Midterm #2 G&m

Front 1

vestibular defined

Back 1

an organ in the ear which helps maintain balance

Front 2

kinaesthetic defined

Back 2

way your body moves in the different patters and movements- reaction in the environment

Front 3

retractive and orthoptic vision defined

Back 3

essential organ of the body with needs to be developed (sensory system)

Front 4

tactile defined

Back 4

touching system which needs to be developed

Front 5

audition defined

Back 5

the auditory system which needs to be developed.

-hearing surroundings helps this

Front 6

cross lateral

Back 6

important part in developing sequential movement such as walking up the stairs

Front 7

3 out of the 10 key factors of LTAD that were studying

Back 7

fundamentals

developmental age

physical, mental, cognitive and emotional development

Front 8

3 pre-walking movements

Back 8

crawling: scooting along

creeping: hands and knees, contralateral pattern happening for the first time in their development

locomoting with hands held

Front 9

2 reasons why locomotion with hands held is a major limitation?

Back 9

1. hands are required to move

2. child cannot explore the environment

Front 10

walking defined

Back 10

characterized by a progressive alteration of leading legs and continuous contact with the support surface

Front 11

gait cycle

Back 11

the mature walking pattern

Front 12

gait cycle/walking cycle

Back 12

distance covered by 2 heel strikes of the same foot

Front 13

phases of the gait cycle

Back 13

swing phase- beings when one foot of one leg leaves the support surface

- ends when foot touches the surface

support phase- time when balance is maintained on one foot

-right foot swing phase while left foot is in support phase

double support phase-when both feet are in contact with the ground

Front 14

what does independent walking require?

Back 14

1.leg strength

2.equilibrium

Front 15

dynamic base

Back 15

a change in the wide of the base of support from wide (immature) to narrow (mature)

Front 16

running (natural extension of walking)

Back 16

characterized by:

- an alternate support phase,

-flight phase

-recovery phase

Front 17

requirements of running

Back 17

-lower limb strength to propel body through the air

-lower limb strength to handle the additional force

-improved motor coordination to control the moving legs

Front 18

immature running/walking consists of 3 things:

Back 18

1. wide base support

2. arms held in high guard position

3. flat-footed contact with floor

Front 19

Running - pattern phases

Back 19

1. support

2. flight

3. recovery

Front 20

running- support and flight phases

Back 20

leg absorbs the impact of striking foot, supports the body, and maintains forward motion while accelerating the bodies COG as the leg provides thrust to propel the body forward

Front 21

running-recovery phase

Back 21

-back leg is brought forward quickly

-experienced runners flex the knee so the recovery foot comes close to hitting the buttocks

-inexperienced runners have very little knee and hip flexion

Front 22

running -arm action

Back 22

beginning: arms are flexed and held in high guard position

adult- like: arms are lowered and hang free, but do not help with running speed; arms swing across midline of the body

experienced: arms are in opposition to legs, elbow flexed at 90 degrees, extreme pumping action midline

Front 23

female running speed peak age

Back 23

14 to 15 years old

Front 24

male running speed peak age

Back 24

beyond 17 years

Front 25

jumping defined

Back 25

body is projected into the air by force generated in one or both legs and the body lands on one or both feet

Front 26

2 forms of jumping

Back 26

1. hopping

2. leaping

Front 27

4 phases of jumping

Back 27

1. preparatory phase

2. takeoff phase

3. flight phase

4. landing phase

Front 28

jumping- preparatory phase

Back 28

-crouch (flexion at hips, knees, ankles)

-backward swing of the arms

these are missing inexperienced jumpers

Front 29

jumping- takeoff and flight phase

Back 29

rapid and vigorous extension of the hips, knees and ankles along with vigorous swing of the arms in the direction of desired travel provide the impetus for the body to become airborne

Front 30

hopping

Back 30

one foot is used to project the body into space with landing on the same foot

(performed better on the preferred foot & requires additional strength and balance)

Front 31

Gallop

Back 31

-a forward step followed by a leap onto the trailing foot

-same leg always leads

Front 32

slide

Back 32

same as a gallop except instead of moving forward, the slide if formed in a sideward direction

-difficult because the child must face ahead while moving in a sidewards direction

Front 33

skipping

Back 33

most difficult motor pattern of the 3

forward step followed by a hop on the same foot

alternation of the leading leg

Front 34

3 phases of over arm throwing

Back 34

preparatory phase: all movements directed away from the intended line of projection

execution phase: all movements performed in the direction of the throw

follow through: all movements following the release of the projectile

Front 35

catching

Back 35

the action of bringing an airborne object under control by using the hands and arms

Front 36

How do children at first attempt catching an airborne object?

