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Motor Behavior During Childhood

Motor Behavior During Childhood. Laws of motion and stability Movement governed by principles of motion and stability Environment influences movement patterns Growth changes size, proportions Optimize skill performance based on these laws Force

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Motor Behavior During Childhood

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  1. Motor Behavior During Childhood • Laws of motion and stability • Movement governed by principles of motion and stability • Environment influences movement patterns • Growth changes size, proportions • Optimize skill performance based on these laws • Force • Newton’s first law of motion: external force must act on a resting object to cause it to move • Maximize performance: apply force over greatest distance • Optimal Force characterized by: • Preparation • Application of force through full range of motion

  2. Action/Reaction • Newton’s 3rd law of motion: For every action there is an equal and opposite reaction • Want to exert as much force as they can • Also applies to parts of the body • Extension of a limb • Ballistic task: limb traces part of circle • Releasing or striking: an object flies away from curved path in a straight line

  3. Open Kinetic Chain • Maximal ballistic effort involves several parts in sequence • Sequence must be tied so force of each succeeding movement is applied just after the previous movement to accelerate the object • Force Absorption • Can minimize force by dissipating it over a distance or over area • Increase distance or area to better absorb force

  4. Base of support • Larger the base the more stability • Kids start out with wider stance until gain more balance • Skilled: just wide enough to maintain stability • Qualitative changes in motor skills • Skill development:gradual process of refining skills • Many have described development through sets of successive steps • Developmental sequences • Can apply developmental steps in two ways • Describe characteristics for Step 1. • Component model • Sometimes reach transitions

  5. Locomotor Skills • Walking • Running • Jumping • Hopping • Galloping • Sliding • Skipping

  6. Walking • Acquire near adult walking by age 5 • Walk alone between 9 and 17 months of age • Early walking • Short steps -flat footed • Toes pointed out -knee bent • Wide stance -very little trunk rotation • Hands and arms carried high in bent position • As develop, drop to waist • Later extend arms at sides

  7. Proficient Walking • Stride length increase • Heel to forefoot pattern • Decrease in out-toeing, narrow base of support • Double knee lock pattern • Pelvis rotates • Increase in balance • Oppositional arm swing

  8. Developmental Changes • Age 2: ingredients for fast walking • Pelvic extension: 14 months • Knee flexion: 16 months • Narrow support: 17 months • Oppositional arm swing: 18 months • Stride length increase through adolescence • Increase velocity: 1-3.5 years • Rhythm and coordination improve up to 5 yrs

  9. Observing Walking • Need for practice • Focus on specific body components • One segment at a time • Arm position and opposition • Videotaping from front and side

  10. Running • More advanced but similar to walking • Period of flight • Flight phase 6-7 months after learn how to walk • Earliest running attempts are fast walking • Some suffer regression with fear of the new skill

  11. Early Running • Rear leg doesn’t extend fully • Arms extend when swing back • Sometimes swing horizontally • Proficient Running • Increase stride length • Fully extend rear leg at push off • Knee bent in forward swing • Eliminate lateral leg movement • Heel-toe landing • Eliminate out toeing and keep narrow base of support • Support leg flexes with weight • Increased trunk rotation • Arms swing forward and back, elbows at right angles

  12. Developmental Changes • Above changes with increased size and strength lead to increase speed and time of flight • Most teenagers continue to refine running form • Some adults don't run correctly • May reflect imbalance • Walking and running are symmetrical and involve 50% phasing • Can observe running using same methods as walking

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