1. Motor Development and Recreation
C H A P T E R 3
Motor Development and Recreation
Deborah A. Garrahy, PhD
Chapter 3

2. Outcomes
Understand the concept of developmentally appropriate practices in recreation.
Apply the model of motor development to recreation activities.
Create an activity plan using age- appropriate activities and leadership techniques.

3. Physical Activity Throughout Life
Current health-related concerns in the United States
NRPA initiatives
Play
Health and livability

4. 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

5. Three Learning Domains
Psychomotor domain
Cognitive domain
Affective domain

6. 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).

7. 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 age- appropriate and successful movement experiences for all clients.
(continued)

8. Gallahue’s Hourglass Model of Motor Development (continued)

9. 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)

10. 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)

11. 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)

12. 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.

13. 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)

14. 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)

15. 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)

16. 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)

17. 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)

18. 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

19. 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)

20. 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.