Assessing Early Motor Development
Assessing Early Motor Development
“The study of changes in motor behavior over the lifespan, the processes that underlie these changes, and the factors that affect them.” (p. 3)
Assessment is a process that involves measurement (collection of data) and evaluation (interpretation of the data)
Why Do Assessments? (p. 367)
Screening
Program Content
Student Progress
Program Evaluation
Classification
Screening
“a process whereby people are assessed to determine if they should be referred for further testing or whether they need a special program of instruction”
Program Content
“by assessing students’ incoming ability, you will be able to write program objectives that challenge students”
Student Progress
“assessment can also be used to determine how well students are proceeding toward course objectives”
Program Evaluation
“assess your students’ performance to determine whether a specific program of instruction is fostering their skill development”
Classification
“through assessment, it is possible to place students in homogeneous or heterogeneous groups”
Assessment
Assessment is a process that involves measurement (collection of data) and evaluation (interpretation of the data)
Types of Measurement
Product-Oriented
“the end result, the outcome, of the movement is the focus” (p. 20)
quantitative/objective
Process-Oriented
“emphasizes the movement itself, with little attention to the movement outcome” (p. 20)
qualitative/subjective
Two Approaches to
Process-Oriented Measurements
Component Approach
“describes changes that are expected to occur within each body segment” (p. 260)
Total Body Approach
“the total body configuration during performance is described” (p. 260)
Evaluation
Norm-Referenced Evaluations
“compare a person’s skills and abilities with those of others from similar age, gender, and socioeconomic categories” (p. 371)
Criterion-Reference Evaluations
“evaluate the ‘quality’ of a person’s performance” by comparing “people to themselves over time” (p. 371)
Types of Skill/Movements
Fine Motor
movements that are “primarily governed by the small muscles of muscle groups” (p. 19)
Gross Motor Skill
movements that are “primarily controlled by the large muscles or muscle groups” (p. 19)
Attainment Norms
Specific time the various grasping skills emerge
extremely variable
emerge earlier today due to enhanced standards of living, improved nutrition, and early motor experiences
There is a proximodistal pattern of development
“from those points close to the body’s center to those points close to the periphery, or farthest from the body’s center.” (p. 17)
If subject not in age range, development may be abnormal and additional testing or treatment should be considered
Task Constraints on Prehension
Effect of Size & Shape
size & shape alter the # of fingers or hands used to grasp an object
Halvorson’s 10 stages of grasping were based on one object size and shape
when different sizes of objects are used, children and adults use similar grasping patterns for similarly sized objects relative to their hand size
object shape will also alter grasping patterns
grasping development may be more “flexible” than the stages presented by Halvorson
Control of Multiple Objects
Birth to 5 months
unable to control multiple objects
6 - 8 months
transfer 1st object to other hand for storage while grasping for 2nd object; unable to deal with 3 objects
9 - 11 months
able to receive 3 objects; place earlier objects in lap or nearby in order to receive the 3rd object
12+ months
hands earlier objects to someone else for safekeeping; able to cross body midline when handed an object
Bimanual Coordination
Controlled use of the two hands to produce a skill movement
Two types
Symmetrical
the limbs perform identical and simultaneous movements
example: clapping
Asymmetrical/Complementary
the limbs perform different movements
one hand is the primary manipulator, while the other hand functions in a complementary manner to position and/or stablize the object
example: using scissors
Walking Development
Component Approach
a larger step # implies an increasing level of developmental competency
when a child demonstrates different step #s from trial to trial, the child is “in transition” to a qualitatively different level of developmental competency
different step #s for different components demonstrates that all body parts do not develop at the same rate
Methods of Observation
Photo/Video Assessment
more time to evaluate the subject
easier to focus on individual body components
easier for teachers/coaches with little knowledge of the critical features that characterize a given developmental step
In Person Assessment
need to watch several trials in order to get an average assessment of a body component
teacher/coach is able to move to different vantage points in order to assess the developmental step
Limitations of Observation Assessments
You can only record information that you can see
cannot assess changes in internal (muscular) forces
cannot obtain quantitative data
joint angles, step length, velocity
Subject provided information may be inaccurate
examples: what the subject was thinking, how motivated were they, what prior experiences they may have had
Assessment scales need to be validated
different measurement instruments have been used
many discrepancies for times of skill attainment
Factors that Affect Performance
Time of day/Level of alertness
Clothing
Presence of caretaker
Comfortableness with strangers
Familiarity with surroundings
Task constraints
example: influence of gravity on infant stepping Past experiences with similar tasks
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