Child Development: Motor Skills

Involves the use of large muscles such as the legs, arms, and other large bod parts.

Involves smaller movements that use the smaller muscles such as hands, wrists, fingers, feet, toes. (Precision and Coordination is needed for Mastery)

is the ability to control and change the position and direction of the body while maintaining a constant, rapid motion. For example, changing directions to kick a soccer ball is an example of agility.

is the ability to stabilize or control the body when standing or moving to remain upright. Balance involves knowing where your body is in space and making adjustments to your body as one's center of gravity changes. There are very few sports where balance does not play a vital role.

the ability to use the senses together with body parts during movement. This is often referred to as hand-eye coordination, foot-eye

the ability to move body parts swiftly while applying the maximum force of the muscles. Power is a combination of muscular strength and speed. Often we think of football players, gymnasts, and weightlifters as the leaders in power, but all sports benefit from improving power.

the ability to respond quickly to external stimuli. Reaction time relies greatly on the mind-body connection.

the ability to move your body and body parts quickly. Numerous sports require speed and count on speed to surpass opponents.

-Growth slows
-Proportions become less child-like and more adult-like
-Males and females have similar body shapes and proportions
-Fine and gross motor skills become more refined

-Grow rapidly
-Lose chubbiness from infancy and toddlerhood and develop a leaner appearance
-Develop fine motor skills (using pencils, crayons, scissors, etc.)
-Continue to develop gross motor skills (balancing on one foot, skipping)

-Adolescent growth spurt leads to a significant increase in height and weight
Students go through puberty, the physical process of sexual maturation
-Onset of growth spurt and puberty typically occurs earlier for females than males

-Poor nutrition (can student physical development because of the lack of energy in cells)
-Lack of sleep (can affect the release of growth hormones)
-Lack of exercise (can affect lack of muscle devlopment)
-Drug exposure
-Physical abuse

the physical growth and strengthening of a child's bones, muscles, and ability to move and touch his/her surroundings.

fine motor skils and gross motor skills

involves smaller movements that use the small muscles of the hands, wrists, fingers, feet, and toes.

precision and coordination is needed for mastery

involve s use of large muscles such as the legs, arms, and other large body parts.

Fine-
1)Looks at and reaches for faces and objects.
2)Picks up a rattle or toy with one hand.

Gross-
1)Lifts head and chest when lying on stomach.
2)Turns around when lying on stomach.

Fine-
1)Picks up an object with thumb and finger grasp.
2)Transfers objects from one hand to another.

Gross-
1)Sits alone, without support.
2)Rolls from back to stomach.

Fine-
1)Transfers objects from one hand to another

Gross-
1)Walks around holding on to objects for support.
2)Crawls on hands and knees.

Fine-
1)Scribbles with a crayon.
2)Stacks two or more blocks.

Gross-
1)Walks without help.
2)Stands without support.

Fine-
1)Builds towers with four or more blocks.
2)Turns pages of a picture book, one at a time.

Gross-
1)Walks up and down stairs alone.
2)Kicks a ball forward.

Fine-
1)Copies or draws small vertical lines.
2)Cuts with small scissors.

Gross-
1)Walks up and down stairs using one foot per step.
2)Stands on one foot without support.

Fine-
1)Copies or draws a complete circle.
2)Cuts a line across a paper with small scissors.

Gross-
1)Rides around on a tricycle using the pedals.
2)Climbs in/out, overnder objects easily.

Fine-
1)Prints first name.
2)Draws a person with at least three body parts.

Gross-
1)Skips or makes running "broad jumps."
2)Hops around on one foot without support.

Fine-
1)Puts together a 16-to-20 piece puzzle.
2)Prints all numbers 0-9 and alphabet letters.

Gross-
1)Throws ball overhand with direction.
2)Catches smaller balls.

Fine-
1)Draws detailed and complex shapes and pictures.
2)Uses all eating utensils appropriately.

Gross-
1)Kicks a ball with accuracy.
2)Rides a two-wheel bicycle without training wheels.

They develop slower, faster, differently than their peers.

1)Environmental Factors
2)Emotional Development
3)Social Development
4)Health Factors

-Children with health issues typically develop at a slower rate
- Proper nutrition, healthy sleeping patterns access to medical care. are important.

The more social opportunities the child is exposed to the more experiences they are willing to participate in = better motor development skills.

If a child is unable to control their emotions, react to their environment, they will likely limit their exposure to motor developments.

The more exposure the child has in its environment the more opportunities it has to master motor development.

-Childre w/ playgrounds, outside playing will typically develop gross motor skills faster.

is the ability to understand where your body is in space. The muscles and joints of the body send information to your brain about your body and how it moves.

is the ability to understand the concepts of left and right, up and down, top and bottom, front and back, and in and out.

is an awareness of oneself and other objects in space.

- Children with spatial awareness difficulties often have problems determining distances and may be clumsy, bump into things often, or stand too close to others

is the ability to judge movement and time. Individuals with fully developed temporal awareness have strong eye-hand and eye-foot coordination.

tempo = movements

Complete age-and ability appropriate obstacle courses, and movement games that verbalize movements. such as Simon says.

is an active-learning strategy that helps students use their bodies to develop various skills and concepts

Ex: Have the students use their bodies to mimic animals, various objects, and shapes. Movement games.

combines a child's sensory skills (brain) and motor skills (body) to synchronize body movements and perform a variety of movements

is the ability to recognize differences between sounds.

is the ability to sense changes that involve body movements and muscle feelings

Important for: Whole body & gross motor skis such as running and jumping

is the ability to determine information through the sense of touch. Individuals with tactile discrimination can feel the difference between objects.

