I will also aim to describe the phases of motor development according to these very very important theoretical models and it's explain how the requirements of movement tasks the biology of the individual and the conditions of the learning environment or interact together with The triangulated Hourglass model of motor development all right so if the vehicles that actually complement one another we need to bear in mind that motor development occurs in an orderly sequence as infants move from reflexive reactions for example sacking and rooting to more advanced ones or to more advanced mode to functioning so for instance babies first learn to hold their heads up then they attempt to sit with assistance and help then they learn to sit more independently or unassistedly followed later by calling pulling up bruising and then walking so as merger skills develop there are certain developmental Milestones that our young children should achieve for each Milestone there is an average age as well as a range of Ages in which the Milestone should be reached an example of a developmental milestone is a baby holding up its head and look and will actually look at those Milestones when we actually dive a little bit deeper into the theoretical Frameworks that we'll be looking at today babies on average are able to hold up their heads at about six at an average of six week old stage and 90 percent of babies achieve this between three weeks and four being at as four months old babies so if a baby is not holding its head by four months or so he or she might actually be showing a a motor developmental delay on average most babies sit alone at about seven months of age because sitting in most birth coordination and muscle strength and 90 of our babies achieve this Milestone between five and my nine months old If the child is displaying delays on several Milestones this is reason for concern of course and the parent or the caregiver should discuss this with the child's pediatrician as soon as possible remember what we discussed about early identification and this is the same move motor developmental delays as well some developmental delays can be identified and addressed through early intervention so this is why early intervention and identification is very is very very important in order for us to avoid any potential severe severity or regression in what we may be suspicious of so as you can see I've just provided a little bit of an idea in terms of what a child with typical motor development actually looks like in terms of their physical movement and coordination despite having to be assisted since there are still infants at that stage and those infants that actually may already be showing signs and symptoms of particular physical developmental delays so motor development occurs in an orderly sequence and we'll look at that very very carefully through the Theo theoretical approaches as infants move from reflexive reactions such as sucking and rooting and to those that are more advanced in nature foreign that we're going to be looking at or rather the first theoretical approach that we will actually be looking at all right is that hourglass model by gallahue right this particular model is one of the most popular motor models of describing the stages of motor development and how they intend to take place and how they link to one another and how they scaffold with one another and so this theoretical model is quite an old one but up until today quite one of the most relevant theories that can actually assist and Aid Us in understanding how motor development should take place from birth right onto adulthood and elderly Hood so if you have a look galagu used an hourglass image to actually show us how galligue actually describes much development to take place so the theory pretty much or the first stage starts off from a full month of age to a one year old of age and in utero in four months of old of age and this is what we've known as the reflexive movement phase right and in the reflexive movement waves we've got two types of substages it is the information decoding and the information encoding please ensure that you know the differences between the two and know the sub status substages of each particular phase as each phase does actually have substages in it so one of the important aspects that you need to remember about this theoretical model is precisely the fact that despite that there are main phases that need to take place within those phases certain stages need to take place in order for these phases to be completed when a child matures and physically develops uh the his or her motor functioning skills Then followed by the reflexive movement phase is the rudimentary movement phase and this phase is usually associated and should be evident and should take place any any time between one or two two years of age all right and obviously if you have a look the reason why you have these particular stages is that if you have a look at my cursor Please be aware that for example if we look at the reflexive movement stage the information encoding stage should take place in utero up until four months of age all right the information decoding stage only takes place after the encoding stage which is after four months to one year of age followed then by the rudimentary phase when the child enters into this phase remember that the child first undergoes reflex exhibition stage and then the pre-constrial or the pre-controlled stage and the reflex inhibition stage therefore follows through right from birth to one years old right and therefore the pre-controlled stage follows on from the age of one to two years of age then the fundamental movement phase takes place later on which is made up of initial stage Elementary and mature stages the initial stage of the fundamental movement phase takes place is known to take place between the age of two to three years followed by the elementary stage of the fundamental phase or the fundamental movement phase which is associated with four to five years of age and the maturity State Associated between the age of six and seven years then we finally move into the final stage of The Hourglass model which is known as a specialized movement phase which is also made up of three substages the first one takes place in transition then in application and then the utilization throughout a lifelong longer period of time and obviously the transitioning takes place from seven to ten years of age thereafter the application stage from the transitional stages associated with the age of 11 to 13 years and of course life on utilization stage takes place from the age of 14 and up okay so although we've got a nice hourglass model right all of these aspects all right are pretty much there and assist in the development in order for the individual to be able to utilize their motor functioning skills abilities and development as a whole in order to achieve lifelong living utilizations in order to achieve recreational skills and abilities as well as competitive skills and abilities and this all takes place throughout early middle and late adulthood okay so let's take a look at the first period of Galaxy's hourglass model when we refer to the first period remember we start off with the reflexive movement phase and this particular phase of course remember is made up of two stages starting with the information encoding stage that starts off right even before birth up into four months of age so let's take a look at that when we are looking at reflex the name of the stage itself focuses on reflexes all right and these reflexes are pretty much very sudden and involuntary and rather more so than ever uncontrolled movements that appear in response to specific stimulus even those reflexes still taking place in the mother's womb these behaviors are very are very much controlled by the lower centers of the brain such as a spinal cord and the Brain state which we looked at in a quite a little bit in detail in unit one and according to gallahue the reflexive phase of motor development is obviously divided into our two overlapping stages