2. Predictable patterns of physical
development in childhood years
• The first two years are times of rapid physical
development
• In the early childhood (2-6 years) growth slows a
little but physical and cognitive capabilities are
very extended.
• In the middle and late childhood (6-11) physical
growth slows down further in preparation for
puberty
4. Motor development
It is a lifelong process revealed principally
through changes in movement behaviour in
four phases:
• Reflexive (foetus to 1)
• Rudimentary (birth to 2)
• fundamental (2 to 7)
• specialised (7 to puberty)
three sets of skills develop: locomotion,
stability and manipulation.
5. theories of motor
development
• Biological-maturation perspective: Views development
as an internal process that is dictated by an individual's
bodyclock.
• Information-processing perspective: links motor
development with decision making.
• Ecological perspective: views development like the
process that makes movements automated.
• Linking motor and cognitive performance:
neurobiological evidence links motor and cognitive
performance by associating motor development with the
beginning of certain perceptual and cognitive capacities.
6. Factors influencing motor
development
• Motor development follows a universal
sequence
• Cultural variations:
●
Genetic factors
●
Customs and Different environments
7. Some differences
• African and West Indian Cultures
Sitting and walking is very develop
5 months difference with european babies
• Jamaica
Formal handling: Massage and stretching exercises soon after birth to stimulate
body and to prepare for those milestones
Jamaican babies sit and walk earlier than European children
• Paraguay
Ache people of paraguay actively discourage their infants from crawling away from
their mothers.
• Cultural practices can slow down motor development
Motor development is determined by both maturation
and the environmental factors.
"They will all get there in the end"
8. Differences between sexes on
the performance of motor skills
• Before the age of girls on certainare minimal, although
boys outperform
11, differences
gross motor skills with
the exception of balance.
• Qualitative development in the performance of motor
skills (such as hopping, throwing, running, etc.) across
the school years for both sexes can be attributed to
increases in body mass and height, physiological
development and better neurological functioning.
• The role of biological differences is much diminished in
the primary school years in contrast to the secondary
school years where differences in body mass composition, and
strength levels highlight the differences between boys and girls
even further.
9. The importance of play
Environmental factors have a role to play in influencing
differences in motor development. Some studies tell us that older
girls‘ attitude towards sport can suffer if boys are allowed to join
in with their sporting activities.
In order to motivate girls to participate in physical activities and
sports, activities are oriented for both sexes separately. For girls-
"female-oriented" (activities such as dancing and
gymnastics are included) and for boys- "male-oriented"
(they play games such as rugby and soccer).
10. The social environment
The social environment in which children grow up impacts upon
individual motor skill proficiency by influencing values, knowledge
and skills. The first environment children are exposed to is the family.
They can influence their children in such ways:
• including the provision of toys and sports equipment from an
early age;
• messaging about value they attach to physical activity and sports;
• saying words of praise that encourage participation.
In the middle and childhood years, the influence of one's peers as a
socialisation agent in sport and activity increases. A lack of
competency in motor skills becomes most obvious in these years and
can lead to some children being excluded.
11. Activities engaged in together that include fun and
variety promote positive attitudes and a huge
variety of physical skills.
Unfortunately in many modern societies parents
harbour concerns about children's safety when
playing outdoors. But more and more spaces do
exist where children can play outdoor safely, they
have a lot of space to move with a range of
equipment that challenge growing bodies to climb,
roll, swing, balance etc.,
12. CONTROVERSY
Is outdoor play devalued in primary education practice?
• In the UK in the last 25 years we have seen a decline in the emphasis
placed upon learning and physical play.
• Factors:
1. Focus on children´s literacy and numeracy development.
2. Narrowed view of the purposes of education.
3. Adoption of a model that valued classroom learning instead of outdoors
learning.
•. According to Geva Blenkin and Marian Whitehead: "the most
misunderstood dimension dimension of the planned curriculum is the
creation of an environment in which education is to take place".
13. Outdoor learning
It is essential because:
1. Virtually all areas of the curriculum can be
accessed by outdoor learning.
2. It builds confidence and self-esteem.
3. It develops language in nursery children.
4. It benefits physical development.
5. It improve risks assessments.
6. It develops the large muscle groups.
7. It benefits heart and lung functioning and also
improves general health.
14. Outdoor learning
With these new evidences, the UK has seen a
revival in outdoor play practice and now many
young children receive regular access to the
outdoor environment.
However that happens only with children under
5 years old, not with older children.
15. Influence of PE and sport
PE provides many opportunities for children to
develop motor skills and sport coaches are
important socialising agents for children.
The school is the main institution in society for
the development of skills and physical activity.
Many studies have shown that sport influenced
five main areas of education:
Physical, affective, lifestyle, special and
cognitive development.
16. Influence of PE and sport
However the status of school sport has declined
and PE and sport are marginalised in the school
curriculum.
17. Theory in action
The SpinED project: This investigation has been developed to show the
benefits of PE and sport on children.
Over 50 countries worldwide participate in the research:
• Asia: sumo lessons were seen to assist students’ social development by
promoting courtesy and good manners and an awareness.
• Europe: observation of fundamental motor skills provided feedback to
teachers on movement development.
• Australia: participation in school sport programs recorded significant
improvements in retention and self-esteem for "at risk" students.
Responses provided empirical data on how PE and school sport positively
influenced students' social behaviours, self-esteem, academic performance
and body awareness.
18. Theory in action
Main practical points:
• School is the main environment for being physically
active.
• The health benefits of regular physical activity are well
established.
• There is a favourable relationship between physical
activity and a host of factors affecting children’s physical
health.
• Those who have a strong foundation in fundamental
movement skills are more likely to be active, both
during childhood and later in life.
