Adult Motor Development Reflection And Comparison To Fourth Graders:
Friday, Steve and I began by pairing up with a woman who was between the age of 55 and 65 (I think). There were just enough subjects for each group to evaluate one adult, so our reflections are based upon a single subject. We started out in the striking station. First, the subject was allowed to practice hitting the ball against the wall for roughly one minute and then we began the first trial. She could only do five repetitions the first time, and we had to stop her after completing a quick 25 repetitions the following trial. She exhibited form at the elementary level, facing the wall instead of turning sideways, and using primarily wrist flexion and extension to move the racquet instead of taking a full arm-swing. She did exhibit good consistency, however, using this form. For the next striking activity she said she did not need any practice. She was able to reach the maximum repetitions allowed (25) in her first trial. She exhibited mature levels of development in her eye-hand coordination for this skill, varying the height of the bounce, with little loss of control (especially compared to the fourth graders). The next station was the jump-rope station. She was quite coordina
The throwing/catching station was next in line. I volunteered to be the throwing partner of the subject, while Steve took notes. The subject exhibited skills that rested between the elementary and the mature categories. For the tracking skill, she tossed the ball about 4 feet into the air, and sometimes got out of control, but always caught the ball (usually with two hands). She exhibited more control than about half of my fourth graders, and all of my second graders. ted in jumping forward and backwards, initially beginning with a running like jump and eventually switching to a two-footed jump. She was successful in her attempt to go backwards, but sacrificed the fluidity of the movement in doing so. She was unable to cross her rope, but this skill is highly associated with practice, which she no doubt has had very little of lately. She would have placed at the same level as the majority of the fourth graders I dealt with at St. Al’s, with the exception of two girls who practiced most every day. The most exciting station was the “Bop-it” station where the subject had one chance to practice and then scored a 17, 21, and then 2. The first two scores were quite impressive, I thought, but there were no real norms to compare with for this station. The next activity we performed in the field house were several locomotor exercises. We asked the subject to skip, gallop, power walk and jog. One could immedi
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Approximate Word count = 965
Approximate Pages = 4 (250 words per page double spaced)
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