Back 36

sit on the floor with legs spread apart

Front 37

first attempt at an airborne object is passive

Back 37

tosser throws the ball so the child can use the outstretched arms and body to catch

Front 38

striking

Back 38

fundamental movement in which a designated body part or some implement is used to project an object

Front 39

stationary ball bouncing

Back 39

advanced levels, a person bounces or dribbles a ball using the hand to push the ball repeatedly downward

Front 40

kicking

Back 40

another form of striking

- foot is used to give impetus to the ball

Front 41

key concept of specialized movement skills

Back 41

development of specialized movement skills is highly dependent upon opportunities for practice, encouragement, quality instruction, and the ecological context of the environment

Front 42

specialized skills defined

Back 42

proficient fundamental movement skills that have been further refined and combined

Front 43

developmental reality- oftentimes lag behind because of:

Back 43

- insufficient opportunities for practice

-ineffective or absent appropriate instruction

-ecological context of the environment

Front 44

the proficiency barrier

Back 44

inability to move from fundamental movement, skill phase to the specialized skill phase due to lack of proficiency in locomotor, manipulative or stability skill(s)

Front 45

youth sport

Back 45

interest is high but the drop out rate is 20-35 mill from 6-18 in the USA

Front 46

sport skills

Back 46

proficient fundamental movement skills refined, combined, adapted to a particular competitive setting

Front 47

why kids join sport programs

Back 47

1. increase physical competence: learn new skills and improve skills

2. gain social acceptance & approval: be with and make new friends

3. enjoyment: have fun and do something interesting

Front 48

examples of early specialization in sports

Back 48

-figure skating

-gymnastics

-swimming(diving)

Front 49

examples of later specialization

Back 49

volleyball, rugby, soccer

Front 50

fostering improvement- the instructor

Back 50

-parent

-teacher

-coach

-therapist

Front 51

3 fosters of improvement

Back 51

-movement control

-emotional control

-learning control

Front 52

the instructor fosters improvement by maximizing motivation for

Back 52

-participation

-adherence

-success

Front 53

cues to teaching a new movement skill

Back 53

1. identify the type of skill

2. establish appropriate practice environment

Front 54

open use of skills

Back 54

as skill develops, introduce situations that require responses to sudden and unpredictable cues in externally paced activities

Front 55

closed use of skills

Back 55

as skill develops, strive for greater consistency, duplication, and elimination of environmental influences for internally paced activities

Front 56

what do the instructors do in "early stages" of new movement skills

Back 56

help the learner "think through" the skill

Front 57

what do the instructors do while the skip develops?

Back 57

help the learner "screen out" unnecessary cues

Front 58

instructor must know and respect 2 things while practicing new movements

Back 58

1. cognitive state of the learner

2. goals of the learner

Front 59

gallahue's combination model of skill learning looks at 3 things.

Back 59

1. cognitive state of the learner: fitts & posner

2. goals of the learner: gentile

3. role of the instructor: gallahue

Front 60

stages of beginning/novice level in learning a new movement skill

Back 60

1. awareness stage

2. exploratory stage

3.discovery

Front 61

stages of intermediate/practice level of a new movement skill

Back 61

1.combination stage

2. application stage

Front 62

stages of advanced/fine tuning level of a new movement skill

Back 62

1.performance stage

2. individualized stage

Front 63

4 teaching cues for beginning (novice) skill learners

Back 63

1. be brief and introduce only major aspects of the skill

2. provide, immediate, precise and positive feedback focused on general aspects of the skill

3.avoid situations that provide emphasis on the product of the learners performance; focus instead on the process

4. compare the new skill, when similar skills with which the learner may be similar

Front 64

4 teaching cues for practice level skill learners

Back 64

1.provide plenty of opportunities for practice

2. provide opportunities for skill refinement in a supportive, nonthreatening environment

3.provide short, fast paced practice sessions with frequent breaks before implementing longer sessions with fewer breaks.

4. focus attention on the whole skill whenever possible

Front 65

4 teaching cues for advanced skill learners

Back 65

1. structure practice sessions to promote intensity and enthusiasm

2.be available to provide encouragement, motivation, and positive support

3.provide feedback that focuses on specific aspects of the skill

4.know the learner as an individual and we bale to adjust methods to meet individual needs

Front 66

chronological age

Back 66

the number of years and days elapsed since birth. children of the same chronological age can differ by several years in their level of biological maturation

Front 67

developmental age

Back 67

the degree of physical, mental, cognitive, and emotional maturity. physical developmental age can be determined by skeletal maturity or bone age after which mental, cognitive, and emotional maturity is incorporated.

