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CHAPTER 3
FACTORS AFFECTING MOTOR
DEVELOPMENT
Nancy Getchell, Hui-Min Lee, &
Samuel Mackenzie
Made by Wang Yan
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§1.1 Understanding interacting factors
§1.2 A look at nature VS nurture
§1.3 Examining the influences of environment
§1.4 Examining the influences of experience
§1.5 Using interacting constraints in practical
settings
 §1.6 Conclusion
§1.1 Understanding interacting
factors
 Two simple notions
 First, everything matters
 Second, everything changes
Newell’s model of constraints
Individual
Functional
Structural
Task
Environment
Emerging and
developing
movements
Physical
Socio-cultural
Goals
Rules
Equipment
§1.2 A look at nature VS nurture
 Nature
 the genetic effect
 Support:research on twins
 Nurture
 A simple model
Environment
Body
Nervous System
§1.3 Examining Influences of
Environment
 Feral Children (an extremely deprived
environment )
The story of Kamala and Amala makes for
an interesting example of just how
powerful environmental influence can be
on our motor development.
Programs for Enhanced Motor
Development
 Ideas
changing environments
enhance development
 The Mozart Effect
listening to Mozart's music
the development of spatial intelligence ?
 Suzuki method
§1.4 Examining The Influence of
Experience
 General Experience
 Definition: General Experience which are
non-goal directed, include movements
such as arm flapping and spontaneous
leg kicking.
 Function: essential for the development of
functional motor behaviors
 Specific Experience
 Definition: Specific experience refers to
either an experience that is particular to a
certain task (called task-specific) or one that
occurs during a certain time period known
as a critical period.
 Function: improving the performances of
motor skills already exist, and advance the
emergence of novel motor behaviors by
providing experiences.
Critical Periods
 A critical period is a time period during
which exposure to certain experiences (or
environmental stimuli) is most likely to
result in certain behaviors (Michel & Moore,
1999).
 Characteristics
not absolutely
not very clera
broad periods
Active experience and Passive Experience
 Active experience
self-produced
 Passive Experience
not actively engaged in performing the
action
 Appropriate experience is important
§1.5 Using Interacting Constraints in
Practical Settings
 Body Scaling
a study of grasping (Newell, Scully,
Tenenbaum, & Hardiman, 1989).
 Constraints-based Task Analyses (CTA)
How to destine a CTA and use it?
§1.6 Conclusions
 Many different factors or constraints affect
motor development.
 Neither our genetic makeup nor our
environment fully shapes our motor
development
 Both exert their respective effects
throughout multiple levels of organization
that constitute the developing organism
 Parse out the different roles of
constraints and how they might
influence developmental change.
 Identify the task and environmental
constraints most important to the
individuals
 Modify equipment, rules, goals, or
physical dimensions in order to improve
the motor performance and enhance
developmental change over time
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