Development of Motor Skills

dynamic

(moving

Follow-Through Phase:Throwing

After releasing the ball, continue the movement until momentum dissipates.

6 - 7 Years Fine Motor Skills

Draws detailed and complex shapes and pictures. Uses all eating utensils appropriately.

A variety of factors affect motor development in children.

Environmental, emotional, social, and health factors play significant roles in motor development.

mature striking pattern

Focus: Keep attention focused on the object to be hit/struck. Stance: Keep feet shoulder width apart, bend the knees, place weight on the toes, and hold the racquet or paddle in front of the body. Shifting Weight: When making contact, shift weight from the back foot to the front foot. Follow Through: For aim and power, follow through with the motion after making contact with the ball.

To execute a mature punt:

Keep eyes focused on the ball. Step forward onto the non-kicking foot. Hold the ball with both hands in front of the body at hip height. Bend the kicking leg back with a 90-degree swing. Release the ball from the hand that's on the same side as the kicking leg. In football, contact the ball with the top of the foot; in soccer, contact the ball with the instep. During the kick, move the arm opposite of the kicking leg forward. Follow the kick through in the direction of the target; the kick should be high.

forehand stroke:

Keep the eyes locked on the object. Point the non-striking shoulder toward the target. Step toward the target with the opposite foot. Maintain eye contact as the object comes into contact with the bat or stick. Follow through by swinging the arm across the chest.

6 - 7 Years Gross Motor Skills

Kicks a ball with accuracy. Rides a two-wheel bicycle without training wheels.

4 - 5 Years Fine Motor

Prints first name. Draws a person with at least three body parts.

5 - 6 Years Fine Motor Skills

Puts together a 16-to-20 piece puzzle. Prints all numbers 0-9 and alphabet letters.

4 - 5 Years Gross Motor Skills

Skips or makes running "broad jumps." Hops around on one foot without support.

To dribble with the feet:

Slightly bend the knees. Hold arms out for balance. Tap the ball back and forth with the inside of the foot. Keep the ankle locked and the toe slightly up.

To dribble with the hand:

Slightly bend the knees. Lightly push the ball down by spreading the fingers and flexing the wrist. When the ball bounces, keep it at waist height or lower. Continue tapping the ball with an undulating motion, like an ocean wave.

To execute a mature underhand volleying pattern:

Stand facing the target. Place the opposite foot forward. Use the flat surface of the hand to make contact with the object. Using an upward movement, establish contact with the object when it is between knee level and waist level. For aim and power, follow through the upward motion until the momentum dissipates.

Four hitting styles can be used to strike objects with racquets and paddles: Overhead:

Striking an object that is above the head

Four hitting styles can be used to strike objects with racquets and paddles: Underhand:

Striking an object that is below the waist

Environmental factors

The more opportunities children have to develop their fine and gross motor skills, the faster they develop.

5 - 6 Years Gross Motor Skills

Throws ball overhand with direction. Catches smaller balls.

flight phase

a period of time in which both feet leave the ground. float phase occurs after toe off.

Center of gravity

a point in the body where the weight is evenly dispersed and all forces acting on the body equal zero.

Static balance skills

ability to maintain a controlled body position with minimal movement while remaining stationary. skills include balancing on one foot or performing a handstand.

Body awareness

ability to understand where your body is in space.

Health and Fitness Games

are a tool for teaching students about health and fitness topics through intriguing and enjoyable games.

Formative assessments

are assessments for learning. They occur regularly in the classroom setting and are used to improve learning and performance. provide feedback to students. include checklists, observations, and rubrics.

Fine motor skills

are involved in smaller movements that use the small muscles of the hands, wrists, fingers, feet, and toes. Mastery of fine motor skills requires a high degree of control, precision, and coordination.

Chasing and Fleeing Games

are most commonly known as tag games. They entail players attempting to tag others and avoid being tagged while moving within a predetermined space.

Invasion Games

are team games which involve players from one team moving an object or themselves into another team's goal or territory. Attacking skills, defense, regaining control, and teamwork are skills learned

Verbal cues

consist of words, phrases, or sentences that describe concepts or skills.

Cooperative Games

entail players working together to solve challenges while building teamwork and communication skills.

Fundamental Movement Skills Games

games are the foundation of physical activity and movement. Locomotor, non-locomotor and manipulative skills are the basis for these games.

