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4512 lifespan motor development > theoretical perspectives in motor development > Flashcards

theoretical perspectives in motor development Flashcards

test 1

1
Q
A
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2
Q

3 central theories of motor development

A
  1. maturational perspective
  2. information processing perspective
  3. ecological perspective
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3
Q

central theory that explains developmental change as a function of maturational processes

A

maturational perspective

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4
Q

maturational perspective contends that motor development is an _____ process driven by a biological or genetic _____

A

internal, clock

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5
Q

true or false: maturational perspective says that the environment may speed or slow the process of change and can change one’s biological determined course

A

false: environment can speed or slow down but WILL NOT change biological makeup

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6
Q

maturational perspective: environment would only ______ affect development because _____ factors would take over

A

temporarily, hereditary

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7
Q

history of maturational perspective: biological and evolutionary history of humans determined their _______; each stage of development corresponds with a stage of _______

A

development, evolution

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8
Q

twin study shows the difference between

A

nature vs nurture

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9
Q

johnny and jimmy: Myrtle McGraw (1935) used twins to examine influence of ______ _____ on motor development. Johnny vs Jimmy

A

enhanced experience
johnny–> challenging environments and tasks (climbing a ramp and roller skating)
jimmy–> no tasks

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10
Q

maturational perspective led to the assumption that basic motor skills with _______ materialize/develop; many professionals feel it is unnecessary to facilitate development because of this

A

automatically

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11
Q

which body system is maturational perspective based on maturing to trigger all motor development

A

nervous system

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12
Q

why is the focus just on one body system (nervous system) for all development a problem

A

shows that development is just based on the growth of one system and once that system is down growing so is development (which is incorrect bc it is proven that development is a life long process)

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13
Q

mid 1940s-1970s: motor development was studied by describing ______ and identifying ____ ____ norms for skills and milestones (naturally occurring sequence of changes)

A

movement, age group

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14
Q

what perspective focuses on behavioral or environmental causes of development?

A

information processing perspective

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15
Q

information processing perspective says that the brain acts like a ______= takes in info, processes it, and outputs movement

A

computer

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16
Q

input–> decision making–> execution

A

brain acts like a computer: info processing perspective

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17
Q

emphasized concepts of information processing perspective

A

stimulus response compatibility, feedback, knowledge of results, attention, and memory

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18
Q

what development emerged as a field of study from info processing perspective?

A

perceptual motor

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19
Q

in info processing perspective what was found linked to delay in motor development

A

learning disabilities

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20
Q

what perspective stresses interrelationships between individual, environment, and task; considers interaction of all constraints

A

ecological perspective

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21
Q

2 branches of ecological perspective

A
  1. dynamic systems approach
  2. perception-action approach
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22
Q

a branch of ecological perspective that is concerned with motor control and coordination –> you are not hardwired and can adapt

A

dynamic systems approach

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23
Q

a branch of ecological perspective that is concerned with perception–> how we interpret the world around us

A

perception-action approach

24
Q

what type of relationship is between perception and an action

A

direct

25
Q

why should the development of perception and development of movement (action) be studied together?

A

a close relationship between interpretation of world around us (perceptual system) and how we move (motor system) exists AND applying movement to real world movement behavior (Gibson)

26
Q

describes the function an object in the environment provides to an individual

A

affordances

27
Q

affordances are related to the ____ and _____ of the object and the _____ in a particular setting

A

size, shape, individual

28
Q

affordances: ______ possibilities of the environment /task in relation to the perceiver’s capabilities

A

action

29
Q

affordances: _____ of the environment/task in terms of the actions the perceiver can potentially exert on it

A

perception

30
Q

2 constraints on affordances

A
  1. individual (structural)
  2. tasks
31
Q

what is this an example of : a horizontal surface affords a human a place to sit, but a vertical surface does not

A
32
Q

process of changing dimensions of the environment or object in relation to the structural constraints of a performer

A

body scaling

33
Q

true or false: affordances change as individuals change; give example

A

true; baseball bat weight as individual gets bigger/stronger

34
Q

2 implications for body scaling

A

-growth in size (e.g. infant cannot climb stairs but toddler can)
-deterioration (older adults may not climb stairs due to arthritis)

35
Q

ecological vs maturational/info
-MD is the development of multiple systems vs
-development is a lifespan process from prenatal to death vs
-perception of environment is direct, human system self organizes vs

A

-MD is dependent upon only CNS
-development ends at the end of puberty
-an executive function decides all action based on input of perceptual info

