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34 Cards in this Set
- Front
- Back
Human Motor Development |
Process through which one passes throughout life Changes in our movement ability through the lifespan |
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Academic Field |
study of changes in human motor behavior over the lifespan, the processes that underlie these changes, and the factors that affect them |
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Importance of Motor Development |
understand the way people normally develop movement skills help individuals improve or perfect movement performance to understand the way special populations develop movement skills help special populations improve or perfect movement performance |
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Why study motor development? |
-To gain knowledge that enables us to better understand ourselves -Diagnosis of cases that warrant intervention and remediation Create developmentally appropriate activities allowing for optimal teaching and learning of movement skills for people of all ages and ability levels improve health and motor performance |
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Careers |
hopsitals business/industry government agencies professional education associations private research facilities variety of other specialized schools |
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Four Domains |
Cognitive Affective Motor Physical |
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Cognitive Domain |
concerns human intellectual development |
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Affective Domain |
Concerned with the social and emotional aspects of human development |
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Motor Domain |
Development of human movement and factors that affect that development |
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Physical Domain |
All types of physical/bodily change |
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Human Development |
Changes through which all individuals pass across their lifespans |
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Developmental Perspective |
development is age-related but not age-determined |
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Maturation |
qualitative functional changes occurring with age |
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Growth |
Quantitative Structural changes occurring with age |
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Cephalocaudal |
development from head to tail learning to walk |
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Proximodistal |
development from the body's center to periphery prenatal growth acquisition of motor skill |
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Differentiation |
progression from gross or immature movement to precise, well-controlled, and intentional movement learning to walk |
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Integration |
functioning of systems together |
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Gross movement |
movement controlled by the large muscles or muscle groups legs |
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Fine Movement |
movement controlled by the small muscles or muscle groups hands |
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Terms can be used together |
categorized movement describe progression and regression |
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Process-Product Controversy |
product approach in the study of human movement the end result, or outcome is the focus task-oriented approach |
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Product approach |
in the study of human movement the emphasis is on the movement itself, with little attention to outcome |
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Stages of Development |
phase, time, levels, periods controversy over whether the stages of development actually exist |
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Reflexive Period |
Prenatal-few weeks after birth Involuntary response to stimuli survival brain stem |
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Pre-adapted Periods |
movement produced from higher brain centers conscious, voluntary |
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Fundamental Patterns Periods |
Build on movement skills Includes fundamental locomotor skills, object control, fine motor control Critical to future motor performance |
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Context-Specific Periods |
Begin to experience one or more peaks in movement skills Life experiences, personal likes and dislikes of movements |
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Skillful Periods |
Experience and practice Not achieved by all Requires motivation, opportunity, instruction, practice over years In general, cannot be competent in every skill |
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Compensation Periods |
Associated with injury: with practice and time, may return to previous skill level Aging; inevitable decline, compensate with new skill |
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Cross-sectional |
comparison of two or more persons or groups at one point in time pros: administratively efficient, quickly completed, age differences can be observed cons: cannot observe change cant determine accurate age of groups age and cohort are confounded |
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Longitudinal |
a study over a long period of time pros: change can be observed across ages cons: adminstratively inefficient age and time of measurements are confounded subjects may be influenced by repeated testing subjects may drop out |
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Time-lag |
different cohorts are compared at different times |
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Sequential-cohort |
Integrates the cross-sectional, longitudinal, and time-lag designs within one study pros: accounts for generational (cohort) effect cons: adminstrively inefficient costly subjects may drop out difficult to analyze statistically |