known as the information encoding right which is more relevant right before birth up until four months of age which is in other words the information encoding stage and the overlapping information decoding or processing stage which overlaps all right with the information decoding stage thereafter in carries out through one year of age so the information decoding stage which is our first first initial stage of motor development right is a reflexive movement phase which is characterized by observable involuntary or uncontrollable movements actor or movement activities during the fetal period all right until about the fourth month of infancy so during this stage the lower brain centers are more highly developed than the motor cortex and I essentially command fetal and neonatal movement in the mother's womb these brain centers are capable of causing involuntary reactions to a relative stimuli of varying intensity and duration these reflexes at this point serve as the primary movements by which the infant is able to gather information seek nourishment from Mom and find protection through movement while still in the room right however our reflex movement phase doesn't only end at the information encoding stage all right but it overlaps and then the decoding or the information decoding processing stage overlaps without information encoding stage in that the reflex phase begins around the fourth month and during this time there is a gradual inhibition of many reflexes as higher brain centers now continue to develop so the impacts development of voluntary control skeletal movements involves processing sensory stimulus with stored information and not just reactants to stimuli as the fetus reacted initially in the information encoding stage okay so now that we are aware of what takes place in the reflexive movement phase right of The Hourglass model of motor development all right and how these particular stages right allow for certain reflective movements to take actually to take place and develop further the rudimentary stage thereafter follows all right and the rudimentary stage is associated with birth right up until the two years of age also made up of two substages which we'll look at now the rudimentary movements are the first forms of voluntary movements that are seen in the infant beginning at Birth at above the age of two years the nature of these mature the nature of these maturations are determined and is characterized by highly predictable sequence of appearance so in other words rudimentary movements are pretty much basic forms of more advanced movement in the in in the latter and are divided into three categories please know these categories very very well so there are three categories in the in those rudimentary movements that we begin to see from verbs right up until the age of two we see stability movements such as gaining control of the head the neck and the trunk and moving and moving these parts of the body in coordination manipulative tasks such as reaching grasping releasing all right so you can actually see that in the hands quite often in our little ones in our babies and the locomotive movements which involve creeping up Cooling and walking or attempting to walk or learning to walk so the rimentary movement phase of development is and now going back to these substages the pre-control and the reflex inhibition state all right the rudimentary movement phase of development is subdivided into two stages that represent progression of higher order of motor development control skills and abilities the third the first stage is known as The Reflex incubation stage and followed by the after the pre-control state so after the information decoding stage pretty much the reflect in the reflex inhibition stage enters into phase and the reflex and condition stage continues to take place right from birth to the age to about the age of one year or so and in this stage development of the cortex the lessening of certain environmental constraints causes of several reflexes to be inhibited and gradually disappear primitive and postural reflexes are replaced by voluntary movement behaviors which are what we mean controlled movement behaviors as we had with the reflex of movement phase remember that these were uncontrolled and involuntary reflexes that were pretty much reacting to very very basic stimulus in survival particularly starting from um from or before birth in the mother's room whereby now during the rudimentary movement phase now these reflexes are more controlled right so movements through purposeful all right although purposeful or controlling in other words appear uncontrolled and unrefined they still need to be refined they still need to be worked all right although we are getting there we are not there as yet all right and if the word if if the infant wishes to make contact with an object there will be Global activity of the entire hand wrist arm shoulder and even track so you would see all of these parts attempting to actually interact and get a hold of this object instead of actually you utilizing only certain bodily Parts in order to adequately grasp and interact the objects so we can see these controlled movements but they haven't been refined as yet right so the process of moving the hand into contact with the object although warranty therefore lacks control right so apart from the reflex inhibition stage then the pre-control stage follows through and that takes place from the age of one to two years and around the age of one our children begin greater precision and control of their movements the process of differentiation between sensory motor systems and integrating perceptual and motor information into more meaningful and congruent see as a whole begins to take place so during the pre-control stage our children learn to gain and maintain the equilibrium meaning balance right to manipulate objects a little bit better as they did with as they as they didn't do so well during the reflex in the vision stage and to move throughout the environment with an amazing degree of proficiency and control considering the short time they have to develop these abilities so you can actually see that there's quite quite fast-paced growth taking place there so overall at this stage as a result of perceptual and cognitive development movements are performed with more Precision with more control and more proficiency so now that we've looked at what happens in the reflexive movement phase through the information encoding stage and the information decoding stage followed by The Reflex inhibition stage and then the pre-control stage where we now see better proficient in Precision movement as as our children enter and take place in the rudimentary movement phase then we have something called the fundamental movement phase I'm just sorry guys I'm just going to reshare my screen there we go and the fundamental movement phase is made up of three substages so like we had the reflection and the rudimentary each of those two primary or initial stages were made up of two substages now that the fundamental movement facing our children enter into defend their fundamental movement phase of their development they go through three such stages the initial the emerging and the profession stage but we'll get to that just now the fundamental movement patterns are pretty much quite basically preservable patterns of behavior they become more clear for us we can actually see the Precision movements and the development of the stage of movement and emergency development they're much better than the reflexive movement stage and the rudimentary so locomotivity is like running jumping manipulative activities throwing catching just and you then your stability activity is like walking on a beam maintaining that equilibrium that we we can clearly already pick up during the pre-control stage is now more proficient more stable um for example one foot jumps balances um these are all pretty much what we know as fundamental movements that should develop during the Early Childhood years particularly starting from the pre-controlled