Life Span Motor Development_Part 2

8/12/2019 Life Span Motor Development_Part 2

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Fundamental Movement Skills of

Childhood


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Locomotor skills are movements that

transport an individual through space fromone place to another.


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Fundamental locomotor skills are

the building blocks of more specificskills developed later in childhood.


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Prewalking Movements

Crawling

Creeping

Locomoting with hands held


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Prewalking Movements

Crawling

Creeping

Locomoting with hands held

Major limitation

The hands are required to move

Child cannot explore the environment


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Walking

Characterized by a progressive alteration of

leading legs and continuous contact with the

support surface

Gait cycle or walking cycledistance covered

by two heel strikes of the same foot


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Phases of the Walking Cycle

Swing phase

Begins when foot of one leg leaves support surface

Ends when foot touches surface

Support phase Time when balance is maintained on one foot

Right foot in swing phase while left foot is in support phase

Double support phase

When both feet are in contact with the ground


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Walking

Independent walking requires

Leg strength

Equilibrium

Initial walking patterns in the infant are designed

to foster equilibrium


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An Infant's First Steps

Short, quick, rigid steps

Toes point outward

Use of wide base of support

Flat-footed contact with floor

Arms in high-guard position

Arms are rigid

Arms are not swung freely in opposition to legs


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Walking

Immature walker ~ Note the high guard-arm

position, wide base of support, flat-footed

contact, and toeing-out


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Evaluating Walking Maturity


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Walking ~ Dynamic Base

A change in the width of the base of supportfrom wide (immature walking) to narrow(mature walking)

Average step width is 230 mminitial walking Average step width is 152 mmat 6 months

Average step width is 111 mm at the end of 2

yr


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With improved balance, the base of support narrows, the

arms are lowered and work in opposition to the legs, andthe toes point more in a forward direction


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In mature walking, a heel strike is exhibited


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Walking ~ Foot Angle

Amount of toeing in or out

Toeing out decreases during first 4 years

Toeing in is considered abnormal


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Walking ~ Walking Speed

Determined by the length of the stride andthe speed of the stepping movements

Until infant gains sufficient neuromuscular

control, he/she must take more steps per unitof time to increase walking speed

Step frequency decreases with advancing age

during childhood years


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Walking ~ Walking Speed

Gait changes occur by 3 years of age

Little difference in walking patterns between 3and 7 year old children

Stride length and high step frequency in youngerchildren

Recent research indicates that stride dynamicsmay not be mature completely in somechildren even by age 7 yr.


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Walking ~ External Loads

An example of how environmental conditions

influence movement patterns

Complaints of back & shoulder pain from carrying

book bags

Forces children to walk with improper mechanics and

movement patterns

Book bag or backpack weight should not exceed

10% of body weight in young children


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Walking with and without Shoes

Wearing shoes allows the child to walk with a

more mature walking gait

Longer steps can be taken

Better dynamic balance


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Running

Natural extension of

walking

Characterized by an

alternate support phase,

flight phaseandrecovery phase

Flight phase


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Running ~ Requirements

Adequate lower limb strength to propel body

through air

Adequate lower limb strength to handle the

additional force encountered when the

airborne foot strikes the supporting surface

Improved motor coordination to control the

moving legs


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Running

Immature running is similar to immaturewalking

Wide base of support

Arms held in high guard position Flat-footed contact with floor

Reverting to an immature walking patternallows the child to improve balance andconfidence for the new movement


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Running ~ Pattern

Phases

Support

Flight

Recovery

Arm action is important


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Running ~ Support Phase

The leg

Absorbs the impact of the striking foot

Supports the body

Maintains forward motion while accelerating the

bodys COG

Provides thrust to propel the body forward

Inexperienced runners run flatfooted


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Running ~ Flight Phase

Body is thrust into the air by a vigorous

extension of the support leg

Immature runner unable to project body

through space

Does not use thrust leg

Hip, knee, and ankle are required for full

extension and to generate maximum thrust


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Running ~ Recovery Phase

Back leg is brought forward quickly

Experienced runners flex the knee so therecovery foot comes close to hitting the

buttocks Inexperienced runners have very little knee

and hip flexion

May cause child to stumble Inadequate clearance between foot and ground


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Running ~ Arm Action

Beginning

Arms are flexed and held in high guard position

More adult-like

Arms are lowered and hang free, but do not help withrunning speed (by working in opposition to the legs); arms

swing across midline of body

Experienced

Arms are in opposition to legs, elbows flexed at 900,vigorous pumping action toward (not across) midline


