Midterm 1 Flashcards
motor development
the change in movement behaviour over the lifespan, it is continuous, sequential and age-related
motor learning
relatively permanent gains in motor skill capacity associated with practice or experience
motor control
the neural, physical, and behavioural aspects of movement
physical growth
quantitative increases in size or body mass
physical maturation
qualitative advance in biological makeup; cell, organ, or system advancement in biochemical composition
aging
process occurring with the passage of time, leading to the loss of adaptability or full function and eventually death
Newell’s model of constraints
the interrelation between individual structural and functional constraints with environmental constraints and task constraints
if any of these these factors change, the resultant movement changes
constraints
- limits, contain or help shape the development of movement
- discourage or limit certain movements
- encourage or permit other movements
- “shape” movements, channel away from some movement while toward others
individual constraints
- unique physical, mental characteristics
- structural: related to the body’s structure (ie. height, muscle mass)
- functional: related to behavioural function (ie. attention, motivation, fear)
environmental constraints
- a constraint from outside of the body, the world around us
- external: properties of the environment
- physical: gravity and surfaces
- sociocultural: gender roles, cultural norms
task constraints
- specific task requirements or goals, external to the body and not related to the individual
- related specifically to tasks or skills: goal of task, rule guiding task performance, and equipment
examples of individual structural constraints
- height: not being tall enough to reach top of volleyball net
- weight: above average body weight and trying to be physical active
- muscle mass: not enough strength to shoot basketball with proper form
- disease presence: arthritis impacting shoulder ROM
- locomotor ability: hand-eye coordination, a child who is crawling hasn’t yet learned to walk
examples of individual behavioural constraints
- attention: unable to focus on the task at hand, attention to detail, ADHD
- motivation: no desire so decreased performance
- fear or anxiety: fear of failure in a clutch performance
- previous experience: had a skiing injury and scared to repeat injury, or hated a previous exercises class
examples of environmental constraints
- gravity: require gravity to play badminton, determines how high we can jump
- surfaces: smooth vs rough ice, wet vs dry field
- weather: wind reduces golf performance
- gender roles: 2024 will be the first year with men’s synchronized swimming
- cultural norms: women less likely to play sports in certain parts of the world
- crowd at a sports event: intimidating, could decrease focus/ability to perform
- pressure from family or parents: discuss with parents in the care after enhances pressure
examples of task constraints
- goal of a task: when learning to run we modify the task and don’t focus on arm swing until other aspects of running are proficient
- rules about performance: you must dribble basketball to move down the court, could get there much easier and more efficiently by just running with it
- equipment: a large basketball is a constraint that negatively effects learning to dribble in small children, but a scaled down ball is a constraint that positively impacts dribbling for small children
Child kicking a ball contraints
- individual structural: height, weight
- individual functional: short attention span, off task easily, motivation/enjoyment
- environmental: experience, clothes their parents put them in, outside can be distracting, surface (grass will provide a barrier)
- task: unsure of rules/goal, size of the ball
constraints on atypical development
- disabilities: differences in structural or functional individual constraints
- must consider all interacting constraints
- may result in delayed/different motor development
- in the extreme may arrest development and no further change is observed (ie cerebral palsy)
changing developmental trajectories
effects of early constraints on development
- an early constraint or influence can change the developmental trajectory for the remainder of development
- Seefeldt proposed a proficiency barrier
- if the barrier isn’t crossed by a certain age, subsequent development would be difficult, this impacts the developmental trajectory
arrested development
a failure to develop beyond a specific point
longitudinal research
a individual or group is observed over time, study can require lengthy observation
cross-sectional research
individuals or groups of different ages are observed, change is inferred not actually observed
sequential or mixed longitudinal
mini-longitudinal studies with overlapping ages
meta-analysis
statistical technique integrates the effects observed in many studies into one more generalizable estimate of an effect
systematic review
many studies on a topic are compared and contrasted