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