© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Credit line FPO © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION CHAPTER 3 © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC MotorNOT FOR SALE Development: OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FORTheoretical SALE OR DISTRIBUTION ModelsNOT FOR SALE OR DISTRIBUTION KEY TERMS © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Descriptive Product Triangulated Hourglass Model Explanatory Category of movement of motor development Phases of motor development Reflexes Heuristic Inductive method Rudimentary movement abilities Algorithm Deductive© Jones method & Bartlett Learning,Fundamental LLC movement skills © JonesHourglass & heuristic Bartlett Learning, LLC ProcessNOT FOR SALE OR DISTRIBUTIONSpecialized movement skills NOT FOR SALE OR DISTRIBUTION © Jones &CHAPTER Bartlett Learning, COMPETENCIES LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Upon completion of this chapter, the reader will be able to: ■ Define life span motor development. ■ View an individual’s motor behavior as “more” or “less” advanced on a developmental continuum rather than regard it as “good”© or Jones“bad.” & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC ■ Demonstrate an understandingNOT FOR SALEof neural, OR physiological, DISTRIBUTION perceptual, and cognitive changesNOT across FOR the life SALE span. OR DISTRIBUTION ■ Distinguish between inductive and deductive theory formulation. ■ Describe the phases of motor development. ■ List and describe the stages within the phases of motor development. ■ Explain how the requirements of the movement task, the biology of the individual, and conditions of the learning ©environment Jones & interact Bartlett with Learning, the Triangulated LLC Hourglass Model of motor development.© Jones & Bartlett Learning, LLC ■ NOTDemonstrate FOR SALEknowledge OR of DISTRIBUTIONboth how and why using a heuristic device NOTas a metaphor FOR SALE for understanding OR DISTRIBUTION is helpful in conceptualizing the products and processes of motor development. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION Describing and Explaining Motor Development 47 © Jones & Bartlett Learning, LLC © Jonestheoretical & Bartlett models, Learning, ours, too, LLC will fall short. It has, KEY CONCEPT however, served as a plinth (basis) by many for bet- NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION ter understanding of what is occurring and why it is The processes and products of motor development occurring in this amazing process that we call motor across the lifespan may be conceptualized through development. use of a triangulated hourglass heuristic. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION CONCEPT 3.1NOT FOR SALE OR DISTRIBUTION major function of theory is to integrate existing Few comprehensive theoretical models of motor facts, and to organize them in such a way as development exist. But there are commonalities in the to give them meaning. Theories of develop- models that do exist. Ament© Jones take existing & Bartlett facts Learning,about the human LLC organism © Jones & Bartlett Learning, LLC andNOT provide FOR aSALE developmental OR DISTRIBUTION model congruent with NOT FOR SALE OR DISTRIBUTION these facts. Therefore, theory formulation serves as a The first function of a theoretical model of motor basis for fact testing and vice versa. Facts are import- development should be to integrate the existing facts ant, but facts alone do not constitute a science. The encompassed by the area of study. The second function development of a science depends on the advance- should be to serve as a basis for the generation of new © Jones & Bartlettment of theoryLearning, as well LLCas on the accumulation of facts.© Jones facts. & Bartlett One might Learning, argue that LLCthe facts could be inter- NOT FOR SALETheory OR plays DISTRIBUTION a critical dual role; namely, it has servedNOT FORpreted SALE in more OR thanDISTRIBUTION one way, that is, from different and continues to serve as an integrator of existing facts theoretical perspectives. This is entirely possible and and as a basis for the derivation of new facts (Beller & desirable. Different viewpoints generate theoretical Bender, 2017; Bigge & Shermis, 2004; Lerner, 2006). arguments and debates, the spark for research to shed © Jones & Bartlett Learning, LLCnew light on differing theoretical© Jones interpretations. & Bartlett Learning, Even LLC NOT FOR SALE OR DISTRIBUTIONif theoretical differencesNOT do notFOR