Dear SEP Families,
Through discussion and lab participation, the students in Session 3 recognized and applied the importance of the Dynamic Systems Theory to how various forms of movement emerge. The class's work emphasized how the interaction between the individual, the environment, and the task influences movement.
For example, during one of the labs, the students simulated different object control skills (e.g., throwing, catching, kicking, etc.) under a variety of conditions to see how changing the task can result in a different and often more rudimentary movement pattern. The students further demonstrated their understanding through the creation of a motor learning plan, designed to teach a motor skill to a younger sibling or friend.
The students quickly understood how each type of constraint (individual, environment, and task) may affect movement. They were able to generate new examples of constraints by extending what they learned during class to other movement patterns in which they had personal experience. The application of this knowledge to designing a motor learning program proved to be a much more contemplative process for the students as this project required students to learn both kinesthetically and through Internet investigation.
Through discussion and lab participation, the students in Session 3 recognized and applied the importance of the Dynamic Systems Theory to how various forms of movement emerge. The class's work emphasized how the interaction between the individual, the environment, and the task influences movement.
For example, during one of the labs, the students simulated different object control skills (e.g., throwing, catching, kicking, etc.) under a variety of conditions to see how changing the task can result in a different and often more rudimentary movement pattern. The students further demonstrated their understanding through the creation of a motor learning plan, designed to teach a motor skill to a younger sibling or friend.
The students quickly understood how each type of constraint (individual, environment, and task) may affect movement. They were able to generate new examples of constraints by extending what they learned during class to other movement patterns in which they had personal experience. The application of this knowledge to designing a motor learning program proved to be a much more contemplative process for the students as this project required students to learn both kinesthetically and through Internet investigation.
Resources for Continued Learning
Interested students may expand their understanding of motor development by observing the movement behaviors of their friends and family at all stages of life while identifying potential individual, task, and environmental that may influence such patterns. For a real challenge, students should try to apply what they learned through their final project in creating a motor learning program for a younger sibling, cousin, or friend. What motor skill do you want them to learn?
While most of the material in the course is acquired from textbooks, these are some related resources that students may find interesting.
Thanks for being a part of SEP 2016 Session 3!
While most of the material in the course is acquired from textbooks, these are some related resources that students may find interesting.
- Exploratorium: Sport Science
- http://www.exploratorium.edu/explore/sport-science
- ESPN Sport Science: http://espn.go.com/espn/sportscience/
- National Interactive Sports Centers
- Virginia Sports Hall of Fame, Portsmouth, VA http://www.vshfm.com/index.php
- Franklin Institute: SportsZone Exhibit, Philadelphia, PA https://www.fi.edu/exhibit/sportszone
- Carnegie Science Center: Highmark SportsWork, Pittsburgh, PA http://www.carnegiesciencecenter.org/exhibits/highmark-sportsworks/
- Chicago Sports Museum, Chicago, IL http://www.harrycarays.com/chicago-sports-museum/exhibits/
- Here is a neat website that has flashcards with a lot of the terms we covered. There are flashcard and quiz options. http://www.proprofs.com/flashcards/story.php?title=motor-development-test-ch-16
Thanks for being a part of SEP 2016 Session 3!
