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motor development > Unit 2 > Flashcards

Unit 2 Flashcards

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1
Q

Prehension

A

is the grasping of an object

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2
Q

Grip movements are

A

body- scaled

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3
Q

Ratio of hand size to object size is

A

consistent for transitioning from using one hand to using two hands to pick up object.

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4
Q

3-4 months

A

infants become consistent in moving the hand to the mouth.

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5
Q

5 months

A

infants open the mouth in anticipation of the hand’s arrival.

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6
Q

2 months

A

infants show bilateral arm extension and reaching.

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7
Q

4.5 months

A

infants reach for objects with both arms (usually one hand reaches and grasps object first).

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8
Q

During year 1

A

infants alternate between predominantly unimanual and bimanual reaching.

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9
Q

By 12 months

A

infants being making pulling apart and insertion actions.

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10
Q

Early in year 2

A

infants use objects as tools.

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11
Q

After 18 months

A

infants manipulate objects cooperatively with both hands.

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12
Q

By end of year 2

A

complementary activities

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13
Q

Catching:

A

How objects are intercepted and then manipulated.

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14
Q

Early Catching

A

arms and hands are rigid, ball caught against the chest, heads turned away

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15
Q

Proficient Catching

A

Hands “give” to absorb force. Catcher moves, Fingers up/high down/low

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16
Q

Invariants

A

stable patterns

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17
Q

Anticipation

A

involved in many manipulative tasks and interception skills.

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18
Q

Expanding optical array

A

visual pattern that expands or constricts on the retina

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19
Q

Invariants and Expanding Optial Array are examples of

A

Two characteristics of the person environment system for catching involve constant patterns of change

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20
Q

What sets humans apart

A

Manipulative skills

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21
Q

What skills do infants excel at:

A

reaching and grasping

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22
Q

When do children become good at catching

A

by 11 or 12 years of age, but still no movement

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23
Q

Aging probably affects ___:

A

getting to a ball more than manipulative aspects of catching

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24
Q

The following progression of skills leads to crawling and creeping:

A

Crawling with the chest and stomach on the floor, Low creeping with the stomach off the floor but the legs working together, Rocking back and forth in the high creep position, Creeping with the legs and arms working alternately.