36
Q

what approach is a constraint led approach (task, environment, individual)

A

dynamic systems approach

37
Q

example of dynamic systems approach on how constraints influence human behavior

A

human body can move in infinite number of ways but structure of skeletal system encourages-CONSTRAINS- you to walk (you could crawl, scoot as a mode to move but we attracted to walking)

38
Q

the human system is constantly searching for the most ___ ____; within that search, the system _______; new movement patterns “emerge” as the result of interaction between multiple systems

A

stable state, self organizes

39
Q

the search for stability–> treadmill example: explain the attractor state, perturbation, and rate limiter

A

-attractor= represented by wells/basins (large dips), the deeper the well the more attractive the state–> walking on the treadmill is the most attractive state because it is the easiest to maintain for longer period of time
-perturbation= disturbance of motion, course, arrangement, or state, so it results in new attractor state –> phase shift
-rate limiter= individual or system constraint that holds back/slows down emergence of skill (for treadmill example would be heart rate)

40
Q

why is each body system considered a constraint

A

do not develop at the same rate

41
Q

dynamic systems: development or emergence of a certain skill is only as advanced as the _____________
“a team is only as good as its weakest player”–> an infant with advanced cognitive system who capacity to walk but has weak legs is limited by muscular system

A

least developed system

42
Q

true or false: dynamic systems across lifespan, the concept of a rate-limiter or controller applies into older adulthood

A

true

43
Q

dynamic systems across lifespan: when one or more of an individual’s systems has declined to a critical point, a change in ______ might occur…

A

behavior

44
Q

give example of how behavior might change when individual systems reach critical point (dynamic systems across lifespan)

A

arthritis in the knees might affect how well can use stairs so instead of climbing stairs the behavior would change to use a motorized lift chair

45
Q

what are the 3 distinct models of motor

A
  1. phases/stages/hourglass
  2. mountain of motor development
  3. stodden’s model
46
Q

What are the 4 phases and corresponding stages of the hourglass model

A
  1. reflexive
  2. rudimentary
  3. fundamental
  4. specialized
47
Q

describe the corresponding stages of the reflexive movement phase

A

-information encoding stage aka gathering stage=in utero-4 months
-information decoding stage aka processing stage= 4 months-1yo

48
Q

primary means of gathering information, seek nourishment, find protection

A

reflexes

49
Q

describe the corresponding stages of the rudimentary movement phase

A

-reflex inhibition stage = birth-1yo
voluntary movements appear but are UNCONTROLLED (e.g. grasping requires the entire arm)
-precontrol stage= 1-2yo
integration of perceptual and motor info begins–> “pre” control so movement begins to be more concise

50
Q

describe the corresponding stages of the fundamental movement phase

A

-initial stage= 2-3yo
EXAGGERATED use of the body–> 1st goal oriented attempts at skill
-emerging stage= 3-5yo
EXPERIENCE and exposure drives skill performance–> more rhythmic coordination
-proficient stage= 5-7yo
mechanically efficient, controlled, coordinated skill performance

51
Q

describe the corresponding stages of the specialized movement phase

A

-transitional stage= 7-10yo
COMBINES fundamental movement skills for performance in sport/recreational settings (e.g. jumping rope, kickball)
-application stage= 11-13yo
cognitive sophistication + experience= participation decisions–> seek out OR avoid activities; refinement of complex skills
-lifelong utilization stage= 14+
“PINNACLE” of motor development process, everything comes together–> application of skill to lifetime activites (influenced by money, motivation, opportunity, equipment)

52
Q

Describe the triangulated hourglass

A

-hourglass is descriptive
-inverted triangle is explanatory
-sand represents the stuff of life –> movement through phases

53
Q

what is the center of the hourglass represent

A

filters:
-environment/lifestyle
-heredity

54
Q

describe the emptying of the overtuned hourglass of life

A

hourglass turns over somewhere in young adulthood BUT timing of it is variable- depends on SOCIAL AND CULTURAL factors

55
Q

describe mountain of motor development

A

-phases are similar to hourglass: reflexive, preadapted, fundamental, context specific, skillful
-mountain range= kids likely skillful in FEW context but not ALL and over developmental time the “geography” of model changes (e.g. elite player in highschool/college but horrible as late adult)
-compensation=adjustments in performance occur because of injury or loss of strength

56
Q

add in quiz 2 questions

A

4512 lifespan motor development (3 decks)

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