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Motor Development Final

Terms in this set (63)

Muscular Endurance
The ability of a muscle or a group of muscles to perform work repeatedly against moderate resistance
Cardiovascular Endurance
The ability to perform numerous repetitions of a stressful activity requiring considerable use of the cardiovascular and respiratory systems
Muscular Strength
The ability of the body to exert force
Body Composition
Proportion of lean body mass to fat body mass
Physical Fitness
A positive state of well-being influenced by regular physical activity, genetic makeup and nutritional adequacy
VO2 Max
The largest quantity of oxygen an individual can consume during physical work while breathing air at sea level
Power
The ability to perform a maximum effort in as short a period as possible
Isometric
Exerting force on an immovable object
Isotonic
Ability of a muscle to go through its full range of motion
Isokinetic
Contracting of a muscle and maintaining that contraction through its full range of motion
Static Flexibility
The range of motion achieved by a slow and steady stretch to the limits of the joint involved
Dynamic Flexibility
The range of motion achieved when rapidly moving a body part to its limits
Coordination
The ability to integrate separate motor systems with varying sensory modalities into efficient patterns of movement
Balance
The ability to maintain the equilibrium of one's body when it is placed in various positions
Speed
The ability to cover a short distance in as brief a time as possible. a total of reaction time and movement time
Agility
The ability to change the direction of the body rapidly and accurately
Sensory Input
Receiving various forms of stimulation by way of specialized sensory receptors (visual, auditory, tactile, and kinesthetic receptors) and transmitting this stimulation to the brain in the form of neural energy. First step in the perceptual motor process.
Sensory Integration
Organizing incoming sensory stimuli and integrating it with past or stored information (memory)
Motion Hypothesis
In order to develop a normal repertoire of visual-spatial skills, one must pat attention to objects that move
Perception
The process by which we become aware of our surroundings through the use of one or more of out sensory modalities
Visual Acuity
The ability to distinguish detail in static and dynamic objects
Figure-Ground Perception
The ability to separate an object of visual regard from its surroundings
Depth perception
The ability to judge distance relative oneself. The process by which one sees three dimensionally through the use of monocular and binocular depth cues
Temporal Awareness
The acquisition of an adequate time structure within an individual. An internal time structure (eye-hand, eye-foot coordination)
Body Awareness
The developing capacity to accurately discriminate among body parts and gain a greater understanding of the nature of the body and its movements in space (knowledge of the body parts, knowledge of what they can do and knowledge of how to move them efficiently)
Spatial Awareness
An understanding of how much space the body occupies and the ability to project the body effectively into external space. Moving from egocentric space to external space. Subjective Localization: Relative to oneself
Objective Localization: Objective frame of reference
Directional Awareness
A developing sensitivity to internal and external sidelines. Gives dimension to objects in space; important when learning to read
laterality
awareness or feel for the various dimensions of the body with regard to their location and direction
Directionality
Gives dimension to objects in space
Self Space
Area where one can reach
General Space
Space beyond a person's self
Weight training for prepubescents
Can be good because it causes strength enhancement, performance injury reduction and improved performance, but it can be bad because it can cause epiphyseal growth plate injuries
Reasons for decrease in flexibility among prepubescents
Bone growth precedes muscle and tendon growth
Purpose for locomotor skills
Allow individuals to navigate through space or move their body from one point to another
Runner Stage One
-Arms high guard
-Flat footed contact
-Short Stride
-Wide stride, shoulder width
Running Stage Two
-Arms middle guard
-Vertical component still great
-Legs near full extension
Running Stage Three
-Head-Toe Arms Extended
-Arms low guard
-Arm Opposition-Elbows nearly extended
-Heel-Tow Contact
Running Stage Four (Proficient Stage)
-Pumping arms
-Heel-Toe Contact (toe-heel when sprinting)
-Arm Leg Opposition
Elbow flexion
Characteristics of a proficient Jumper
(Preparatory Phase)
-Knees bent and body leans forward at the hip
-Arms swing forward ad back to generate momentum
Characteristics of a proficient Jumper
(Force-Producing Phase)
-Arms and legs extend quickly and forcefully upward and forward
-Full extension of the body occurs from the toes through the trunk with the shoulder angle at 180 degrees, arms extended
-At take-off, lean is close to 45 degree angle
Characteristics of a proficient Jumper
(Flight Phase)
-As body is i the air, arms move down and back
-Legs move forward and up with the knees bent
Characteristics of a proficient Jumper
(Landing and Follow Through Phase)
-Heels reach forward to touch surface
-Thighs are parallel to the surface
-Arms extend forward to pull the body forward
-Hips travel in an arc almost touching the heels at landing and then move upward
Last locomotor skill to develop
Skipping
Skipping Stage One
-Broken skip pattern or irregular rhythm
-Slow deliberate movement
-Ineffective arm action
Skipping Stage Two
-High Arm and Legs
-Rhythmical skip pattern
-Arms provide body life
-Excessive vertical component
Skipping Stage Three
-Rhythmical Step
-Arm action reduced/hands below shoulders
-Easy, rhythmical movement
-Support foot near surface on hop
Norm Referenced Test
Tests that compare the child's skills to those of a similar age and gender (and sometimes race and socioeconomic status). A norm referenced test will typically provide a percentile. Assessment instruments based on a statistical sampling of hundreds or even thousands of individuals
Criterion Referenced Tests
Tests that examine the quality of a child's movement compared to some predetermined criteria of performance. Like how many out of ten tosses can you catch or distance you can throw. Assessment instrument that are quantitative and focus on the outcome or result of a performance.
Frontal Lobe
Voluntary movement
Temporal Lobe
Hearing
Parietal Lobe
Body sensation
Occipital Lobe
Vision
Cerebellum
Balance and coordination
Validity
A condition when a test measures what it claims to measure
Reliable
A condition when a test will provide consistent scores from one test administration to the next
Objective
A condition when a test will yield similar results when it is administered by different testers on the same individual
Visual Motor Coordination
The ability to visually track and make interception judgments about a moving object
Primary Sensory Modality
Vision
Benefits of Aerobic Training for children
-increase in VO2 max
-Improve endurance expertise capacity
Remedial/Readiness Programs
Improve all parts of awareness
Vision
The standard vs. what you see it at
-20/20 is good vision
-20/15 is the best vision
-20/200 is legally blind
Instruction Time
Programs lasting 8-12 weeks and encompassing skill interaction for 90-120 minutes of instruction resulted in the necessary instructional time to improve motor skills.
Reasons for Delays
-Poverty: economically impoverished environment
-Lack of safe places to play outside
-Limited Role Models
-Limited access to sports/motor skill programs
-Limited feedback on performance of motor skills
-Biological factors such as low birth weight, premature birth and small for gestational age.
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