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25
The difference between crawling and creeping:
creeping is moving on hands and knees while crawling is moving on hands and knees as well as including abdomen
26
The difference between crawling and creeping:
creeping is moving on hands and knees while crawling is moving on hands and knees as well as including abdomen
27
How could balance, strength, and or coordination act as rate limiter for creeping and crawling
Rate limiters are things that inhibit or slow down motor skills. Those milestones are indicators or norms, not what is going to happen. Strength could be a rate limiter because the infant has to be able to push up off the floor to begin creeping/crawling. Balance and coordination are also important factors because these motions help with equilibrium and taking those early motions and building stability.
28
Walking: .
the first form of upright, bipedal locomotion
29
Walking is ___:
50% phasing relationship between the legs and a period of double support (when both feet are on the ground) followed by a period of single support.
30
Characteristics of early walking
Maximizes stability and balance over mobility, Arms are in high guard, Feet are out-toed and spread wide apart, Independent steps are taken, Rate controllers are strengthand balance.
31
Not every individual can do this
rehabilitation, physical therapy
32
Steps in observing a skill:
analysis, planing, positioning
33
Analysis
must know the course of development for skill
34
Planning
observer must organize and plan, watch several times, criteria
35
Positioning
move and watch skill from angles
36
In proficient walking
Trade stability for mobility (by age 4, essential components of an advanced walk are present)
37
The rate limiters in proficient walking:
muscular strength and balance
38
Running occurs
6 to 7 months after walking starts.
39
Running is ___
50% phasing between the legs (same as walking) and a flight phase followed by single support (different from walking)
40
During early running
the child trades stability for mobility
41
As children grow
qualitative changes in running patterns, combined with physical growth and maturation, generally result in improved quantitative measures of running.
42
In proficient running, we see:
Less stability, more mobility, Increased stride length, Planar movement, Narrow base of support, Trunk rotation, Opposition
43
In later running (older adulthood)
patterns help increase stability and balance.
44
Jump
propels self off ground with one or two feet; lands on two feet.
45
Early Jump
often begins before age of 2, usually vertical, one foot takeoff/landing, no or limited preparatory movements
46
Proficient Jump
arm swing, feet leave together, force is downward, preparatory crouch
47
Hop
propels self off ground with one foot; lands on same foot.
48
Early Hop:
Later than jumping, support leg is lifted, arms mostyl inactive, legs rigid
49
Proficient Hop
leg extend at hip, oppositional arm movement, support leg flex landing
50
Rate limiters in Hop
postural systems ability to balance he body on one limb for a sucesion of hops, ability to generate force
51
Leap
propels self off ground with one foot, extends flight period, and lands on opposite foot
52
Galloping
forward step on one foot, leap on other (asymmetric)
53
Sliding
sideways step on one foot, leap on other, same as shuffle (asymmetric)
54
Skipping
alternating step-hops on one foot, then on the other (symmetrical)
55
Early galloping, sliding, skipping
no arm, no trunk, short stride, arrhythmic
56
Proficient galloping, sliding, skipping:
arms not needed for balance
57
What is locomotion
Moving from place to place on one, two, or four limbs
58
What does locomotion include
crawling, walking, running, hopping, skipping, galloping
59
Early childhood developmental differences
by age 4 proficiency walk should be present
60
Mid Adolescence developmental differences:
Stride length increases with fuller range of motion and growing legs, Pattern improvements are subtle, Growing limbs (growth spurts)
61
Older adulthood developmental differences:
Stability is maximized, Out-toeing increase, Stride length decreases, Objects are used as balance aids
62
Later in life rate limiters:
motivation (desire/drive), enviroment, physical limitations (hip replacements)
63
Ballistic
Applying force to an object in order to project it.
64
Examples of ballistic skills
throwing, kicking, striking
65
Throwing Forms
Underhand (one or two hand), Sidearm, Overarm (one or two hand)
66
Ways to assess skills
Product measures and process measures
67
Product measures (outcome):
distance, accuracy, ball velocity
68
Process measures (movement pattern)
developmental sequences
69
Early overarm throwing
mostly arm action, Elbow is pointed up, elbow extension alone
70
Proficient Overarm Throwing for Force:
Weight shifts, windup, sequential movements
71
Throwing for accuracy:
Proficiency comes first, Then distance power and force
72
Early Kicker
No step, Kicking leg pushes forward, Starts from standing flat,
73
Intermediate Kicker
step being taken, but coordination and force not fully there
74
Proficiency for kicking
Arms in opposition, Movement in sequential
75
Punting
Ball is dropped from hand and then kicked, Extra steps taken to transfer weight and meet ball with foot
76
Early Punting
Ball tossed up rather than dropped, Punter often contacts with toes rather than instep or laces, Swinging leg is back a little bit
77
Proficient Punting
Arms extended before final strides, Arms drop to sides and move into opposition with legs, Punter leaps into supporting leg and swings punting leg vigorously up to make contact , Punting leg is kept straight; toes are pointed
78
Early Sidearm Striking
Chopping motion (elbow extension), Not able to gage coordination very well yet, Little bit of leg and trunk movement
79
Proficient Sidearm
Sideways preparatory stance and long step, Turned to the side with implement, Differentiated trunk rotation, sequential
80
Overarm Striking:
both no implement (volleyball) or implement (tennis serve)
81
Early overarm:
Trunk rotation limited, collapsed elbow, no lag with swing forward
82
Proficient overarm:
Elbow 90°-119°, Lower and upper trunk are rotated more than 90°, Racket lags behind arm in forward swing, Movement is sequential
83
Assessment of Ballistic Skills:
Developmental sequences can be used as checklist People are in a developmental step if a majority of executions (usually out of five attempts) fall into that category. Observation should be conducted from the appropriate direction. Side views show forward step, trunk action, lagging. Rear views show arm angles.
84
Assessment of Ballistic Skills: TGMD-3
The Test of Gross Motor Development has a ball skill subscale. Two hand striking of stationary ball Forehand striking of self bounced ball One-hand stationary dribbling Two hand catching Kicking a stationary ball Overhand throwing Underhand throwing There are four performance criteria for each skill.
85
Developmental trends
toward proficient mechanical performance
86
Will all people reach highest developmental steps
no
87
intervention programs
can be beneficial for young children
88
Older adults
appear to maintain coordination of ballistic movements fairly well

motor development (1 decks)

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