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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