hss hat320 (2)
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School
University of Louisville *
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Course
320
Subject
Health Science
Date
Dec 6, 2023
Type
Pages
12
Uploaded by allisonmccurry
Allison McCurry
HSS 320
Nov 04 2023
Growth and Motor development HAT Final
Kadence (age 9)
Lyra(age 4)
(My nieces)
Introduction:
Growth and motor development are the changes that happen to a person's skills and
abilities starting in infancy throughout a person's life. Development is most rapid at the
beginning of a person's life, but continues throughout people's entire lives. Growth refers mainly
to the physical changes in a person's appearance, while motor development is the change in skill
set.
Locomotor skills:
Locomotor skills are skills that grow through early childhood that are used to perform
fine motor movements as well as having spatial awareness of the bodies. These skills are pivotal
in childhood development because it allows children to move confidently and skillfully.
When a child is learning to walk they will first learn to balance on their legs upright
before taking feet off the ground and making forward motion. Once a child is confident in
balancing they will trade off legs and start the process of walking. Then, when a child is
comfortable balancing on one foot then the next they will increase speed until they start to run.
When a child is first attempting running roughly 6-8 months after walking is introduced,
a child will be less stable than with walking. Running involves a moment of flight between steps
and a swing in the arms. At first a child's range of movement in both arms and legs will be
limited, but will grow with time and proficiency.
After running comes galloping/or skipping around the ages of 4-6 years old. Skipping
takes a great deal more coordination than running because it involves a movement of a step with
one foot and a hop from the other that alternates legs. When a child starts learning to skip it will
be uncoordinated and not in rhythm. As a child progresses in skipping there will be more
coordination in arm movement and more rhythm in when the legs leap and step.
Hopping starts before long jumping. Hopping involves less arm movement with
separation of legs in the flight of the body. Long jumps require a wind up of swinging the arms
back and propelling the body forward with both feet off the ground at the same time with much
more force than hopping.
Ballistic skill:
Ballistic skills are skills that involve the motion of a ball or object. These skills include
throwing and kicking. These skills develop through a child's life. The easiest way to test ballistic
skills are with throwing and kicking a ball. Overarm throw development starts with a slight
elbow bend but lacks a proper wind up with the shoulder and arm moving back before it goes
forward. As a child progresses in throwing they will wind up by moving the arm back and
shifting the weight back to use the momentum to accelerate the ball forward.
In kicking, similar to throwing, early development will not have the wind up motion
needed for proficient kicking skills. When a child becomes more proficient there will be a step
involved in winding up to kick the ball. Then the leg and arms will swing back before moving
forward and hitting the ball.
In striking or swinging a bat the key difference between new and proficient, like the other
ballistic skills, is the wind up motion involved. When a child is learning to swing a bat they
swing it in a choppy and uncoordinated manner. As a child progresses they will start to wind up
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by swinging the bat backwards and taking a small stem to plant the front foot before swinging
the bat to strike a ball. The wind up allows for more force to be exerted in the swing and for the
bat to be more stable.
Manipulative skill:
Manipulative skills are other basic motor functions involving a child's interaction with an
outside object. Manipulative skills develop through a person's entire life and are important when
grasping and catching objects. Spatial awareness plays a part in a person's manipulative skill
abilities to be able to time and tell where an object is and where your hand needs to go to grab
ahold of it. When a child is first learning to catch and grasp a tennis ball for example, their
timing of when to grasp will be inconsistent and lead to a lot of misses. As a child's skills
develop, they will start to anticipate the ball coming at them by raising their arms and watching
the ball to time its trajectory so that they can have their hands ready to catch it. Once a child is
proficient in catching the ball they will be able to time and catch it by only using their hands to
grasp it.
Skill assessments:
The first assessment was walking. The first child was 9 years old and enrolled in sports
and dance classes. When I asked her to walk she took several long strides and did so skillfully
and without any issues. When I asked the second child who is 4 years old to do the same, her
strides were shorter and her arms did not swing quite as much as her older sisters did. The 4 year
old also favored walking on her toes rather than planting her foot fully which caused a lack of
balance.
Next, I assessed running. When I asked the 9 year old to run she took long leaps between
strides and swung her arms. She was able to run without any issues and did so with ease. When I
asked the three year old to follow suit she ran on her tiptoes just like she did with walking. The 4
year old also did not swing her arms much between strides and eventually tripped because she
was unstable.
Following their run, I asked both of them to attempt skipping. The 9-year-old effortlessly
executed the action, synchronizing her arm swings with her leg movements and was able to jump
high off the ground. Meanwhile, the 4-year-old was able to perform the skipping motion but
couldn't keep a consistent rhythm. The 4 year old took several pauses to reset and restart. Lastly,
the younger child was not able to achieve the same height in her skips as her older sister.
Next in line was the jumping test. When I told the 9-year-old to jump, she bent
her knees, swung her arms back, and leaped into the air with both feet leaving the ground
simultaneously. In contrast, when I asked the same of the 4-year-old, she tried to imitate her
sister by bending her knees and swinging her arms back. However, unlike her sister, she couldn't
make it very far from the starting point due to a lack of synchronization between the swing of
her arms and legs.
Then I asked them both to attempt sliding. The 9 year old scooted across the floor with
ease mimicking the drills she does in soccer practice. The 9 year old moved her feet side to side
and kept her arms steady. When I asked the 9 year old she quickly crossed over her own feet and
fell leading to a meltdown and her not wanting to try again.
