Module 0 Flashcards
True or False: Among children there exists high intra-individual variation, and low inter-individual variation.
False
True or False: An example of Functional constraints are emotions (e.g., fear).
True
True or False: Motor developmental changes are always for the better.
False
True or False: Motor development is the age-related process of change in motor patterns and skills.
True
List 5 factors that influence Motor Development.
- Neuromuscular maturation
- Growth of the body size
- Residual effects of past movement experiences
- New motor motor experiences
- Rate of growth and maturation
Question 6Gesell 1954
Gesell 1954 coined the term “Reciprocal Interweaving”. In your own words, what does this term mean?
Reciprocal interweaving is the process where a person’s body structure and motor skills develop together. As neural pathways and opposing muscle groups grow and coordinate, they enable more complex movements.
Often applies reciprocal innervation where antagonistic pairs of muscle groups operate to produce complex movements.
How do structural constraints differ from functional constraints?
Structural relate to the physical characteristics of the body that affect movement and the ability to perform motor tasks. E.g. height, limb length, and muscle mass.
Functional relate to psychological factors and behavioural functioning that impact how an individual moves or performs motor tasks. E.g. emotions, motivations, and past experiences.
Provide an example of a sociocultural constraint.
Access and opportunity in an activity based on cultural gender norms.
Boys encouraged to partake in adventurous rough-and-tumble type play, whereas girls may be encouraged to participate in more controlled and safer play. Both genders could miss out on opportunities to test their physical capabilities and motor skills based on these cultural norms.
Global, Physical and Sociocultural constraints are reflective of what category of constraints?
Environmental constraints
What are the 3 fields that make up the study of Motor Behaviour?
- Motor development
- Motor behaviour
- Motor control
Children are new movement learners. List the 4 areas where children are still developing.
- Information processing
- Memory encoding strategies
- Emotional regulation
- Attentional capacities
What are the 3 task constraints or task characteristics that make up Task Constraints?
The goals, rules, and characteristics of a specific skill or the situation where it’s performed create the task constraints for that activity or skill.
Explain what a visual schedule and what this would look like within a supervised exercise intervention for an autistic child. Provide two reasons for how visual schedules can be useful for an autistic child.
A visual schedule seeks to lay out the activities required for a child to do visually to help improve understanding. Within a supervised exercise intervention, pictures of the activities and how they are performed would be set out in an ordered and organised manner to help the child understand what is required at different stages in the session.
1. A visual schedule can help ease autistic children’s anxiety towards unfamiliar activities, settings, and schedules which could serve to improve the emotional safety and efficacy of the session.
2. It can also act as an important part of a multi-modal approach to aiding children in processing information about what they are going to do, a problem common in this clinical demographic.
Autistic children have difficulties or differences in the following areas: social interaction; communication; restricted interests / repetitive behaviours; and sensory processing/ In your own words describe each of these areas and then indicate how they might affect participation in a motor skill program.
Social Interactions: They struggle with typical interactions with others due to poor communication and emotional regulation. Difficulty with social interaction may make it difficult for children to work effectively, understand, or feel comfortable around professionals or other participants which could lead to avoidance and lack of participation.
Communication difficulties often show up as problems in understanding or using language and non-verbal cues with others. An autistic child might struggle to understand what is expected of them during a motor skill program, which can impact their ability to participate in activities.
Restricted Interests: narrow range of focus where they become intensely focused on certain activities and topics. Children with this limited interest in diffierent focuses may lead to disinterest in the activities of a motor skill program, which could lead to abstaining or participating ineffectively.
Sensory Processing: ASD children can be hypersensitive or hyposensitive to specific sensory inputs, which can lead to discomfort, distraction or need for sensory stimulation. A child may become overwhelmed with the sensory input they are receiving throughout a motor skill session with people talking and activities taking place around them which can make them uncomfortable and unlikely to participate.
What sort of motor impairments or differences are prevalent in autistic children?
Around 80-90% of children with ASD have motor impairments or differences, which can lead to difficulties with fine and gross motor skills, as well as challenges in using sensory information for motor planning, coordination, and execution.
Approximately 50% of ASD kids have hypotonia, which can serve to impact their ability to perform motor tasks effectively.
These motor impairments increase with increased autism severity and co-occuring diagnosis.
