PHED 294 - Radford University



PHED 294

Motor Development

A. Catalog Entry

Physical Education 294: Motor Development

Three Hours Lecture and Lab (3)

Prerequisite: None

Semester Offered: Spring 2000

Instructor: Dr. Gibson F. Darden

Office: Peters Hall 115: Phone 831-5599

e-mail: gdarden@runet.edu Web page:

Office Hours: MWF 2-4 pm

A study of motor skill development as a result of human growth and maturation throughout the lifespan.

Required for undergraduate majors in the physical education teaching program

B. Detailed Description of Content of Course

Analysis of human growth and maturation related to motor development. Basic research, relevant theories, and applications of general human development are discussed in relation to the development and acquisition of motor behaviors. The course provides an understanding of both physical and movement-related changes of the “typical” individual from birth through adulthood. Emphasis is given to the interaction of organismic, task and environmental constraints to motor development and behavior throughout the lifespan.

C. Detailed Description of Conduct of Course

The course will utilize in-class lecture and small and large group discussion. Several out-of-class and in-class laboratory and video activities allow the student to explore constraints on motor development for individuals of various ages. Analysis of fundamental motor patterns and the influence of growth and maturation of the organism, task factors, and the environmental factors are emphasized. Students will be expected to interpret research findings , analyze motor patterns, and produce logical and critical thinking in the written form. Students will be expected to integrate important concepts and knowledge into application of real-life situations.

D. Goals and Objectives of the Course

At the completion of this course students will be able to:

1. Define, compare and contrast the concepts of learning, development, adaptation, growth,

and maturation as they relate to motor skill behavior.

2. Describe and contrast the past and current theoretical perspectives as they relate to motor

development.

3. Explain the appearance and integration of specific reflexes and other preadapted motor

behaviors to the development of voluntary motor skill.

4. Characterize prenatal developmental concerns and relate to later motor behavior

5. Describe, compare, and contrast the major periods of motor skill development including a

discussion of the importance of each in motor skill development.

6. Describe the major organismic constraints across the lifespan (including perceptual,

cognitive, neural, physiological systems) and discuss the impact of these changing

constraints on motor skill development.

7. Explain the role that task constraints play in the development of motor skills across the

lifespan.

8. Explain the role of environmental constraints (i.e. physical as well as socio-cultural

environment) in the development of motor skills across the lifespan.

9. Describe the qualitative as well as the quantitative changes which occur in the fundamental

motor skills (walking, running, jumping, hopping, throwing, kicking, catching, striking).

10. Describe the effects of human motor development on the assessment of health-related and

performance-related fitness.

11. Assess and plan an appropriate motor development program which allows an individual of

a specified age to progress to the next developmental level in motor behavior.

12. Explain the relationship of “popular” factors (i.e. youth sports, gender) to the development

of skilled behavior

E. Assessment Measures

I. Written Exams: 200 points

Four (4) exams worth 50 pts. each. See course outline for timing. Covers material from previous exam.

II. Final Project/Exam: 50 points

Complete a motor development program integrating several key concepts throughout

the course on a specified individual. Identify the constraints, assess current developmental level and provide methods to “push” to a new level.

III. Article Abstract: 25 points

Explore the literature to find an appropriate research-based article which relates to an important motor development variable (chosen in class). Abstracts including your summary and interpretations are to be written and turned in with each article.

IV. Laboratory Activities (8-10): 150-200 points

8-10 assignments concurrent with class material to be completed (both in and out-of-class). They will vary in size and depth. Information about these labs will be distributed at appropriate time.

VI. Bulletin Board. 25 pts.

Design and Display Bulletin Board located at PHED main office. Topic must be

relevant to motor development and the role/benefits of physical education and/or physical activity. Topics discussed in class. Completed in groups of 3.

