Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Carl P. Gabbard PowerPoint ® Lecture Slide Presentation revised by Alberto Cordova, University of Texas at San Antonio Chapter 1 Introduction to the Developmental Perspective
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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) Study of Change
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 5 Major Goals of the Developmentalist 1)Describe the characteristics of change 2)Establish when change occurs 3)Describe what causes change 4)Determine whether change be predicted 5)Find out whether change is individual or universal
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings The Determinants of Motor Behavior Figure 1.1
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Assumptions About Development Aided by positive stimulation There is plasticity Motor development is a “dynamic process” Regression is inevitable
Copyright © 2010 Pearson Education, Inc., publishing as Benjamin Cummings 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
Copyright © 2010 Pearson Education, Inc., publishing as Benjamin Cummings 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
Copyright © 2010 Pearson Education, Inc., publishing as Benjamin Cummings Research in Motor Development Goal of explaining change Identifying processes “perception–action” “brain–body” Figure 1.3
Copyright © 2010 Pearson Education, Inc., publishing as Benjamin Cummings Research Designs Cross-sectional (most used) Longitudinal (preferred) Microgenetic Sequential
Copyright © 2010 Pearson Education, Inc., publishing as Benjamin Cummings Table 1.1
Copyright © 2010 Pearson Education, Inc., publishing as Benjamin Cummings Research Designs Figure 1.4
Copyright © 2010 Pearson Education, Inc., publishing as Benjamin Cummings Measuring Brain Structure and Function MRI and fMRI EEG MEG TMS fNIR Figure 1.5
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Theoretical Views Contributing Theory Environmental Context Theory Biological Systems Theory Applied (Combined) Model
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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.
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Bronfenbrenner’s Bioecological Systems Theory Microsystem Mesosystem Exosystem Macrosystem Chronosystem Figure 1.6
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings How do individuals perceive and act on information? Affordances (“environmental opportunities”) Gibson’s Ecological Perspective Figure 1.7
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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 ”
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Developmental Biodynamics Coordinative structures (Bernstein) Dynamic systems theory (Kugler, Kelso, Turvey) Neuronal group selection theory Developmental cognitive neuroscience (DCN) Biological Systems Theory
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Newell’s (Constraints) Model 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.
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings Table 1.2
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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 Careers in Motor Development
Copyright © 2012 Pearson Education, Inc., publishing as Benjamin Cummings 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.