Table Of ContentAdvAnced
AnAlysis
of Motor
developMent
Kathleen M. Haywood
University of Missouri–St. Louis
Mary Ann roberton
Bowling Green State University
nancy Getchell
University of Delaware
Human Kinetics
Library of Congress Cataloging-in-Publication Data
Haywood, Kathleen.
Advanced analysis of motor development / Kathleen M. Haywood, Mary Ann Roberton, Nancy
Getchell
p. ; cm.
Includes bibliographical references and index.
ISBN-13: 978-0-7360-7393-6 (hard cover)
ISBN-10: 0-7360-7393-0 (hard cover)
I. Roberton, Mary Ann, 1942- II. Getchell, Nancy, 1963- III. Title.
[DNLM: 1. Motor Skills. 2. Human Development. 3. Motor Activity. WE 103]
LC-classification not assigned
612.7'6--dc23
2011029667
ISBN-10: 0-7360-7393-0 (print)
ISBN-13: 978-0-7360-7393-6 (print)
Copyright © 2012 by Kathleen M. Haywood, Mary Ann Roberton, and Nancy Getchell
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E4416
Thanks to my family. When push comes to shove, family is there for
you. I would also like to dedicate my work on this book to two master
teachers I first encountered as an undergraduate: Dr. A. Gwendolyn
Drew and Mrs. Jo Garrison. Undoubtedly, without them, I would be
doing something else today!
Kathleen Haywood
I was able to study with “giants.” I thank them for their kindness to a
young student with whom they enthusiastically shared their knowl-
edge and passion for the study of motor development: Larry Rarick,
Anna Espenschade, Helen Eckert, Vern Seefeldt and, especially, Lolas
Halverson. I can only hope that I have deserved their generosity.
Mary Ann Roberton
To my parents, Walter L. and Susan D. Getchell, for giving me endless,
unconditional encouragement over many years. In particular, thanks
to my mother, who provided the block off of which I became a chip.
Nancy Getchell
Contents
|
Preface ix Acknowledgments xii
Part I What Is Motor Development?
Theoretical Perspectives . . . . . . . . . . . . . . . . . . . . 1
Chapter 1 Descriptive Perspectives . . . . . . . . . . . . . . . . . . . . . 3
Definition of Motor Development Study . . . . . . . . . . . . . . .3
History of Motor Development in the United States . . . . . . .4
Concept of Development . . . . . . . . . . . . . . . . . . . . . . . . . .5
Three Early Pioneers of Motor Development . . . . . . . . . . . .6
Stage versus Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Physical Educators and Kinesiologists in the Field . . . . . . .14
Legacies from the Descriptive Perspectives . . . . . . . . . . . .15
Specific Contributions of the Descriptive Perspectives . . . .16
Role of Description within Motor Development
Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Chapter 2 Perspectives on Perception and Action . . . . . . . . 31
Indirect Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Direct Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
A Resolution? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Chapter 3 Systems Approach . . . . . . . . . . . . . . . . . . . . . . . . . 57
Model of Constraints . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Dynamic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Fundamental Characteristics of Dynamic Systems . . . . . . .65
Applying the Dynamic Systems Model to a Motor
Development Problem . . . . . . . . . . . . . . . . . . . . . . . . .74
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
v
vi Contents
Chapter 4 Motor Development Research Approaches . . . . . 77
Research Designs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Development Simulation . . . . . . . . . . . . . . . . . . . . . . . . . .84
Dependent Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Anthropometric Measures . . . . . . . . . . . . . . . . . . . . . . . .89
Moving the Field Forward: Strong Inference Research . . . .91
Moving the Field Forward: Wohlwill’s Developmental
Research Schema . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Research Methods in Practice: Esther Thelen and
Reflex Stepping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Part II What Perspectives Do Researchers Use to Study
Motor Development?
Contemporary Research . . . . . . . . . . . . . . . . . . . 99
Chapter 5 Development of Postural Control . . . . . . . . . . . 101
Theoretical Perspectives . . . . . . . . . . . . . . . . . . . . . . . . .102
Early Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Rising to Stand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
Postural Control in Older Adulthood . . . . . . . . . . . . . . . .117
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129
Chapter 6 Development of Locomotion . . . . . . . . . . . . . . . 131
Intertask Developmental Sequence . . . . . . . . . . . . . . . . .131
Intratask Developmental Sequences . . . . . . . . . . . . . . . .134
Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
Chapter 7 Development of Ballistic Skills . . . . . . . . . . . . . . 153
Intertask Developmental Sequence . . . . . . . . . . . . . . . .154
Intratask Developmental Sequences . . . . . . . . . . . . . . . .158
Developmental Research . . . . . . . . . . . . . . . . . . . . . . . . .175
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
Chapter 8 Development of Manipulative Skills . . . . . . . . . 177
Reaching and Grasping . . . . . . . . . . . . . . . . . . . . . . . . . .178
Interception Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .210
Contents vii
Part III How Do Practitioners Adopt a Developmental
Perspective?