The larger the mass of an object, the

greater the inertia of that object.

manipulative skills (or object control skills)

help students learn to handle and move objects.Throwing Catching Kicking Punting Dribbling Volleying

Net and Wall Games

involve players or teams trying to score by hitting a ball or object onto their opponent's side that is unreturnable. Attacking skills, offense, and defense are skills practiced

Target Games

involve players throwing or striking a ball or object at a target and attempting to get closer than their opponent.

Striking and Fielding Games

involve two teams that alternate turns in striking an object to try to score and fielding the object and stopping the opposing team from scoring.

Hopping

involves taking off and landing on the same leg. Because it requires students to balance on one foot, it is more difficult than two-footed jumps.

Kinesthetic feedback

involves the teacher manipulating the individual so they can experience the "feel" of the proper form.

Kicking

involves using the foot to apply force to an object on the ground.

mature running pattern

marked by long strides and fast speeds with a clearly marked flight phase. body's trunk leans forward slightly, and arms are bent at right angles, pumping in opposition to the legs. knee flexes so that the foot of the leg in recovery nearly reaches the buttocks.

Videotaped analysis

often used to increase performance. serves as feedback to motivate students. provide students with a visual of proper steps in instruction.

Preparatory Phase vertical jumping

phase consists of a crouch with knee flexion from 60 degrees to 90 degrees.

Emotional development

plays a huge factor in several areas of growth. The ability of children to control their emotions, react to their environment, and respond to various situations plays a role in motor development.

Social development

plays a huge factor in several areas of growth. The ability to get along with others plays a role in motor development. The more social opportunities that children are exposed to, the more experiences they will participate in.

Summative assessments

provide a summary of student learning and are typically used at key stages such as the end of a unit, quarter, semester, or end of the year. judge student performance and utilize standardized tests or evaluation tools.

readiness

refers to a student's capacity to learn a motor skill.

Motor development

refers to the physical growth and strengthening of a child's bones, muscles, and ability to move and touch his/her surroundings. Children grow and develop quickly during their first five years of life. It is important to note that there is not a significant correlation between the speed at which children learn skills and their performance level once learned. A child's motor development can be categorized into two groups: fine motor skills and gross motor skills.

Mature motor patterns

require students to exercise a combination of locomotor, non-locomotor, and/or manipulative skills while also exhibiting body, spatial, and/or rhythmic awareness.

Closed skills

skills that occur in a stable, predictable setting. typically self-paced. individual performing the skill knows what to do, uses the same techniques for each situation, and is in control. examples include performing squats, serving in tennis, and performing a gymnastics routine.

Stability

the ability of the body to maintain balance and to return to equilibrium after being disturbed.

Balance

the ability to control body equilibrium in relation to gravity only.

Tactile discrimination

the ability to determine information through the sense of touch. can feel the difference between objects. typically involves fine motor skills. important when navigating a jungle gym or rock climbing wall.

balance

the ability to maintain control of the body while performing tasks.

Directional awareness

the ability to understand the concepts of left and right, up and down, top and bottom, front and back, and in and out.

planning activities that support

the development of a positive self-concept

important factors that typically determine whether an individual is ready to learn a motor skill:

the individual's motor development and physical growth and the learner's experience and the environment when the skill is learned.

mature hopping pattern

the knee of the non-support leg (or the swing leg) is bent at a 90 degree angle or less and the entire leg swings back and forth in a pendulum motion to help produce force. The arms are held close to the body, and the elbow is at 90 degrees. While the non-support leg moves forward to create momentum, the hip, knee, and ankle of the support leg extend. Upon landing, the knee, ankle, and hip of the support leg flex to absorb the shock.

Rotational inertia

the moment of inertia, how hard it is to rotate an object around an axis.

Force absorption

the process of decreasing the force of impact to prevent impact-related injuries and lessen physical stress on the body.

Acceleration

the rate at which an object changes velocity over a period of time.

Buoyancy

the upward force from the pressure of fluid that keeps objects afloat. Objects float when they have a positive buoyant force, or when they weigh less than the same volume of fluid that they displace.

static

without movement)

Use the laces of the shoe to dribble into

spaces quickly; when doing so, keep the toe down and the ankle locked.

Dynamic balance skills

the ability to maintain a controlled body position while in motion. require dynamic balance skills include running, jumping, biking, and skateboarding.

Auditory discrimination

the ability to recognize differences between sounds.allows individuals to determine similarities and differences between words and sounds, which helps to develop speech and rhythm.play a role in sound, rhythm, and movement development.

