Zusammenfassung der Ressource
Theories of Motor Development
- Dynamic
Systems Theory
- Recognizes that
movements are always a
product of not only the
CNS but also the
biomechanical and
energetic properties of the
body, the environmental
support and the specific
demands of the particular
task
- Emphasizes the factors
that account for the
differences in children's
development and why
some advance quicker
than others
- Motivation is
another major
influene
- Sensory-Neurological
Processes
- Sensory systems that
receive information
from the external
envrionment. These
are the propioceptors
and they include the
vestibular system and
the kinaesthetic
system.
- Vision-
ability to
perceive
objects in the
environment
important for
motor
development
- Vestibular
system-
responds to
internal stimuli
providing
information
about body
position and
balance in
relation to the
external
environment.
The sensors
are located in
the labryinth of
the inner ear
- Kinaesthestic system-
provides information
about body and limb
position; the direction,
extent and velocity of
movements; and the
level of tension in the
muscles. The receptors
are in muscle spindles,
tendon organs, joint
receptors, and stretch
receptors in the skin
overlying the joints.
- Integrative-perceptual
processes- must rely
on feedback from
mutiple sensory
system to accurately
perceive the object.
This sensory
intergration depends
on the recognition,
intersensory
matching and
corss-modal transfer
- Cognitive
Processes
- Involves the ability to
anticipate objects and
remember a specific
set of movement
sequences
- Memory- capacity
of young children to
solve problems and
to perform a variety
of tasks is often
affected by limited
memory. They
overestimate their
motor abilities
- Anticipation/prediction-
the development of the
capacity to predict and
extrapolate motion
almost certainly
depends on active
experience of pursuing
moving objects with the
eyes, hands and body.
- Higher Order
(Metacognitve)
- Metacognition
refers to a
person's
knowledge of
their own
cognition and
the control they
are able to
exert on their
cognitive
activities.
Activities such
as testing,
evaluation and
revising
strategies
- Executive function- the set of
mental processes that underpins
goal-directed behaviour and acts
off self-control. It incorporates
elements of beahviour initiation
and modulation, and the inhibition
of mental attention.