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Running

Two ways to analyze developmental

sequences in running

Component approach

See Table 12.4 in text for example

Whole body approach

See Figure 12.3 in text for example


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Running Arms are extended sideward at shoulder height

Stride is short and of shoulder width Surface contact is made with the entire foot, striking

simultaneously

Little knee flexion

Feet remain near surface

Stage 1


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Running Arms are carried waist high

Stride is long

Surface contact is made with entire foot, strikingsimultaneously

Greater knee flexion

Swing leg is flexed

Movement of legs becomes anterior-posterior

Stage 2


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Running Arms are no longer used for balance

Arms are carried below waist level and may flex

Foot contact is heel-toe

Stride length increases

Both feet move along a midsaggital line

Swing-leg flexion may be as great at 900

Stage 3


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Running

Foot contact is heel-toe (except in sprinting)

Arm action is in opposition to leg action Knee flexion is used to maintain momentum during

support phase

Swing leg may contact buttocks during recovery

Age at which 60% of boys and girls are able to perform at a specific level

Stage 4


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What Is a Manipulative Skill?


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Fundamental Skill THEMES

Locomotor Skills: Require body to move fromone place to another (in vertical plane)

Nonlocomotor Skills: Do NOT require movement

from one place to another or involve objects Manipulative Skills: Require..


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Manipulative Skills

1. Require control of BODYand OBJECTbeyond it

2. Skills most associated with sports and games

3. Skills often most difficult for students to learn

WHY?


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Manipulative Skills

Throwing

Catching

Kicking

PuntingDribbling

Volleying

Hitting


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THROW

Propel object away from your body accuratelytoward chosen target

Which sports

or games useThrowingSkills?


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To Execute Overhand Throw:

1. NON-THROWING SHOULDER:point to target

2. T-SHAPE: make with arms

3. OPPOSITE FOOT: step to target

4. EYES ON TARGET

5. FOLLOW THROUGH: arm across chest

THROWLearning Cues


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CATCH

Receive and control object being propelled

How?You must visually track object and movebody to proper position

to successfully receiveand hold object

Which sports or gamesuse CATCHINGSkills?


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CATCHLearning Cues

To Catch Ball or Object Consistently:

1. SLIDE: bodyin front of or under ball

2. REACH OUT AND TOUCH: arms to ball

3. FINGERS UP: if ball above waistORFINGERS DOWN: if ball below waist

4. WATCH ALL-THE-WAY: ball to hands

5. SOFT FINGERS: give in to ball


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TEACHING Throw Skill

For Best Results, Use Logical Progression Tree

3. MASTERING Skills Phase:throw againstdefenderorplay modified game

2. EXPANDING Skills Phase:throw with partneror to moving target

1. DEVELOPING Skills Phase:throw for force (no target)or throw object/ball atstationary targets


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OR Use Generic Levels of Skill Proficiency (GLSP)

3. PROFICIENCY Level Skills: throw againstdefenderorplay modified game

2. UTILIZATION Level Skills: throw with partneror to moving target

1. PRECONTROL LevelSkills: throw forforce (no target) orthrow object/ball atstationary targets

TEACHING Throw Skill


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Skill DevelopmentACTIVITIES

UTILIZATION

Movingtarget orpartner

Moving andthrowing

Catch/throwquickly to

target orpartner

Throw fordistance &

accuracy

CONTROL

High, low,or smallertargets

Overhand,underhandto targets

Throw for

distance Catch with

partner

Catch ball

off bounce

PRECONTROL

Throw ballagainst wall

Throw atlarge target

Toss to selfand catch

Catch fromgood thrower

Catch rollingball

PROFICIENCY

Throw/catchand avoid

defenders Small-sided

invasiongames:spongeball,football,basketball,or frisbee


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Throw/Catch GAMES IDEAS

Bullseye!

How Far Can You Go?

Ultimate Spongeball

21 Football

Passing Golf


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PhysicalActivity GAMES

Bullseye!

How Far Can You Go?

Ultimate Spongeball

21 Football Fed Ex Special Delivery

Scat!

