1. Human growth and development
“An active and health conscious lifestyle fostered in childhood is likely to continue throughout a person’s life.”

2. Learning goals
We are learning the components of growth and development.
We are learning about the connection between cognitive development and physical activity.
We are learning about the importance of children being involved in physical activity.

3. Components
Physical
Growth & development of body’s muscles, bones, energy and nervous systems
Not constant, but in spurts of rapid change
Cognitive
Ability to interpret and process info
Intro and establishment of self concept and awareness
Ability of brain to process increasingly complex physical tasks

4. components Social Relationship development
Fostered by cooperation, team work and group problem solving
Emotional
Ability to manage and regulate emotions
Gets better with age; empathy development

5. How we relate to exercise and the ways in which we respond to exercise involves much more than simply the physical aspect.

6. Age is just a number, right!?
chronological
developmental
Years, months, days …
PA and sport provide excellent context to view differences
Some people seem to excel in certain activities or sports early
Ability to perform certain tasks
Seven year old with the tennis serve of a teenager

7. Individuals develop at different rates

8. Stages of human development
Infancy/Toddler (birth – 3)
Most of growth happens here
Head and chest, bones harden, 75% of adult weight attained
Considerable muscle development and ability to perform tasks
Body length and mass in toddler years
Motor skills develop

9. Stages of human development
Childhood (4-10)
Relatively long with rapid rate of growth
Bone and tissue develops allowing for motor skill development
4-6 is main stage of speedy development
Kids in various stages of size, ability and development – tough for sport activities
Unstructured imaginative play important for development

10. Stages of human development
Puberty/Adolescence (11-18)
Growth spurt
Puberty – earlier in XX
Changes in physical appearance and body function – people grow into body
Psychological adjustment – identity and value system development
Social relationship development – impact on values, choices and self

11. Stages of human development
Adulthood (18+)
Limited growth if any
Large weight gains
Reduced capacity to use O2
Increase in BP and RHR
Weakening of joints
Nutrition and exercise important

13. Factors affecting Physical growth & development
A. glandular/hormonal activity
Endocrine system – gland secrete hormones into blood
Pituitary secretes hormones that controls our growth and development (HGH)
Thyroid secretes thyroxine – too little can cause delay in growth rate
Thyroid and Ca deposit to prevent bone loss
Testosterone and estrogen
B. heredity
Definite links, but external forces can play a large role
Things ‘run in family’ etc.

14. Factors affecting Physical growth & development
C. nutrition and diet
Inadequate or unbalanced diet can lead to serious problems in physical development
Some evidence a person can recover with improved diet
D. physical activity
Can promote growth and development
Limit screen time and sedentary indoor activities
E. socio-cultural factors
Encourage or discourage participation
Role models, coaches, facilities promote early and rapid skill development

15. Piaget ( )
ideas became widely popular in Europe and NA in the 60s and beyond.
Cognitive research subsequently became a major sub-discipline in the field of psychology itself.
Later, during 70s and 80s, Piaget’s works became so influential as to inspire a wholesale transformation in European and American education towards a more ‘“child-centred” approach to learning.
Children learn best when they are taught at the level for which they are developmentally prepared

16. sensorimotor INFANCY (APPROXIMATELY BIRTH TO 2 YEARS OF AGE)
characterized by an infant’s demonstration of intelligence by means of motor activity without the use of symbols.
The later part of this sensorimotor stage is also characterized by the development of early language abilities.

17. Pre-operational
TODDLER/EARLY CHILDHOOD (APPROXIMATELY 2 TO 7 YEARS OF AGE)
children demonstrate intelligence through the use of symbols, such as letters, numbers, and pictorial representations of real-life objects.
language abilities begin to develop considerably.
Children in this stage are also characterized by significant growth in their memory and imagination.

18. Concrete operational
ELEMENTARY/EARLY ADOLESCENCE (APPROXIMATELY 7 TO 11 YEARS OF AGE)
logical thinking develops, and children become able to solve hands-on problems in a logical fashion.
Children in this stage begin to understand the concept of “conservation”: the fact that number, length, liquid, mass, weight, area, and volume can all be manipulated, added to, and subtracted from.
Children in this stage can also understand sequences in reverse—known as reversibility or “operational thinking.”
During this stage, most children also begin to limit egocentric thought and develop a capacity for empathy.

19. Formal operational ADOLESCENCE/EARLY ADULTHOOD (11 TO 15 YEARS OF AGE)
children begin to demonstrate intelligence through their ability to solve increasingly complicated abstract problems using logic, and by understanding how to use symbols related to abstract concepts.
Paradoxically, Piaget found that young people often return to egocentric thinking patterns early in this stage.

22. Long term athlete development
The LTAD model is designed to engage young people and provide them with opportunities to participate and excel in physical activity and sport.

23. Specifically, LTAD is designed:
To help all children to be physically literate (competent in movement skills for sport and physical activity);
To recognize that children play to have fun;
To be a pathway to excellence from playground to podium; and
To allow all Canadians to be physically active through participation in sport and recreation.

24. Long-Term Athlete Development stresses the principle that training, competition, and recovery programs should be designed to match the physical, mental, cognitive, and emotional development of each child.
Additionally, this model stipulates that ethics, fair play, and character building should be taught according to each child’s capacity to understand these concepts at different ages.

26. Learning goals
We are learning the components of growth and development.
We are learning about the connection between cognitive development and physical activity.
We are learning about the importance of children being involved in physical activity.