Next , we brought them outdoors for overarm throws. The 9-year-old grasped the tennis
ball, took a large step, and shifted her weight as she threw the ball across the yard. On the other
hand, the 4-year-old, once more attempting to copy her sister, took a step forward and bent her
elbow, successfully managing to throw the ball by mirroring her older sibling's actions. However
unlike her sister she threw the ball straight into the air rather than across the field. This is due to
her releasing the ball with poor timing.
Then we assessed kicking. The older child, who plays soccer, took a running start and
planted a foot to swing her leg back and kick the ball across the yard using the inside of her foot
like they taught her to at practice. The younger child however ran up to the ball and was unable
to time the planting of the foot and simply ran into the ball. While this action was successful in
propelling it forward, few skills were displayed in the process.
Then we assed swinging using a stick and the tennis ball. The 9 year old was able to
rotate her body while keeping her feet planted and hit the ball coming at her with the stitch.
When the ball was thrown at the 4 year old, she swung the stick downward and was unable to
make contact with the tennis ball.
Lastly we assessed catching. When we threw the tennis ball at the 9 year old she was able
to catch it about half the time with her hands out infront of her to anticipate the ball's trajectory.
When we threw the tennis ball at the 4 year old she did not put her hands out and allowed the
ball to hit her, much to her disliking.
Constraints:
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For some of the tasks we had to improvise equipment due to my sister not owning
a range of balls or a bat. This means the tasks were made more difficult because we had to
substitute certain objects, like sticks instead of bats. The children may have had better success
swinging a bat than they did a stick to hit a tennis ball. For catching, the tennis ball was quite a
small target to catch and created difficulty for both children. The tests were run at roughly the
same time since they are siblings so the environment was the same for both of them however the
throwing and catching assessments were done with little daylight creating more difficulty for
both children.
Refection:
Both of the children performed how I anticipated they would for their ages in the tests. I
believe the younger child had an advantage in some of the tests due to her mimicking her older
sister who is already proficient in most of the tasks. When you take the constraints into mind
they both did quite well considering their ages. I think with the right environment and equipment
both children could have exceeded expectations for their age ranges.
Compare and contrast:
The 9 year old was much more advanced in her abilities when compared to her 4 year old
sister. This is to be expected both because of her age and the fact she participated in sports that
her younger sister does not. However, though she doesn't participate in sports the younger child
does have the advantage of being able to mimic the older siblings tasks to better develop these
abilities by mimicking actions.
Appendix:
Name(First Only)
Gender
Kadence
FEMALE
Child's Age and Birthdate (MM/DD/YYYY)
Hand and Foot Dominance
3/12/14
H
R
F
R
Name of School Attending
Grade
n/a
4
Description of Family Unit and Birth Order of Child
She is the oldest of 2 with both parents still present
Favorite Games and Activities
Playing with nintendo switch
Describe physical activity of the child. Organized sport/club or free play
Soccer club and dance team
Describe parental and sibling involvement in regards to physical activity.
Siblings play together a lot.
Local resources available to aid in their physical development (parks, pools, YMCA, etc.)
There are a lot of parks around the neighborhood.
Does the child optimize these resources? Explain.
Yes, the children walk to the park often.
Discuss a typical weekday for the child.
Lots of running at school then soccer or dance practice after
Discuss a typical weekend for the child.
Soccer games or jujitsu practice with her dad.
Comment on the overall attitude, mood, and effort of the child during the testing experience.
Seemed bored with me and was not eager to participate
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Name(First Only)
Gender
Lyra
FEMALE
Child's Age and Birthdate (MM/DD/YYYY)
Hand and Foot Dominance
11/23/19
H
R
F
R
Name of School Attending
Grade
n/a
pre-k
Description of Family Unit and Birth Order of Child
There are 2 children and she is the youngest
Favorite Games and Activities
Annoying her older sister and climbing things she's not supposed to
Describe physical activity of the child. Organized sport/club or free play
Chasing the cat or dog around the house
Describe parental and sibling involvement in regards to physical activity.
Spends a lot of time with older sister
Local resources available to aid in their physical development (parks, pools, YMCA, etc.)
There are a lot of parks around the neighborhood.
Does the child optimize these resources? Explain.
Yes, she walks to the park a lot with her mom and sister.
Discuss a typical weekday for the child.
Goes to preschool then goes home to play with her sister and pets
Discuss a typical weekend for the child.
Goes to her sisters soccer games or runs errands with mom
Comment on the overall attitude, mood, and effort of the child during the testing experience.
Very excited but easily distracted
References:
●
Department of Health & Human Services. “Locomotor System.”
Better Health Channel
,
Department of Health & Human Services, 13 Oct. 1999,
https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/locomotor-system.
●
“What Are Manipulative Movement Skills?”
Reference
, IAC Publishing,
https://www.reference.com/world-view/manipulative-movement-skills-27bb0e42281d866
9.
●
TheHubEdu. “Development of Ballistic Skills.”
TheHubEdu.com
,
https://secure.thehubedu.com/shelves/8974-kine-199-spring-2019?item_id=54167#:~:text
=Development%20of%20Ballistic%20Skills%20Ballistic%20movements%20are%20rapi
d%2C,movements%20are%20categorized%20two%20ways%3A%20simple%20and%20
complex.
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