exist, SALE research OR should DISTRIBUTION ▸ Describing and Explaining be undertaken to determine whether the hypotheses derived from the theory can be both experimentally Motor Development and ecologically supported. Theory should undergird all research and science, Until© Jones the 1980s, & Bartlett interest Learning,in motor development LLC had and the© study Jones of motor & Bartlett development Learning, is no exception. LLC beenNOT concerned FOR SALE primarily OR DISTRIBUTIONwith describing and cata- It is ourNOT view FORthat developmental SALE OR DISTRIBUTIONtheory must be both loging data, with little interest in developmental mod- descriptive and explanatory. In other words, the devel- els leading to theoretical explanations of behavior opmentalist should be interested in what people are across the life span. This research was necessary and typically like at particular age periods (description) important to our knowledge base, but it did little to and why these characteristics occur (explanation). © Jones & Bartletthelp us answerLearning, the critical LLC questions of the underly© Jones- & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FORWithout SALE a theoreticalOR DISTRIBUTION construct, research in motor ing mechanisms that drive motor development and development, or any other area, tends to yield little the factors that affect these processes. Only a limited more than isolated facts. However, without an existing number of comprehensive models of motor develop- body of knowledge (facts), we cannot formulate the- ment exist, and there are still few comprehensive the- ory, and without the formulation and constant testing ories of motor development.© Jones & Bartlett Learning, LLCof theory, we cannot hope© Jonesfor a higher & Bartlett level of under Learning,- LLC As motor developmentNOT FOR research SALE hasOR progressed, DISTRIBUTION standing and awarenessNOT of the FOR phenomenon SALE OR that DISTRIBUTION we it has become much more theoretically grounded and call motor development. contemporary work has strong theoretical founda- tions grounding the studies. The intent of this chapter is to present a comprehensive model of motor devel- CONCEPT 3.2 opment,© Jones based & Bartlett on two specific Learning, theoretical LLC viewpoints: © Jones & Bartlett Learning, LLC descriptiveNOT FOR SALEphase-stage OR DISTRIBUTIONtheory and explanatory TheoreticalNOT modelsFOR SALEattempt toOR describe DISTRIBUTION and explain dynamic systems theory. We will present this model behavior and may be inductive or deductive. in the form of an hourglass accompanied by an over- lapping inverted triangle. Our intent here is to use this © Jones & Bartlettvisual representation Learning, LLCas a way to conceptualize both© Jones &A Bartlett theory is Learning, a group of LLCstatements, concepts, or NOT FOR SALEthe descriptive OR DISTRIBUTION products (hourglass) and explanatoryNOT FORprinciples SALE thatOR integrateDISTRIBUTION existing facts and lead to processes (inverted triangle) of motor development the generation of new facts. The phases of motor as it typically unfolds across the life span. As with all development presented in this chapter are not based © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION 48 Chapter 3 Motor Development: Theoretical Models © Jonessolely & Bartlett on the accumulationLearning, LLC of facts. Such a model © JonesObservable & Bartlett movement Learning, may be LLCgrouped into three would result from using an inductive method of functional categories according to their purpose and NOT FOR SALE OR DISTRIBUTION NOT FORtheory SALE formulation. OR DISTRIBUTION In the inductive method, the across all of the phases of motor development: stabi- investigator first starts with a set of facts and then lizing movement tasks, locomotor movement tasks, tries to find a conceptual framework around which to and manipulative movement tasks, or combinations of organize and explain them. The deductive method the three. In the broadest sense, a stability movement of theory formulation, as© usedJones here, & is Bartlett based on Learning,infer- is LLCany movement in which some© Jones degree & ofBartlett balance Learning, LLC ence and has three primaryNOT qualifications:FOR SALE OR First, DISTRIBUTION the or posture is required (i.e., virtuallyNOT FOR all gross SALE motor OR DISTRIBUTION theory should integrate existing facts and account for activity). In a narrower sense, a stability movement is existing empirical evidence that bears on the content one that