We use cookies so we can provide you with the best online experience. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.
In this instructor guide, written by Kathleen M. Haywood and Nancy Getchell, you can find chapter overviews, supplemental class activities, suggested background readings, and an answer key for selected lab activities. Depending on your browser and operating system, the process for downloading these files will vary. Check out your instructor guide by clicking here.
Given that there appear to be similarities in the development of different people (universality, described in chapter 1), how do we organize and understand these changes so that we can explain them and predict future development? We must look at the different theoretical perspectives on motor development; theories provide a systematic way to look at and explain developmental change. This is an excerpt from Life Span Motor Development, Fifth Edition, by Kathleen M. Haywood, PhD, and Nancy ...
Perhaps the best way to appreciate how the characteristics of dynamic systems can be used to model motor development is to see how a research team used dynamic systems to address a particular developmental issue. Thus the researchers demonstrated that change in other systems plays a role in the disappearance of the stepping reflex. While maturation of the nervous system is important in motor development, other subsystems are important to the change observed in the stepping reflex.
Langendorfer (1987a) compared the development of trunk and humerus action in overarm throwing with development of the same action in overarm striking. The data on trunk action (see figure 7.1a) suggested that children advance in throwing before they do in striking: The boys started out at a primitive level in both skills and then advanced to level 2 throwing before achieving level 2 striking and advanced to level 3 throwing before reaching level 3 striking. She compared the development of ...
