Exercise, Sport and Health Education 294

ESHE 294
Motor Development

1. Catalog Entry

ESHE 294
Motor Development

Credit hours (3)

This course is designed for students to study changes during childhood in motor behavior, which reflect the interaction of the mover with the demands of the movement task and the contextual features of the environment.  Insights concerning how to effectively work with young children in preschool-5th grade are highlighted.  Emphasis will be placed on student knowledge of the guiding principles and standards of childhood motor development.  Much of the information in this course will compliment material that will be presented in ESHE 380: Methods of Teaching Elementary Physical Education and ESHE 384: Methods of Teaching Secondary Physical Education.  

2. Detailed Description of Course

Basic Terminology (Paired Terms)
    1) Development vs. Maturation
    2) Gross vs. Fine Motor Skills
    3) Open vs. Closed skills
    4) Process vs. Product
    5) Discrete, Serial, and Continuous skills
    6) Cephacaudal vs. Proximodistal

Developmental Overviews
    1) Define a “Physically Literate Individual”
    2) Developmentally Appropriate Physical Education (DAPE)
    3) Six elements of developmental change

Developmental Scope and Sequence
    1) Developmental characteristics of early, middle, and upper elementary students
    2) Implications for teaching

Theoretical Models
    1) Phases and Stages of Development
        a. Reflexive
        b. Rudimentary
        c. Fundamental
        d. Specialized

Fundamental Aspects of Movement
    1) Locomotor skills
    2) Stability skills
    3) Manipulative skills

Physical Development of Children
    1) Health-related physical fitness
    2) Motor-related physical fitness

Childhood Growth and Development
    1) Psychomotor, cognitive, and affective developmental characteristics of early and
       later childhood

Content Development in Physical Education
    1) Task progressions
    2) Game stages

3. Detailed Description of Conduct of Course

This course emphasizes the sequential, age-related and continuous processes whereby movement behavior changes across the life span and addresses the acquisition of basic skills, perceptual motor and fitness development.  ESHE 294 serves to provide additional insights concerning working with the young children in preschool – 5th grade.  It will be a companion with material presented in ESHE 395: Motor Behavior and ESHE 382: K-12 Teaching Methods in Physical Education.
4. Goals and Objectives of the Course

Goals, objectives, and assignments in this class may address the following sets of accreditation standards or guidelines:
    1) Society of Health and Physical Educators/National Association for Sport and
       Physical Education (SHAPE/NASPE)
    2) Interstate Teacher Assessment and Support Consortium (InTASC)
    3) Virginia State Code for health and physical education p-12 teacher education
    4) PRAXIS II Health and Physical Education Content Test (5857)

Goals and objectives are specifically related to SHAPE/NASPE 1; VDOE HPE 3; PRAXIS HPE; InTASC

At the completion of this course, students will be able to:
    1) Define the physically educated person and developmental physical education;
    2) Identify the six elements of developmental change and how these principles should
       guide curriculum, instruction, and assessment in physical education;
    3) Identify the three domains of developmental physical education;
    4) Distinguish between maturational change and developmental change;
    5) Identify basic terminology and concepts form theoretical perspectives, such as
       motor learning and cognitive, social, perceptual development, which study the
       processes that underlie changes in movement behavior;
    6) Identify and describe contextual variables of the task (all goal-oriented human
       movement and characteristics of equipment and task demands) that influence play
       behaviors, motor skill acquisition, and adaptive movements;
    7) Identify and describe contextual variables of the mover (cognitive, physical,
       social, perceptual, gender, genetics, age, and disability) that influence play
       behaviors, motor skill acquisition, and adaptive movements;
    8) Identify and describe contextual variables of the environment (settings such as
       home, school, teaching behaviors, etc.) that influence play behaviors, motor
       skill acquisition, and adaptive movements;
    9) Design and utilize educational technology to facilitate learning, of motor
       development issues and information;
    10)Utilize movement concepts to modify skill themes in providing developmentally
       appropriate physical education lesson activities.

5. Assessment Measures

Assessment measures may include, but are not limited to, one or more of the following:
    1) Quizzes
    2) Small group presentation
    3) Content development project
    4) Final exam
    5) Responsible/cooperative behavior

6. Other Course Information


Review and Approval

July 2010
November 2008