1. The Developmental Perspective Applied to Teaching Human Movement Dr. Stephen Langendorfer and Dr. Mary Ann Roberton (based in part on Roberton & Halverson, 1984)

2. A developmentalist looks at life keeping these questions in mind: What is the behavior like now, and why? What was the behavior like before, and why? How is the behavior going to change in the future, and why? »(after Roberton, 1988)

3. So… The Developmental Perspective... 1.is a change perspective. –It leads teachers/clinicians to observe behavior with the expectation that it will change across the lifespan. It emphasizes individual, life course change. 2.looks for individual progress –The teacher/clinician compares a student/client to him or herself: where they were and where they could progress.

4. When we look at a person’s movement, we should also have a developmental perspective. Motor development is –the change that occurs in an individual’s movement. –It gives teachers/clinicians the information they need to help an individual progress in motor skill acquisition …. and to feel good about themselves as they progress.

5. Looking at movement developmentally is not the usual way people see movement. People more commonly use the error model when describing movement. –The error model compares the form of a motor task with how an elite adult might perform the task.

6. More on the “Error Model” Movement that varies from the expected adult template is considered an error. Thus, the error model takes a negative view of any movements that look different from elite movement

7. Error Model (cont.) The error model does not recognize that change occurs on an observable continuum between the initial movements of young or inexperienced persons and the most advanced or elite movers. The error model does not credit movements that occur between the extremes of this developmental continuum. Beginner Elite

8. A Developmental Perspective In contrast, a developmental perspective does not consider any movement “wrong;” movement is simply classified or located on the developmental continuum. –it gives “credit” for the way a person does move; and –it expects movement to change over time to other categories on the continuum.

9. It simply reflects the relationships at that point in time Between –The person –The task –The environment Movement isn’t “wrong,” P E T

10. Study this child trying to strike a ball being tossed from the right.

11. From an Error Perspective…. We would say that the child’s movement is wrong because….. he is facing the ball tosser rather than standing with his side to the tosser. he is making another mistake by chopping down on the ball rather than swinging horizontally like a baseball player.

12. From a Developmental Perspective... We would say that the child is showing an initial waiting position characteristic of beginning batters. The position may give the child a better view of the oncoming ball. The downward chop of the bat is the only logical movement from that starting position.

13. To summarize the developmental perspective…..It Is a change perspective. Is a hopeful perspective. Recognizes individual differences instead of age group stereotyping. Accepts individuals where they are in the developmental course. Sees clinicians (teachers, coaches, therapists) as promoters of change.

14. So, now let’s put you into the picture: As teacher/coach/clinician -- A “promoter of change”

15. Teacher (caregiver/clinician) as a promoter of change: First, you are an observer – –how does the child move? –how does the child’s movement change with task and environmental demands? Then, you interpret your observations – –what does the movement mean developmentally? Then, you decide what to do – –should you intervene? Or, should you leave the child alone?

16. So, to help that child trying to strike the ball, You observe his movement. You categorize it as developmentally primitive. You decide to intervene by asking him to hit a larger ball off a tee –the ball will be easier to track visually –you can help him stand sideways to the intended direction of flight. The horizontal swing may come automatically in that situation.

17. …..Then you step back to watch if your intervention worked…...

18. And the cycle begins again: Observe – interpret – make decisions is an iterative, or cyclic/ on-going process. It occurs constantly within each lesson and day; It takes place over longer time periods of time to inform longer term decisions.

19. The Developmental Clinician Can truly make A DIFFERENCE

20. Now…..Let’s try being ……………“developmentalists” You see someone: –Hopping with the swing leg held motionless in front How would someone describe that person using an error model? How would YOU describe them? –Skipping omitting the hop on their non-dominant foot How would someone describe that person using an error model? How would YOU describe them? –Walking with the arms held in low guard position How would someone describe that person using an error model? How would YOU describe them? You hear someone talking about “good form.” What are alternative word choices that a developmentalist might use?