KIN 308

Human Growth and

Motor Development | Concepts and
Terminology
Outline
• Terminology
• Karl Newell’s Model of Movement & Constraints
• Historical Theoretical Perspectives
• Application
Defining Development
• Development =
• continuous process of change in functional capacity across the
lifespan
 Defining Development
• Development has 6 key component:
1. Qualitative
2. Sequential and Cumulative
3. Cumulative, irreversible (until regression!)
4. Directional
5. Individual
6. Multifactorial
https://lovevery.com/community/
blog/child-development/throwing-
and-rolling-and-flinging-oh-my/

Age-related, but not age-determined

https://activeforlife.com/throwing-how-to-teach-kids-to-throw-correctly/
Defining Development
• Development has 6 key component:
1. Qualitative
2. Sequential
3. Cumulative, irreversible (until regression!)
4. Directional https://www.healthline.com/health/fitness/8-ways-to-
shake-up-your-walking-
5. Individual routine#_noHeaderPrefixedContent

6. Multifactorial

https://www.livescience.com/how-running-changes-your-body
Defining Development
• Development has 6 key component:
1. Qualitative
2. Sequential
3. Cumulative, irreversible (until regression!)
4. Directional
5. Individual
6. Multifactorial
Defining Development
• Development has 6 key component:
1. Qualitative
2. Sequential
3. Cumulative, irreversible (until regression!)
4. Directional
5. Individual
6. Multifactorial
Defining Development
• Development has 6 key component:
1. Qualitative
2. Sequential
3. Cumulative, irreversible (until regression!)
4. Directional
5. Individual
6. Multifactorial
Defining Development
• Development has 6 key component:
1. Qualitative
2. Sequential
3. Cumulative, irreversible (until regression!)
4. Directional
5. Individual
6. Multifactorial
4 Domains of Human Development
• The four domains categorize areas of study
• But they are not discrete
• Interactional

Affective Motor

Cognitive Motor
Motor Development
• A sequential, age-related
process which proceeds from
simple, unskilled movement ...
Motor Development
• A sequential, age-related process
which proceeds from simple,
unskilled movement…
• … to highly organized motor skills.
What is and is not Motor Development
• Motor Development =
• Development of motor skills
• Concerned with a sequence of movements
• Influenced by the individual and environment

• Not all change in movement = Development

• Why not?
• Some changes are due to Motor Learning
• Motor development is similar but different from Motor Control
What is Motor Learning and Motor Control?
• Motor Learning =
• Refers to the relative permanent gains in motor skill capability
associated with practice or experience

• Motor Control =
• Is the study of neural, physical, and behavioral aspects of
movement
Basics of Motor Control
• Motor neuron (motoneuron):
• A neuron having a motor function;
• An efferent neuron conveying motor impulses
• Efferent = outwards from the brain or spinal cord
• Works in harmony with sensory neurons
Why Study Motor Development?
• Cannot understand development as a
whole, unless we understand all 4
domains
• Knowledge of normative motor
development helps diagnose
abnormal development
• Allows us to create developmentally
appropriate activities

https://www.activehealth.sg/read/physical-activity/why-is-
physical-activity-important-for-child-development
Terminology
• Growth:
• quantitative increases in the physical size of the whole body or
specific body parts
Terminology
• Maturation:
• Qualitative functional changes that occur with age, from
childhood until:
• You can reproduce
• Your skeleton is fully ossified
• Your brain is fully neurologically organized
• Aging:
• Growing older
• Loss of adaptability or function
Terminology
• Development?
• Broader → influenced by both Growth & Maturation
• Both progressions and regressions
Theoretical Approaches to Understanding Development

• 1930’s- 40’s: Maturational Approach

• Innate, biological processes are most influential
• Genes (CNS) over environment
• Emphasis on charting normative motor
behavior
• Use of co-twin research by
• Arnold Gesell
• Myrtle McGraw:
• https://www.youtube.com/watch?v=z0feuLSe4xE
Theoretical Approaches to Understanding Development

• 1950’s-60’s: Normative & Biomechanical Descriptive

Period
• Standardized tests
• Focused mostly on outcome/product

• 1960’s-80’s: Information Processing Perspective

• Brain = Computer
• Passive human takes in info, processes it, produces movement
• Dev. is driven by environment (nurture)
• Believe practice influences development
Newell’s Model (1986) of Constraints
• What is a constraint?
• Factors that limit, encourage, or
shape dev. of movement
• What is the main claim of
Newell’s model?
Newell’s Model of Constraints
Constraints
1. Individual: physical or mental
• Structural
• height, weight, flexibility, muscle mass
• Functional
• motivation, memory, attention
2. Environmental:
• Physical
• temp., light, gravity, surfaces
• Sociocultural
• norms, expectations, stereotypes
3. Task: goals, rules, equipment
According to the model, why do more small
children play soccer rather than golf?
Constraints
• Many cooperating body systems do not develop at the
same rate
• The system that develops last or declines first during
aging = a Rate Limiter (controller)
• it holds back or slows dev/movement
• Ex. weight gain, fear, balance

• What is the rate limiter when a 5 yr old cannot reach a 10

ft basketball hoop?
• Muscular system
Take Home Points
• How should we apply knowledge of constraints and rate
limiters in the field?
• Individualize interventions
• Design developmentally appropriate tasks
Is it “Developmental”
• Equipment & Programs are “Developmental” when they…
• Foster organic skill development
• Examples?
• Ex. ladders, chin-up bars, parallel bars, climbing poles
Is it “Developmental”
Is it “Developmental”
• Non-developmental:
• Does not necessarily foster organic, skill dev.
• Passive
• Ex. slides, swings, merry-go-rounds, see-saws, spring animals
Take Home
• Body Scaling of objects or environments reduces
constraints
• Allows for more advanced movement
Review of Theoretical Approaches
• How would you view the following situations from
each of the three perspectives?
• Maturational, Info-Processing, Ecological
• For Eco  What are rate limiters and constraints?
• An infant is able to stand up when holding an object,
but cannot let go and stay up
• An 8-year-old boy can throw farther than a 10-year-
old girl.
• An older adult can no longer open a tightly closed jar