Developmental Essentials by IYCA, (02) Motor Development, Notes

Post date: Apr 17, 2016 3:46:08 PM

Developmental Essentials by IYCA

Chapter 2 - Motor Development:

• 1. Play is a necessity

     1. Develop mature movement patterns through recess/play so that when students engage in organized physical activity, they are able to perform the basics.

     2. Movement has a deeply conserved evolutionary purpose.

        1. Hunt and escape predators

           1. running

           2. jumping

           3. changing direction

           4. climbing

           5. throwing

  2. Development.

• • 1. Infant reflexes serve the purpose of:

       1. Growth and development of nervous system

          1. critical period

          2. sensitive period

       2. Development of balance and strength

• • • • 1. Proprioception

• • 1. 3. Squat. Know how to teach

• • • • 1. 4yr old

        2. 8yr old

        3. 14yr old

• • 1. 4. Motor Skills. Skills required for proper usage of skeletal muscles:

• • • • 1. Developed spontaneously through environmental exploration, guided discovery.

        2. Skill development benefits from proper training: Provide the correct environment to develop appropriate adaptations based on individual characteristics (current level of development.)

           1. Relevant skills continue to develop into adolescence:

              1. balance

              2. agility

              3. coordination

        3. Effects of living in developed world:

• • • • • 1. Impetus to explore natural environment is dampened by pursuits of luxury and convenience.

          2. Athletes are entering into organized sports with immature movement patterns which leads to very little early success and decreases motivation to participate. This leaves sports accessible to only those who’ve had the opportunities to develop, the talented and privileged.

             1. Many youth coaches and trainers erroneously treat children as mini professionals

                1. Focus on sport skill or fitness before basic movement development leads to compensatory movement patterns - adding fitness/skill to dysfunction has led to rise in overuse injuries in young athletes.

                   1. A wide range of maladaptations can occur. The majority of population demonstrates microscopic damage due to dysfunctional movement patterns, even if they present as asymptomatic

                   2. In other words: add fitness to dysfunction and it is not a question of if you will get hurt but when. Remember the first rule of teaching/coaching/training: do no harm. Prevent injury to improve performance.

          3. The false belief that more seat time will improve test scores has led to less time/resources devoted to physical education and free play. Less recess time leaves less time to practice critical movement patterns.

• • • • • • 1. The reality is that more recess time:

               1. Eliminates behavior problems by balancing hormone levels, providing a physical & emotional outlet and provides opportunities for social & emotional development.

               2. Leads to better academic scores by increasing brain activity and providing oxygen to the primitive portions of our brain. Our brains initially developed for the purpose of movement and survival.

• 3. Difference between training and development.

• • 1. Training influences the development of movement skills.

       1. Training can assist development when it provides sufficient opportunities for practice, is fun and is appropriate for developmental level.

       2. Training can be detrimental to the developmental process when student is lacking in fundamental movements (adding skill to dysfunction) or training is too advanced for developmental level which increases levels of frustration and ultimately lack of desire to continue or training that is based on results/achievement rather than being focused on the developmental process.

    2. Development occurs in three stages

• • • 1. Environmental Exploration

      2. Development of locomotion

      3. Development of more complicated and sophisticated athletic/technical skills

• 4. Perception and Motor Development.

• • 1. Receive and process sensory input:

       1. visual

       2. auditory

       3. tactile

       4. kinesthetic

    2. Relationship

• • • 1. Sensory input. Collecting information from the senses.

      2. Sensory integration. The brain organizes information based on prior experiences.

      3. Motor interpretation. A decision made based on sensory integration.

      4. Movement Activation. A movet made.

      5. Feedback

         1. Collect more information.

         2. Further reinforce movement pattern.

         3. Repeat.

• 5. Machinery behind motor control

• • 1. Central nervous system

       1. Frontal lobe - executive boardroom. Forming the plan - motor interpretation, decides when to execute. Includes:

          1. cortex (association areas)

          2. basal ganglia

       2. Brain Stem/Spinal Cord - on site supervisors. Regulation of moment to moment execution of movement. Execution of the program - movement activation.