stage of the rudimentary movement and moving on to the fundamental movement phase so the conditions of the my environment in other words depending on the opportunities that our children have within a particular environment encouragement instruction support and the context of the environment play an extremely important role in the level to which the fundamental movement skills develop so in performance and learning of these abilities and movement patterns there are age-related differences so here we can because we can observe these very precise and more proficient movements in much better ways we can now actually pick up which children might actually be slightly delayed in this particular area of the molecular development and which perhaps are keeping on track so again if you've used the entire fundamental movement phases having separate but often overlapping stages which were the initial the emerging and the professional stages so during the movement of the fundamental movement phase our children first go through the initial stage all right and usually the initial stage as you can see takes place between the age of two to three years so in those in between the age of two to three years the child's first goal-orientated attempts at performing involves quite essential fundamental skills and movements are characterized by missing or um or in properly sequenced Parts markedly restricted or exaggerated use of the body and poor rhythmical flow and coordination some children may be on this level in the performance of some patterns of movement but most are actually in the initial stage so we can still see that there are areas of improvement because we can still see perhaps that you know the the body movements all right are they however they are not precise they have not been adapted and mastered during the initial stage however we can see that the movements are directed at a particular purpose all right however there are still gaps and those particular gaps are usually your Rhythm flow your coordination exaggerated or very withdrawn and restricted body movements it varies according to our children of course all right missing or improperly sequences of body movements as well then the emerging Elementary stages follow through all right and this particular substage of the fundamental movement faced pretty much overlaps with the initial stage all right and as usually where we can pick up between the ages of four and five years and this particular Elementary stage what we known as the emerging Elementary stage involves gaining greater motor control and rhythmical coordination of fundamental movement skills so now children are actually able to try and gain control perhaps of the improper sequences of their movements they exaggerated or perhaps the more isolated or the restricted use of body movements the poor rhythms and they want to try and improve that and that is actually physically observable so patterns of movement during these stages are very much restricted or exaggerated although there are much better coordinating because like I mentioned just a couple of seconds ago now we can see our children trying to attend to try and better coordinate these movements and usually these attempts shown by our children are usually during the emerging Elementary stage of motor development followed by that would overlaps with the emerging Elementary stage is the proficiency stage and this particular stage within the fundamental movement phase is characterized by a mechanically efficient coordinated and controlled performances so that Improvement that attempt to improve those movements obviously we can actually see taking place in the emerging and now from those attempts we can see the results very much observable and evident in the proficient stage and the proficient fundamental skills that are involved are usually more mature right and with continued opportunities support for practice encouragement positive acknowledgment and instruction they will continue to improve in terms of the product components of how far or fast how many and how accurately they actually take place right so now that we looked at sorry we looked at the fundamental movement phase and we looked at these overlapping stages starting from the initial to the elementary to the mature stage we then move into specialized pyramid stage and like the fundamental movement phase we have three sub-stages all right that follow which is a transitional the application and the lifelong the specialized movement phase which is pretty much the fourth and the final formal phase of motor development is a stage or a phase or a period or a time when fundamental stability Locomotion and manipulative skills are progressively refined they are combined and they are elaborate upon for use of increasingly demanding situations such as daily living Recreation and sports pursules and the onset and the extent of skill development within the specialized movement phase pretty much depend on the variety of tasks individual and environmental factors and how well our children have been exposed to these opportunities reaction time and movement speed coordination body types height and weight Customs culture peer pressures and emotional makeup are just a few of these constraining factors that can impact the degree in terms of how well these movements actually develop and assist in daily living Recreation and other other Pursuits and just like the fundamental phase A specialized movement phase also undergoes three very basic or rather specialized rather substages known as the transition from transition to application and therefore application utilizes and assists with lifelong utilization so during the transition stage right so if we have a look at the transition stage okay this usually becomes very much observable and evident any any time between the ages of 7 and 10 to 10 years of age so during this particular transitional stage our Learners begin to combine and apply important movement skills to the performance of very specialized skills for example in extramurals in sports and recreational settings and activities for example walking on rope or working on a rope Bridge rather jumping ropes playing kickballs are just very very common examples of common transitional skills the transitional movement skills contain the same elements as the fundamental movements but with greater form was more accuracy with more adaptation and practice and control and the transitional skills are application of fundamental movement patterns which are somewhat more complex and more refined more specific in their form this stage is quite an exciting time for parents for our teachers as well as for our Learners because they are actively involved in the discovery the combining of numerous movement patterns when they are engaging in more specific and more directed movements activities and tasks so parents um teachers school-based support team members all the proximal key role players involved with our children with our youth can actually see the progression of the transition stage taking quite taking place quite observably and evidently all right which actually can help teachers but also help children increase their motor control and movement competence particularly those that might have been identified that perhaps there are some certain challenges during this transition phase which goes back to the point of early identification so followed after the transitioning phase all right is then what we call the application stage and usually the application stage now the transition and refinement of very specific movements and physical development has taken place when we chose those specific movements to now be applied more precisely and succinctly and usually we see this taking place between the age of 11 and 13 years of age and this is what we call the application now putting these precise well refined adapted physical developments and movement and now putting them into practice and so this is why they refer to it as the application stage and during the application stage there is increased cognitive sophistication and a