Visual discrimination

the ability to see subtle differences in objects, pictures, letters, and numbers. Eye-hand coordination and eye-foot coordination are visual skills that individuals use to guide their movement and are important in motor skills such as catching, kicking, and hitting a ball.

Kinesthetic discrimination

the ability to sense changes that involve body movements and muscle feelings. learning typically involves the whole body and gross motor skills such as running and jumping.

Takeoff Phase horizontal jumping

the jumper rapidly and vigorously extends the hips, knees, and ankles while vigorously swinging the arms in the desired direction of travel, allowing the body to become airborne. angle of take-off is approximately 45 degrees.

Punting

involves striking an airborne ball with the foot.

Striking

involves using a piece of equipment to apply force to an object and move it through the air or on the ground.

hitting

involves using a piece of equipment to apply force to an object and move it through the air or on the ground.

discrete skill

is a brief, specific skill with a clear starting and stopping point.

Biomechanics

is centered around the study of human movement and the laws of physics and mechanics as they relate to human performance.

Four hitting styles can be used to strike objects with racquets and paddles: Backhand

Use dominant hand on non-dominant side to strike an object

supporting role

(making contact with the ground)

recovery role

(not making contact with the ground).

3 - 4 Years Fine Motor Skills

Copies or draws a complete circle. Cuts a line across a paper with small scissors.

To serve a volleyball using a mature motion pattern:

Face the striking direction with the feet shoulder-width apart. Keep the eyes on the ball. Hold the ball in the non-dominant hand in front of the body at waist level. Pull the striking arm back to at least waist level. Lean forward and step forward with the opposite foot. Strike the underside of the ball with the heel of the preferred hand at waist level or below. When striking the ball, continue stepping forward with the foot opposite of the striking hand. Follow through the motion of the ball with the hand, but do not raise it above shoulder height.

can also play a role in a child's motor development.

Gender, nutrition, socioeconomic status, geographical factors, and genetics

mature catching pattern

Move the body into position so that it is in line with the object that is to be caught. Focus the eyes on the object. Outstretch and relax the arms and bend the elbows slightly so that they are facing downward. Extend and relax the hands and fingers. Establish contact with the object with the hands only. The hands, arms, shoulders, and elbows relax to help absorb the object's force.

Flight Phase

Period when the jumper is in the air. In both horizontal and vertical jumping, mature jumpers reach full body extension.

Preparatory Phase: Throwing

Pivot the body to the right and place weight on the right foot. Swing the throwing arm backward and upward.

kick a ball with accuracy:

Place the non-kicking foot beside the ball. Maintain eye contact with the ball. Draw the leg back and swing it forward, making contact behind the center of the ball with the instep (not the toes). For aim and power, follow through with the kicking motion after making contact with the ball.

Four hitting styles can be used to strike objects with racquets and paddles: Forehand

Use dominant hand on dominant side to strike an object

Execution Phase: Throwing

With the left foot, stride forward in the direction that the object is to be thrown. Rotate the hips, spine, and shoulders counterclockwise while retracting the throwing arm to the final point of its reversal. Medially rotate the upper arm and extend the forearm with a whipping action. Release the ball when it is just past the head and the arm is extended at the elbow.

Movement exploration

an active-learning strategy that helps students use their bodies to develop various skills and concepts, including hand-eye coordination, spatial awareness, and balance. movement exploration include having students use their bodies to mimic various objects, shapes, and animals and playing movement games that allow students to develop locomotor, non-locomotor, and manipulative skills.

creating a physical education environment that is based on intrinsic motivation

and that encourages students to take responsibility for their actions

Gross motor skills

are movements that involve the use of large muscles such as the legs, arms, and other large body parts.

Spatial awareness

awareness of oneself and other objects in space. Spatial awareness also includes understanding the relationships of objects when there is a change in position. Completing age- and ability-appropriate obstacle courses and movement games, using blocks or Legos to create structures, and verbalizing movements through games such as Simon Says.

main categories of perceptual-motor development are

body awareness, directional awareness, spatial awareness, and temporal awareness.

Catching

involves receiving and controlling an object being propelled toward a person.

Perceptual-motor development

combines a child's sensory skills (brain) and motor skills (body) to synchronize body movements and perform a variety of movements allowing them to interact with their environment.

Swing Phase

comprises approximately 40% of the gait cycle, begins when the foot leaves the ground after toe-off and is propelled forward. It ends when the foot reestablishes contact with the surface. body's mass is transferred from one limb to another.