       3. Performers

• • • • 1. workers & secretaries

           1. muscles

           2. sensory receptors in the muscles, tendons and joints - feedback

           3. visual, auditory receptors (sensory integration)

        2. Middle Management

• • • • • 1. fine tuning/revision

             1. cerebellum

             2. motor cortex

                1. decides which type of workers to best execute plan

• • 2. In order for the plan to be executed well--information being processed must be accurate

• • • 1. Mimicry - kids need to be shown movements done well.

         1. Be able to demonstrate an accurate example of how the movement pattern is performed.

         2. Influence and encourage children to pursue correct form.

      2. Kids need to be given opportunities to practice and correct the pattern. The consequences of no practice are the development of horribly dysfunctional movement patterns.

• 6. Early Motor Development

• • 1. Newborn. Random, spontaneous movement

       1. squirming, thrusting legs or arms, stretching fingers and toes

          1. these coordinated movements precede voluntary movements performed later

          2. rhythmic in nature

       2. Infantile reflexes are primitive. Occur in response to specific stimulus. Movement is specific and localised. Respond in same manner to same stimuli repeatedly.

• • • • 1. postural

           1. respond to gravity

              1. maintain posture in a variety of positions

        2. locomotor

• • • • • 1. movement in place

             1. swimming

             2. crawling

             3. stepping

• • 1. 3. deviation may indicate a developmental problem

• • • • 1. reflex exhibits when it should not

        2. reflex doesn’t exhibit when it should

           1. examples p. 49

• • 1. 4. reflex appearance/disappearance is highly influenced by environmental factors--deviation may be caused by developmental delay

• 7. Motor Milestones

• • 1. head rolling - 2 months

    2. rolls to spine - 4 mo.

    3. maintain sitting - 6-7 mo.

    4. rolls to prone position - 7 mo.

    5. crawls on all fours - 10 mo.

    6. stands momentarily - 10 mo.

    7. cruises (few steps, no support) -10 mo.

    8. walks independently - 12-14 mo.

    9. begins to run - 2 yrs.

    10. walks up and down stairs - 2yrs.

    11. runs well - 3 yrs.

    12. walks up stairs alternating leg - 3 yrs.

    13. walks down stairs alternating leg - 4 yrs.

    14. hops on one foot - 4 yrs.

    15. skips - 5 yrs.

    16. mature adult gait - 7 yrs.

• 8. Early development of Human Locomotion

• • 1. Locomotion is the act of moving from place to place

       1. Bipedal locomotion

          1. walking

          2. running

          3. skipping

          4. hopping

          5. marching

          6. jumping

       2. creeping and crawling provides the base

• • • • 1. first voluntary locomotion

• • 1. 3. Walking

• • • • 1. early walking

           1. demonstrate

              1. wide base/flat footed support

              2. bowing of legs

              3. lumbar lordosis

           2. gait cycle - foot strike of one foot and subsequent foot strike of same foot

• • • • • • 1. stance phase (60%)

               1. heel strike

               2. toe off

            2. mid stance

• • • • 1. 3. swing phase (40%)

• • • • • • 1. leg swings forward

            2. decelerates for foot strike

            3. swing phase is shorter during development due to lack of motor control and balance

• • • • 1. 4. characteristics

• • • • • • 1. hands held in high guard

            2. less time spent in single leg support

            3. 180 steps/minute

            4. slower speed and rep length

            5. by 12 months 95% of children can squat on the floor without support

               1. development of the squat is present from the beginning of walking

• • • • 2. development of mature gait in childhood

• • • • • 1. by age 2

             1. reduced anterior tilt (lordosis)

             2. less abduction of hips

             3. less external rotation of hips

             4. 90% can walk on toes

             5. 80% utilize reciprocal arm swing

             6. 34% of time is spent on single leg

          2. age 3

• • • • • • 1. 90% use reciprocal arm swing

            2. base of support is relatively similar to adults

            3. can still maintain slight increases in:

