Textbook: Haywood, K.M. (2009) Lifespan Motor Development. Champaign, Illinois. Human Kinetics. 5 th edition.

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1 Spring Arbor University PED/ECE 361 Motor Development Fall 2010 Deb Thompson - Office - ext Home deb.thompson@arbor.edu Office Hours: 9:00 3:30 M-F Mission Statement of the Health, Human Performance, and Recreation Department The Spring Arbor University Department of Health, Human Performance and Recreation exists to: promote the belief that God is the Creator and Sustainer of our bodies, and encourage responsible stewardship by educating toward whole body wellness. Textbook: Haywood, K.M. (2009) Lifespan Motor Development. Champaign, Illinois. Human Kinetics. 5 th edition. Purpose of the Course: This course is designed to provide the student with an overview of existing growth, motor development, and motor learning research as it relates to exercise science. Unit topics will cover aspects of growth and motor development like maturation, aging, assessment of motor skills, perceptual motor development, information processing, memory, optimal instruction, information feedback, and social and cultural influences on motor development. This course will also better prepare teachers to understand the learning process and to detect abnormal patterns of psychomotor behavior. Course Objectives: The purpose of this course is to explore age related changes in motor behavior, skill performance, perceptualmotor abilities, and physical fitness. Persons who are interested in motor behavior as it relates to kinesiology, physical education, developmental psychology, elementary education, early childhood education, special education, and gerontology should find this course instructive. At the end of this course, the student will be able to: 1. Define and describe the basic stages of normal growth and aging as it relates to motor performance. 2. Describe and define the stages and levels of maturity normally encountered in the development of basic gross motor skills. 3. Discuss the role of the senses in the development of perceptual motor skills needed for skilled movement. 4. Describe the way in which information is processed, how the memory stores this information, and how knowledge is acquired. 5. Describe instructional strategies that would be optimal for teaching students how to perform movement skills and varying levels of ability. 6. Discuss the implications of differing types of instructional feedback and its effects on learning and refining movement skills. 7. Analyze motor skill assessment through stages of development. 8. Describe formal and informal techniques for assessing motor skill performance. 9. Demonstrate the ability to instruct motor skill through sequence development in video micro teaching task. 10. Describe and discuss the influence of psychosocial and cultural factors that play in an individuals motor development. Student Evaluation: 4 Quizzes 100) 400 Labs 20) 380 Journals 20) 40 Teaching 3 motor skills 20) 60 Teaching a sport related skill 20 Final Exam 100

2 Grading Scale: % A % A % B % B % B % C % C % C % D % D Submitted Work Requirements: All written work is to be typed or computer generated. No hand written work will be accepted. If you need assistance with any of the computer tasks required in this class, please come and see me and I will be only to happy to assist you in any way I can. Deadlines for words due will not be extended. Failure to complete assigned tasks by the specified deadlines due to student ignorance from missed attendance will results in a zero grade for that portion of the class evaluation. Attendance and Participation: Attendance and participation is considered part of your final grade. Please be attentive in class and participate in topics that are of interest with your ability to become a teacher. Reading assignments are intended to give information for the class participation. This is an upper level class that requires your professionalism when in class. Right to Revise This syllabus may be changed; notice of any alteration will be given in class. Academic Integrity Statement The Spring Arbor University Concept the heart of this institution is based on our common commitment to Jesus Christ as our perspective for learning. This means that the Spring Arbor University community seeks to live in close adherence to the example and teaching of Jesus Christ in our personal and scholarly pursuits. With the purpose of encouraging responsible conduct, this policy flows from the Concept and assumes these important community expectations: Everyone who is part of the Spring Arbor University community will seek to live a life of highest integrity, both personally and academically. Full truthfulness is essential from all those in the SAU community. Faculty and students will carefully and diligently guard themselves from stealing either material or intellectual property whether physical or electronic in nature. Silence about others disregard for these standards devalues and violates the principles and spirit of our faith, the Concept and this policy. With prayerful introspection and loving confrontation, we should strive to hold one another accountable to the standards of our faith. The Call and Challenge for Academic Integrity Acknowledging the call in the principles above, we challenge ourselves to maintain integrity in all we do academically. There shall be no cheating, misrepresentation, or plagiarism (borrowing ideas, images, facts, stylistic phrasing, or quoted material without credit) on assignments, tests, lectures, handouts or any other written materials. Violations of this policy will carry disciplinary consequences. A zero on the assignment or test can be expected, but failure of the course or suspension may also occur. Students, faculty, or staff may also be subject to dismissal from the university for failure to adhere to this policy. Some actions, such as altering official university documents or records, may be further subject to criminal penalties.