broadened experience which enables our Learners to make numerous learning and participation decision based on a variety of thoughts individual and environmental factors here the cognitive aspect is stressed quite um quite often as our children now decide what they will take place in they are able to reason why such physical movements reactions responses are well coordinated and how they can reason in terms of when to use them how to use them where to use them and with who to use them with and in this stage our Learners begin to seek out all alternatively try and stay away or to avoid participation in specific activities and of course this is um again quite a large emphasis on the cognitive aspect and this involves more coordinated decision making there's quite a lot of emphasis also on form skill accuracy and obviously the quantitative aspects of movement performance this is a time for more complex skills still to be worked through to be adapted and to refine and to use it and to be used in more advanced activities like games leading activities and selected sports activities followed by the lifelong utilization stage this is where we can see a the specialization of all of the stages now taking place in this particular state and pretty much we can actually now see this going from the age of 14 moving on to Young adulthood middle adulthood and later adulthood the lifelong stage represents the Pinnacle of the process of modes development and it is known or characterized by the use of one's acquired movements repertoires throughout life the interests the competencies the choices that are made during the previous stages are carried over in the stage they are further refined work through mastered and applied to lifetime of daily living activities recreational activities and sports related activities factors such as available time and money resources equipment facilities physical and mental limitations have a quite huge effect on the stage among other things one's level of activity participation pretty much depends on a lot of talent the opportunities that are open for the individual or for the learner the physical condition of the learner at that point and the personal motivation how motivated is the learner to now take these specialized abilities and skills and put them into use in essence the life on utilization stage pretty much shows us a culmination of all the previous stages and phases it should however be viewed as a continuation of a lifetime process okay so now that we've briefly looked at The Hourglass model starting from the bottom up although remember that we've got an hourglass model which can be taken and turned around all right we have something called The triangulated Hourglass life span model all right and in your content of course they discuss it in quite a lot of detail but in the lifespan model the age ranges for each phase of motor development should be viewed as general guidelines not something that should be very very strictly observed and um stuck to as this can also create other consequences and other biases regarding was it what is expected to develop at a particular stage right so individuals often function at different phases depending on their experiences their backgrounds their genetic makeups so for example it is actually possible for a 10 year old to function in a specialized movement phase at the lifelong utilizations stage instability activities involving a lot of gymnastic movements but only still be at the elementary stage of the fundamental movement phase in manipulate in actually manipulating and demonstrating locomotive skills such as throwing catching or running so the triangulated the triangulated lifespan model actually encourages a little bit more flexibility and although we should actually encourage a very precautious Behavior for example with the example that I've given you with a learner having excellent ability in gymnastic movements and skills all right we should be able to encourage this behavior for this Learner in gymnastics so that the learner still is able to catch up on his or her age mates in the other areas that require development so that these development levels are still being able to develop and not place a lot of emphasis on other aspects of these development in these stages so it is very important for us to gather facts about the process of developing motor skills so the what we call the triangulated the triangulated model right is also known as what we call a heroistic device and the heuristic pretty much device is pretty much the triangle that you're seeing particularly focused on the the important stage or the lowest stage of The Hourglass model right so in looking at this particular looking at The triangulated Hourglass okay is to use it as a yes A heuristic device for conceptualizing describing and explaining the process of motor development but to also take into consideration other aspects and not too merely for us to look at these stages in isolation all right but to keep in mind that hereditary or heredity an environment also play a very very important factors into our motor development huh so to understand this particular model which is pretty much a more of an adaptation of The Hourglass all right model of by proposed by galligue is for me to ask you to picture yourself or to see yourself as an hourglass so imagine yourself as The Hourglass that you're seeing on the screen and into our glass we need to place the stuff of life which is the sand okay the sand gets into your Hourglass from two different containers the one is your heredity container and the other your environmental jug or your container so the Heritage container has a lid and at conception all right our genetic makeup is determined and the amount of sand in the container is fixed right we all know that however the environmental container has no loot and sand may be added to the container and to your hourglass we could reach down into the sand pile for example like the environment and get more sand to put into your hourglass the two buckets of sand signify that both of the environment and the hereditary influence the process of actually signify the process of development and so the relative contributions of each have been a volatile topic and a debate for use and it will continue to be of the vet arguing the importance of each is a meaningless exercise because sand is funneled from both containers into your hourglass and so in when we actually conclude and looking at this particular triangle it doesn't really matter if your hourglass is filled with hereditary sand or environmental scent but what is important is that somehow sand gets into hourglass and this is the stuff of life it is the product of both hereditary or heredity and environment okay so if we go back we need to take those two buckets into very important consideration because these actually affect the factors or they act as constraining factors in our environment when we are developing from a physical fine motor gross motor developmental standpoint just like we have constraining vectors of the environment we also have the constraining facts of or constraining factors within the individual remember within the example that I provided when we looked at motivation right so in other words motivation is a heredity aspect thus particularly the learner at a particular stage have the motivation to achieve the next stage and if the learner doesn't have the motivation what resources in the environment should be utilized in order to assist with that motivation so that development still takes place with a delayed or not still takes place and progresses and so this is very important for us to consider as this is what is able for us to take into consideration when we are able to identify whether Learners actually show us developmental delays in the emergency development and not just for us to focus on these stages alone but take into consideration are the very important factors so apart from the triangulated um hourglass right we have something that complements differs yet links to The Hourglass model and its triangle