Important for navigating a jungle gym or rock climbing wall.

is the ability to see subtle differences in objects, pictures, letters, and numbers.

is a brief, specific skill with a clear starting and stopping point.

Example: a kick in soccer or a pass in football are examples of discrete skills.

means there are various parts that must be developed & practiced in order for te students to succefuly complete the task.

states that movements result from automatic responses to stimuli. Over time, individuals become conditioned to react in similar ways to familiar stimuli.

states that there is a constantly changing relationship between individuals and their environment

is based on the dynamic systems theory and states that movement results from an interaction between an individual and their environment.

Believes that individuals improve their performances by continually scanning the environment around them

states that previous sensory feedback is used to produce ongoing movements.

states that the body takes normal actions and creates a motor program of the basic features of that action.

states that movements are made according to a preexisting motor program.

states that there is a higher level in the motor system that adjusts based on feedback to govern the lower level. Therefore, the lower level will continue performing commands until the higher level provides a different command.

states that an individual gets information from outside stimuli, chooses a response, and then performs that response.

is the ability of muscles to sustain or repeat muscular activity over time.

Example: cycling (glutes, legs) planks, setups

the body's ability to effectively intake oxygen, transport and deliver it by way of the heart, lungs, arteries, veins, and vessels to use during exercise.

1)Cardiovascuar Endurance
2)Flexibility
3)Muscular Endurance
4)Muscular Strength
5)Body Cmposition

heart disease, high blood pressure, high cholesterol & type 2 diabetes.

refers to the body's ratio of fat mass to fat-free mass

Utilized resistance to alternate between relaxing and contracting muscles during static stretches

Involved moving a joint through its full range of motion. Usually done before strength training or athletic activity

Example: arm circles, leg swings, high knees

gradually moving into a stretch & holding it for 10-60 seconds. Recommended after exercise

Involves bouncing or jerking muscles around, which is not good for the body. It can result in muscle contractions and tears in ligaments

refers to the range of motion for a given join

It can lead to weakness i other muscles

1)Hydrostatic testing (expensive but most accurate, fancy equipment) underwater test
2)Skinfold test
3)Bioelectric impedance analyys (BIA)
4)Body Fat Percentage Calculators

Involved ways that will improve one's athletic performance. There are 6.
1)Agility
2)Balance
3)Coordination
4)Power
5)Reaction Time
6)Speed

1) through direct observation
2) by using a peak flow meter

a small handheld device that measures how hard and fast a student can expel air from the lungs

-Green Zone.
-Yellow Zone.
-Red Zone.

The student has very little or no asthma symptoms. Peak flow readings are at 80% or more of the student's personal best peak flow number.

The student is experiencing worsening symptoms. Peak flow readings are between 50% and 79% of the student's personal best peak flow number. The student will most likely need to use their rescue inhaler.

The student is experiencing severe asthma symptoms and needs immediate medical attention. Peak flow readings are less than 50% of the student's personal best peak flow number. They will need to use a rescue inhaler to open the airways.

Follow their asthma action plan, a document created by the students healthcare provider

1)Ensure that the student always has easy access to their medication.
2)Recognize asthma triggers and limit the student's exposure to them. (cold air, cologne, pollens)
3)Always include low-intensity warm-up and cool-down activities

1)Ensure the students have supplies, including a blood glucose monitoring system, available at all times and at activity sites.
2)Allow the students to monitor their blood glucose levels as outlined in their medical care plans.
3)Monitor the students for signs of hypoglycemia (low blood sugar) during and after activity.

shakiness; nervousness; sweating, chills, and clamminess;

a method of communication that focuses on mutual understanding to prevent confusion

1)Additional opportunities for hydration.
2)Increased warm-up and cool-down time.
3)Alternative activities to exercises that require students to lift their own weight (pull-ups, rope climbing, etc.).

1) avoid categorizing students by heigh during activities
2)Using equipment that can be adapted to a variety of body types and shapes.

it is the skeletal and muscular systems working together to protect and move the body. They are so closely related that some scientists refer to them as a singular organ system

206 bones plus ligaments, tendons, and cartilage

fibers, nerves, and blood vessels that contract to make the body move.

the nervous system and the endocrine system.

includes the brain and helps the body interpret signals and respond to them. It is the control center for the body.

includes the hypothalamus and controls the hormones and chemicals produced in the body.

- The nervous system interprets signals and governs responses to them.
- The endocrine system produces the hormones and chemicals necessary for these responses.

somatic nervous system
central nervous system
peripheral nervous system
autonomic nervous system

is responsible for voluntary, conscious movements

includes the brain, spinal cord, and nerves. It controls nearly every sensation and movement experienced

includes the neurons, ganglia, and nerves outside of the brain and spinal cord

is responsible for involuntary movements

low intensity longer periods of time
examples: swimming, jogging, running, walking, cycling

higher intensity for shorter periods of time
examples:weight training, high-intensity interval training, jumping rope, sprinting, or biking intervals

reduce salt intake

is the use of drugs or other substances for performance enhancement.

are synthetic drugs that many athletes misuse in attempts to enhance their training and performance, especially endurance, speed, and concentration

is the initial care given to an individual who is injured or experiencing psychological distress or sickness before medical assistance arrives.

involve utilizing appropriate, non-porous tools such as gloves, goggles, and face shields to protect oneself and avoid exposure to blood-borne pathogens. (PPE)

Using the acronym R.I.C.E

1)Wash the cut with soap and water and pat to dry.
2)Have the person apply an antibiotic ointment to the cut themselves.
3)Place a bandage over the cut to keep it protected.