               1. knee flexion

               2. pelvic rotation

               3. hip joint rotation

               4. hip abduction

            4. pattern of joint angles same as an adult

• • • • • 3. age 7

• • • • • • 1. cadence has decreased

            2. step length increased

            3. velocity increased

            4. duration of single leg stance is at 38%

• • • • 3. assessment of gait

• • • • • 1. child’s history

             1. age

             2. past and present medical history

             3. age that motor skills are achieved

          2. family history

• • • • • • 1. trouble walking in parents or siblings

            2. anyone in immediate family treated for leg/walking problems

            3. did anyone wear:

               1. leg brace

               2. orthotics

               3. corrective footwear

               4. or have surgery as a child

• • • • • 3. observation of child’s gait

• • • • • • 1. heel strike

            2. reciprocal arm swing

            3. can squat to play

            4. excessive knee flexion during stances

            5. walk is symmetrical

               1. right/left sides move equally

            6. rate of falling

• • • • • • • 1. is it decreasing

• • 1. 4. common concerns in walking

• • • • 1. toe walking

           1. caused by cerebral palsy

           2. idiopathic (no known cause) - resolves itself by childhood

        2. flat feet

• • • • • 1. arch/instep comes in contact with ground

          2. persistent flat feet after the age of 6 will not improve

• • • • 3. knock knees

• • • • • 1. usually resolves around 7 or 8

          2. some carry into adulthood

• • • • 4. in-toed gait

• • • • • 1. caused by anatomical variation at :

             1. hips

             2. legs

             3. feet

• • 2. Elements of motor control

• • • 1. nervous system processing

         1. think: learning computer

            1. proprioception

            2. kinesthetic awareness

            3. visual acuity in relation to movement function

            4. perceptual motor development

            5. biomechanical constraints

               1. stature and body proportions and motor development

               2. how their elements influence balance and movement skill

      2. Proprioception and kinesthetic awareness

• • • • 1. sense of where limbs are in space

        2. regulation of the amount of velocity and force applied to a movement

        3. Systems involved in joints, muscles, and tendons

           1. joint receptors

              1. joint position

           2. muscle spindles

• • • • • • 1. rate of change of muscle tension

• • • • 3. 3. golgi tendon organs

• • • • • • 1. amount of muscle tension

               1. sensors/receptors that provide information about muscle force, tension and direction

• • • • 4. Vestibular (orientation) visual systems function in proprioception depending on task employed

        5. Parts of brain

• • • • • 1. Cerebellum

             1. balance

             2. motor program

          2. basal ganglia

• • • • • • 1. movement planning

            2. initiation/termination

• • • • • 3. spinal cord

• • • • • • 1. sensory feedback

            2. execution of movement plan

            3. simple reflexes

• • • • • 4. parts of frontal lobe

• • • • • • 1. final processing of sensory feedback

            2. executive function over all movement

            3. planning

• • • • • 5. parts of nervous system involved in proprioception continue to develop throughout adolescence

• • • 3. Development of visuomotor ability

• • • • 1. ability of central nervous system to integrate visual information into the planning and execution of movements

        2. age 6-11

           1. develop ability to use bidirectional representation of outside world

              1. integration of proprioceptive and visual information increases around 8 years old

                 1. trainable with continuous visual feedback

                    1. video

                    2. mirror

                 2. patience is important

• • • • • • • • 1. avoid undue complexities

                2. keep it as simple as possible but not any less

                3. no substitute for experience

                4. with age/experience comes complexity

                5. before age of 8 - trouble with high arcing balls

                6. throw balls straight or with high arc to improve success rate

• • • 4. Putting it together

• • • • 1. proprioception, kinesthetic awareness, visuomotor ability, strength and flexibility come together to achieve/maintain balance--essential to all athletic activities

           1. sensitive period: movement/skills introduced at a time in development when individual can best take advantage of it

              1. repeated resistance = not ready for skill being introduced

              2. spontaneous choice to repeat and activity should be fostered. Our job is to assist what is already developing

           2. static balance

• • • • • • 1. maintaining center of gravity in a stable position

• • • • 1. 3. dynamic balance

• • • • • • 1. maintaining stability and body control when the center of gravity is shifting

• • • • 2. factors that influence ability to balance

• • • • • 1. biomechanical constraints

             1. proportionality

             2. musculotendinous strength

          2. peripheral and central nervous system

          3. cognitive abilities of the individual

          4. anthropometric consideration

• • • • • • 1. size

            2. body composition

• • • • 3. Skills

• • • • • 1. static balance

             1. closed loop - ascending integrated sensory info

                1. visual

                2. vestibular

                3. proprioceptive

             2. info sent from limbs and trunk to the CNS

             3. adjustments are constantly made based on info.