or The triangulated Hourglass model put together and this is what we call the mountain metaphor model right which is very very cool quite an interesting model because it envisions humankind collectively and like The Hourglass model all right it sees development motor development in stages and expected stages for us to be able to determine how well movement motor development is taking place however the Martin metaphor model now takes into consideration of triangulation putting in the fact of internal and external factors like individual based environmental based factors and now adding on to that and so the developers who are Clark and midcliffe rightfully developers model containing that we each climb our own mountains at different phases capabilities and abilities and interestingly enough our own individual mountains vary some of our mountains are very high some are a little bit lower some are a little bit wider some are a little bit narrow in this range of our mountains however the individual as the Mountaineer in other words whoever is climbing the mountain is seen as a non-linear self-organizing adaptive organism right who climbs tries to get through to that mountain as highly as possible how high she'll he climbs which is pretty much our ultimate goal is dependent on the interaction between our biology so if we have a look depends on the heredity according to The Hourglass model and the conditions of the environment right which is the other bucket in the triangulation on the triangulation of The Hourglass model so serving as a framework for understanding the mountain heuristic device much like The triangulated Hourglass attempts to describe both the products and the processes of motor development so the two appear to differ however from the collective framework of each person having ease of a personal amount of decline is pretty much Associated the same way as having each and every one of us to fill our own hourglasses so the mountain may be seen as an open system that is more dynamic in terms of shape size number the complexity for example we as The Hourglass could be viewed inappropriately as they believe as a closed and static system that has a one-size shape fits-all view of development so please ensure that you know um uh the mountain of motor development sorry I just need to correct that so that I don't confuse you there we go so if we have a look at our mountains no matter how high no matter how well-rounded or more narrow they are Clark and midcliffe say that each of us has a good base where the mountain stands on and from that base our mountains strengthen and in that strengthening there are certain Peaks that develop and we want to try and climb and see how we can climb those Peaks and so we start with reflexive we start with pre-adaptive we start with fundamental with continuous fundamentals sorry then we move on to context-specific skillfulness and then we compensate and obviously this is the developmental time so it takes us time to climb that mountain but let's take a look at the periods and what I will do is I will try and Link or differentiate now between the mountain model and The Hourglass model so that you can see how they tend to link to one another yet different at the same time okay here we go see I just want to remove this for us and put this guy over here for this okay so the first thing that you need to have very good knowledge of and you need to know for your upcoming exam and for your future teaching practice is that the amount of motor development is very dynamic and it highlights the essence of both biology and environment in driving change across six phases of development which we looked at if you look at a look at my cursor we started from the reflexive going on to the pre-adaptive moving on to the fundamental motor patterns continuing on to the context specific getting into the skillful and therefore using compensation so if we start at the basic at the soil at the base at the rocky Foundation of our Mountain right this particular reflexive period is characterized by our beginning to learn the ways of the world which includes um pretty much the approximately three months of the pre of the prenatal State as well as the initial weeks following from birth right even though many infant reflexes will continue to flourish throughout to flourish throughout the first year of more of life this period is essential for survival protection seeking nourishment gaining nourishment and so forth while still in the womb and cognitive intellectual as well as motor development they state that although these in infant reflexes initiate and facilitate the infant's interaction with the world they can impede future development if they endure too long in normal Health infants these reactions gradually fade away or disappear across the first year of life in children who are however are developmentally delayed these reflexes can persevere slowing the normal rate of development because these reflexes are still present even after birth right they are unable to give easier way to the remaining movements that now need to take over and therefore climbing the mountain into the pre-adapted stage might take a little slower than expected so apart from the reflexive period right so if I have a look at the reflexive period going into the triangulated model remember that we had information and if we had information in coding and decoding all right so we still know that according to the Algos there were reflexes however it was more stage based rather than acknowledging that although certain reflexes particularly those that cannot fade away as they need to in order for them to proceed to the rudimentary stage the mountain actually says that it might be a little bit of a delay but it does not necessarily mean that they won't fade away it just means that the climbing will take a little bit slower than expected so after this reflexive stage we move on to the pre-adapted stage right and now we're slowly being able to move into the pre-adaptive period And this is where we now see voluntary movements so if you look at The Hourglass we had what we called involuntary movements all right as with the mountain we also had involuntary in the reflexive period however the pre-adaptive period says aha yes for some children there might still be evident and observable in controllable involuntary movements but they still will be able to move into the pre-adapted all right however at their own slower pace and so the emergence of voluntary movements in the pre-adaptive period in our Mount right focuses on more controlled movements and controlled reflex spoons and so the term pre-adapted it has been selected to show the emergence of our motor skills as we overcome the early constraints such as genetic limitations gravitational forces environmental limiting limitations and so forth particularly they have a confounding effect on our movement whilst learning to function in our gravity bound environment as part of this process we do actually and gradually gain increasingly independent functioning including the ability to move somewhat selectively throughout our space so through progression of movement behaviors that often begin with maintaining control of our own head and neck we gradually gain greater control of the upper body our hips our legs and feet until we can sit until we can stand and walk independently and posturally correctly similarly during this period reaching and grasping behaviors emerge as a part of an intricate interaction between our gradually developing postural ability which is overall an evolving interaction between arm and hand coordination actions and our visual control so clock can make to state that the pre-adaptive preview period is culminate by ability to feed ourselves right so it's not just now about mere survival our movements are more coordinated and we're able to dictate and control our survival thereof particularly in the pre-adapted period such as feeding ourselves and walking obviously self-feeding is greatly dependent on our emerging eye hand coordination just as walking is dependent on