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SES Final Review
| Question | Answer |
|---|---|
| Motor development | The study of change in motor behavior as a function of aging |
| Heredity | inherited qualities |
| Environment | the surrounding mileau of objects, conditions, and circumstances |
| Experience (in motor development context) | conditions within the environment that may impact the process of development through learning. |
| Growth | physical growth; quantitative (ex. Muscle in arm grew 2 inches) |
| Maturation | qualitative changes in body (ex. He looks faster) |
| Development | adaptive change toward competence |
| Regression | observable change away from competence |
| Aging | process of diminishing capacity to regulate the internal environment. |
| Readiness | the combination of maturation and experience that prepares an individual to acquire a skill or understanding |
| Adaptation | process of altering one’s behavior to interact effectively with the environment |
| Phylogenetic behaviors | behaviors that appear somewhat automatically in human species and in a predictable sequence. |
| Ontogenetic behaviors | behaviors that are specific to the individual and influenced by learning and the environment. |
| Reflexive | prenatal/infancy, survive |
| Rudimentary | infancy, control |
| Fundamental motor | early childhood, explore |
| Specialized sport skill | later childhood, select |
| Growth and refinement | adolescence, master |
| Peak performance | young adulthood, enjoy |
| Regression | middle and older adulthood, adapt |
| Ways to gauge progress in motor development | appearance of new skills, refinements and improvements, skill combinations, and adaptations to environment. |
| Cephalocaudal | progresses from head toward tail |
| Proximodistal | progresses from inside to outside |
| Bilateral-homolateral-contralateral | two sided movement progresses to one to movement opposition |
| Significant observations about motor development | heredity and environment context roles, process is continual and cumulative not stage like, follows definite and predictable patterns. |
| Changes in the brain | higher brain, lower brain, cerebellum then cerebral cortex |
| Changes in the spinal cord | myelination cervical toward sacral and ventral (motor) before dorsal (sensory) |
| Head | 1/2 |
| Trunk | 1/3 |
| Arms | 1/4 |
| Legs | 1/5 |
| Velocity curve | incremental change; rate of growth over a specified time |
| Distance curve | cumulative change; absolute amount of growth at a given point in time. |
| Measures of maturation | skeletal age, dental eruption, secondary sex characteristics. |
| Reflexes | involuntary reaction elicited by sensory stimuli |
| Role of reflexes | infant survival and protection, stimulation of the CNS and muscles |
| Neonatal assessments | APGAR, and Brazelton |
| Types of Reflexes | primitive, postural, locomotors, and tendon |
| Spontaneous movements | performed for sake of the activity, predictable and orderly, possible dev. significance (kicking precedes voluntary kicking) |
| Rudimentary Movement Phase | phylogenetic, maturationally based, sequence is invariant, dependent on neural maturation and environment. |
| Rudimentary Movement Skills | stability, locomotion, and manipulation |
| Movement pattern | development of proficiency and efficiency in many movement situations |
| Fundamental movement | basic elements of a particular movement (no style) |
| 3 stages of fundamental movements | initial, elementary, and mature |
| Movement conditions | environmental conditions, genetics, goal of task |
| Developmental differences in movement | between-child, between-pattern, within pattern |
| Between-child | individual difference |
| Between-pattern | each movement in different stages |
| Within pattern | kicking/striking |
| Stability | the ability to sense a shift in the relationship of the body parts that alter one’s balance |
| Axial movements | non-locomotor movements where the axis of the body revolves around a fixed point (ex |
| Springing skills | involve forceful projection of the body into space in either an upright or inverted position. |
| Supports | static or dynamic balance skills in which emphasis is placed in unusual positions |
| Principles of stability | base of support, height and alignment of center of gravity over base of support. |
| Static balance | any stationary where center of gravity remains stationary |
| Dynamic balance | involves controlled movement through space in which the center of gravity is constantly shifting. |
| Balance skill progressions | one foot balance, balance beam walking, forward roll. |
| Fundamental locomotor skills | walking, running, hopping, leap, etc |
| Fundamental manipulative skills | throw, catch, kicking, volleying, etc |
| Key concepts for manipulative skill development | distance before accuracy, opposition, follow through, visual attention focus, force absorption. |
| Specialized Movement Abilities | combined, stylized, and refined fundamental movement skills |
| Proficiency barrier | inability to maturely perform fundamental mvmt skills directly influences capability and potential to perform task specific skills at the specialized mvmt phase. |
| Transition stage | initial attempts to refine and combine mature mvmt patterns |
| Application stage | increasing awareness of personal physical assets and limitation |
| Lifelong utilization | reduce scope of athletic pursuits to engage in regularly. |
| Adult motor behavior issues | tend to generalize motor behavior trend that you level off in young adulthood and it is downhill from there. |
| Key principles of motor performance in adulthood | task specificity, interindividual variability, intraindiviual variability |
| Physiological changes with aging | musculoskeletal, CNS, circulatory and respiratory, and sensory systems |
Created by:
Kayerenee