          2. dynamic balance

• • • • • • 1. opened loop - predetermined motor program is elicited in response to an internal decision

            2. corrective movements are largely ballistic in nature

               1. actions must be executed quickly

            3. improve from childhood through adolescence

            4. CNS Role

• • • • • • • 1. determine which joints/muscles need to be released to rotate and which need to stay tied together to maintain balance

• • • • • • 5. both age and task difficulty influence the level of control

• • • • • 3. 4-6 yr old

• • • • • • 1. unable to reach out far in relation to body

            2. high variability in movement patterns

            3. trial and error is default mode for environmental exploration

• • • • • 4. 10-11 yr old

• • • • • • 1. perform similar to adults on simple tasks

            2. perform like 4-6 yr old on more difficult tasks

            3. seek to make tasks progressively more challenging in order to determine true level of development

• • • • 4. Phases in developmental course of posture

• • • • • 1. kinetic organization

             1. infancy = descending (feed forward) strategy

                1. cephalocaudal gradient

                   1. postural control developed proximally first in the neck muscles, followed by the trunk then distally to arms and legs

                2. articulated operation

• • • • • • • • 1. head stabilization is performed early in development in real time by activating neck muscles first, followed by axial muscles and limbs

• • • • • 1. 2. early childhood

• • • • • • • 1. achievement of upright stance

              2. body begins to operate ‘en bloc’ (in large units)

                 1. required for increased control as balance tasks become more dynamic and complex

                 2. child may operate as if head is strapped down to the trunk--may move largely as one single unit

                 3. may be due in part to size of head in comparison to the body

              3. pelvic stability develops before head and shoulders

              4. sensory input from the feet and contact with the ground and becomes a high priority in information gathering in environment

              5. blocking the joints helps child deal with lack of strength

• • • • • 1. 3. 7 yrs. +

• • • • • • • 1. return to strategy of separate articulation of neck and trunk

              2. descending control becomes more important

                 1. 10-12 yr old may be just entering the stage to look around and run at the same time

• • • • 5. Development of static balance

• • • • • 1. Develops through adolescence

             1. 1 leg balance improves from 5-18

          2. 4-6 yr old

• • • • • • 1. switch from one leg ballistic to one leg sensory control

               1. use more proprioceptive information

                  1. velocity and direction of movement

                  2. gained from peripheral nervous system to create meaningful movement strategies

                  3. reaches peak around 8 yrs old as improved use of visual vestibular and proprioceptive pathways

                  4. coincides with motivation in the connections of motor control centers (basal ganglia and cerebellum and motor cortex with spinal cord

• • • • • 3. 8 yr old

• • • • • • 1. fine tuned control over balance

            2. still have trouble with static balance on more difficult tasks

            3. sensory integration still not complete

            4. still being refined into adolescence

            5. greatly influenced by strength and flexibility

               1. need to develop both equally for optimal balance

• • • • • 4. Training to improve balance ,

• • • • • • 1. try this

               1. play games where they must balance

                  1. forget set/reps package

                  2. agility ladders

                  3. tag variations

                  4. obstacle courses

• • • • 6. Development of basic human movements

• • • • • 1. influencing factors

             1. proprioception/balance, visuomotor coordination, perceptual motor proficiency

             2. physical development maturation, heredity, environmental factors (extrinsic) - stimulation deprivations

             3. gender

          2. basic human movements

• • • • • • 1. many of the basic human are never developed or are lost due to luxury no longer spend time:

               1. squatting in the sand box

               2. play wrestling

               3. pulling and pushing items around the yard

• • • • • 3. squatting and lunging - squat is the basis of many human movements

• • • • • • 1. erect posture (pvc pipe)