our evolving postural control so with regard to the topics mentioned above it appears that most of the concepts discussed in the pre-adapted period of the Mountain of merge development are compatible with the rudimentary phase of The Hourglass model okay so if we have a look at our glass model we are here but we can see that we are now progressing from involuntary to more voluntary and controlled movements so they complement each other at that stage however there is a difference that the formulation and depiction of movement shapes in The Hourglass model is more regular and realistic it is more structured and to a point whereby in the mountain a framework it is more open for more flexibility so once we are now able to control our movements particularly those coordinated movements for adequate and survival in the pre-adapted period we then slowly transition into what we call as the fundamental motor pattern period which is here now of course climbing higher right these particular movements they start of doing infancy but will endure throughout childhood for most of our children as in all periods of the Mountain of motor development many factors affect the rate the breadth of acquisition of movement skills so for example some of our children may have ample opportunity to experience a variety of movements some may even have the luxury of high quality instruction supplemented by appropriate amounts and types of practice others however may have limited opportunities limited chances to partake in such activities making the accent or scent up the answer up the mountain more audios or what we know as more diverse more flexible right and more different and more unique for every individual so this period of development includes fundamental locomotive skills which include running walking jumping hopping Etc and fundamental object control skills all right such as throwing kicking as well as catching trapping and both types of movement which pretty much involve into object projection and object interception right it actually require a lot of levels of interaction between the environment and the move so for us to be able to have good exposure to these right at this stage you need to have experience as we are climbing up the mountain the less we are exposed to such opportunities and skills the more difficult it would be for us to essentially get to where we want in terms of our motor development so these ability are all a function of skill development in previous periods of the accent at the mountain in other words as we're moving up the mountain we are growing and progressing emerge skills and development this period of development also includes fine motor manipulation aha which we also refer to as fine motor skills all right which include manipulation cutting with scissors handwriting drawing eating using of spoons Chopsticks or playing certain musical instruments for example playing a potato a piano or a guitar here again achievement in this area is greatly affected by the experiences and accomplishments earlier on in the mountain in the reflexive and pre-adaptive periods in particular so fundamental patterns period are essential are quite important and pretty much establish the basis for future movement in Neighbors hence skill development at this point of the journey up the mountain can be considered as base camp to which the performer may want or need to return from time to time in order to gain more practice in order to gain more strength and then climb up until up until the context-specific part of the mountain so the fundamental patterns period in the mountain of our motor development metaphor framework or adapt or actually adaptable with fundamental movement skills in our hourglass model and reflect the same concept so that both Clark and medcliffe and gallaghu introduced fundamental movements as a basis for future skills that use in throughout life so if we have a look at the fundamental movement skills where was the fundamental stage so this is the stage over there which is pretty much the stage that is very very crucial in supporting and allowing for the specialized movement phase to further flourish in order to achieve lifelong daily living life around recreational living and lifelong competitive living so if it is the third fundamental state in a mountain we can actually see that it is also the third stage of climbing however this is one of the most important stages and with the mountain of develop of motor development here the Mountain development in terms of these fundamental patterns state that if an individual hasn't been able to reach those fundamental skills the individual can always go back a few steps gain better strength at peace so that that strength is utilized to gain the next stage of the mountain easily with a lot of more strength instead of more struggle and more difficulty so on one hand galligue states that failure to offer opportunities makes it extremely difficult for an individual to achieve Proficiency in fundamental movement skills which will inhibit further application developments in specialized movement phase so that there is proficiency barriers between the fundamental movement skills and their companion specialized Sports skills however on the other hand Clark and midcliffe suggest that fundamental motor skills provide the base Gap to the mountain of motor development leading to the motor skillfulness so this is the only difference in between The Hourglass and the Mountain development approach in that galligue and his hourglass states that if those fundamental skills have not been adequately addressed it becomes more and more and more difficult for those skills to be repaired right and to therefore increase bits of specialized development in the specialized movement phase however the Martin says Ah we disagree because if there is a problem in the fundamental sorry in the fundamental murder patterns Nothing Stops the individual to delay or slower the traveling up the next stage of the mountain but to spend more time at that stage to better those skills so that there is greater strength using that greater strength to climb the next stage so that is the only difference between the fundamental motor patterns and the fundamental phase between The Hourglass and the mountain model so once we have a good skill base in the base camp which is the fundamental motor pattern acquisition we then move into more context-specific period all right and this is this light to gray area now the getting onto the peak of the mount and once the individual has arrived at the base camp of movement and has established a solid repertoire of fundamental movement skills no matter how long it is required opportunities arise for expanding the movement repertoire into more varied and advanced movements by combining and varying the fundamental movement patterns in order to adapt into new and different movement situations because movement can take on so many in different forms at this time of life the mountain and most development begins to split into several different Peaks the Peaks that I'm referring to are those Peaks that you are seeing here right here we can see that we've got Four Peaks right so because movement can take on so many new and different forms at this time of life the mountain of motor developments begin to split into different Peaks which I've shown you and each leads to the Apex or development for different movement skills and so individuals may begin to Branch off onto other Peaks okay right or you can seek to climb several okay so you can have another Peak that is just next to this peak and pretty much at the same height level as they experiment with different kinds of movement they have not decided which ones if any they will want to pursue on a longer term basis or if they would like to try develop further skills even to excel so an individual may practice in some activities for several years this is this ascending several different Peaks on the mountain until they decide that one of these ports is his favorite and that is where he wants to dedicate his time in infant too thus