Combination movements

demonstrate the importance of knowing and practicing basic motor skills, including locomotor, non-locomotor, and manipulative skills prior to combining them in various sports and activities.

Use the outside of the foot to change

direction or dribble the ball in tight spaces. As with the foundation touches, keep the ankle locked and the toe slightly up.

Each step of a skill should have an established

discrete skill

A penalty kick in soccer or a pass in football are examples of

discrete skills.

Motor tasks

entail various parts that must be developed and practiced in order for students to successfully complete the task.

Sensory Skills

equired for coordination and motor development are auditory, kinesthetic, tactile, and visual discrimination.

Body awareness includes, but is not limited to:

identifying and locating the parts of the body identifying body shapes and positions demonstrating awareness of the body's movements identifying the ways in which the body is used to communicate or express feelings demonstrating awareness of muscle tension and relaxation Developing body awareness involves multiple sensory systems.

3 - 4 Years Gross Motor Skills

ides around on a tricycle using the pedals. Climbs in/out, over/under objects easily.

Health factors

influence the motor development of children. Proper nutrition, healthy sleep patterns, access to medical care, and opportunities for active play affect motor development.

non-locomotor skills

involve moving the body while remaining stationary.Examples include: Bending Stretching Twisting Swaying Wiggling Shaking Balancing

Dribbling

involves controlling a ball with either the hands (as in basketball) or the feet (as in soccer).

Volleying

involves coordinating various body parts to strike an airborne ball or object.

Throwing

involves propelling an object away from the body and toward a chosen target.

Temporal awareness

is the ability to judge movement and time. Individuals with fully developed temporal awareness have strong eye-hand and eye-foot coordination. Temporal awareness is essential in performing skills such as walking, running, dribbling, and hitting balls. Rhythm and sequence skills such as movement activities, dance, and jumping rope are involved

Preparatory Phase horizontal jumping

ith flexion at the hips, knees, and ankles), followed by a backward swing of the arms.

Takeoff Phase vertical jumping,

jumper forcefully extends the hips, knees, and ankles while simultaneously lifting the arms upward. The jumper's head is tilted upward, and the eyes are on the target.

Propulsion

lasts from heel lift to toe off (in which the toe leaves the ground, propelling the limb forward). the foot is rigid and acts as a lever.

Landing Phase vertical jumping,

mature jumpers land very close to their point of takeoff. Knees, ankles, and hips flex to absorb the shock.

Landing Phase horizontal jumping

mature jumpers land with their thighs parallel to the surface. Upon landing, their center of gravity is located behind their feet, but they then flex their knees and thrust their arms forward to propel their center of gravity beyond their feet.

Locomotor skills

moving the body from one location to another. movements involve the feet, but they may also include the hands. examples are: Walking Running Jumping Hopping Galloping Skipping

Open skills

skills that are affected by the setting. occur in unpredictable, continually changing situations so movements have to be revised depending on the situation. affected by factors outside the performer's control. opposition's skill level, weather factors, crowd participation, and previous plays are examples of factors that can affect situations include passing in football, hockey plays, and batting in softball.

Inertia

the tendency of objects to resist changes in their state of motion.

encouraging and supporting kids to keep trying and planning lessons so they are not so hard that

they give up easily

Non-locomotor, locomotor, and manipulative skills can also be combined

to perform tasks.

assisting students in understanding that they are not professionals and that it takes

trying, failing, practice, and determination to succeed in activities

Stance Phase

which comprises approximately 60% of the gait cycle, occurs when a limb is on the ground and bearing weight. consists of three steps:

Midstance, walk

which lasts from flat foot to heel lift (in which the heel leaves the floor). the total surface of the foot is in contact with the walking surface.

Contact walk

which lasts from heel strike (the moment the walker's heel strikes the ground) to flat foot (when the walker's foot is flat on the ground, absorbing the shock of landing and adjusting the surface irregularities).

Walking,

which one foot remains in contact with the ground, is the first locomotor skill we master (after crawling). when they are around a year old, and their early attempts are marked by a wide, rotating gait and short steps. By the time they reach the age of three, most children have established a mature gait pattern. By seven, most children exhibit the mature walking gait of an adult, in which the toes face forward (not inward or outward) and gait speed and distance are well-regulated.

Rhythmic skills and Rhythmic awareness

will help students sense and perform patterns of sound and motion. Performing physical actions (ex: clapping) in time with music or drum beats Choreographed dance moves