Jewel Thieves Ghostbusters

Shark Tales

Musical Line Movements

Balance Stations

Fire & Ice

Builders & Bulldozers

Jump Rope Challenge Jump Rope Math

State Your Mission


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24Kicking and Punting

PETE 4200

Curriculum and Integrated Learning

In Elementary School Physical Education


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KICKand PUNT

KICK: using your foot to apply force to OBJECTON GROUND (starting point on ground)

PUNT: use foot to apply force to OBJECT IN AIR

Both skills need good foot-eye coordination


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KICK Learning Cues

To Kick a Ball Accurately

1. NONKICKING FOOT BESIDE BALL

2. WATCH ALL-THE-WAY: ball to kicking foot

3. WIDE FOOT ON BALL: instep/laces NOT toes4. HIT BEHIND CENTER: of ball

5. FOLLOW THROUGH: swing leg at knees/higher


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PUNT Learning Cues

To Punt a Ball Effectively

1. 1ST-STEP OPPOSITE FOOT:kicking leg pendulum

2. DROP BALL:arms reach out, NOT toss ball up

3. HEAD DOWN:watch ball all-the-way to contact4. SHOELACES ON BALL:NOT toes, use top of foot

5. FOLLOW THROUGH:kicking foot above waist

Q.How can we punt longer distance or higher?

A.STEP-AND-HOP: nonkicking leg moves off ground


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TEACHINGKicking Skills

For Best Results, Use Logical Progression Tree

3. MASTERING Skills Phase:play keep awaygame or modified soccer game

2. EXPANDING Skill Phase:kick moving ballor kick with partner(stationary or moving)

1. DEVELOPING Skills Phase:kick stationary ballwhile standing orkick at stationary targets


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TEACHINGKicking Skills

OR Use Generic Levels of Skill Proficiency (GLSP)

3. PROFICIENCY Level Skills:play keep awaygame or modified soccer game

2. UTILIZATION Level Skills: kick moving ballor kick with partner(stationary/moving)

1. PRECONTROL Level:

kick stationary ballwhile standingor simply kick atstationary targets


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Skill DevelopmentACTIVITIES

UTILIZATION

Kick ballto movingpartner

Moving andkicking ball

Puntingto partner

Catch ball,then punt

Punt ballwithin set

time limit

CONTROL

Kickingto smallertargets

Kickingrolling ball

Kick/puntfor height

or distance Kick with

partner

Dribble

past cones

PRECONTROL

Standing kick,stationary ball

Move & kickstationary ball

Kicking tolarge targets

Drop balland punt

Kick and puntlightweight,large balls

PROFICIENCY

Kick ballat movingtarget

Moving andpunting

Catch ball,

and punt vs.defenders

Small-sidedgames: minisoccer, etc.


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Kick/Punt GAMES IDEAS

Mini Soccer

Soccer Golf

Cone Soccer

Alley Soccer Soccer Keep-Away

Punt-Over


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Questions from this Presentation

1. Principles of growth and Development-Explain

2. Factor that influence growth and development.

3. Classification of Play-Explain 4. Physical Growth and Developmental milestones

during infancy.

5. 4. Physical Growth and Developmental milestones

during toddlers, pre-schooler, School-age child and

adolescent age.


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Growth and Development

Definitions of


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Definitions of

Growth and Development

Growth

Increase in physical size of a whole or any of its

parts, or an increase in number and size of cells:

Growth can be measured Development

A continuous, orderly series of conditions that

leads to activities, new motives for activities, andpatterns of behavior


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PRINCIPLES

OF

GROWTH AND DEVELOPMENT


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Principles of G&D

Occurs in an orderly sequence

Development is Directional

Individualizedeach child is unique

Development is interrelated

Development becomes increasingly

differentiated.

Development becomes increasingly

integrated and complex


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Patterns of Growth and Development

Cephalocaudal Pattern (head to toe)

Proximodistal Pattern (from center outward)


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Periods of greatest growth

A rapid pace from birth to 2 years

A slower pace from 2 years to puberty

A rapid pace from puberty to

approximately 15 years

A sharp decline from 16 years to

approximately 24 years when full adult size is

reached

Factors that Influence Growth and


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Factors that Influence Growth and

Development

Genetics Environment

Culture

Nutrition

Health status

Family

Parental attitudes Child-rearing philosophies

Genetic influences on growth and


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Genetic influences on growth and

development

pattern, rate, rhythm and extent:

governed by genes interplaying with environment

intrauterine life extremely important in growth andhealthy development of the child
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Environmental influences

family composition

family position in society

family socioeconomic status

knowledge of the family

availability of healthy diets

housing diseases present in family and child


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Cultural influences

Must be considered when assessing growth

and development

Customs vs. work demands from different

cultures


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Nutritional influences

Begins during the prenatal period

LBW/preterm can result from poor prenatal

nutrition

Socio-economics may impact growth

Classification of Play


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Classification of Play Functional or Practice play