Front 68

skeletal age

Back 68

the maturity of the skeleton determined by the degree of ossification of the bone structure. its the measure of age that takes into consideration how far given bones have progressed toward maturity, not is size but with respect to shape and position to one another

Front 69

growth

Back 69

the observable step-by-step changes in quantity and measurable changes in body size such as height, weight, and fat percentage.

Front 70

maturation

Back 70

the qualitative system changes, both structural and function, in the body's progress toward maturity such as the change of cartilage to bone in the skeleton

Front 71

general curve

Back 71

describes the growth of the body in terms of stature and weight.

-includes growth patterns of different systems of the body such as muscle mass, the skeleton, lungs, and the heart

Front 72

neural curve

Back 72

describes the growth of the brain ad the nervous system.

-of the CNS, 95% is developed by about 7 years of age.

Front 73

genital curve

Back 73

shows the pattern of growth of both the primary and secondary sex characteristics

-shape of this curve indicates hormone maturation, which will have significant contribution to fitness development and performance improvement

Front 74

Peak height velocity

Back 74

the fastest rate of growth during the adolescent growth spurt

Front 75

maturity events in girls

Back 75

-PHV occurs approx. 12 years old

-breast budding is the first physical sign of adolescence.

-shortly after, pubic hair begins to grow

-menarche comes after PHV is achieved

-sequence of development may occur 2 years later or earlier than the average

Front 76

maturity events in boys

Back 76

-PHV occurs two years later than girls

-process of growing of the testes, pubic hair, and penis

-peak strength velocity (PSV) happens about a year after PHV

-pronounced weight gain in the strength characteristics of the male athlete

-sequence of development may occur 2 years late for earlier than the average

-early developers can have a 4 year physiological advantage over their peers

Front 77

recumbent length

Back 77

-measured from birth until a child is able to stand

-measured from the vertex (highest point on the skull) to the soles of the feet

Front 78

stature or standing height

Back 78

measured between the vertex and the floor

-preferred measurement of body length

Front 79

recumbent knee height

Back 79

stature can be estimated in the elderly and/or populations of individuals from disabilities with this

Front 80

median age in females when growth in stature ceases

Back 80

17.3 years

Front 81

median age in males when growth in stature ceases

Back 81

21.2 years

Front 82

in what years does a decrease in stature begin?

Back 82

45 years and above

Front 83

what happens during a decrease in stature

Back 83

-intervertebral disk degeneration

-joint cartilage in lower extremities becomes thin

Front 84

2 ways of measurement of body weight

Back 84

1. electronic digital scale

2. chair scale (for ppl who are not capable of standing)

Front 85

during adolescence how much body weight does a male gain?

Back 85

approx. 45lb

Front 86

during adolescence,how much body weight does a female gain?

Back 86

approx. 35 lb

Front 87

the head contributes __% of the body length

Back 87

25%

Front 88

mean biocramial and bricristal breadth

Back 88

males: wide at the shoulders

females: wide at the hips

Front 89

epiphyseal plate

Back 89

endochondral growth occurs here

Front 90

how does bone grow in length?

Back 90

when the epiphyseal plate becomes ossified and forms the epiphyseal line

Front 91

what is the bone building cell called

Back 91

osteoblastic

Front 92

measurement of size, proportion, and maturation is called ?

Back 92

kinanthropometry

Front 93

measuring growth phases (6)

Back 93

1. chronological age 0-6: very rapid growth

2. 6 to onset of growth spurt: steady growth until the onset of the growth spurt

3.onset growth to PHV: rapid growth until peak is reached

4.PHV to slow deceleration: rapid deceleration

5.slow deceleration to cessation: slow deceleration of growth until cessation of growth

6. cessation

Front 94

adaptation

Back 94

the changes in the body as a result of a stimulus that induces function and/or morphological changes in the organism

Front 95

trainability

Back 95

the responsiveness of developing individuals to the training stimulus at different ages of growth and maturation

Front 96

critical period of development

Back 96

the point in the development of a specific capacity when training has an optimal effect

Front 97

5 S's of training and performance

Back 97

stamina (endurance):occurs on the onset of PHV

strength:optimum training for girls is immediately after PHV, or at the onset of menarche

speed:boys- training window occurs between ages7 & 9. second window occurs between13&16.

girls- first training window between 6 &8, and second training window between 11 & 13

skill: training(boys) between 9 and 12 (girls )between 8 and 11.

suppleness(flexibility): training time for both genders between 6 and 10 years