Deck 4: Motor Development

Question 1

The focus of motor development is on age-related changes in motor skills and the kinds of processes and factors that affect these changes.

Answer 1

True

Question 2

Teachers who understand the typical process of motor development in children have a better understanding of how to adapt their instruction to the developmental needs of the students they serve compared to teachers who lack that understanding.

Answer 2

True

Question 3

Intra-skill sequences of motor development inform us about the typical path of learning between different skills.

Answer 3

False

Question 4

Developmentally appropriate practice suggests that teachers need to understand the varied attributes of the learners in their classes.

Question 5

Inter-skill sequences tell us how children progress through learning a specific skill.

Question 6

Students may reverse and/or skip different stages of motor skills, so the teacher must always be alert to this issue and individualize instruction to the performer. This is particularly true for students with disabilities, who often travel different paths en route to learning a motor skill.

Question 7

The pyramid-shaped model of motor development posits that motor proficiency is sequential, passing through several levels as it descends the pyramid.

Question 8

The mountain of motor development is used as a metaphor to understand the development of motor skills across the lifespan.

Question 9

Clark and Metcalfe suggest that advanced functional motor skills serve as the base camp to the mountain of motor development.

Question 10

Karl Newell asserts that a child's motor skill performance is based on the interaction among the learner's culture, the task, and the environment.

Question 11

Which of the following statements is most accurate about the pyramid-shaped model of motor development?

A) It posits that motor proficiency is sequential, passing through several levels as it descends the pyramid.
B) It posits that at the bottom of the pyramid are fundamental motor skills, which include object control skills, such as running and jumping, and locomotor skills, such as catching and kicking.
C) It posits that at the top of the pyramid are reflexes that serve as the peak for all previous movements.
D) It posits that motor proficiency is sequential, passing through several levels as it ascends the pyramid.

Question 12

Which statement is least accurate about the mountain of motor development?

A) It is used as a metaphor to understand the development of motor skills across the lifespan.
B) It posits that at the base of the mountain is the reflexive period, where reflexes serve as the foundation of movement.
C) It shows that a child with a below average IQ level will have deficits in fundamental motor skills and adaptive behaviors.
D) It posits that many factors influence motor development, and each individual's path up the mountain of motor development to context-specific movement is individualized.

Question 13

Which statement is least accurate about the pyramid-shaped model of motor development?

A) It explains that unless individuals acquire basic competency in a wide variety of FMS, they will not be able to apply these skills to transitional sports and sports, games, and lifetime activities.
B) It explains that FMS underlie specific sports and games.
C) It explains that, even without basic FMS competency, a child can easily move to higher levels of the pyramid and participate successfully in sport activities.
D) It explains that teachers need to focus on FMS development during the early elementary physical education curriculum (pre-Kû2nd grade).

Question 14

Karl Newell asserts that a child's motor skill performance is based on the interaction between which of the following?

A) The learner's culture, the task, and the environment.
B) The constraints from the organism (the learner), the task, and the environment.
C) The context, the learner's disability, and the task.
D) The ethnicity/race of the organism (the learner), the task, and the culture.

Question 15

According to the dynamic systems theory, which of the following statements is false?

A) Developmental sequences of FMS are understood as linear and hierarchical with no regression in performance.
B) Students choose from an array of movement patterns (stages) to select the most appropriate pattern to achieve the task at hand.
C) Teachers should assist students in developing a large array of movement patterns from which they can select in different context-specific activities.
D) Developmental sequences of FMS are understood as possible movement choices for the child.

Question 16

Which statement is most accurate about a developmental sequence or stage in FMS development?

A) It refers to a predictable pattern of movement starting with a less efficient pattern of performance and leading to a more efficient pattern of movement.
B) Children without disabilities tend to experience an imbalanced pattern of development (e.g., physical, motor, coordination, perceptual).
C) The total body approach suggests that only typically developing children progress through a series of steps toward more efficient patterns of motor skill performance.
D) Compared to peers without disabilities, children/youth with disabilities tend to exhibit unpredictable patterns of movement.

Question 17

Which statement does not accurately represent a principle of motor development to guide instruction?

A) Students of similar ages tend to have similar patterns of movement, but this is not true for all of them.
B) Students' movement patterns change in a sequential manner that builds on prior movement patterns and experiences.
C) Students' movement patterns change in a non-sequential manner and build on future movement patterns and experiences.
D) As students improve their motor development, their patterns of movement go from less efficient and unstable to more efficient and stable.

Question 18

Which of the following statements is least accurate about motor development?

A) A child's motor development progresses from less efficient and unstable to more efficient.
B) A child's movement patterns are typically goal directed.
C) A child's movement patterns are typically random and aimless.
D) Many factors influence a child's motor skill performance.

Question 19

Which of the following statements best describes abstract reasoning as posited in Piaget's formal operations stage of cognitive development?

A) It refers to the ability to relate one or more parts of a situation to another part that allows a student to come up with a solution (this ability enhances strategic team play and allows students to anticipate other players' actions).
B) It refers to the ability to consider ideas that are not based on tactical or prior experiences (e.g., in team sports a student can envision solutions to tactical team play without having experienced them).
C) It refers to the ability to systematically generate all possible solutions to a problem and consider their value.
D) It refers to the ability to situate an object or fact within a series (e.g., executing a gymnastic routine or an offensive play in football).

Question 20

Which of the following statements is least accurate about developmentally appropriate practice?

A) It suggests that all teachers need to understand the varied attributes of the learners in our gymnasiums.
B) It means that teachers who understand the typical process of motor development in children have a better understanding of how to adapt their instruction to the developmental needs of the students they serve compared to teachers who lack an understanding.
C) It occurs best when physical education teachers recognize each student's changing capacities to move and the factors that promote such change.
D) It means providing exposure to a wide variety of sports and physical activities, which guarantees normal motor skill development for all students.