The Developmental Perspective Applied to Teaching Human Movement

Dr. Stephen Langendorfer and Dr. Mary Ann Roberton (based in part on Roberton & Halverson, 1984)

A

developmentalist

looks at life keeping these questions in mind: • What is the behavior like

now

, and why?

• What was the behavior like

before

, and why?

• How is the behavior going to change in the

future

, and why?

»(after Roberton, 1988)

So… The Developmental Perspective...

1.

is a

change

perspective.

– It leads teachers/clinicians to observe behavior with the

expectation that it will change across the lifespan

. It emphasizes individual, life course change.

2.

looks for individual

progress

– The teacher/clinician

compares a student/client to him or herself

: where they were and where they could progress .

When we look at a person’s movement, we should also have a developmental perspective.

•

Motor development

is – the

change

movement. that occurs in an

individual’s

– It gives teachers/clinicians the information they need • to help an individual progress in motor skill acquisition ….

• and to feel good about themselves as they progress.

Looking at movement developmentally is not the usual way people see movement.

• People more commonly use the

error model

when describing movement .

–The error model compares the form of a motor task with how an elite adult might perform the task.

More on the “Error Model” • Movement that varies from the expected adult template is considered an

error

.

• Thus, the error model takes a negative view of any movements that look different from elite movement

Error Model (cont.) • The error model does not recognize that change occurs on an

observable continuum

between the initial movements of young or inexperienced persons and the most advanced or elite movers.

• The error model does not credit movements that occur between the extremes of this

developmental continuum.

A Developmental Perspective • In contrast, a

developmental perspective

does not consider any movement “ developmental continuum.

wron

g;” • movement is simply classified or located on the – it gives “credit” for the way a person does move; and – it expects movement to

change over time

to other categories on the continuum.

E

Movement isn’t “wrong,”

P • It simply reflects the

relationships

at that point in time • Between – – –

The person The task The environment

T

Study this child trying to strike a ball being tossed from the right.

From an Error Perspective….

We would say that the child’s movement is

wrong

because….. • he is facing the ball tosser rather than standing with his side to the tosser.

• he is making another

mistake

by chopping down on the ball rather than swinging horizontally

like a baseball player

.

From a Developmental Perspective...

• We would say that the child is showing an initial

waiting position characteristic of beginning batters.

• The position may give the child a better view of the oncoming ball.

• The downward chop of the bat is the only logical movement from that starting position.

To summarize the developmental perspective…..It

• Is a

change

perspective.

• Is a

hopeful

perspective.

• • Recognizes

individual differences

instead of age group stereotyping.

Accepts

individuals

where they are

developmental course.

in the • Sees clinicians (teachers, coaches, therapists) as

promoters of change.

So, now let’s put

you

picture: into the

As teacher/coach/clinician -- A “promoter of change”

Teacher (caregiver/clinician) as a promoter of change: • First, you are an observer – –

how

does the child

move

?

– how does the child’s movement

change

with

task

and

environmental demands

?

• Then, you interpret – your observations –

what

does the movement

mean

developmentally

?

• Then, you decide what to do – – should

you intervene

? Or, should you leave the child alone?

So, to help that child trying to strike the ball, • You observe his movement.

• You categorize primitive.

it as developmentally • You decide to intervene by asking him to

hit a larger ball off a tee

– the ball will be easier to track visually – you can help him stand sideways to the intended direction of flight. • The horizontal swing may come automatically in that situation.

…..Then you step back to watch if your intervention worked…...

And the cycle begins again: •

Observe

–

interpret

–

make decisions

is an

iterative

, or cyclic/ on-going process.

• It occurs constantly within each lesson and day; • It takes place over longer time periods of time to inform longer term decisions.

DECISION MAKING OBSERVING INTERPRETING

The Developmental Clinician Can truly make

A DIFFERENCE

Now…..Let’s try being ……………“developmentalists” • You see someone: – Hopping with the swing leg held motionless in front • How would someone describe that person using an error model? How would YOU describe them?

– Skipping omitting the hop on their non-dominant foot • How would someone describe that person using an error model? How would YOU describe them?

– Walking with the arms held in low guard position • How would someone describe that person using an error model? How would YOU describe them?

• You hear someone talking about “good form.” What are alternative word choices that a developmentalist might use?