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motor development > Unit 2 > Flashcards

Unit 2 Flashcards

1
Q

Prehension

A

is the grasping of an object

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2
Q

Grip movements are

A

body- scaled

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3
Q

Ratio of hand size to object size is

A

consistent for transitioning from using one hand to using two hands to pick up object.

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4
Q

3-4 months

A

infants become consistent in moving the hand to the mouth.

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5
Q

5 months

A

infants open the mouth in anticipation of the hand’s arrival.

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6
Q

2 months

A

infants show bilateral arm extension and reaching.

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7
Q

4.5 months

A

infants reach for objects with both arms (usually one hand reaches and grasps object first).

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8
Q

During year 1

A

infants alternate between predominantly unimanual and bimanual reaching.

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9
Q

By 12 months

A

infants being making pulling apart and insertion actions.

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10
Q

Early in year 2

A

infants use objects as tools.

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11
Q

After 18 months

A

infants manipulate objects cooperatively with both hands.

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12
Q

By end of year 2

A

complementary activities

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13
Q

Catching:

A

How objects are intercepted and then manipulated.

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14
Q

Early Catching

A

arms and hands are rigid, ball caught against the chest, heads turned away

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15
Q

Proficient Catching

A

Hands “give” to absorb force. Catcher moves, Fingers up/high down/low

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16
Q

Invariants

A

stable patterns

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17
Q

Anticipation

A

involved in many manipulative tasks and interception skills.

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18
Q

Expanding optical array

A

visual pattern that expands or constricts on the retina

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19
Q

Invariants and Expanding Optial Array are examples of

A

Two characteristics of the person environment system for catching involve constant patterns of change

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20
Q

What sets humans apart

A

Manipulative skills

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21
Q

What skills do infants excel at:

A

reaching and grasping

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22
Q

When do children become good at catching

A

by 11 or 12 years of age, but still no movement

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23
Q

Aging probably affects ___:

A

getting to a ball more than manipulative aspects of catching

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24
Q

The following progression of skills leads to crawling and creeping:

A

Crawling with the chest and stomach on the floor, Low creeping with the stomach off the floor but the legs working together, Rocking back and forth in the high creep position, Creeping with the legs and arms working alternately.

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25
Q

The difference between crawling and creeping:

A

creeping is moving on hands and knees while crawling is moving on hands and knees as well as including abdomen

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26
Q

The difference between crawling and creeping:

A

creeping is moving on hands and knees while crawling is moving on hands and knees as well as including abdomen

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27
Q

How could balance, strength, and or coordination act as rate limiter for creeping and crawling

A

Rate limiters are things that inhibit or slow down motor skills. Those milestones are indicators or norms, not what is going to happen. Strength could be a rate limiter because the infant has to be able to push up off the floor to begin creeping/crawling. Balance and coordination are also important factors because these motions help with equilibrium and taking those early motions and building stability.

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28
Q

Walking: .

A

the first form of upright, bipedal locomotion

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29
Q

Walking is ___:

A

50% phasing relationship between the legs and a period of double support (when both feet are on the ground) followed by a period of single support.

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30
Q

Characteristics of early walking

A

Maximizes stability and balance over mobility, Arms are in high guard, Feet are out-toed and spread wide apart, Independent steps are taken, Rate controllers are strengthand balance.

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31
Q

Not every individual can do this

A

rehabilitation, physical therapy

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32
Q

Steps in observing a skill:

A

analysis, planing, positioning

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33
Q

Analysis

A

must know the course of development for skill

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34
Q

Planning

A

observer must organize and plan, watch several times, criteria

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35
Q

Positioning

A

move and watch skill from angles

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36
Q

In proficient walking

A

Trade stability for mobility (by age 4, essential components of an advanced walk are present)

37
Q

The rate limiters in proficient walking:

A

muscular strength and balance

38
Q

Running occurs

A

6 to 7 months after walking starts.

39
Q

Running is ___

A

50% phasing between the legs (same as walking) and a flight phase followed by single support (different from walking)

40
Q

During early running

A

the child trades stability for mobility

41
Q

As children grow

A

qualitative changes in running patterns, combined with physical growth and maturation, generally result in improved quantitative measures of running.

42
Q

In proficient running, we see:

A

Less stability, more mobility, Increased stride length, Planar movement, Narrow base of support, Trunk rotation, Opposition

43
Q

In later running (older adulthood)

A

patterns help increase stability and balance.

44
Q

Jump

A

propels self off ground with one or two feet; lands on two feet.

45
Q

Early Jump

A

often begins before age of 2, usually vertical, one foot takeoff/landing, no or limited preparatory movements

46
Q

Proficient Jump

A

arm swing, feet leave together, force is downward, preparatory crouch

47
Q

Hop

A

propels self off ground with one foot; lands on same foot.

