Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Carl P. Gabbard PowerPoint ® Lecture Slide Presentation revised by Alberto Cordova, University of Texas at San Antonio Chapter 9 Motor Behavior During Early Childhood
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Motor Behavior during Early Childhood Fundamental Movement Early childhood 2 to 6 years Locomotor Nonlocomotor Manipulative Bimanual control Functional asymmetries Figure 1.2
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Fundamental Motor Skill Development Fundamental Movement Skills A common motor activity with specific movement patterns (a.k.a. basic motor skill) Movement Pattern Basic functional structure of a fundamental motor skill A series of movements organized in a particular time- space sequence
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Locomotor Skills Movements that transport an individual through space from one place to another Examples: Walking Running Jumping
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Nonlocomotor Skills Involves axial movements and balance that are executed with minimal or no movement of the base of support Examples: Bending Twisting Swaying
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Manipulative Skills Fine and gross motor skills that involve the control of objects primarily with the hands and feet Examples: Throwing Catching Striking Kicking
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Movement Patterns Immature (initial) 2 to 3 years Elementary, 4 to 5 years Mature 6 to 7 years Skill, rather than age-related Sport skill Adapted to special requirements
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Methods for Studying Change Tools Human eye, video devices, timing devices, electrical devices, anthropometry, dynamography (force), etc. Biomechanic Kinematics and kinetics Process / Product values (and types of assessment)
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Approaches Composite approach (total body approach) Break down of movement pattern changes into a sequence of stages covering “all” parts of the body Component approach Changes divided into substages Each body component is followed through the development process
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Movement Patterns Running Jumping (variations) Hopping Galloping, sliding, and skipping Climbing Throwing Catching Striking Kicking Ball bouncing and dribbling
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Running Locomotor skill Natural extension of walking Characterized by “flight” phase No foot is contacting surface Figure 9.2 Figure 9.1
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Table 9.1
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Jumping Locomotor skill in which the body is projected into the air by means of a force generated by one or both legs and then lands on one or both feet Leaping (1-foot take-off and landing on opposite foot) Vertical jump (2-feet take-off and landing) Long jump (2-feet take-off and landing) Hopping (1-foot take-off and landing on same foot)
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Stages of Jumping Figure 9.3 Figure 9.4
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Table 9.2
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Patterns of Jumping Figure 9.6 Figure 9.5
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Galloping, Sliding, and Skipping Locomotor skills Galloping, same foot leads (walk / leap) Sliding, sideways gallop Skipping, step-hop pattern Figure 9.9 Figure 9.8 Figure 9.7
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Throwing Complex manipulative skill in which one or both arms are used to thrust an object away from the body and into space Overhand Sidearm Underhand
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Mature Overarm Throwing Patten Figure 9.10
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Transfer of Energy While Throwing Figure 9.11
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Table 9.3
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Table 9.3
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Catching Gross motor, manipulative skill Involves tracking an incoming object, stopping its momentum, and gaining control of it by use of the hands Figure 9.13 Figure 9.12
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Table 9.4
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Striking Gross motor, manipulative skill When part of the body (e.g., hand, foot, or head) or an implement (e.g., paddle, racquet, or bat) is used to give impetus to an object Figure 9.16 Figure 9.15 Figure 9.14
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Table 9.5
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Kicking Gross motor, manipulative skill When the foot is used to strike an object Figure 9.17
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Ball Bouncing and Dribbling Manipulative skills Propel a ball in a downward direction Dribbling is when a ball is bounced 3 or 4 consecutive times Figure 9.18
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Climbing Locomotor skill Involves ascending and descending movement using the hands and feet Marking time pattern (uses the same foot to step up or down) Cross-lateral pattern (alternates sides and places only one foot on each level)
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Climbing Figure 9.20 Figure 9.19
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Fine Motor Behavior Manipulation Refers to skillful and refined use of hands 3 to 8 years Finger Differentiation Construction and Self-Help Skills
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Manual Control and Speed (Moving Pegs) Figure 9.21
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Table 9.6
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Drawing and Writing Palmar grasp (power grip) < 3 years of age Fingers and thumb wrap object Movement guided by shoulder and arm Figure 9.22
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Dynamic tripod 4 > years of age Fingers and thumb Wrist Proximodistal Figure 9.22 Drawing and Writing
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Bimanual Control The use and control of two hands Symmetrical Similar and simultaneous Clapping and jump roping Asymmetrical Different, coordinated, and complementary Cutting and tying Evident by 1st year Mastery by 6 years
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Functional (Motor) Asymmetries Brain Lateralization Sidedness Right-sided Left-sided Mix-sided
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Handedness More right-handed with age Approx. 90% of the population is right-handed Footedness Non-preferred foot is used as stabilizer There is more mixed-footedness than mixed- handedness Approx. 80% of adults are right-footed Functional (Motor) Asymmetries
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Functional (Motor) Asymmetries Eye Preference The least degree of right-sidedness Approx. 70% of adults prefer the right eye
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Early childhood is characterized by fundamental movement actions that can be categorized into locomotor, nonlocomotor, and manipulative (gross and manual) behaviors. Two general approaches associated with qualitative movement changes across time are composite approach and component approach. Manipulation refers to the skillful and refined use of the hands. Bimanual control involves the use of two hands in a symmetrical or asymmetrical function. A general developmental trend for all functional asymmetries is a shift toward the greater right-sidedness with increasing age. Summary