he will descend one or more of the Peaks as he continues to ascend to another what do we mean by that so if the individual wants is here and there are many peaks in this particular Peak however he finds that um you know I have an interest and I want to actually try out something new the individual of course needs to descend all right at a basis with individual care get to another type of support another type of recreational activity that the individual wants to pursue in life and therefore there will be a descent lowering so that the individual goes back to the space where that space would give him again going back to the big Booth um going back to the um base cap and from the base camp then too transitioning to another Peak so the individual May achieve considerable height on a climb up the mountain all right but if that if those interests differ the individual will need to go back or climb a little bit lower to return to the lower levels before again he reaches another Peak perhaps the individual can leave one p called together as they begin to ascend up another and this period is one that is experienced by by most of us if not all of us because we tend to try new things get an experience but then we want to encourage that experience to Branch out to other experiences and sometimes we need to begin at a particular base in order for us to adequately climb up the new experiences that we want to Envision to Enlighten to achieve to savor to understand and to undergo and so it seems like Clark and medcliffe implicitly refer to the two levels of specialized movements in our hourglass model including the transfer and the application by expressing that individuals may participate in some activities for several years thus are sending several different Peaks on the mountain until he or she decides that one of these Sports is his favorite and that is where he wants to dedicate his time and effort in this is because at a transitional stage individual regardless of abilities are willing to participate in a variety of activities and so on however also has chances of success in a few fields which means to climb to several Peaks until based on the interests and the ability and preferences of a particular Sport and The Works in it which is the application state so during the application stage individuals begin to seek out or to avoid participation in specific activities because they want to Center themselves around the activity or the activities that they want to focus on and to narrow down the remaining or to remove the remaining activities so increased emphasis is placed on form skill accuracy and the quantitative aspects of movement performance this is a time for more complex skills to be refined and used in advanced games leading up activities and selected supports or recreational activities right so the process of application and transition huh the peak is where we move into the skillful period and the goal of this period is the achievement of skillful experience specialized professional behaviors and so the attainment of the skillful period of development requires both experience and a lot of practice and those level of motor development is also influenced by the previous period whereby having a broad-based and well-developed supply of movement skills will assist in the development of higher levels of skill in this particular period And so this skill field period is not achieved by all and it is intentional pretty much what is known as the level of attain based on months or years of dedication towards becoming proficient and skilled in one or more areas of our development so having achieved this period is indicative of some degree of proficiency in a specific movement skill or skills so the attainment of this higher level of proficiency or expertise is often assessed by one's ability to perform the movements involved with less concentration and enabling the performer to instead pay more attention to the strategies and adaptations of moving during the performance so these high levels of proficiency movement are attained or obtained through greater motivation to Excel and this is a psychological component again remember we were speaking about the hereditary and the environmental aspect is the individual still feeling motivated enough to continue this for sure and so those buckets are still pouring in if we look at it from our glass approach so that motivation may come from one's family the childhood the neighborhood or the cultural background which was the other bucket which was the environment-based bucket it may however rise out of geographic or peer pressure or incentives that ultimately fit one's interest level amount and quality of coaching or instruction and of course practice yeah so given that in the fifth period of the clock in midcliffe's Mountain motor development is argued that the attainment of the skillful period of development requires both experience and practice and Factor factors such as physiological factors and personal motivation those two buckets that we had in The Hourglass model it seems like the skillful period in the mountain of motor development is pretty much equal to the lifelong utilization stage in um The Hourglass model and affects similar Concepts because essentially the lifelong utilization stage represents a culmination of all preceding stages and phases as in with clock in Middles Martin and motor development which refers to the issue of explicitly or explicitly or explicity so skillful movement is characterized by efficiency adaptability and certainty of outcome to be skillful we must move with biomechanical physiological and psychological efficiency while being consistent the skilled performer must also maintain the Adaptive adaptability to adjust when conditions change very important so if we have a look at the covid-19 pandemic media of our skillful periods have been affected all right by one of these buckets all right because although we are very much skillful and may have obtained an excellent skill all right covid-19 has affected has affected those levels of professional skills to one degree or another depending on the other environmental aspects that affect us as well as our own in terms of our interest how well we feel in dealing and adapting to the covid-19 restrictions in order to make sure that we do not lose our skills or how our skills affected and how has that affected our development as a result of that so this is pretty much the same so have you been able to adapt to the conditions to the restrictions that were posed on our skillfulness some yes some know right so while being consistent the skilled performance like ourselves must be able to maintain their adaptability and to adjust to the conditions changing this is referring to the stage that is the combination of all stages and phases which is the lifelong utilization state now we then once we feel that we are at the peak of the mountain it is not over and so although we've reached a particular Peak what we do enter into a period known as compensation so whilst we're standing on that Peak we are now entering into what we call compensation and when we enter into compensation we usually consider it as a nullifying of or adapting to the effects of some type of negative influences so think about the covid-19 pandemic for a little bit here how can mid 12th note two types of compensation in particular that are evolving from injury and that evolving from a decline scene with aging in Middle to late adulthood so injury can occur at any time throughout life now obviously we're focusing on promotion development effects of injury can be permanent and affect our ability to continue to climb to a higher plateau in fact injury often results in regression to a previous period of development or level in the mountain so because we may be affected by something quite severe and life-changing whilst we're at the peak all right what usually happens is that we can easily regress and go back into either skillfulness or a little bit lower depending on the degree of the effect of injury when it comes to write in physical