Description
Read Section 4.1, “Three Elements Affecting Motor Skill Performance,” in Chapter 4 of your text. Next, use Table 3.2, “Typical gross motor milestones,” from Chapter 3 as a guide, and the skills outlined in Chapter 5 and 6 to complete the following chart*:
| Age of Child | Fundamental motor skill (Choose one locomotor (moving), non-locomotor (stationary) or manipulative skill that would be developmentally appropriate to teach each age group.) | Explain what game or activity that you would use to teach this skill (Example: To teach balance, you might use a low balance beam and instructions on how to hold their arms out straight.) |
| 2 yrs | ||
| 3 yrs | ||
| 4 yrs | ||
| 5 yrs | ||
| 6 yrs |
Download an editable version of this chart here
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Section 2 - Guided Response (Post by Day 5):
Respond to two classmates. Review the activities and skills included on their charts. Use one of the activities listed on their charts to create a situational example in story form, such as a case study. Within your story, include a complication in which they would need to adapt the lesson. This complication can be an environmental, individual, or task-related constraint. Environmental constraints are faulty/missing equipment, weather, space, time, etc. Individual constraints include any difficulty or disability that the student might encounter. A task related constraint includes complications incorporating the activity or lesson to be taught.
Conclude with a question as to how this lesson could be adapted in the given situation.
For example: They might have chosen to teach a 6-year-old (individual) to hit a ball (task) off a tee and provide them with a light weight, fat barreled bat (environment).You can create an individual constraint such as “When you are teaching a class of 6-year-olds how to hit a ball off of a tee, you notice a child is having difficulty holding the bat. If the bat is too large for the child, how could you adapt the activity for this individual?” You could also create a situation in which a child has already mastered this activity and is ready to advance or even create an example with inclement weather or faulty/missing equipment, etc. Be creative!
PART TWO
According to the textbook, “skill learning takes place through a predictable and consistent sequence. It is also similar to that of growth and development by how the rate of learning a skill is different across people and depends on a person’s environment as well as their previous experiences” (Hastie, 2012).
Select a complex motor skill that you are proficient at (such as bowling, riding a bike, driving a car, jumping rope, etc.). Explain when you first learned it and your early experiences with this skill. Try to describe how you acquired this skill in terms of the phases discussed in Chapter 4. Then describe the progress a learner might take as they begin to master this same skill.
Explanation & Answer
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Topic: Fundamental Motor Skills
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Introduction
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Question Analysis
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References
Running Head: FUNDAMENTAL MOTOR SKILLS
Fundamental Motor Skills
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Institutional Affiliation
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FUNDAMENTAL MOTOR SKILLS
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Fundamental Motor Skills
Part One
Motor skills can be described as the coordination of movement between the muscles,
brain and the nervous system in human beings. Babies begin to learn fundamental motor skills
from a young age and continually improve on them as they develop. Motor skills are subdivided
into two categories namely fine motor skills and gross motor skills. Fine motor skills involve
small movements such as moving up small objects and use of small muscles of the toes, fingers,
lips and the wrists. On the other hand, grows motor skills involve bigger movements and the use
of a larger group of muscles such as rolling over, walking and hitting objects (Branta,
Haubenstricker & Seefeldt, 2004). Overall fundamental motor skills include throwing, catching,
jumping, striking and running among other activities.
In teaching a three-year-old child how to kick a rolling ball involves several elements
since this activity is slightly complicated. Some of t...
