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Motor Development-Aaron(mid Term) > M.D up to lecture 4 > Flashcards

M.D up to lecture 4 Flashcards

1
Q

Motor Development

A

Irreversible and continuous change in movement capacity as influenced by Task, Individual and Environmental constraints (TIE)

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2
Q

Motor Learning

A

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

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3
Q

Motor Control

A

The study of the neural, physical, and behavioural aspects of movement

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4
Q

Physical Maturation

A

Qualitative advance in biological make up and may refer to cell , organ, or system advancement in biomechanical composition rather than to size alone

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5
Q

Development

A

Process of change in functional capacity

  • Rate and direction of change differs across the lifespan
  • Irreversible process
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6
Q

Growth

A

Increase in size of the system

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7
Q

Maturation

A

Progression to optimal functioning

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8
Q

Constraint Model Of Motor Development

A

Movement solutions result from influences of the task and environment (Newwell)

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9
Q

Constraint

A

A factor that limit some movement patterns well encouraging other movement patterns

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10
Q

Individual Constraints (TIE)

A

A persons physical (structural) and mental (functional) characteristics.

Structural:
Physical dimensions
•change with age
-ex. Mass, height, arm span etc.

Functional:
Psychological behaviour capacities
-ex. Confidence, motivation, attention, experience, knowledge, problem-solving, fear etc.

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11
Q

Task Constraints (TIE)

A

Goals, rules, and equipment used to complete actions

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12
Q

Environmental Constraints

A

Property of existing world around us.

Ex.-temperature, light, humidity, building design, socio-cultural demands

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13
Q

Research in Motor Development:

Cross-sectional Study (most used)

A

Different people at different ages

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14
Q 
Research in Motor Development:
Longitudinal Study (likes but takes long time)
A

Same people at different times

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15
Q

Research in Motor Development:

Mixed Design

A

Measuring a cross-section over a longer and overlapping period of time

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16
Q

Observation of Development:

Naturalistic Observation

A
  • “in the field”/“in vitro”
  • typical location of behaviour
  • advantage of no interference in situation
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17
Q

Observation of Development:

Structured Observation

A
  • typically “in-vitro”/lab
  • Experimental method
  • MANIPULATE environment or task to influence behaviour
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18
Q

Maturational Perspective:

Phase Stage Theory

A

• changes progress in an ordered sequence of stages
• can skip the stage, but they cannot be re-ordered
-ex. “Terrible 2s”
-driven by genetic clock

19
Q

Maturational Perspective: Theoretical underpinning

A
  • Motor development is a pre-determined genetically driven innate process
  • but, an individual can have unique timing
20
Q

Maturational Perspective:

CNS development triggers appearance of new skill

A
  • markers of development are qualitative and discontinuous events
  • therefore, it is unnecessary to encourage or facility behaviours
21
Q

Development Milestone Theories

A

• milestones are used to gauge rate and extent of development
-ex.
Hold head upright
Walks assisted
Walks unassisted
• process is documented in a descriptive and continuous process
-contrast phase-stage as there is no skipping milestones
-How quickly a child reaches the milestones indicates how well they will adjust to the world

22
Q

Piaget’s Cognitive Development Theory:

Sensorimotor

A

Birth-2yrs.

Link movement to sensation

23
Q

Piaget’s Cognitive Development Theory:

Preoperational

A

2yrs-7yrs

Label work with words and images

24
Q

Piaget’s Cognitive Development Theory:

Concrete Operational

A

7yrs-11yrs

Use of classification;logic

25
Q

Piaget’s Cognitive Development Theory:

Formal Operational

A

12yrs+

Abstract and idealistic reasoning

26
Q

Biomechanical Descriptions

A

• Biomechanical analysis of FMS

  • longitudinal studies that describe age related change
  • measures of force, times, angles, and other performance variables
  • focusses on performance quality(not just outcome)
  • efficient movement patterns
27
Q 
Information Processing (A.C.E):
Neural Afference
A

Sensation -seeing,hearing,body awareness

28
Q 
Information Processing (A.C.E):
Computations (3)
A
  1. Stimulus identification
  2. Response selection
  3. Response program
29
Q 
Information Processing (A.C.E):
Neural Efference
A

Movements

-ex. Flex muscle

30
Q

Social Learning Theory (Bandura, 1973)

A

•All behaviour is learned from the environment (observation)

  • modelling
  • reward
  • punishment

• social culture of sports sometimes promotes a culture of violence

31
Q

Direct Perception

“Ecological approach”

A

• environment find the system for a specific response
-lower emphasis on cognitive processing

  • FaceTime humans perceiving affordance
  • Direct observation of the utility of an object with reference to the observer
  • changes with age
  • body scaling changes
32
Q

Affordance

A

An action that is automatically identified by the actor, as defined by:

  1. Properties of the object
    - ex. Small,metal and wooden,striking surface (understand it’s a hammer)

• depends on observer
- Knee-height for a child is not knee-height for an adult

33
Q

Niche

A
  • A set of Affordances

- A place where the observer “fits” metaphorically

34
Q

Ecological framework

A
  • behaviours emerge as stable patterns of action
  • System oscillates as designed
  • environmental constraints and task constraints work on the individual to produce movement
35
Q

Dynamic systems

A

• understanding the interactions of the T.I.E constraints allow us to understand a persons movement outcomes
-gives a broader view of development and how we can intervene

36
Q

DPA improves:

A
  • physiological health
  • phycological health
  • Quality of Life

•Specially:

  • maintain healthy body mass
  • improve movement ability
  • increase endurance
  • increased neurotransmitter response
37
Q

Physical Activity

A
  • increases heart rate
  • increases ventilation rate
  • increases voluntary skeletal muscle movement
38
Q

F.I.T: Frequently, Intensity, & Time

A

•frequency

  • how often the task occurs
  • group of tasks/single task

•Intensity

  • moderate-vigorous
  • energetic play: working hard breathing heavy & feeling warm

•Time(duration)

  • an accumulation of time
  • bouts of time (ex.10min)
39
Q

Types of activity

A
  • Anaerobic:strength exercise, repetitive high activity low time task
  • Aerobic:endurance task
40
Q

PA Guidelines:

Early Years 0-4yrs

A
  • Several times/daily
  • Any intensity
  • 180min per day (up to 60 min energetic/day)
41
Q

PA Guidelines:
Children 5-11yrs.
Youth 12-17yrs.

A

•3x / wk vigorous +
3x / wk strength training
•Moderate-Vigorous
•60min/day

42
Q

PA Guidelines:
Adults 18-64 yrs.
Older Adults 64+

A

•accumulated (minimum bouts of 10min)
2x / wk strength training + balance tasks for older adults with mobility issues
•Moderate-vigorous
•150 min / wk total

43
Q

Sedentary Behavior Guidelines:

Early Years 0-4 yrs

A
  • avoid sitting or restrained for more than 1h at a time
  • NO screen time for kids under 2 yrs
  • kids 2-4 yrs should limit screen time to 1h/day (less is better)
44
Q 
Sedentary Behavior Guidelines:
Children
Youth
Adults
Older Adults
A

•limit screen time to less than 2h / day
(The less is better)
•limit passive transportation, extended sitting, time indoors

Motor Development-Aaron(mid Term) (2 decks)

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