development and so we humans are adaptable and we can overcome adversity experience with the injury and result and resume the client often attaining high levels than ever before all right so if we have to think about a saying on this there's a lovely saying it says whatever brings me down makes me stronger to get up and the same goes for the mountain approach the mountain theoretical frame so imagine the plot of an elite active who suffers a severe knee injury all of a sudden initially the athlete seizes or participation in the sport and may undergo surgery followed by physical therapy slowly however she may return to play and she may achieve a former skill level as may even surpass that level achieving even better full and successful compensation than in the beginning however she may have been so severely injured that she cannot regain her form ability it may not even be able to return to play at all so it is an up and down process so most of the typical decline such as slowing down reduction in strength endurance flexibility that occur with aging can be compensated through education training and taking on appropriate activities so in other words not stopping not stopping ourselves from something that may have affected us right but utilizing other resources although we've gone down a little bit right into the lower stage of our mountains it doesn't mean that we cannot use the resources that are at those lower stages of our Mountains for us to even regain better strength and get back on those Peaks nevertheless some decline with aging appears to be inevitable we can however adapt to these declines and often we can overcome them for a period of time just like with injury in earlier periods of life we can adapt to the changes that come with aging redirect our efforts and regain a very functional status despite of what it may have taken place so in other words we can resume our climb up the mountain following a return to a lower level maybe even all the way down to the base cap once we have resumed that part we may obtain Heights for a while but we had never actually even attained in the first place so in short our motor development during later adulthood does not have to be a slowing some systematic decline it can be repeated with numerous periods of progression so Clark and medcliffe in the sixth period of the mountain also have pointed to the part of lifelong utilization in The Hourglass model which is yeah oh sorry let's go back to our initial s there we go which is this part okay so according to getting you all right who developed the hourglass model at some point that our glass turns over right because we've got so much sand at the lower part that we now need to turn it over and allow the sand to go into the other side so the timing of this occurrence is variable and often depends more on social and cultural factors than on physical and mechanical factors so for most individuals our glass turns over and the sand the stuff of life through those two buckets the heredity individual based and the inter environmental external base begins to pour out during the late teens and early 20s for various reasons such as work occupations or lack of physical activity so time restrictions limit the pursuit of New Movement skills and the maintenance of skills mastered during childhood and Adolescence so although it can never stop sand from flowing to the bottom of our hourglasses we can slow down the rate at which it falls we can directly influence how fast sand falls through our glasses so as teachers coaches therapists and parents we have the wonderful opportunity to shovel set into many hourglasses we also have the privilege and obligation to help others develop the lifestyle filters that will slow the rates at which the sand fills in our hourglasses sand can still be added even when the hourglasses are overturned and the sand is falling and continues to fall at the bottom each of us has lifelong opportunities for learning and by taking advantage of the numerous opportunities for continued development and growth and physical activity we can add more sand and improve the quality of life so what I have done for you is I've pretty much taken a table for us and have pretty much matched Galaxy's hourglass model right to the to the uh to the model of the Mountain of motor development just to give you an indication in terms of if we look at reflexive movement phase we know that there are two stages and this reflexive movement phase with the two stages according to The Hourglass pretty much reflect the reflexive period according to the mountain of motor development and the same with the rudimentary movement phase we have the reflex inhibition stage pre-control and initial stage what okay and these stages make up the rudimentary moving phase of The Hourglass which pretty much referred to and are similarly aligned to the pre-adaptive period of our Mountain and the same with the fundamental and specialized phases and those of the fundamental patterns period in the mountain as well as the skillful compensation period right so you're welcome to utilize this table to align the stages and the phases according to and how they link to one another all right by matching them with one another so in conclusion we for a fact know that motor skills are extremely important for Learners development everything infants do involves motor skills from posture to Locomotion to manual actions particularly whether they are involuntary or when they move into now better voluntary movements exploratory actions social interactions and actions with and movements with artifacts put in another word or in other words all behaviors motor behavior and thus modular School acquisition is synonymous with behavioral development and goes hand in hand age norms for basic motor skills provide useful diagnostics for typical development just like our hourglass does but cultural differences in childbearing practices in skill on set ages which focuses more on the flexibility of development just like our Mountain metaphor framework actually focuses on and whenever they emerge motor skills lay the function for development by opening up new opportunities for learning so marital skills can instigate a Cascade of developments in domains far afield from motor Behavior perception cognition language communication emotional expression regulation growth health and so on but motor skill acquisition makes behaviorational flexible and that is the most is the biggest Essence behind motor vehicle elements and behavior hey everybody this was all for today please take note that this is the essential component of the essential component of motor development and you need to be very much very well aware of how motor development takes place and these are the two systematic theories that gives us a very good indication of how we can keep track of motor development remember not isolating it in stages but being open to the fact that there is the environment it is the innate self that play a huge role in the development and the pace of these and for us to make sure that and that to understand that yes we have age norms and stages that we need to motor development motor development in particular but to be also being well aware that we do not impose pressure on these stages of development to take place in isolation so keeping in mind that apart from having a good indication for age-based development of multi-development we need to be more open-minded and to be patient with our Learners particularly those that might perhaps be showing a little bit of a delay in in these stages of motor development and to keep in mind and triangulate and be able to put that Still Into The Hourglass model but making sure that each and every single one of our Learners makes their climb to the top of the amount in a different phase according to factors such as individual factors as well as external which are the environments and although these buckets constantly pour sand in into our learner's hourglasses we can control that and we can be patient and we are able to control that sand or those sounds coming in