3 While any breach of this policy affects all of us, only incidents of cheating or plagiarism must be reported immediately to the appropriate professor, department chair, dean or other college employee. Students are encouraged to report in writing, and employees are expected to report situations in writing to the Academic Affairs Office. Confidentiality will be honored unless specific written permission to disclose sources is obtained. No one will be disciplined solely on the testimony of one report without further substantiation. It will be presumed that every student, faculty and staff member of the university community is familiar with this policy. Details about the actual procedures for handling academic integrity concerns may be found in the student, faculty, and staff handbooks. Approved by Academic Senate, Quizzes & Final Exam: The quizzes and final exam will consist of multiple choice, true/false complete the diagrams, matching and/or short answer type questions. Lab Assignments: Labs are to be completed on Monday when they are assigned. These labs will help aid in the understanding of specific concepts we will be talking about in class. Please have these labs typed and with all appropriate information that is needed. You will need to be about to use the student resources on the website ( Journals Two motor development journal assignments are required in the semester. To facilitate your personalization of the material in this course, this assignment is designed to help you integrate your newly learned information on motor development with your own life as a mover. Teaching Motor Skills Individually: Each student will be asked to teach 3 motor skills on Friday s. Student must have a lesson plan to be handed to each one of the students in the class. You will be asked to teach the skill and then have a quick activity to go along with that skill. The teaching time will be a twenty minutes exercise (10 minutes for instruction and 10 minutes for activity) and you will draw for your skills. Teaching Sport related skills: During the semester you will be asked to teach one sport skill to the class. You will draw for a sport skill. You will demonstrate the correct technique and give key teaching points for the skill. A handout will be need for each person in the class. You are teaching this like it is your physical education class. You will also draw for a type of diversity in your class. This drawing will not take place until the day of your teaching.

4 Reading Assignments: Sept. 10 Sept Sept. 17 Sept Sept 24 Sept Syllabus Movie Chapter 1 Fundamental Concepts Lab 1.1 Observation as a Tool of Inquiry Chapter 2 Theoretical Perspectives in Motor Development Journal #1 Due Chapter 3 Principles of Motion & Stability Lab 3.2 Developmentally Sequencing Locomotor Movements Based on Principles of Motion Lab 3.3 Developmentally Sequencing Ballistic Skills Lab 3.4 Developmentally Sequencing Manipulative Skills Chapter 4 Physical Growth, Maturation & Aging Chapter 5 Development and Aging of Body Systems Quiz # 1 Intro to Motor Development/Physical Growth and Aging Oct. 1 Oct. 4-6 Oct. 8 Oct Oct. 15 Oct Oct. 22 Oct Oct. 29 Nov. 1-3 Nov. 5 Class in the field house Chapter 6 Early Motor Development Chapter 7 Development of Human Locomotion Lab 6.1 Assessing the Motor Milestones Lab 6.2 Assessing Toddler Motor Behavior Hopping/Jumping/Throwing Chapter 8 Development of Ballistic Skills Chapter 9 Development of Manipulative Skills Lab 8.4 Comparing throws for force with throws for accuracy Catching/Dribbling (feet)/sliding Motor skills and movement analysis Quiz #2 Development of Motor Skills Across the Life Span Lab 9.1 Observing Grasping Development No Class Fall Break!! Chapter 10 Sensory-Perception Development Chapter 11 Perception and Action in Development Lab 10.1 Testing Perceptual Motor Development TBA Lab 7.1 Assessing the Developmental levels of Running 7.2 Assessing the Developmental levels of Long Jumpers 7.3 Assessing the Developmental levels of Hoppers 8.1 Assessing the Developmental levels of Throwers 8.2 Assessing the Developmental levels of Punters 8.3 Assessing the Developmental levels of Strikers 9.2 Assessing the Developmental levels of Catching Chapter 11 Perception and Action in Development Quiz #3 Perceptual Motor Development Lab 12.1 Examine Gender Role Stereotyping Leaping/Kicking/Skipping

5 Nov Nov. 12 Nov Nov. 19 Nov. 22 Nov. 29 Chapter 12 Social and Cultural Constraints in Motor Development Chapter 13 Psychosocial Constraints in Motor Development Lab 13.1 Identifying Casual Attributions in Sport Participation Trapping/Rolling/Striking Chapter 14 Knowledge as a Functional Constraint in Motor Development Quiz #4 Functional Constraints to Motor Development Galloping/Punting/Volleying Motor Learning Lab 18.1 Assessing a Play Space Forgetting and Feedback Dec. 1 Dec. 3 Dec Journal #2 Due Motor Learning Running/Passing/Dribbling (hand) Motor Sports Skills Dec. 13 Review of Final Exam Dec, 17 Final Exam 1:00 3:00 Merry Christmas!!!!!

The Effective Teaching Model for the Organization of Teacher Education Curriculum Course Objectives: Domain At the end of this course, the student will be able to: 1.

6 The Effective Teaching Model for the Organization of Teacher Education Curriculum Course Objectives: Domain At the end of this course, the student will be able to: 1. Define and describe the basic stages of normal growth and aging as it relates to motor performance. 2. Describe and define the stages and levels of maturity normally encountered in the development of basic gross motor skills. 3. Discuss the role of the senses in the development of perceptual motor skills needed for skilled movement. 4. Describe the way in which information is processed, how the memory stores this information and how knowledge is acquired. IT 5. Describe instructional strategies that would be optimal for teaching students how to perform movement skills and varying levels of ability. TSPI, MO 6. Discuss the implications of differing types of instructional feedback and its effects on learning and refining movement skills. A, MO CK CK CK 7. Describe and discuss the influence of psychosocial and cultural factors that play in an individuals motor development. D

CEEF 6306 Lifespan Development New Orleans Baptist Theological Seminary

CEEF 6306 Lifespan Development New Orleans Baptist Theological Seminary Michael D. Wilburn Adjunct Professor New Orleans Baptist Theological Seminary 3939 Gentilly Blvd. New Orleans, LA 70126 mdwilburn9@gmail.com