MOTOR DEVELOPMENT

Introduction to Physical Health Impairments

Introduction to Physical Health Impairments

Introduction

This paper intends to explore the significance and key principles of motor development theories of child according to the special educator and their practice. The motor learning is a set of cognitive-motor processes associated with practice and experience leading to relatively permanent changes in the performance of motor skills.

Discussion

Theory of Motor Development

Approaches based on theories of learning motor usually take into account four main variables: the learning stages, the type of task to perform, practice and feedback.

The process of motor learning has three stages. The first is the cognitive stage that is to say that the individual knows each sequence of the task at hand, but he does not know exactly how to execute it. Then there is the associative stage, which is the refinement of motor skills and reduced errors. The performance of the task also becomes more consistent. Automatic stage, the last stage, motor skills are learned and mastered, little cognitive effort is required.

The second variable to consider for motor learning is the type of task. It is necessary to vary the task and modify the environment in which the task is executed. Tasks are classified into two types, either open it to say that it takes place in a changing environment and motor actions are not predictable (e.g. soccer), c is closed ' is to say that the environment is stable and predictable movements (e.g. writing) (Dina, 2006).

The third variable is the practice. Indeed, to acquire motor skills desired person must practice repeatedly the same task. The task can be divided into its components; it can also be practiced extensively or alternating with breaks. Ideally, the task to practice should be integrated into the daily routine of the person to allow a better result.

The fourth important variable is the feedback (feedback). Feedback is the main variable that influences motor learning and this is an important factor to enable the acquisition of motor skills. Feedback can be provided in many forms, verbal guidance or manual, but the goal remains to help the person to evaluate performance and to adjust its actions. The feedback can be intrinsic information provided by the sensory system for learners or extrinsic information provided by an external source that enriched the intrinsic feedback. In short, these are four important principles that influence the process of motor learning.

In order to acquire motor skills, the amount of practice required is still unknown. By cons, relying on evidence of the CO-OP approach, an approach integrating several principles of motor learning, about ten training sessions would be sufficient for learning motor skills needed for a specific task (Kaplan, 2010).

Motor learning concepts have broad applicability across the lifespan in both typical and clinical populations. Motor learning theories have been applied in the field of adult rehabilitation for the last two decades but only in recent years with children. Most motor learning research with children has focused on DCD, including the Cognitive Orientation to daily Occupational Performance (CO-OP) approach, Neuro motor ...