            2. hips and knees should flex together

            3. hips should move behind shoulders as individua goes down (imagine rope pulling you back and down

            4. shoulders and knees balanced over toes, vertical shins

            5. heels should remain flat (root shoes into the ground

            6. lunge

               1. heel should always be flat on the ground

            7. Cues

• • • • • • • 1. younger children - drop your hips back and down

                 1. rope pulling your waist back and down

              2. adolescents - allow the muscles in the back of your legs to stretch out as you drop your hips

• • • • • • • • 1. stretch the rubber band

• • • • • • • 3. all kids - grow your trunk tall the whole time

• • • • • • • • 1. pole running through the top of your head and out your bottom

• • • • • • • 4. all kids - root your shoes and drive through your heels

• • • • • • • • 1. push the ground down

• • • • • • 8. Demonstrate correct movement first

• • • • • • • 1. thier patience for the movement will be as high as our patience is

• • • • • 4. pushing

• • • • • • 1. does not wear shoulders as earrings

               1. shoulder blades in the back pocket

            2. elbows @45 degrees - ½ way up

            3. strong erect but relaxed posture

            4. creates torque

• • • • • • • 1. squeeze orange/rip floor apart

• • • • • • 5. teaching

• • • • • • • 1. progressions from an incline

              2. cues

                 1. keep whole body long and relaxed

                 2. shoulders relaxed out of neck

                 3. use your chest muscles and reach your chest to the ground

• • • • • 5. pulling

• • • • • • 1. child does not wear the shoulders as earrings

            2. elbows behind or under the hand

            3. strong erect but relaxed posture

            4. teaching

               1. pull shoulder blades together while you straighten up

                  1. in your back pocket

                  2. create a shelf for pulling

               2. relax your shoulders while you pull down

               3. make a ‘w’ (pulling down)

               4. pull with big muscles in your back

               5. Grow spine tall but keep ribs cement to pelvis

• • • • • 6. running

• • • • • • 1. no double support phase, replaced with flight phase

            2. may adopt 6 to 9 months after beginning to walk

               1. wide footed base

               2. flat footed landings

               3. knee extension at mid support

               4. high arm guard position

               5. arms swing out to side

               6. with experience they will take on a more natural pattern

                  1. ground contact

                  2. force

                  3. increase in flight phase/stride length=increase in speed

                  4. thigh parallel to the ground heel under glute

                  5. increased range of motion in the knee

                  6. land on midfoot

                  7. joints stacked--centration

                  8. improved strength. balance and coordination

                  9. elimination of lateral leg movement (out toeing)

                  10. arms swing forward and backward in opposition to legs - elbows remain at roughly 90 degrees

            3. Drill: Falling starts

• • • • • • • 1. face each other, push by driving arms and legs

              2. let them go

              3. execute on fall

• • • • • 7. Jumping

• • • • • • 1. initial stage -spontaneous development

               1. inconsistent preparation and positioning

               2. poor integrated body extension

               3. head tends to stay down

                  1. inability to use peripheral visual cues

                  2. lack of coordination with arms

                  3. difficulty exploding off of ground due to lack of strength and extension

               4. age 3 - able to change angle to initiate either a vertical or horizontal jump

• • • • • • • • 1. tendency to keep trunk too erect during horizontal jump

• • • • • • 2. Intermediate stage

• • • • • • • 1. knee flexion goes past 90 degrees

              2. exaggerated forward lean on jump

              3. able to produce power but not able to change angle to initiate either a horizontal or vertical jump

              4. tendency to keep trunk too erect during horizontal jump

              5. efficiently

              6. no full extension

              7. arms attempt to assist but not efficiently

              8. excess horizontal displacement during preparation due to

                 1. excess body lean

                 2. lack of extension

• • • • • • 3. mature jumping

• • • • • • • 1. observed at approximately 9 to 10 yrs old

              2. pattern depends on:

                 1. strength to bodyweight ratio

                 2. active range of motion

                 3. developmental stage

                 4. experience/exposure to athletic activity--may show immature movement pattern into adolescence due to lack of exposure or poor coaching

