Development of Fundamental Movement:

Manipulation SkillsTheory and Models

©Gallahue, D.L., Ozmun, J.C., Goodway, J.D. (2012). Understanding Motor Development. Boston: McGraw-Hill.

McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.

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The childhood years should be focused on developing basic motor

competence and efficient body mechanics in a wide variety of

movement skills and situations.

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Fundamental Motor Skills (FMS) or Fundamental Movement Patterns – a set of basic skills that make up the skills for sports, games & lifetime activities.

Constitute the movement ABCs. FMS are equivalent to “letters” or “words”.

Critical for the development of further movement skills such as sports & games across the lifespan.

Basic competence & efficient body mechanics should be developed in the early childhood (3-7 years).

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Locomotion – moving the body through space against gravity. Moving from one point in space to another. Eg. Running or jumping.

Manipulation – manipulation of object/s such as bats, rackets and balls. E.g striking or kicking.

Stability – Control of the body against gravity. E.g. balance or sway.

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Dynamic Systems Theory Newell’s Constraint’s Model Concept 11.2 – Individual, environmental

and task constraints influence a child’s motor performance but can also be manipulated by teachers, coaches and clinicians to promote the motor development of children.

Developmental Trajectory Model Developmental Stage Theory,

developmental sequences & Dynamic Systems Theory

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Dynamic systems theory recognizes that movement is the product of interaction between constraints from the child (learner), task & environment.

Catching

LEARNERHand-eye

coordinationTracking abilitiesFine motor control

Motivation

TASK

Nature of catching task e.g. catching a self tossed bean bag or a fly ball in

softball

ENVIRONMENT

Size, shape & color of ball .

Distance from tosserSpeed of ball

Position to which ball tossed

Instruction

Concept 11.2 – Individual, environmental & task constraints influence a child’s motor performance but can also be manipulated by teachers, coaches & clinicians to promote motor development of children.

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Motor competence plays a key role in supporting (or not) physical activity behaviors across childhood & adolescence.

Negative spiral of disengagement - Low motor competence over time will drive low physical activity levels & low perceived motor competence & physical fitness. Together these factors will interact to “drive” children downward into greater degrees of physical inactivity.

Positive spiral of engagement – High motor competence over time will drive greater levels of physical activity & higher perceived motor competence & physical fitness. Together these factors will “drive” children upward into greater degrees of physical activity.

Stodden, D. F., Goodway, J. D., Langendorfer, S. A, Roberton, M. A., Rudisill, M.E., Garcia, C., & Garcia, L. (2008). Quest,60, 290-306.

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The development of motor competence in the early childhood

years is to important engagement in physical activity and building positive

perceptions of motor competence across childhood and adolescence.

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Developmental sequences – predictable or common patterns of movement organized from less efficient to more efficient patterns.

Developed under the core premises of stage theory

Total Body Sequences – describe the pattern of movement of the whole body (one number represents the pattern).

Component or Segmental Sequences – describe the pattern of individual body components in the performance of a movement (multiple numbers represent the pattern).

Developmental sequences have been more recently conceptualized within Dynamic systems theory.

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Dynamic systems theory - a theory of movement that recognizes the complex, embedded and dynamic nature of movement.

Behavioral Attractors - common, stable, patterns of movement seen in specific situations that can be altered.

Developmental sequences can be conceptualized as behavioral attractors - movement options from which children can select.

Strong attractors – attractors that are so embedded they are difficult to change.

Weak attractors – can be changed more readily by environmental & task constraints.

By understanding behavioral attractors practitioners can manipulate aspects of the task & environment to promote the movement patterns they see as desireable.

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Concept 11.4 – Developmental sequences can be identified for many

FMS. These common patterns of movement are behavioral attractors that represent movement options from which a child can chose in a

given movement context.