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Principles of Motor Development and Motor Learning

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Comp 1.0

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Stage 1, Stage 2, Stage 3, Stage 4

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Stages of motor development

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Children progress from simple reflexes to basic movements such as sitting, crawling, creeping, standing, and walking

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Stage 1

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Children learn more complex motor patterns including running, climbing, jumping, balancing, catching, and throwing

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Stage 2

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During late childhood, children learn more specific movement skills. In addition, the basic motor patterns learned in stage 2 become more fluid and automatic

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Stage 3

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During adolescence, children continue develop general and specific motor skills and master specialized movements. At this point, factors including practice, motivation, and talent being to affect the level of further development.

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Stage 4

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Structured practice of motor skills enhances skill development in children. W/O practice and instruction, natural ability and talent dictates the extent of motor skill development

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Practice

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or input from the tutor or educator, forms an extremely vital part of any learning process.

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Feedback

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when performers learn a skill, the skill goes into their short-term memory and receives positive feedback. The skill may eventually go into their long-term memory, creating memory that is more permanent.

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Positive feedback

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Encourage the performer and helps in making the performer remember every aspect of the performance

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Postive Feedback

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helps athletes, whether novice or experienced, become conscious of their mistakes. They can use negative feedback to improve their shortcomings. No feedback= no improvement

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Negative feedback

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information received by the athletes as a direct result of producing a movement through the kinesthetic senses- e.g. feeling from muscles, joints, and balance

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Intrinsic feedback

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information not inherent in the movement itself but which improves intrinsic feedback. Knowledge of performance and information about the technique and performance.

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Extrinsic feedback

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Enables the athlete to establish a kinesthetic reference for the correct movement

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Extrinsic feedback

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Plays an extremely important role in any learning process, as it facilitates learning to a great extent.

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Feedback

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is a powerful tool in motor skill development. Requiring students to assess their own skills and abilities encourages students to reflect upon their current skill level and take control of the development process.

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Self-assesment

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Observational learning is the most effective method of learning motor skills. Visual observations of proper skill performance by an instructor or peer is generally more effective in promoting skill development than verbal instructions.

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Observational Learning

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to one's ability to receive, interpret, and respond successfully to sensor signals coming from the environment. Good motor development leads directly to perceptual skill development.

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Perceptual- motor development

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The development of gross motor skills lead to successful development of fine motor skills, which in turn help with learning, reading, and writing.

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Gross Motor Skills

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Adolescents with perceptual motor coordination problems are at risk for poor school performance, low self-esteem, and inadequate physical activity participation.

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Perceptual motor problems

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Discussing w/ students the actual steps involved in performing a fundamental skill is a great benefit. Activities like running, dribbling, catching or hitting a ball, making a basket in basketball, and setting a volleyball.

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Discussing Skills with students

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Introducing skills, practicing in a variety of settings with an assortment of equipment, implementing lead- up games modified to ensure practice of the necessary skills, and incorporating students into an actual game situation

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Introducing skills with students

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is a person's understanding of his or her own body parts and their capability of movement

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Body Awareness

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is the ability to make decision about an objects positional changes in space.

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Spatial awareness

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1. identifying the location of objects in relation to ones own body in space 2. Locating more than one object in relation to each object and independent of one's own body.

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Two sequential phases in developing spatial awareness

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Activities using different size balls, boxes, or hoops and have children move towards and away; under and over; in front of and behind; and inside, outside, and beside the objects.

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Examples of spatial awareness

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is the knowledge of balance, time, and force and how they relate to athletic movements and activities. Research shows that space, direction, and speed are interrelated with movement concepts.

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Effort awareness

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The general perceptions around them about the importance of fitness activities will necessarily have an effect on their own choice regarding physical activity. Example: "playground to Playstation"

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Societal Influences

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Influences on motor development and fitness include a students mental well-being, perceptions of fitness activities, and level of comfort in a fitness-training environment.

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Psychological Influences

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Factors like the students confidence level and comfort within a group environment, related to both the Students level of popularity within the group and the student's own personal insecurities, are also significant.

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Psychological Influences

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In the case of psychological influences on motor development and fitness levels, there is a more reciprocal relationship than with other influences.

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Noteworthy of Psychological

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Economic situation of students can affect their motor development and fitness because lack of resources can detract from the ability of parents to provide access to extra-curricular activities that promote development, proper fitness training equipment and eve adequate nutrition.

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Economic Influences

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A student's own feeling toward physical activity often reflect the degree to which caregivers and role models are athletically inclines and have a positive attitude towards physical activity.

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Familial Influences

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Genetic make-up has a big influence on growth and development. Various physical and environmental factors directly affect one's personal health and fitness.

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Environment and health Influences

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Poor habits, living conditions, and afflictions such as disease or disability can impact a person in a negative manner. A healthy lifestyle with adequate conditions and minimal physical or mental stresses will enable a person to develop towards a positive, healthy existence.

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Types of positive and negative Environment and Health influences

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deeply affects the other aspects of development in an individual. children acquire a vast range of motor development skills such as grasping, crawling, walking, running, and even speaking during the early stages of their lives.

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Motor Development

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Different kinds of play or physical activity such as cognitive play, social play, physical play, and emotional play, help in the overall development of a child

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Relationship between Motor development and other aspects of development

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as repeatedly hitting the ground with a shovel or building sand castles help developing thinking and cognitive skills.

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Simple Motor Skills examples

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social play helps children to play with their peers cooperatively, to develop their motor skills, and to develop a sense of social togetherness

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Social play examples

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Motor activités greatly influence physical development as well.

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Motor activity examples

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The manner in which children hop, jump, skip, run, climb, and play greatly facilitates their motor and physical development and helps to build other aspects of their personality.

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Motor and Physical development examples

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Which encompasses all motor movements by children, is strongly related to the physical, social, and emotional development of children

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Motor skill development

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An instructor should have the ability to identify performance errors by observing a student's technical principles of motion during the performance of a skill

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Errors in skill performance

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is a subjective, observational approach to identifying errors in the form, style, or mechanics of a skills

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Process assessment

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quantitative measures of a movement's end result, to evaluate objectively fundamental skills. How far , how fast, how high, or how many are the quantitative measures of product assessments

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Product assessments

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can provide valid and reliable data for objectively measuring fundamental skills

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Criterion-referenced test or a standardized norm-referenced rest

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to diagnose weaknesses and correct errors in skill performance because such performance standards define appropriate levels of achievement.

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Examples of Criterion-referenced standards

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measuring accuracy in shooting a standardized target from a specified place.

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Archery

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calculating the bowling average attained under standardized conditions

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Bowling

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the score after several rounds

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Golf

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counting the number of breastworks needed to swim 25 yards

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Swimming

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a student performing a motor skill allows the student to view, firsthand his or her own performance and recognize errors that are not visible from the performer's perspective.

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Videotaping

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is the physical guidance of a student through a motor skill by an instructor It is particularly effective when teaching young children

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Kinesthetic feedback

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Instructors can use verbal and nonverbal cues in teaching sport skills and strategy. Conversely, if the instructor swings the rackets the correct way to demonstrate a proper follow through, he uses a nonverbal cue

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Verbal and Nonverbal cues

Competency 1 Principles of Motor Development and Motor Learning – Flashcards

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