1 / 18

Chapter 2

Chapter 2. Motor Development and Motor Learning for Children. Growth Patterns. Patterns are genetically determined There is a predictable pattern that children experience Years of slow, steady growth enable children to explore how their bodies function and move. Gender Similarities.

cathy
Download Presentation

Chapter 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Chapter 2 Motor Development and Motor Learning for Children

  2. Growth Patterns • Patterns are genetically determined • There is a predictable pattern that children experience • Years of slow, steady growth enable children to explore how their bodies function and move

  3. Gender Similarities • Physical differences between boys and girls during early and later childhood are minimal • They have similar amounts of muscle and bone mass during preschool and early primary grades • The onset of preadolescence sees greater limb growth than trunk growth

  4. Dynamical systems perspective • The basic premise is that motor development is non-linear and constantly changing • Development within an individual is uniquely influenced by factors within three subsystems of motor development • The task • The individual’s genetics • The environment for learning experiences

  5. Developmental readiness • Movement educators must consider whether a designed movement task matches the abilities of each child • Developmentally appropriate activity meets each child’s abilities based on fitness and skill level, body size, age and readiness

  6. Individual variability • Children not only differ among their peers, but they will also differ within themselves • Activities need to be modified to meet children at their level of readiness

  7. Motor Learning Concepts • Planning for developmentally appropriate activity includes understanding features of motor skills • The size of musculature required • The beginning and end points of the movement • The stability of the environment in which the movement is performed

  8. Size of musculature required • Gross motor skills require large muscles to perform such skills as running, jumping, throwing, or kicking • Fine motor skills require more precise movements, typically of the hand and fingers

  9. Motor skill progression • In order for children to gain control of motor skills, two processes must occur • Differentiation: the progression of skills from gross to fine • Integration: the coordination of the muscle and sensory systems

  10. Beginning and end point classification • A discrete skill has a definite beginning and end point • A punt of a football, an underhand serve of the volleyball • A serial skill is a sequence of discrete skills • Ten dribble touches of a soccer or basketball • A continuous skill has an endpoint that is arbitrarily determined • Walking or running

  11. Stability of the environment • The context of the environment in which the performer does the skill or in which the object is acted upon by the performer categorizes the stability of the environment • Closed motor skill • Open motor skill

  12. Stages of learning • Beginner: the learner is getting the idea of the movement and how to coordinate the body • Intermediate: the learner is beginning to refine the movement and make fewer errors • Advanced: the learner is automatic in performance of a skill and thinks little about the execution of the skill

  13. Summary • Children are not mini-adults, and therefore, the movement educator must take into consideration developmental variability and individual readiness when planning movement experiences.

  14. Chapter concept • The use of a variety of teaching styles and the use of appropriate practices will encourage participation in movement experiences.

  15. Styles of teaching • Common styles for elementary children: • Command • Task • Reciprocal • Self-check • Inclusion • Exploratory (convergent and divergent)

  16. Learning Styles • Ways that children process information presented to them • Listener • Thinker • Kinesthetic • Visual • Try to accommodate as many styles as possible in the lesson delivery

  17. Appropriate Progressions • Whole skill vs. part skill • Massed vs. distributed practice • Individual vs. partner practice

  18. Summary • It is important for all children to be involved in daily, successful movement experiences. • Movement activities should not be withheld from children as a means of discipline. • The use of a variety of teaching styles and appropriate practices helps children recognize the benefits of physical activity and encourages them to participate regularly

More Related