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10 Cards in this Set
- Front
- Back
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Growth
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A quantitative increase in size. In terms of physical growth, quantitative changes in body mass. For example, an increase in the size of the calf muscle would represent growth.
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Maturation
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The physical and behavioral changes that are primarily a product of an innate process of growth rather than a result of direct experiences with the environment. For example, as a baby grows (matures) there is a natural progress toward walking. Maturation is a qualitative advancement toward maturity.
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Development
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A continuous process of change. Development can occur in the form of quantitative and/or qualitative change. For example, a young child develops language and speech through the interaction of growth, maturation, and learning opportunities.
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Motor Development
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A continuous process of change in the motor area. That is, as children grow, mature, and learn, both quantitative and qualitative changes occur in their motor proficiency. For example, a young child will develop proficiency in catching a small ball through the interaction of growth, maturation, and learning opportunities. Motor development involves such a process of change.
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Motor Task
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A specific movement activity. For example, the motor task might be to throw a ball at a target.
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Motor Performance
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The actual movement performance that occurs when an attempt is made to complete a motor task - for example, hitting the centre of a target with a ball.
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Motor Learning
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The term motor refers to movement. Hence, motor learning deals with aspects of learning involving body movement. Improving motor performance through practice would constitute motor learning. Hence, improving catching performance through practice would be classified as motor learning.
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Motor Skills
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The degree of proficiency in performing a motor task. Skill is task oriented and is judged on a continuum from poor (unskillful) to excellent (highly skilled). For example, a child who performs the motor task of catching a small ball would perform observable behavior. When a judgment of proficiency is assigned to this motor performance, this refers to the level of skill exhibited.
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Motor Ability
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Fleishman has suggested that motor skills depend on motor abilities. Individuals bring with them to each situation a set of underlying traits (abilities), which are utilised when making a motor performance. For example, the level of proficiency (skill) exhibited when catching a small ball will depend on motor abilities such as hand-eye coordination, finger dexterity, wrist-finger speed, and arm-hand steadiness.
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Motor Behaviour
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This is a general term that is often used when both learning and performance of movement are to be addressed. For example, it is possible to observe a child's motor behaviour.
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