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Studying Motor Development

Studying Motor Development . Biological and Environmental Factors. Developmental Systems Perspective (Richard Lerner) . Human Development is the product of changing relations between the developing person and his or her changing multilevel environmental contexts .

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Studying Motor Development

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  1. Studying Motor Development Biologicaland Environmental Factors Ch. 1

  2. Developmental Systems Perspective (Richard Lerner) Human Development is the product of changing relations between the developing personand his or her changing multilevel environmental contexts. • environmental contexts • biological systems

  3. study of Change Quantitative # or amount - ht, wt, reaction-time Qualitative structure, process, pattern, behavior (walk)

  4. What is Motor Development? • Study of changein motor behavior as influenced by biological and environmental factors growth (size) development (level of functioning) motor behavior (performance)

  5. Theoretical Views(consensus is interaction of systems) Biological Systems Theory Environmental Context Theory Applied Combined Model (Newell’s Constraint’s Model)

  6. Understanding motor action Perception Action (programming)

  7. Programming * Cognitive processing that results in the formulation of a thought, cognitive expression, or motor program Ch. 7

  8. Motor programming Schmidt’s Schema theory human / computer model stage model (3) hardware / software GMP (generalized motor program)

  9. Schema Theory (Schmidt, 1975) • Motor programs stored in memory are not specific records of the movements to be performed • Set of general rules, concepts, & relationships (schemas) to guide performance in keeping w/ the concept of GMP(generalized motor program) • Motor Schema Storage of “movement elements” & the relationship of these elements to each other

  10. application “Variability in practice” promotes general motor performance…. vary practice around: Space(movement pattern, kick, throw….) Time (speed: slow > fast) Force(muscular effort: soft > hard)

  11. Developmental Biodynamics • Coordinative structures synergies (muscle groupings) • Dynamical systems unfolding of motor behavior self-organizing / subsystems (rate controller) • Neuronal Group Selection brain circuitry (wiring of neuronal groups)

  12. Coordinative Structures • Motor programs control groupings of muscles w/ associated joints (600+/100) ? Degrees of Freedom (df) • Coordination – process by which an individual constrains, or condenses, the available df into the smallest # necessary to achieve a goal. Synergies (muscle grouping)

  13. Dynamical Systems “How” motor control emerges & unfolds developmentally • Self-organizing properties • Rate controller (limiter) • Subsystems • Phase shift: Discontinuities occur in performance • Environment & demands of the task influence development (affordance) Ch. 7

  14. Self-organizing system high function low perceptual postural muscular neuro skeletal Other Constraints (flexibility,…)

  15. Neuronal Group Selection • Changes in brain circuitrywhich control synergies (neuronal grouping / wiring) “development is the result of a complex intertwining of information from genes and environment” (self-organizing) Hadders-Algra (2000) combines maturation theory and dynamic systems

  16. Self-Organizing? • Share motor acts Brittany left Abigail right • Motor programming walk 15 mo Learn to bike / swim!

  17. Brain & body are not pre-wiredfor skilled movements; rather, they have self-organizingproperties that adjust for biological & environmental contexts (affordances) . • How we acquire new movement skills: • Coupling of perception & action • Development of adaptable & functional movement synergies (exploration of environment) • Phase shifts in which new movement patterns are explored & selected

  18. Constraints Model Functional speed, strength, flexibility….. Structural body size, ht, wt ……. Newell, 1986

  19. Individual constraintsreferred to originally as organismic factors, can be divided into two categories: structural and functional constraints. For example, weight, height, and reach maybe structural constraints, whereas perceptual abilities [e.g., visual], postural stability, coordination, flexibility, and strength are considered functional factors. It is not difficult to understand that, depending on the task, person could be limited to some extent by strength, flexibility, and balance. • Environmental constraintsrelated to the physical environment or sociocultural factors. This may include play space and surface, temperature, parent interaction, and characteristics of the home [e.g., toys, furniture, play equipment]. For example, the space and terrain that an infant has available to move in is a constraint on the development of locomotion. • Task constraints refers to the equipment or play materials used in the environment as well as the goal of the activity. Closely associated with these constraints are the cognitive demands of the activity. In regard to equipment - a young child may not be successful stacking large blocks or using a large spoon, but after modification more success or a better movement pattern may emerge. Ch. 1

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