MY FAMILY TREE By Heather Katz

A LITTLE ABOUT ME…  My parents put me in gymnastics when I was 4 years old.  I participated and competed in the sport until I graduated high school.

THE TEENAGE YEARS  I joined my high school’s color guard when I was 16, and haven’t stopped spinning and dancing since.

ZUMBA!!!!!!  I took my first Zumba class at KU my sophomore year.  I loved the class so much that I decided to become an instructor.  I’ve been teaching Zumba for 2.5 years.

MY DAD Height: 5’ 10” Weight: 204 lbs Education: Associates Degree in Applied Science and Automotive Technology Job: Telecommunications Sales Executive Current Physical Activity: Walking, Weight circuit at gym 2X a week. Previous Physical Activity: Baseball, Track, Fishing. Interests: BBQ, Acoustic Music, Bacon

MY MOM Height: 5’ 1” Weight: 120 lb Education: Associates Degree in Commercial Arts Job: Stay at home mom Current Physical Activity: Mini- trampoline, walking. Previous Physical Activity: Dancing, recreational physical activity. Interests: Dog Rescue, Photography, Beading.

SISTER Height: 5’ 1” Weight: 100 lb Education: Bachelor’s Degree in Communications Job: Boutique Assistant Manager Current Physical Activity: Walking, Jogging, Yoga Previous Physical Activity: P.E. Class Interests: Music, Animals.

NEWELL’S MODEL  Constraints: Structural- body build Functional- behavior Environmental-outside of body. Task constraints- goals, equipment rules.

NEWELL’S MODEL AND ME  Structural Body structure- members of both my mom and dad’s side of the family are petite, which was passed down to me. Small body structure- aids in gymnastics, dance and running. Hinders contact sports such a football and wrestling. Grandma and mom-asthma, makes cardiovascular exercise difficult.  Functional Mother-High anxiety (passed down to me).

NEWELL’S MODEL AND ME  Environmental Unpredictable Kansas weather. Gymnastics- lighting of the gym had an impact on my performance.  Task Constraint Mother’s rule- I wasn’t allowed to practice more than 7 hours a week until I got to high school. Gymnastics- In competitive routines, we were required to use the same foot to initiate skills (cartwheels, back-walk-overs, hand-stands), but I preferred to start cartwheels on my right and back-walk-overs on my left.

NATURE VS. NURTURE  Nature- genetics are the primary factor in your motor development.  Nurture- experiences, environment and upbringing play the primary role in your development.

NATURE  Dad’s side- hand-eye coordination, muscular lower body, high muscular strength, low cardiovascular endurance. Dad- sprinter, yo-yo champion.  Mom’s side- high flexibility, rhythm, hand dexterity. Great grandma- aerial darts, tennis, hand work, dance. Grandpa- dance, aerial darts. Grandma- racquetball, dance.  Both sides- small body structure.

NURTURE  My grandma’s boyfriend introduced me to lake activities, something no one in my family has every engaged in before during my lifetime.

NURTURE  My parents brought my sister and I up listening to a wide variety of music, something they both have a strong connection with.  My sister and I both express ourselves through music, just in different ways. Emily- Involved with promoting bands, attends concerts frequently, played the violin in high school. Me- Movement (Zumba, color guard, other forms of dance).

MATURATIONAL PERSPECTIVE  Motor development is heavily influenced by the maturation of different systems.  Gymnastics: 4-5 years old- I could put my hands on the floor and hop over a mat. 6-8 years old- my muscular and skeletal system become stronger so I could perform a cartwheel. 9 years old- My vestibular system enhanced my body awareness, allowing me to do an aerial cartwheel.

INFORMATION PROCESSING  Brain takes in information, processes that information, then output occurs.  Color guard- when I teach my students, information processing occurs: Step 1- I demonstrate the skill. Step 2- Students use their prior knowledge of technique and the general physics pertaining to piece of equipment they’re spinning to decide how they will execute the skill. Step 3- Students execute the skill. Step 4- Students reflect and try to understand why or not they were successful.

ECOLOGICAL PERSPECTIVE  Interrelationships between individual, environment and task.  My parents were able to bring me to practice, my coach taught me what to do, and I executed the skills. All of these systems worked together in order for me to compete in gymnastics.