48
Q

Early Hop:

A

Later than jumping, support leg is lifted, arms mostyl inactive, legs rigid

49
Q

Proficient Hop

A

leg extend at hip, oppositional arm movement, support leg flex landing

50
Q

Rate limiters in Hop

A

postural systems ability to balance he body on one limb for a sucesion of hops, ability to generate force

51
Q

Leap

A

propels self off ground with one foot, extends flight period, and lands on opposite foot

52
Q

Galloping

A

forward step on one foot, leap on other (asymmetric)

53
Q

Sliding

A

sideways step on one foot, leap on other, same as shuffle (asymmetric)

54
Q

Skipping

A

alternating step-hops on one foot, then on the other (symmetrical)

55
Q

Early galloping, sliding, skipping

A

no arm, no trunk, short stride, arrhythmic

56
Q

Proficient galloping, sliding, skipping:

A

arms not needed for balance

57
Q

What is locomotion

A

Moving from place to place on one, two, or four limbs

58
Q

What does locomotion include

A

crawling, walking, running, hopping, skipping, galloping

59
Q

Early childhood developmental differences

A

by age 4 proficiency walk should be present

60
Q

Mid Adolescence developmental differences:

A

Stride length increases with fuller range of motion and growing legs, Pattern improvements are subtle, Growing limbs (growth spurts)

61
Q

Older adulthood developmental differences:

A

Stability is maximized, Out-toeing increase, Stride length decreases, Objects are used as balance aids

62
Q

Later in life rate limiters:

A

motivation (desire/drive), enviroment, physical limitations (hip replacements)

63
Q

Ballistic

A

Applying force to an object in order to project it.

64
Q

Examples of ballistic skills

A

throwing, kicking, striking

65
Q

Throwing Forms

A

Underhand (one or two hand), Sidearm, Overarm (one or two hand)

66
Q

Ways to assess skills

A

Product measures and process measures

67
Q

Product measures (outcome):

A

distance, accuracy, ball velocity

68
Q

Process measures (movement pattern)

A

developmental sequences

69
Q

Early overarm throwing

A

mostly arm action, Elbow is pointed up, elbow extension alone

70
Q

Proficient Overarm Throwing for Force:

A

Weight shifts, windup, sequential movements

71
Q

Throwing for accuracy:

A

Proficiency comes first, Then distance power and force

72
Q

Early Kicker

A

No step, Kicking leg pushes forward, Starts from standing flat,

73
Q

Intermediate Kicker

A

step being taken, but coordination and force not fully there

74
Q

Proficiency for kicking

A

Arms in opposition, Movement in sequential

75
Q

Punting

A

Ball is dropped from hand and then kicked, Extra steps taken to transfer weight and meet ball with foot

76
Q

Early Punting

A

Ball tossed up rather than dropped, Punter often contacts with toes rather than instep or laces, Swinging leg is back a little bit

77
Q

Proficient Punting

A

Arms extended before final strides, Arms drop to sides and move into opposition with legs, Punter leaps into supporting leg and swings punting leg vigorously up to make contact , Punting leg is kept straight; toes are pointed

78
Q

Early Sidearm Striking

A

Chopping motion (elbow extension), Not able to gage coordination very well yet, Little bit of leg and trunk movement

79
Q

Proficient Sidearm

A

Sideways preparatory stance and long step, Turned to the side with implement, Differentiated trunk rotation, sequential

80
Q

Overarm Striking:

A

both no implement (volleyball) or implement (tennis serve)

81
Q

Early overarm:

A

Trunk rotation limited, collapsed elbow, no lag with swing forward

82
Q

Proficient overarm:

A

Elbow 90°-119°, Lower and upper trunk are rotated more than 90°, Racket lags behind arm in forward swing, Movement is sequential

83
Q

Assessment of Ballistic Skills:

A

Developmental sequences can be used as checklist

People are in a developmental step if a majority of executions (usually out of five attempts) fall into that category.

Observation should be conducted from the appropriate direction.

Side views show forward step, trunk action, lagging.

Rear views show arm angles.

84
Q

Assessment of Ballistic Skills: TGMD-3

A

The Test of Gross Motor Development has a ball skill subscale.

Two hand striking of stationary ball

Forehand striking of self bounced ball

One-hand stationary dribbling

Two hand catching

Kicking a stationary ball

Overhand throwing

Underhand throwing

There are four performance criteria for each skill.

85
Q

Developmental trends

A

toward proficient mechanical performance

86
Q

Will all people reach highest developmental steps

A

no

87
Q

intervention programs

A

can be beneficial for young children

88
Q

Older adults

A

appear to maintain coordination of ballistic movements fairly well

motor development (1 decks)

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