Reflection Analysis

Physical development in children is an important area and is usually expected to happen automatically as they grow. The important areas are gross motor skills,

Physical activity encourages children and young people to develop all their physical skills and to practice the skills that they already have. Your role in supporting a child’s physical development will be to ensure that the child has a wide variety of experiences of being in a safe environment. Any setting should offer a wide range of equipment that can be used both indoors and out. It is considered important that children are given opportunities to develop their gross motor skills indoors as well as outdoors. Such opportunities may be provided by designated areas such as soft play area or by activities such as drama.

Observe three different physical play activities in your setting. Using the observation reports identify the physical skills children are developing. You need to consider the movement skills travel, object control and balance and coordination.

The different tasks and questions that were presented to the test subject included personal skills (social), Fine motor skills (adaptive), Language and gross motor skills. Tommy was able to complete the entirety of the required task that was asked of him in a

In Chapter one of our text, Introduction to Kinesiology the Science of Human Physical Activity by Stephan Wallace. We are introduced to three major types of movement, Sportive movement, symbolic movement, and supportive movement. At the basis of all three movements they are very similar although they highlight different attributes of an athlete or a person living an everyday lifestyle.

On the One Leg Stand, Mcclellan was asked to stand straight up with his hands by his side with his heels by his side while I demonstrate. Mcclellan was asked to stand on any leg he preferred with his foot parallel to the ground, 6 inches off the ground. Also I advised him to count out loud as 1,001,1,002, 1,003 and so on till I tell him to stop. Mcclellan couldn’t stand in one spot without sway during my demonstration. Mcclellan could not keep his foot up for a long period of time. Mcclellan couldn't perform the test without balancing with his arms. Mcclellan also used his arms every time to balance himself when trying to perform the

White assumed the instructional stance and I told him to stay in that position until I told him to start, White said he understood.I explained and demonstrated the instructional stance and asked if he understood the instructions, White said he did. During this evaluation White was swaying while trying to balance. White also used his arms greater than six inches to gain balance. White had to hop to keep from falling over at one point during the test. White also put his foot down more than once and switched feet twice. During this evaluation I observed 4 clues.

The locomotion has 89 subtests to measure the ability to move from one place to another by walking, running, jumping forward, hopping, and crawling. The object manipulation has 24 subtests which measure an ability to manipulate balls such as throwing, catching, and kicking. Grasping has 26 subtests to measure hand and finger function such as holding an object with one hand and controlling the object with fingers in one and/or two hands. Visual-motor integration includes 72 subtests to measure visual perceptual skills that are required to perform the eye-hand coordination tasks such as building blocks and copying designs (Folio & Fewell, 2000). Generally, the duration of administration is about an hour long; however,

Jordan, for the walk and turn test, to stand with one foot in front of the other touching heel to toe while I explained the test. Mr. Jordan found it difficult to remain still and lost his balance several times while I was explaining the instructions. I informed him to take nine heel to toe steps in a straight line and to pivot on his lead foot. While pivoting on his lead foot he would take a series of small steps with his other foot around the pivoting one. He was to then walk another set of nine steps heel to toe back to where he started in a straight line. I had to tell Mr. Jordan that he may begin walking three times before he began the test. None of his steps were heel to toe, and most were off of the line. Mr. Jordan also turned incorrectly, and did not count his steps

As observed, Eddy has developed strong large muscle as he is capable to perform actions such as; walking, kicking, running, kneeling, pulling, climbing, crawling, scooting and bending without any assistance from the gym instructor. He is able to roam around without any physical unbalance. Eddy has a good sense of spatial awareness. This can be seen when he was able to avoid hitting his classmates while making a small swinging movement with his arms. He has a keen interest in physical activities which can be observed from his eager expression, physical activeness, and involvement. He has shown most of the characteristics of the development of gross motor skills.

For ‘D’s’ gross motor development I did a checklist, took pictures and did a rubric. I found that ‘D’s motor skills were on target for his age. He can run, jump, walk, catch and throw. ‘D’ can gallop but not smoothly, with practice he will be able to gallop smoothly. All of ‘D’s’ motor skills will improve with practice. ‘D’ seems to enjoy playing outside, so I feel there is no problem these skills will progress.

The first element of physical development in young children that we discussed is Gross Motor. Gross motor can be defined as the use of large muscles groups in the body, such as legs and arms. When it comes to gross motor, there a few things to remember. One of these things is that different parts of a child’s body develop at different rates. Gross motor skills tend to appear first since large muscle development occur earliest. A second thing to remember is that during the first year of child’s life, most of the development happens in the trunk. Toddlers and preschoolers have a tendency to fall more because the legs aren’t fully developed yet. When children start to walk, give them support until their legs can support them to sit or stand. Examples of activities that involve the large muscles would

Perhaps the most startling aspect of the entire assessment was discovering which vectors were the farthest along on the developmental track. It was initially expected that the majority of the vectors would be developmentally deficient due to the fact that I am not yet of college age, but astonishingly there are multiple vectors in which advancement is well under way. For example, considerable progress has been made within physical and manual competence; a sublevel within the competence vector. The only aspect in which significant growth needs to be made is in the knowledge of how things work.

During both exercises Emma displayed her abilities in her physical development of motor skills, of which she had very appropriate capabilities for a child of her age. Physical development as defined by Six Developmental Domains. (2011) “…is to do with movement: gross, or large, movement of limbs and fine manipulative movement of fingers. Physical development depends on growth of the body and nervous system so that messages from the brain can be carried to the muscles to stimulate them to move.”

Those that were able to complete 2 sets of 15reps with low effort had their resistance increased for progression. Participants in the motor learning group worked on skill or smooth and automatic movement control that included stepping and walking patterns. This was then progressed to a more difficult walking and stepping patterns to increase timing and coordination of stepping. “The stepping patterns were designed to shift the center of pressure posterolateral then forward, encouraging hip extension before stepping, loading the trailing limb, coordination activation of the abductors of the soon-to-be-swung leg with adductors of the stance limb, and shifting the center of pressure in medial stance to unload the stepping limb.”(Brach et al.) The walking patterns helped for muscle coordination and inter limb which were then increased by alternating speed, accuracy of performance, or amplitude. Other complex walking patterns were walking past others with object manipulation tasks of the upper extremity like carrying or bouncing a