification
- Setting off fireworks in a library
126
cross linking theory
- chemical bonds between molecules that result in loss of
unctionality, rigidity, stiffness
- Reduce elasticity of skin, increase risk of hypertension, heart disease
- Spilling glue in a filing cabinet
127
immune system theory
- Decline in immune response and distinguishing abilities
- Accumulated effects of diseases
128
hormonal theory
- Atrophy of thymus gland (involved in immune functioning)
- Loss of growth hormone
129
what does aging do to cardiorespiratory function
130
what does aging do to muscular strength
131
what does aging do to neural function
132
what does aging do to balance
sway is greater
133
what does aging do to felxibility
134
what does aging do to skeletal tissue
135
what does aging do to body fat
136
how does walking change with age
137
how does jumping and running change with age
138
how does throwing and striking change with age
139
how is PA a protective factor
140
what is ADHD
- Disorder that affects attention span, concentration, and how impulsive and active the person is
141
characteristics of ADHD
142
what are some intervention strategies of ADHD
143
what is autism spectrum disorder (ASD)
Neurodevelopmental condition that can
affect communicating with others, sensory
processing, and attentional focus
144
what are characteristics of ASD
145
what are some intervention strategies of ASD
146
what is cerebral palsy
A group of chronic disorders affecting body movement and muscle coordination
147
characteristics of cerebral palsy
148
what are some intervention strategies for cerebral palsy
149
what is developmental coordination disorder (DCD)
- Dyspraxia
- Condition of poor coordination and clumsiness
- Not any known disorder, disease, disability
150
what are intervention strategies of DCD
151
what is down syndrome
152
down syndrome intervention strategies
153
why might we engage in PA
154
socialization
the process through which a person learns and internalizes is the norms values and behaviours if there's society
155
culture
Set of predominating attitudes behaviour and products that characterize a group organization
156
social class
Grouping people into hierarchical social categories
157
what is the socialization process (3 steps)
158
what are the socializing agents
- parents/caregivers
- peers (help with solitary play, parallel play, associative play, and cooperative play)
- coaches and teachers
159
what are some social situations for development
- play environments and games
- playing with toys
- stereotype threats
- socioeconomic status
- the media
160
stereotype threats
- when someone is aware of a stereotype about their social group and in a situation where they could be judged as a result of that stereotype
- they may experience stress and anxiety
- can result in under performance
161
socioeconomic status
- the social standing of a person, often measured as a combination of education, income, and occupation
162
how is gender seen in sports
Gender is an oft-studied and key influencer in influencing the types of play and movement we may engage in
163
why do we intervene in motor development
164
stodden et al. developmental model
165
types of intervention classifications
166
what are some intervention examples
167
what are we changing with interventions
168
what are the intervention approaches
169
what the the considerations for interventions
- content (what does it do, whats the goal, who is it for)
- process (how is it delivered, by whom, where, how long, what activities)
- product (was it effective, are the outcome measurable or observable)
170
intervening using the information processing theory
171
intervening using the dynamic systems theory
172
intervening using newell's constraint model
173
intervening using stodden et al developmental model
174
intervening using PYD
175
intervening using sociological perspectives
176
how does SPARK using process (considerations for interventions)
