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Growth And Motor Development (Different Perspective) (Newell's Model…
Growth And Motor Development
(Different Perspective)
Why GMD?
Understand what is normal or abnormal
Improve health and motor performance
Aware what others can or cannot do
Gain knowledge to understand ourselves better
Motor Behavior
Refer to changes in motor learning, control and development that embody learning factors and maturational processes associated with movement performances
Motor Development
Development of change in movement as well as the factors underlying that drive the change
Continuous
Age related, development advances with age
Gross motor skill and fine motor skill
Sequential change, individual, environment and task
Studied as process, not product
Motor Learning
Permanent gains in motor skill capability associated with experience or practice rather than age
Motor Control
Changes with age and understanding
Nervous system's control of muscles to permit skilled and coordinated movements
Motor Skill
Learned, goal oriented, voluntary movement task or action of one or more body parts
Motor Performance
Act of executing motor skill
Can be directly observed and its outcome quantitatively assessed through some form of outcome measure
Newell's Model of Constraints
Reflects the dynamic, constantly changing interactions in motor development
Changes in the individual
Changes in the interaction with the ENVIRONMENT and TASK
Changes the way the INDIVIDUAL moves
Individual
Structural
Relates to individual's structure which change with growth and aging
Functional
Relates to behavioral function which can change over a much shorter period
Environment
Physical Environment
Sociocultural Environment
Task
Goal of a particular movement or activity
Rule structure surrounding the activity
Choices of equipment
Maturational Perspective
(1930s to 1950s)
Motor development is an innate process driven by biological time clock
Environment may speed up/slow down but cannot change biological determined course
Biological and evolutionary history of humans determine their orderly and invariable sequence of development
Information Processing Perspective
(1960s to 1980s)
Focuses on behavioral and environmental causes of development
Mind analyze information from environment, process the information and generate movement
Sensory input:
receive
stimulation by sensory perceptions
transmit
to brain
Sensory Integrate:
organize
sensory stimuli
integrate
it with stored information (memory)
Motor Interpretation:
make motor internal
decisions
based on
sensory (present) and memory (past) information
Movement activation
Executing
the actual movement
Feedback:
Evaluate
the movement act using various sensory modalities and cycle continues
Ecological Perspective
1980s
Stresses inter-relationships between individual, environment and task
Must consider all constraints
2 branches
Dynamic System Approach
Interacting constraints within the body acts together as a functional unit to generate movement
Greater flexibility to adapt the movement to different situations
Spontaneous self-organization of body systems
Perform a new skill only when the slowest of the necessary systems for that skill reaches a certain point - rate limiters
Perception Action Approach
Close inter-relationship between perceptual system and motor system
Function that the object will allow - affordance
People assess the environmental properties in relation to themselves and not to objective standard
Affordance changes as individuals change resulting in new movement
Body scaling involves using a particular individual's body proportions when making movement decisions