motor development and milestones Flashcards
theories of motor development
maturational perspective
information processing perspective
ecological perspective
maturational perspective
function of maturational processes
innate process driven by genetic clock
stops when individual starts maturing
information processing perspective
reflective operations that occur as a result of an external/environmental stimuli
central executive function decides all movements and changes in movements based on calculations from perceptual information
ecological perspective
considers the interealtionships between individul, environments and the task in itself
lifelong process
what is motor development
development of movement abilities
continuous process of change in functional capacity
related to but not dependent on age
lifelong process
involves sequential age
principles of motion and stability
moving against gravity- newtonw laws
relationship between rotating limbs and projected objects- can use laws to improve performance
longer lever= increased speed/acceleration
open kinetic chain- correct sequence of movements- do in certain order + perform movement successfully
force absorption- action, reaction
stability - not moving- and balance- maintaining centre of gravity
balance doesnt ensure stability but stability ensures balance§
spontaneous movements
movements that occcur without anyone talking/ stimulating them
early childhood
key time in life for development specifically motor development
spontaneous movements
infantile reflexes
babinski reflex
infantile reflexes
involuntary movements as a reaction to a stimuli- have primitive relfexes from birth- postural reactions to keep posture
locomotor reflexes occur before the actual skill emerges
can be used to assess how a child is aging eg if a reflex isnt there when it should be or if it is there when it no longer should be
babinski reflex
used to look for neurological disorders in young babies
role of reflexes
structural- wired via CNS
functional- help an infant to survive
applied- opportunity for child to practice movements before the brain centre are ready to purposely do the movement
gross motor milestones
fundamental movement skills whose attainment is associated with the acquisition of later voluntary movements
order of reaching milestones is relatively consistent but timing may vary among individuals
locomotor skills
group of skills involving moving body through space eg creeping and crawling (4 limbs), walking or running
skills evolve with time and practice
allows for further skills eg galloping, sliding and skipping
object control skills
managing and manipulating objects eg throwing, kicking
manipulative- grasping and reaching
catching, oveream throwing, side arm striking (involves other objects eg racket)
stability skills
balance of the body and weight transfer, static balance, dynamic balance, axial stability
assesing motor competence
choice of assessment depends on purpose of assessment, target population, feasibility and administrative aspects and measurement quality
motion devices (lab or portable)- give objective, accurate measuremnts with minimal bias +observations
motion devices
objective
instrumented movement analysis
quantitative assessment of human movement, kinematic, kinetic, electromyographic variables that determine performance
characteristaion of motor skills and relevant levels of motor competence
highly accurate and reliable
time consuming, expensive, specialised equipment
observation
objective
systematically viewing and recording performance with standardised protocol
product orientated measures- focus on movement patterns/ quality
good feasibility, multiple settings, validated / reliable protocols
can be time consuming + expensive
subjective measures
much cheaper/ quicker + simpler than objective
no need for specalised training
can include contextual info
not accurate/detailed enough for performance at individual level
self report
subjective
child self reports
low to moderate correlation with objective measurements in adolescents- acceptable validity/ reliability
inexpensive, quick + very feasible c
cannot be used in children <8 years old, susceptible to social desirabilltiy + memory issues, varying literacy levels
proxy report
subjective
reports by someone familiar with the child
developed to identify atypical development
very few to assess fundamental movement skills in typical development
moderate correlation found with objective measures
susceptible to social desirability
why identify motot development
interventions cost resources eg time and money
need to know what factors influence motor development to identify targets
how they influence
what can/ cant be changed
sources of influence- socio ecological
physical environment
social and cultrual
individual- demographic, biological, psychological, cognitive, emotional, behaviour
demographic/ biological
sex- boys better at object control and motor coordination
girls better at locomotor skills and balance
weight- high BMI negatively correlated with motor coordination and skill compisite
age- object control, locomtor and stability skills get better with age
parental education- particularly mother’s education positively correlated with locomotor skills and skill composite skills
behavioural
physical acitivity
skill composite and motor coordination
social and cultural
having older siblings- evidence providing positively correlated locomotor and object control skills
facilitating provision of equipment or access to facilities + high value placed on sport positively related to overall motor competence
childcare staff and preschool attended- linked to improved motor competence and locomotor skills
benefits of adequate motor development
consistent evidence showing negative relationship between weight status and fundamental movement skills
significant beneficial relationship between motor skill development and socual genetive abilities, language and social interactions
important skill underlying PA
locomotor skills are foundation of future PA and movement competence
building blocks for everyday activities