Applying Research . . . . . . . . . . . . . . . . . . . . . . .211
Chapter 9 Atypical Motor Development . . . . . . . . . . . . . . . 213
Identifying Atypical Development by Understanding
Typical Development . . . . . . . . . . . . . . . . . . . . . . . . . .214
Motor Development That Is Not Average . . . . . . . . . . . .215
Combining Theory and Practice . . . . . . . . . . . . . . . . . . .237
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Chapter 10 Motor Development Interventions . . . . . . . . . . 239
Interventions in Typically Developing Populations . . . . . .239
Interventions for Atypical Populations . . . . . . . . . . . . . . .244
Interventions for Children With Disabilities . . . . . . . . . . .251
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .260
|
Glossary 261 References 265
|
Index 299 About the Authors 307
Preface
You’ve heard the saying that nothing in life is simple. People who have studied
motor development would say instead that nothing about the development of
life is simple. The range of influences on developing beings is enormous, and the fact
that these influences interact with one another paints a picture of rich complexity.
Just consider one example: physical growth. Physical growth and physiological
maturation proceed according to a genetic blueprint. Yet, a host of environmen-
tal factors ranging from nutrition to carcinogens to climate to disease influence
growth and maturation. The psychosocial environment across childhood and
throughout adulthood can also affect physical status, either directly or through
other environmental factors. These factors can support or impede growth and
maturation. Their effect on physical status changes the interaction between the
person and the environment, and so a complex interplay between the changing
physical person and the environment’s many factors continues.
The process of motor development is equally complex. Yet, this complexity is
exactly what captures our interest. Each person is unique. Each person’s context
is unique. A small difference early in development can result in a large differ-
ence later in life. What intrigues us is finding the keys that unlock the mystery
of understanding a person’s developmental status. The deeper we delve into the
complex interaction of person, context, and purpose in movement, the more we
appreciate the need to consider additional influencing factors. In this textbook,
we examine many of the factors associated with and related to motor develop-
ment. Furthermore, we explore where research within the field has been, where
it is now, and where it might be in the future.
PURPoSe
This book is written for graduate or advanced students interested in both a
broader and a deeper examination of the field of motor development. In this
book, we focus on the ways in which both theoretical perspectives and research
paradigms have influenced the understanding of developmental phenomena.
This advanced text in motor development is designed to stimulate students to
reach a deeper understanding and synthesis of the process and course of motor
development and the great range of factors affecting that development. It is aimed
at those who may have already studied the basic aspects of motor development
and want greater in-depth knowledge and understanding. While graduate study
in motor development traditionally has been approached through a variety of
readings sometimes supplemented by an undergraduate text, this advanced text
meets the need for in-depth study in a more cohesive way. It presents parallels
and highlights relationships in a way that individual readings might not. It also
provides a foundation in the theoretical underpinnings within the field as well
as demonstrates how these theories drive contemporary research.
ix
x Preface
A unique approach in this text that is consistent with its focus on an advanced
audience is that when analyzing research about the various categories of move-
ment skills, this book not only surveys the research findings on a topic but also
highlights a smaller number of landmark studies or lines of research to discuss in
depth. Advanced students must appreciate the process of research as well as learn
to analyze research methods and results for themselves so that they can become
both critical consumers of research and researchers themselves. Students can further
expand the horizon of study on a particular topic, but they will benefit from expo-
sure to the process and the detail of research studies addressing specific questions.
Such analytical skills will prepare any student for selecting and exploring
their own research topic. This text will help them transition into the role of
engaging in motor development research, either as part of a research team or in
the context of a thesis or dissertation. Moreover, for a student in an area other
than motor development, this emphasis on critical analysis will help them to
think about their own area in more sophisticated ways.
Another popular saying is that the devil is in the details. For those who want to
know more about motor development than can be covered in an undergraduate
course, the fun is in the details. Learning the details of research and hence the
complexities of motor development will increase your engagement, challenge,
and excitement. It will also position you to frame your own research questions
as you learn more about the process of developmental research.
oRGAnIzAtIon
The text has been organized into three parts. Part I, which is entitled What Is
Motor Development? Theoretical Perspectives, explores the meaning of the phrase
lifespan motor development from both a historical and a contemporary context.
After introducing the field of motor development, chapter 1 examines the roots
of motor development in describing motor behavior through the research of early
developmentalists such as Gesell and McGraw. Chapter 1 also examines inter- and
intratask motor skill sequences within the developmental sequence theory. Chapter
2 describes the movement of developmentalists toward considering developing
beings in their context or environment. It reviews the transition from indirect to
direct perception in specifying the relationship between perception and action.
Chapter 3 parallels this paradigm shift in discussing dynamic systems perspectives,
especially research studying the emergence and self-organization of movement
from interacting subsystems. Finally, chapter 4 reviews the research methods and
tools commonly used in motor development research. It also shows how to use
inductive reason and strong inference (Platt, 1964) in the research process.
Part II, which is entitled, What Perspectives Do Researchers Use to Study
Motor Development? Contemporary Research, examines research agendas
within specific classes of motor skills (posture, foot locomotion, ballistic skills,
and manipulative skills). Each chapter in part II provides an overview of the
research on two or three specific skills to demonstrate how research agendas can
help answer specific questions about skill development. Chapter 5 explores pos-
tural control. Chapter 6, on locomotion, covers walking and hopping. Chapter
7, ballistic skills, focuses on research on the overarm throw, striking, and kick-
