Transcript Electrode Placement for Chest Leads, V1 to V6

C H A P T E R
3
Motor Development
and Recreation
Deborah A. Garrahy, PhD
Chapter 3
Outcomes
• Understand the concept of developmentally
appropriate practices in recreation.
• Apply the model of motor development to
recreation activities.
• Create an activity plan using ageappropriate activities and leadership
techniques.
Physical Activity Throughout Life
• Current health-related concerns in the
United States
• NRPA initiatives
– Play
– Health and livability
Developmentally Appropriate
Practices
• Ability of the recreation leader to plan
experiences for participants
• Two important variables
– Individual’s current ability level
– Appropriateness of tasks based on the age of the
group participating
Three Learning Domains
• Psychomotor domain
• Cognitive domain
• Affective domain
Motor Development
“A continuous change in motor behavior
throughout the lifecycle, brought about by
interaction among the requirements of the
movement task, the biology of the
individual, and the conditions of the
environment” (Gallahue and Ozmun 2006,
5).
Gallahue’s Hourglass Model
of Motor Development
• Details movement skill acquisition “as a
descriptive means for better understanding and
conceptualizing the product of development”
(Ozmun and Gallahue 2005, 344).
• By understanding this model, the recreation
professional has the ability to plan ageappropriate and successful movement
experiences for all clients.
(continued)
Gallahue’s Hourglass Model
of Motor Development (continued)
Reflexive Movement Phase
• Begins in utero and lasts through first year
of life
• Involuntary movements
• Provides doctors and parents with vital
information regarding the health (e.g.,
neurological health) of the fetus or infant
(continued)
Reflexive Movement Phase (continued)
• Reflexive movements lead to voluntary
movements
• Two stages
– Information encoding or gathering (in utero through
4 months of age)
– Information decoding or processing (4 months
through first year of age)
Rudimentary Movement Phase
• From birth through 2 years of age
• First forms of voluntary movement
• Two stages
– Reflex inhibition stage (from birth through first year
of age)
– Precontrol stage (from first year through second
year of age)
(continued)
Rudimentary Movement Phase
(continued)
• Stability movements include gaining and
maintaining control of the head, neck, and
torso.
• Locomotor movements include creeping
and crawling.
• Manipulative movements include reaching,
grasping, and releasing objects.
Fundamental Movement Phase
• From 2 years through 7 years of age
• Similar to learning ABCs and basic
mathematical functions
• Foundational movement skills needed for
lifelong physical activity
• Experience many forms of movement
through play, cooperative activities, and
low-level games
(continued)
Fundamental Movement Phase
(continued)
• Initial stage (2-3 years old)
– First attempts at the movement
– Major pieces of the movement are missing
• Elementary stage (4-5 years old)
– Improved coordination and control
– Pieces of the movement still missing
– Many adults function at the elementary stage
(continued)
Fundamental Movement Phase
(continued)
• Mature stage (6-7 years old)
– Movement is coordinated and efficient
– Biomechanically correct
• Three categories of movement: stability,
locomotor, and manipulative
(continued)
Fundamental Movement Phase
(continued)
• Stability movement: gaining and
maintaining static balance (stationary) and
dynamic balance (in motion)
• Locomotor movement: movement about an
area (walking, hopping, sliding)
• Manipulative movement: applying force to
an object (throwing a ball) or receiving force
from an object (catching a beanbag)
Specialized Movement Phase
• From age seven throughout life
• Applying learned movement skills in more
complex settings (community recreation
programs, youth sport leagues)
• Transitional stage (7-10 years old)
– First attempts at refining mature movement patterns
and exploring combinations of movements
(continued)
Specialized Movement Phase
(continued)
• Application stage (11-13 years old)
– Developing higher levels of proficiency through
practice
• Lifelong utilization stage (14+ years old)
– Final stage in the phase; lasts throughout adulthood
Applying Developmentally
Appropriate Practices in Recreation
• Recreation leaders must know the
movement abilities the participant needs as
prerequisites for successful participation.
• When leading activities or coaching a sport,
it is imperative to have an activity plan.
(continued)
Applying Developmentally
Appropriate Practices in Recreation
(continued)
• Activity planning requires much thought
about what will occur in the gym or on the
playground or field.
• Very few leaders are skilled enough to
effectively lead a group in developmentally
appropriate activities and leadership
techniques without an activity plan.