• • • • • • 4. proficient jumper characteristics

• • • • • • • 1. use stretch shortening cycle efficiently

                 1. stand in good preparatory crouch (hip hinge)

                 2. allows legs to make good use of triple extension

                 3. hips behind shoulder, weight towards the front of the foot

              2. extend arms backward, initiate takeoff with forward arm swing

              3. vertical jump

• • • • • • • • 1. direct force downward, extend body throughout the course of the jump. If reaching or striking, dominant hand swings up and opposite down

                2. tilt shoulders laterally to increase height of jump

                3. trunk mainly upright

                4. hip knee and ankle flexion upon landing (force absorption), joints stacked

                5. upward head tilt, eyes on target (increased ability to incorporate proprioceptive information into movement)

• • • • • • • 4. horizontal jump

• • • • • • • • 1. direct force downward and back to initiate movement

                2. begin take off with heel leaving ground before full knee extension (heels come off the ground together as do feet), trunk leans slightly forward

                3. flex knees during flight phase, thighs forward until parallel to ground

                4. swing lower legs forward to prepare for landing

                5. trunk comes forward

                6. triple flexion upon landing to absorb force

• • • • • • 5. teaching/coaching

• • • • • • • 1. jump is built from hinge pattern...develop this first

              2. shift weight to from of foot

              3. body is loose and ready for action

              4. push the ground away very quickly

              5. jumping to reach

                 1. target helps with drive and extension

• • • • • 8. throwing

• • • • • • 1. initial stage

               1. throw from elbows (pushing throw)

               2. fingers spread at release, follow through is down and forward

               3. little to no trunk rotation or leg contribution

            2. intermediate

• • • • • • • 1. neutral elbow flexion, hand behind head

              2. arm swing is forward over shoulder. trunk and shoulder rotate toward throwing side

              3. trunk flexes forward and weight shifts forward

• • • • • • 3. mature

• • • • • • • 1. 6 ½ to 8 years old

              2. influenced greatly by experience and level of instruction

              3. greatly influenced by experience and level of instruction

• • • • • • 4. proficient throw characteristics

• • • • • • • 1. arm swings back during preparation, no dominant elbow raised for balance, weight on rear foot

              2. throwing elbow moves forward, as it extends forearm pronates

              3. definitive rotation through hips, legs, spine and shoulders toward throwing side

              4. deliberate step with contralateral leg

• • • • • • 5. influences

• • • • • • • 1. instruction

              2. cues

              3. ball size

              4. Distance/velocity is affected by

                 1. proficiency of technique (sequencing)

                 2. body mass

                 3. lever arm (forearm length)

                 4. shoulder to hip ratio (torque)

• • • • • • 6. teaching/coaching

• • • • • • • 1. cues

                 1. take a long step toward your target

                 2. take arm straight down then shield it back to form an ‘L’ away from head

                 3. watch target, release when you see your fingers

              2. use appropriate ball size and weight

              3. children not encouraged to participate in physical activity will suffer delay in motor control

• • • • • 9. catching

• • • • • • 1. Initial stages

               1. lack of fine motor control

               2. presence of fear -- avoidance response

               3. arms in front supinated

                  1. little use of fingers/hands

                  2. traps ball with body

                  3. may attempt to catch with hands with little success

            2. proficient catching pattern

• • • • • • • 1. no avoidance response, eyes able to track object into hand

              2. arms relaxed at sides (not held out wide) forearms held out in front for preparation

              3. the arms give on contact, hands and fingers grasp object (well timed and simultaneous) “soft hands”

• • • • • • 3. influences

• • • • • • • 1. size and weight of object being caught

              2. prior experience

              3. skill of thrower

              4. developmental stage

              5. visual acuity

• • • • • • 4. teaching coaching

• • • • • • • 1. toddlers - begin by rolling ball

              2. use ball that is small and soft enough

              3. older beginners - toss ball to self

              4. progress to underhand and then overhand

• • • • • • 5. cues

• • • • • • • 1. eyes on the ball

              2. read the words on the ball

              3. cup and grab ball with fingers

              4. step towards the ball

• • • • • 10. skipping

• • • • • • 1. initial stage

               1. one leg deliberate step hop

               2. double hopping or stepping

               3. no use of ams, action is not smooth(segmented, jerky)