VII. Class Participation 25 points

A subjective rating based on each student’s involvement in class activities. Factors include: Attendance and promptness

Participation and contribution in small group and lab activities

Evidence of reading and preparation, completion of home assignments

VI. Evaluation criteria:

Out of all possible points

A = point total of 90% of all possible points

B = point total of 80%

C = point total of 70%

D = point total of 60%

F = point total below 60%

F. Additional Class Information

Required Text:

Payne, V.G. and Isaacs, L.D. (1995). Human motor development: A lifespan approach (4th Ed.). Mountain View, CA: Mayfield Publishing Co.

Required Class Articles/Materials:

Contains selected articles which supplement material. Information will be “testable”. They

will be placed on reserve at library at appropriate times.

Administrative Requirements:

1. Class attendance and promptness is expected.

Extenuating circumstances (school-sponsored travel or family) for absences is presented prior to absence if it is to be excused.

**Policies: 1. After a grace of one unexcused absence, 3 points deducted with each unexcused absence (from final grade).

2. Six or more absences result in automatic failure of class. Excused or unexcused.

3. After one tardy, 2 points deducted for each tardy.

2. Late assignments (Labs/papers) will be penalized 20% each day. After 3 days, assignment will not be accepted and 0 points awarded.

3. Make-ups are rare. If extenuating circumstances lead to excused absence on test or quiz

day, arrangements must be made 48 hr. in advance.

4. All assignments are expected to typewritten and neatly organized, unless otherwise

indicated.

HONOR CODE

By accepting admission to Radford University, each student makes a commitment to understand, support, and abide by the University Honor Code without compromise or exception. Violations of academic integrity will not be tolerated. This class will be conducted in strict observance of the Honor Code. Refer to your student Handbook for details.

Tentative Course Outline:

* Articles placed on reserve at appropriate times

* Labs assigned at appropriate times

* Exam weeks are solid

Week Topics Readings Assignments

Labs & Projects TBA

Jan 10 Introduction to motor development Chapter 1

The concept of development

Motor development defined

The major perspectives on understanding MD

Major periods and stages of MD

Determinants of development

Jan 17 The conceptual framework of motor development Outside

Dynamical Systems vs. Traditional Theories

Constraints and rate limiters on motor development

Organismic (Physical) Constraints to motor development

Jan 24 Growth and Maturation Chapter 7

prenatal growth

stature and body proportions

measurement of growth and maturation

gender differences

skeletal maturation

Jan 31 Growth and Maturation continued... EXAM 1

Feb 7 Physiological changes across the lifespan Chapter 8

changing parameters of fitness Outside

fitness training and assessment

prepubescent strength training

gender differences

Feb 14 Sensory changes across the lifespan Chapter 9

sensory systems Part Chapter 4

Visual development

sensory integration

kinesthesis

Feb 21 Neurological Development Chapter 2

Brain researchmovement connection Outside

memory and knowledge development

Environmental Constraints to motor development

Feb 28 Social-Cutural influences at stages of development Chapter 3, 6, 16 EXAM 2

prenatal

early stimulation & deprivation

infulences during childhood

late adulthood/aging considerations

Mar 6 SPRING BREAK

Mar 13 Social influences continued...

Race, gender, geographic influences

Mar 20 Youth Sports Outlets Chapter 15

Benefits and Values

Participation and Drop Out

Coach Education

Psychological and Physical Factors

Mar 27 Youth Sports Outlets, continued... Part Chapter 18

Play Outlets/Playgrounds

AAHPERD CONFERENCE

Motor skill development, Movement Patterns and Task Constraints

Apr 3 Prenatal Movement EXAM 3

Movement in Infancy Part Chapter 11

reflexes to early control Chapter 10

Apr 10 Fundamental motor skills Chapter 13

developmental sequences - - locomotor

trends, constraints, factors of motor patterns

Apr 17 Fundamental motor skills Chapter 14

developmental sequences - - object control Outside Readings and Assignments

trends, constraints, factors of motor patterns

Apr 24 Fundamental motor skills EXAM 4

developmental task analysis, and intervention

equipment and task design

May 2 Final Exam: Tuesday, 2:00 pm

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