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Motor Performance During Childhood

Understand how motor skills develop in children, including reflexes, reactions, rudimentary movements, and fundamental motor skills. Explore the categories of skills and the factors that influence skill acquisition. Learn about motor milestones, deviations, and the importance of monitoring motor skills.

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Motor Performance During Childhood

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  1. chapter4 Motor Performance During Childhood

  2. Overview of the Chapter • Understanding how motor skills develop • Four guiding principles • Reflexes and reactions • Rudimentary movements • Fundamental motor skills • Proficiency barrier and transitional skills • Categories of skills: locomotor, nonlocomotor, object control • Modifying task demands

  3. Use of Motor Skills • Motor milestones • Fundamental movement patterns • Skill for participation • Reasons to monitor motor skills • Unusual deviations should be referred for further evaluation • Base movement experiences on normal sequential development • Factors that emerge without or with practice • Motor skills are important in American culture

  4. Four Guiding Principles • Children are not miniature adults • Age differences in skills • Why do skills change? • Boys and girls are more alike than different • Gender differences small before puberty • Opportunities for practice and encouragement • Good things are earned: Phylogenetic versus ontogenetic skills • No body is perfect: Practice and feedback are essential

  5. Reflexes, Reactions, and Rudimentary Movements • Reflexes—Moro (startle) • Reactions—balance adjustments (figure 4.1) • Rudimentary movements—phylogenetic skills and motor milestones (see figure 4.2 on page 67 of the textbook) • Nature versus nurture (twin studies)

  6. Figure 4.1 Developmental Motor Skill Acquisition Reprinted from Gallagher (1984).

  7. Order for Motor Milestones • Child prone • Chin raised • Chest raised • Reaching • Sit with support • Sit on parent’s lap, grasp object • Walk when held by hand • Creep (continued)

  8. Order for Motor Milestones (continued) • Stand holding on • Stand with help • Sit alone • Sit on chair • Pull to stand • Climb stairs • Stand alone • Walk alone

  9. Results of Twin Studies for “Jimmy and Johnny” • Short-term benefit—trained twin performed skill earlier • No long-term benefit—untrained twin “caught up” • Skill acquisition was easier when taught at typical age • Infants and children can benefit from early training

  10. Results of Deprivation Studies • Phylogenetic skills are influenced by genetics with little impact by practice • Phylogenetic skills develop without practice when children are given opportunity • Ontogenetic skills respond to practice but early practice produces only short-term benefits

  11. Fundamental Motor Skills • Locomotor—general patterns emerge and are refined during childhood: running, walking, hopping, skipping • Manipulative skills—used to interact with an object: catching, kicking, striking, throwing • Nonlocomotor skills—bending, stretching, reaching • Intra- and intertask sequences

  12. Learning Motor Skills • Proficiency barrier—children master most fundamental skills but need practice to move to the specific use of the skill • Transitional skills—practice helps children move (transition) through the proficiency barrier into sport-specific use of the skill: kicking a ball versus kicking a soccer ball on goal

  13. Specific Sport Skills • Requires a lot of practice • Sports, dance, and gymnastics require combinations of skills in novel ways and often quickly • Bloom’s taxonomy (table 4.3)

  14. Table 4.3 Taxonomy of Psychomotor and Cognitive Domains (continued)

  15. Table 4.3 Taxonomy of Psychomotor and Cognitive Domains (continued)

  16. Locomotor Skills • Walking and running • Transition from nonflight to flight phase • Running speed (figure 4.3) • Jumping, hopping, galloping, sliding, and skipping • Climbing

  17. Figure 4.3 Running Speed During Childhood Reprinted from Espenschade and Eckert (1974).

  18. Manipulative Skills • Catching • Striking and kicking • Throwing (figure 4.4): Explanations are evolution, sociocultural, practice • Speed–accuracy trade-off

  19. Figure 4.4 Effect Size for Overarm Throwing Adapted from Thomas and French (1985).

  20. Other Issues • Motor abilities • Genetic • Practice • Modifying task demands • Target size • Distance • Object size

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