Chapter 2 Motor Development and Motor Learning for Children

Growth Patterns Patterns are genetically determined There is a predictable pattern that children experience Years of slow, steady growth enable children to explore how their bodies function and move

Gender Similarities Physical differences between boys and girls during early and later childhood are minimal They have similar amounts of muscle and bone mass during preschool and early primary grades The onset of preadolescence sees greater limb growth than trunk growth

Dynamical systems perspective The basic premise is that motor development is non-linear and constantly changing Development within an individual is uniquely influenced by factors within three subsystems of motor development The task The individual’s genetics The environment for learning experiences

Developmental readiness Movement educators must consider whether a designed movement task matches the abilities of each child Developmentally appropriate activity meets each child’s abilities based on fitness and skill level, body size, age and readiness

Individual variability Children not only differ among their peers, but they will also differ within themselves Activities need to be modified to meet children at their level of readiness

Motor Learning Concepts Planning for developmentally appropriate activity includes understanding features of motor skills The size of musculature required The beginning and end points of the movement The stability of the environment in which the movement is performed

Size of musculature required Gross motor skills require large muscles to perform such skills as running, jumping, throwing, or kicking Fine motor skills require more precise movements, typically of the hand and fingers

Motor skill progression In order for children to gain control of motor skills, two processes must occur Differentiation: the progression of skills from gross to fine Integration: the coordination of the muscle and sensory systems

Beginning and end point classification A discrete skill has a definite beginning and end point A punt of a football, an underhand serve of the volleyball A serial skill is a sequence of discrete skills Ten dribble touches of a soccer or basketball A continuous skill has an endpoint that is arbitrarily determined Walking or running

Stability of the environment The context of the environment in which the performer does the skill or in which the object is acted upon by the performer categorizes the stability of the environment Closed motor skill Open motor skill

Stages of learning Beginner: the learner is getting the idea of the movement and how to coordinate the body Intermediate: the learner is beginning to refine the movement and make fewer errors Advanced: the learner is automatic in performance of a skill and thinks little about the execution of the skill

Summary Children are not mini-adults, and therefore, the movement educator must take into consideration developmental variability and individual readiness when planning movement experiences.

Chapter concept The use of a variety of teaching styles and the use of appropriate practices will encourage participation in movement experiences.

Styles of teaching Common styles for elementary children: Command Task Reciprocal Self-check Inclusion Exploratory (convergent and divergent)

Learning Styles Ways that children process information presented to them Listener Thinker Kinesthetic Visual Try to accommodate as many styles as possible in the lesson delivery

Appropriate Progressions Whole skill vs. part skill Massed vs. distributed practice Individual vs. partner practice

Summary It is important for all children to be involved in daily, successful movement experiences. Movement activities should not be withheld from children as a means of discipline. The use of a variety of teaching styles and appropriate practices helps children recognize the benefits of physical activity and encourages them to participate regularly