Involves repetitive muscle movements

Infantplays with objects making use of their properties toproduce pleasurable effects

Symbolic play

Child incorporates some object, uses a theme, and then playthe role that each player will have

Games Includes rules and usually played

by more than one person

Mainly used by school-age child and helps to learnboundaries, teamwork, taking turns, and competition

S i l A f Pl


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Social Aspects of Play

Solitary play

Parallel Play

Associative play

Cooperative Play

Onlooker Play

Solitary Play


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Solitary Play

Independent play

Child plays alone with toys that are very different from

those chosen by other children in the area.

Begins in infancy and goes through toddler age

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Two children are displaying typical parallel play since they

enjoy playing near other children, but are NOT engaging in

social interactions with each other. Which cognitive and

motor skills are these children developing?

Parallel Play

Usually Toddler


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Associative Play

Group play without group goals Even though playing with same toys, there

is lack of formal organization

Mostly seen in

toddler - preschooler

Cooperative Play


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Preschoolers have well-developed language, motor, and

social skills, and they can work cooperatively together onan art project, as this group is doing.

Cooperative Play

O l k Pl


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Onlooker Play

Child observes others playing.

Although the child may ask questions of the

players, the child does not attempt to join the

play

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Functions of Play

Physical Development

Cognitive Development

Emotional Development

Social Development

Moral Development


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INFANTMOTOR MILESTONES

BIRTH TO 12 MONTHS

Physical Growth and Development Milestones During Infancy


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Birth to 1 month

Infancy 2 4 months


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Infancy 2-4 months


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Infancy 4-6 months


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Infancy - 6-8 months

Infancy - 10-12 months


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Summary of key points - Infant


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Summary of key points Infant

Nursing Interventions

Encourage parents to hold and stay with infant.

Provide opportunities for sucking.

Provide infant with toys that give comfort or stimulate

interest

Developmental milestones

Rolls over; Sits up; Stands.

Able to say one to two words.

Uses pincer grasp well.

Milestones in Infant Communication


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1-3 months Reflex smile that becomes more

voluntary and reciprocal

3-4 months Babbling, crying more differentiated

4-6 months Squealing, playing with sound,

identifying parents voice

6-8 months Single-consonant babbling, increasing

interest in sound

8-9 months Stringing of vowels and consonants, useof some words

9-12 months Vocabulary of two to three words, use

of gestures


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TODDLER

1-3 years

Developmental milestones for Toddler


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Summary of Key points - toddler


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y y p


Maintain toilet-training procedures.

Encourage appropriate independent behavior.

Give short explanations.

Provide rewards for appropriate behaviors.

Developmental milestones

Walks up and down stairs; Kicks a ball.

Undresses self.

Scribbles on paper.

Has a vocabulary of 1000 words and uses short

sentences.


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Pre-schooler

4-5 years of age

Milestones for the Preschooler


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Summary of Key points - preschooler


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Summary of Key points preschooler


Encourage parents to be involved in care of child.

Provide safe versions of medical equipment for

playtime.

Give clear explanations about procedures and illnesses.

Milestones

Uses scissors.

Rides bicycle with training wheels. Throws a ball.

Writes a few letters.

All parts of speech well-developed.


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School-age Child

6-12 years old

Developmental MilestonesSchool-age


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Summary of Key points School age


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Summary of Key pointsSchool-age


Provide for privacy and modesty.

Explain treatments and procedures clearly.

Encourage continuation of school work.

Milestones

Possesses reading ability.

Rides a two-wheeled bike.

Jumps rope. Plays organized sports.

Mature use of language.


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Adolescent age

12-21 years

Adolescent


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Adolescent Psychosocial development

Independence Identity

Peers

Language use

Exploration and rebellion Need for privacy

Sexuality

Cognitive development

Formal operations

Abstract thinking

Summary of Key points Adolescent


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Summary of Key pointsAdolescent

Nursing Interventions Provide privacy.

Interview and examine adolescent without parents present, if

possible.

Encourage adolescent participation in treatment and decision

making.

Encourage visitation of peers.

Milestones

Fine motor skills well-developed.

Gross motor skills improve due to growth spurts.

Able to apply abstract thought and analysis

Life Span Motor Development_Part 2

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