Chapter 1

1. Chapter 1 Introduction to the Developmental Perspective

2. Developmental Systems Perspective • Human development is the product of changing relations between the developing person and his or her changing multilevel environmental contexts. environmental contexts biological systems

3. Study of Change Quantitative • A change in number or amount, such as height, weight, or reaction-time Qualitative • A change in structure, process, pattern, or behavior (example: balance or walking)

4. What is Motor Development? • Motor development is the study of change in motor behavior as influenced by biological and environmental factors. growth development motor behavior • Life-span perspective • Multidisciplinary approach

5. 5 Major Goals of the Developmentalist • Describe the characteristics of change • Establish when change occurs • Describe what causes change • Determine whether change be predicted • Find out whether change is individual or universal

6. The Determinants of Motor Behavior Figure 1.1

7. General Terminology Heredity Biological traits received from parents 23 pairs of chromosomes (i.e. eye color, height, weight, muscle fiber, general body type) Growth Observable changes in quantity; increase in body size Development Change in the individual’s level of functioning Maturation Internal time-table Qualitative functional change Progression toward mature state

8. General Terminology Motor behavior Learning/control of a particular movement or motor skill Cephalocaudal / proximodistal development Predictable sequences of growth and motor control Environmental contexts Circumstances, objects, or conditions that surround you Affordances Developmentally appropriate Appropriate instruction and level for the needs of the individual Aging Process of growing old regardless of chronological age

9. Assumptions About Development • Human development is a continual and cumulative process Continuity / discontinuity Stages / phases • All domains are interrelated • Wide range of individual differences • Environmental context plays a major role • There are critical and sensitive periods

10. Assumptions About Development • Aided by positive stimulation • There is plasticity • Motor development is a “dynamic process” • Regression is inevitable

11. Developmental Continuum Stages • Prenatal—conception to birth • Infancy—birth to 2 years • Childhood—2 to 12 years • Adolescence—12 to 18 years • Adulthood—18 years and older Phases • Reflexive/spontaneous movement • Rudimentary • Fundamental movement • Sport skill • Growth and refinement • Peak performance • Regression Figure 1.2

12. Research in Motor Development Why study it? • To be aware of what others can and cannot do • To understand what is normal and abnormal • To improve health and motor performance • To gain knowledge, which better enables us to understand ourselves

13. Research in Motor Development • Goal of explaining change • Identifying processes “perception–action” “brain–body” Figure 1.3

14. Research Designs • Cross-sectional (most used) • Longitudinal (preferred) • Microgenetic • Sequential

15. Table 1.1

16. Research Designs Figure 1.4

17. Measuring Brain Structure and Function • MRI and fMRI • EEG • MEG • TMS • fNIR Figure 1.5

18. Theoretical Views • Contributing Theory • Environmental Context Theory • Biological Systems Theory • Applied (Combined) Model

19. Contributing Views • Maturation View(Gesell) Behavior tied to maturation • Learning-Behavioral View(Bandura) Observational learning, “modeling” Social learning theory • Cognitive-Developmental View(Piaget) Contextual experience Importance of play

20. Environmental Context Theory • Developmental Contextualism • Development involves changing relations between the developing person and his/her changing context (Lerner, 2002). • Theory involves understanding how biological levels dynamically interact with levels of contexts.

21. Bronfenbrenner’s Bioecological Systems Theory • Microsystem • Mesosystem • Exosystem • Macrosystem • Chronosystem Figure 1.6

22. Gibson’s Ecological Perspective • How do individuals perceive and act on information? • Affordances (“environmental opportunities”) Figure 1.7

23. Biological Systems Theory • Information-Processing View Motor programming Schmidt’s Schema theory Close analogies between human mind and a computer Brain and central nervous system = “Hardware” Mental processes = “Software”

24. Biological Systems Theory • Developmental Biodynamics Coordinative structures (Bernstein) Dynamic systems theory (Kugler, Kelso, Turvey) Neuronal group selection theory Developmental cognitive neuroscience (DCN)

25. Newell’s (Constraints) Model • Individual(biological factors) • Environment • Task • Constraints may influence developmental change; that is, they interact to constrain the control of motor tasks.

26. Table 1.2

27. Careers in Motor Development • Higher-education settings • (teaching and research) • Hospitals • Business/industry • Government agencies • Professional education • associations • Private research facilities • Variety of other • specialized schools Figure 1.8

28. Summary • Motor development is change in motor behavior, resulting from interaction of biological processes and environment. • Lifelong perspective results in the multidisciplinary study of behavioral change. • The goal is to understand factors that influence change. • Motor skill development is dynamic and self-organizing. • Research assists in understanding to guide development and improve health and performance.