            2. intermediate stage

• • • • • • • 1. step and hop become more coordinated

              2. reciprocal use of arms

              3. exaggerated vertical lift on hop, flat foot landing

• • • • • • 3. mature skipping

• • • • • • • 1. rhythmical smooth weight transfer

              2. rhythmical arm swing aids in explosion

              3. exaggerated hop more controlled, efficient low vertical lift

              4. lands on ball of foot first--use of stretch shortening cycle to affect ballistic movement

• • • • • 11. slide/shuffling

• • • • • • 1. initial stages

               1. arrhythmic patterns

               2. feet often cross

               3. flexion of trailing leg during flight phase

               4. foot contact: heel to toe

               5. no significant use of arms (balance/compensation only)

            2. intermediate stage

• • • • • • • 1. pattern is choppy and stiff, overly vertical

              2. arms assist in balance

              3. trailing leg may lead in flight but do not cross

              4. increased tempo

• • • • • • 3. mature pattern

• • • • • • • 1. smooth action with moderate pace

              2. trailing leg lands adjacent to lead leg

              3. both legs flexed during flight

              4. center of mass stays low, able to stay on balls of feet

              5. arms used to create momentum

• • • • • • 4. teaching/coaching

• • • • • • • 1. walk the pattern

              2. make certain toes point forward

              3. partial squat/athletic ready position

• • • • • 12. kicking

• • • • • • 1. initial stage

               1. all leg

               2. trunk erect

               3. arms to maintain balance

               4. motion more push than strike

            2. intermediate stage

• • • • • • • 1. preparatory backswing

              2. kicking leg remains bent

              3. only use to follow through

              4. steps to ball will be choppy and poorly timed

• • • • • • 3. mature kicking pattern

• • • • • • • 1. arms swing reciprocally with leg (rotary trunk involvement)

              2. kick is powerful thru the hip

              3. trunk flexed at follow through (support leg bent slightly at contact

              4. follow through is high and support leg will lift (possibly leave ground as a result of a forceful swing

• 9. Summary

• • 1. everybody falls in a different part of the developmental continuum

       1. some parts of a movement pattern may develop prior to others

       2. key is to provide appropriate challenge to encourage further development

       3. fun plays a critical part in further development

          1. no fun = no desire to continue developing

          2. use obstacle courses - everybody loves obstacle courses

          3. alternative training

             1. use elements of different movement practices to improve dynamic flexibility/stability

    2. Special Populations

• • • 1. Help them understand that everyone is born with strengths and weaknesses. Its how we handle and grow from them that matters.

      2. Consult physician/physical therapist in the event of a profound development deficiency.

      3. Developmental coordination dysfunction (clumsy children) - one or more of the following.

         1. developmental dyspraxia - impaired organization of movement

         2. minimal cerebral dysfunction

         3. deficits in sensory integration - inability to use sensory information to plan/solve problems

            1. 6% of population exhibits signs (5 to 11yrs old)

            2. Movement ABC assessment

            3. work closely with parents to communicate need for specialized attention

            4. child will need more practice, not less as there is a tendency to shy away

            5. build confidence with simple tasks first

            6. emphasis should be on enjoyment of activity -non competitive

            7. may be beneficial if child participates in program design

      4. ADHD

• • • • 1. difficulty with sensory integration

        2. proprioception

        3. establishment of limb dominance

        4. Use

           1. layered instruction - step by step - one piece of information at a time

           2. 1v1 situation works best (group distracts) when learning new skill

• • • 5. Deaf Children

• • • • 1. deficits

           1. balance

           2. overall motor skill

        2. developmental delay in acquisition of skills in proprioception

• • • • • 1. sensory integration is less efficient due to lack of auditory component

          2. may not develop as fast but can quickly catch up with time and instruction

• • 3. Take the time to determine between developmental delay (normal) : my job, and developmental disorder (dysfunctional) : refer out.