Background[edit | edit source]

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  • Motor development is the study of change in movement skills over one’s lifetime.
  • Motor development concepts are taught so that appropriate activities are done in different stages of life. Understanding motor development helps students select activities for themselves and, as they become adults, for their own children or children within their care.
  • Lower grade-level standards typically call for the identification of simple motor development concepts such as:
    • Identifies reasons for differences in skill ability between youngsters of the same age.
      • The concepts taught for this standard include: people differ in terms of height, weight, fitness, physical abilities, and cognitive understanding even though they are the same age.
        • The understanding related to this standard is then assessed using either a true/false or multiple-choice question, given the use of the verb identifies.
  • At the middle grade levels, motor development standards typically call for the explanation or description of concepts such as:
    • Describes the similarities and differences between girls and boys at age 10 along with the impact on their motor skill performances. *** The primary concepts here are that there are no inherent body proportion differences between girls and boys at this age and they should participate together in all physical activities.
      • Additionally, any differences observed can usually be accounted for due to additional practice opportunities.
      • This understanding is assessed through a short answer or essay type question.
  • At the upper grade levels, the standards typically call for some type of analysis. For example, Analyze physical activities that allow for participation by younger children, the elderly, and individuals with special needs.
    • Understanding is assessed through a report or project. Students research the needs of each group and then present their findings along with their recommendations for modifications.

Assessment Development Process Standard 2 - Motor Development[edit | edit source]

1. Identify the standard:[edit | edit source]

Explains the skill-related fitness components and their impact on skill performance.

  • What is the verb: Explains
  • What is the type of verb: Cognitive
  • Level of proficiency: Impact on skill performance
  • What is the content: Skill-related fitness components

2. Choose the assessment tool: Essay Question:[edit | edit source]

What are the components of skill-related fitness and what is the relationship of each to recreational swimming?

3. State criteria for competence:[edit | edit source]

  • a. Agility – ability to change your body position quickly and to control your body’s movements (good).
  • b. Balance – ability to keep an upright posture while standing still or moving (fair).
  • c. Coordination – ability to use your senses together with your body parts (good).
  • d. Power – ability to use strength quickly. Areas most likely to improve with repeated effort (fair).
  • e. Speed – ability to perform a movement or cover a distance in a short period of time (poor).
  • f. Reaction time – amount of time it takes you to move once you realize the need to act (poor).

4. Describe levels of quality:[edit | edit source]

4 - Completes Level 3 and identifies the positive relationships as either fair, good, or excellent. 3 - Explains all six components of skill- related fitness and identifies whether there is a positive or negative relationship between each component and recreational swimming. 2 - Explains all six components of skill- related fitness.

Note: Some textbooks categorize power as a component of health-related fitness.

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