The Psychomotor Domain Depending upon whom you are talking with, the COMPONENTS of the physical education domains will vary; the actual DOMAINS usually will not. Components: General Abilities (body management) BODY MANAGEMENT COMPETENCE = CONTROL THE BODY IN PERSONAL SPACE, GENERAL SPACE, AND IN RELATION TO OTHERS AND EQUIPMENT. - Agility RAPIDLY & ACCURATELY CHANGE POSITION OF BODY IN SPACE - Balance (Static and Dynamic) MAINTENANCE OF EQUILIBRIUM WHILE STATIONARY OR MOVING - Coordination ABILITY TO SIMULTANEOUSLY PERFORM MULTIPLE MOTOR TASKS SMOOTHLY & ACCURATELY. - Reaction Time DIFFERENCE BETWEEN STIMULATION AND RESPONSE TIME. - Speed (or Power) ABILITY TO PERFOMR IN SHORT PERIOD OF TIME. - Kinesthesis (hard to test) Knowledge of body position w/ respect to body and ground General Skills Fundamental Skills BASIC SKILLS REQUIRED TO FUNCTION IN OUR ENVIRONMENT. Locomotor - walking, running, hopping, jumping, galloping, sliding, leaping, and skipping Nonlocomotor - ex. bending, twisting, swaying, shaking, bouncing, etc. Manipulative - improves coordination and tracking - leads to development of specialized skills Specialized Skills SPECIALIZED SKILLS = USED IN SPORTS AND PHYSICAL ACTIVITIES. - require a foundation of Fundamental Skills - ex. rhythmic activities, gymnastics, swimming, individual sports, team sports, fitness routines, rope jumping, etc. Higher Skill Development (Sport Related Skills) - the highest level of psychomotor skill development - ex. refinement of movement patterns, increased muscular power and kinesthesis HIERARCHY OF SKILL DEVELOPMENT IS DEPENDENT ON THE EARLY ACQUISITION OF FUNDAMENTAL MOVEMENT COMPETENCIES. ALSO REQUIRES LEVEL OF PHYSICAL FITNESS. Measurement of Motor Abilities MEASURING AGILITY Ability to RAPIDLY & ACCURATELY CHANGE POSITION OF BODY IN SPACE 1. SOMEWHAT HEREDITARY 2. CAN BE IMPROVED THROUGH PRACTICE 3. SAMPLES: ILLINOIS AGILITY RUN run 30 feet, then return, then run 30 feet around 4 cones, then return around cones, then run 30 feet, and return (courses are 6 feet apart laterally - need 6 cones & stopwatch) SIDE STEPPING marks 12 feet apart SQUAT THRUST measures change in body position (r=.341-.533) may depend upon muscular strength or endurance AAHPER SHUTTLE RUN run 30 feet, pick up a block, then return with the block, put it down, then run 30 feet to get the other, then return (need 2 blocks of wood - stopwatch) BOOMERANG TEST run around cone in middle and make 90 degree right turns continue until have returned to start (need 4 cones - stopwatch) MEASURING BALANCE: 1. STATIC OR DYNAMIC? 2. FUNCTION OF: MECHANISM OF INNER EAR VISUAL PERCEPTION KINETHESIA *problems for visually, auditory and sensory impaired. 3. TYPES: BASS STICK TEST balance on narrow surface of stick can be performed crosswise or lengthwise STORK STAND balance on the ball of foot with other foot at knee JOHNSON MODIFICATIN OF BASS TEST OF DYNAMIC BALANCE incorperates balance prior to, during, and after the movement person stands on 1" * 3/4" tape leaps to next piece of tape (10 jumps in all) marks are 30" forward and 30" left or right scoring: 5 points per mark landed on 1 point per second of balance (max = 5) 100 points possible deductions: (-1) not stopping on the landing mark touching the floor with another part not covering the complete mark moving the supporting foot BALANCE BEAM WALK MEASURING COORDINATION: 1. INTER-RELATED WITH OTHER FORMS OF SKILL FITNESS 2. OFTEN EYE-FOOT OR EYE-HAND COORDINATION CRITICAL 3. DEPENDENT UPON VISUAL AND MOTOR MATURATION 4. TYPES: BODY COORDINATION TEST (4 SUBTESTS) useful for children Subtests: Backward walking record the number of backward steps begin after first step max score = 8 3 trials Hopping hop over foam blocks use only one leg test each leg seperately Lateral jumping (for 15 seconds) hop over a beam use feet together allow 2 trials record the number of jumps in time period Lateral Movement (for 20 seconds) boards placed to left and right move left to right to left, picking up and replacing boards allow 2 trials, 70 seconds apart MEASURING SPEED AND REACTION TIME: 1. OFTEN MEASURED TOGETHER (TAKES TIME TO START, THEN TO RUN IN A DASH) 2. REACTION TIME DECREASES (GETS FASTER) WITH AGE 3. TYPES: 50 YD DASH (AAHPER) appropriate for ages 6 - adult HAND REACTION TIME TIME TEST catch a falling ruler begin at 1" mark between finger and thumb 6 SECOND DASH forward running speed run for 6 seconds, record distance TEST BATTERIES TO MEASURE MOTOR ABILITY FITNESS Once believed acceptable, the idea of a single test for General Motor ability has been shown to be invalid. Therefore, more specialized tests have been developed to better assess motor ability. Today, a battery of tests assesses Motor Abilities. SCOTT MOTOR ABILITY originally designed in 1939 with 4 items today is used with three items (minimal loss of reliability) broad jump basketball throw obstacle course run 10 feet, then touch base with both feet, then again, then again, then 15 feet to pole, around twice without touching, then inder bar, then 15 feet four times (turning around each time) appropriate for ages 10 - adult validity = .87; reliability = .79-.91 BARROW MOTOR ABILITY originally designed in 1954 with 6 items today is used with 3 items broad jump medicine ball put obstacle course appropriate for ages 10 - adult validity = .92; reliability = .79-.92 N.C. MOTOR FITNESS BATTERY sit ups side stepping broad jump modified pull-ups (from lying on back with heels touching ground) squat thrust TEXAS MOTOR FITNESS BATTERY shuttle run broad jump walk line forward/backward standing (6 seperate tests) with eyes open/closed with one foot in front of another, on one leg, then another kicking a ball, throwing a ball, catching a ball body awareness (touch your left toe, etc.) posture (with posture grid behind)