This document discusses motor skill development in children. It describes locomotor skills like walking, running and jumping which involve moving the body from one place to another. Non-locomotor skills like twisting and balancing are performed in one place. Manipulative skills involve controlling objects with the hands and feet, such as throwing, catching, striking and kicking. The document outlines the stages of developing fundamental motor skills and different approaches to studying movement patterns in children.
3. LOCOMOTOR SKILLS
• Body moving from one place
to another in a vertical plane
• Develop bodily control
• Walking, running, leaping,
jumping, hopping, galloping,
sliding, & skipping
• Build upon to create routines
and games
• Travel in general space
• Different pathways (straight,
curved, zigzag), directions
(forward, backward,
sideways), & different speeds
(slow, medium, fast)
• Response to signal
(stop/start, change
movements, pathways,
directions, speed)
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4. NON-LOCOMOTOR SKILLS
• Not require body to move
from place to place; not
incorporate objects into
movement
• Performed in stable position
standing or sitting
• Twisting, turning, bending,
stretching, rocking, curling,
balance
• Movements in same place
• Mostly used in gymnastics
• Stretch, tuck, pike, straddle,
turn, twist, bend
• Phases:
• Develop skill
• Expand skill
• Master skill
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5. Manipulative Skills
Fine and gross motor skills that involve the control of objects
primarily with the hands and feet
Examples:
• Throwing
• Catching
• Striking
• Kicking
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6. Fundamental Motor Skill Development
Fundamental Movement Skills
• A common motor activity with specific movement patterns
(a.k.a. basic motor skill)
Movement Pattern
• Basic functional structure of a fundamental motor skill
• A series of movements organized in a particular time-space
sequence
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7. MOVEMENT PATTERNS
Immature (initial)
2 to 3 years
Elementary, 4 to 5 years
Mature
6 to 7 years
Skill, rather than age-related
Sport skill
Adapted to special requirements
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8. APPROACHES
Composite approach (total body approach)
• Break down of movement pattern changes into a sequence of
stages covering “all” parts of the body
Component approach
• Changes divided into substages
• Each body component is followed through the development
process
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9. METHODS OF STUDYING MOVEMENT
Tools
• Human eye, video devices, timing devices, electrical devices,
anthropometry, dynamography (force), etc.
Biomechanic
Kinematics and kinetics
Process / Product values (and types of assessment)
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10. RUNNING
• Locomotor skill
• Natural extension of
walking
• Characterized by “flight”
phase
• No foot is contacting
surface
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12. JUMPING
• Locomotor skill in which the body is projected into the air by
means of a force generated by one or both legs and then
lands on one or both feet
• Leaping (1-foot take-off and landing on opposite foot)
• Vertical jump (2-feet take-off and landing)
• Long jump (2-feet take-off and landing)
• Hopping (1-foot take-off and landing on same foot)
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16. THROWING
• Complex manipulative skill in which one or both arms are
used to thrust an object away from the body and into space
• Overhand
• Sidearm
• Underhand
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20. Catching
• Gross motor, manipulative
skill
• Involves tracking an incoming
object, stopping its
momentum, and gaining
control of it by use of the
hands
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22. Striking
• Gross motor, manipulative skill
• When part of the body (e.g.,
hand, foot, or head) or an
implement (e.g., paddle,
racquet, or bat) is used to give
impetus to an object
25. Ball Bouncing and Dribbling
• Manipulative skills
• Propel a ball in a
downward direction
• Dribbling is when a ball
is bounced 3 or 4
consecutive times
26. Climbing
• Locomotor skill
• Involves ascending and descending
movement using the hands and feet
• Marking time pattern (uses the same
foot to step up or down)
• Cross-lateral pattern (alternates sides
and places only one foot on each
level)
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27. Fine Motor Behavior
Manipulation
• Refers to skillful and refined use of hands
• 3 to 8 years
Finger Differentiation
Construction and Self-Help Skills
28. Drawing and Writing
• Palmar grasp (power
grip)
• < 3 years of age
• Fingers and thumb wrap
object
• Movement guided by
shoulder and arm
Figure 9.22
29. • Dynamic tripod
• 4 > years of age
• Fingers and thumb
• Wrist
• Proximodistal
Figure 9.22
Drawing and Writing
30. Bimanual Control
The use and control of two hands
Symmetrical
• Similar and simultaneous
• Clapping and jump roping
Asymmetrical
• Different, coordinated, and complementary
• Cutting and tying
• Evident by 1st year
• Mastery by 6 years
31. Functional (Motor) Asymmetries
Brain Lateralization
Sidedness
• Right-sided
• Left-sided
• Mix-sided
Eye Preference
• The least degree of right-sidedness
• Approx. 70% of adults prefer the right eye
32. Handedness
• More right-handed with age
• Approx. 90% of the population is right-handed
Footedness
• Non-preferred foot is used as stabilizer
• There is more mixed-footedness than mixed-
handedness
• Approx. 80% of adults are right-footed
Functional (Motor) Asymmetries
33. • Early childhood is characterized by fundamental movement actions
that can be categorized into locomotor, nonlocomotor, and
manipulative (gross and manual) behaviors.
• Two general approaches associated with qualitative movement
changes across time are composite approach and component
approach.
• Manipulation refers to the skillful and refined use of the hands.
• Bimanual control involves the use of two hands in a symmetrical or
asymmetrical function. A general developmental trend for all functional
asymmetries is a shift toward the greater right-sidedness with
increasing age.
Summary
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