Motor Development and Programming

Griffith University

Course Description

  • Course Name

    Motor Development and Programming

  • Host University

    Griffith University

  • Location

    Gold Coast, Australia

  • Area of Study

    Early Childhood Education

  • Language Level

    Taught In English

  • Prerequisites

    Restriction: Student must be in program 1049 B Education - Primary

  • Course Level Recommendations

    Upper

    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • Credit Points

    10
  • Recommended U.S. Semester Credits
    3 - 4
  • Recommended U.S. Quarter Units
    4 - 6
  • Overview

    Course Description
    This course presents an overview of motor development and motor learning theories and investigates the role that movement plays in the educational and developmental contexts of children and adolescents. It is based on the understanding that movement is often integral to one's full participation in a range of educational and life settings such as using a pencil or a spoon to participating in games, sports or recreational activities.
    Course Introduction
    This course focuses on applying content knowledge in motor development and learning to the teaching
    and remediation of motor skills of children and adolescents. Students will analyse complex movement
    behaviours and identify specific movement problems experienced by children in performing a range of
    gross and fine motor skills. This includes interpreting of a variety of motor tests and direct observation of
    motor skills. Students will understand a range of conditions resulting in motor impairments and the
    implications of this for the teaching and learning of skills. The content of this course is anchored in the
    participant?s own educational context as classroom teachers, physical education specialists and teachers
    of children with special needs.
    The central question around which the outcomes of this course have been developed is:
    What is the importance of the motor domain in the educational context of typically developing and
    motor impaired children with respect to gross motor (postural control, motor planning, games, sports)
    and fine motor control (tool use, drawing, handwriting, etc).
    Course Aims
    Students in this course are exposed to contemporary theories of motor development, control and learning. These theories relate to different ?stages? of motor development across the lifespan. An understanding of motor development provides students with prerequisite knowledge to effectively plan movement experiences according to the age and motor abilities of individual students including those who require more supportive learning environments. An understanding of typical motor development enables students to develop a systematic understanding of the potential implications of a range of impairments and developmental conditions for learning motor skills. For future professionals responsible for teaching of motor skills, knowledge of terminology used in the field is essential for effective communication with other professionals and specialists in related fields including physiotherapists, occupational therapists, movement specialists, and medical practitioners.
    Motor Development and Programming is a core course for students enrolled in the B. Ed (Special Education) program and students undertaking the Special Needs Award Major in the B Primary Education. Knowledge and skills in the area of motor development is important for Special education teachers because it supports them in conducting movement or general education programs for children whose perceptual and/or motor abilities are impaired. Children's motor abilities may be compromised by perceptual impairments including vision and hearing. Intellectual impairments may affect students? ability to interpret and process relevant information for motor planning and general movement efficiency. The methodology for intervention in this subject complements approaches taken in other courses in the program including 3317EDN Skill Acquisition and Intervention Strategies and 4204EDN Positive Behavioural Support.
    For teachers of primary and secondary HPE, sound knowledge of the motor development is pre-requisite for developing quality teaching strategies for physical activities including games and sports skills. It underpins the ability to individualise instruction for students including those who present with conditions that may impair their motor function or skill-learning ability. This subject develops the professional knowledge base for B ED Secondary HPE students who will undertake curriculm courses later in their program (e.g., 3083EDN). Concepts investigated in this subject complement those examined in 1201EDN Games Skills and Concepts and Introduction to 2085EDN Sports Psychology. For primary HPE specialists this course augments teaching strategies developed in 1213EDN Health & Physical Education and 2081EDN Advanced Physical Education.
    Learning Outcomes
    After successfully completing this course you should be able to:
    1 describe the general sequence of and major influences on normal motor development from infancy to adolescence.
    2 use appropriate terminology in the fields of motor development and motor learning.
    3 discuss the interaction of biological systems and environmental influences in motor development and control.
    4 describe the major principles of selected theories of motor development, learning and control and apply these in a range of motor learning contexts.
    5 analyse a range of skills (gross and fine motor) in terms of movement efficiency (biomechanics) and performance including the role of contributing sub-systems.
    6 evaluate the motor programming needs for typically developing students and those with specific impairments and based on observations of motor performance.

    Assessment Task

    Weighting/Marked out of

    Presentation - technical or professional
    GOLD COAST STUDENTS Group presentations

    25%/25

    Exam - selected and constructed responses
    GOLD COAST Students only - in class exam

    40%/40

    Assignment - Written Assignment
    GOLD COAST students 5 week Intervention unit plan

    35%/35

Course Disclaimer

Courses and course hours of instruction are subject to change.

Eligibility for courses may be subject to a placement exam and/or pre-requisites.

Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.