Class Motor Development and Adaptation

The current understanding of this topic is based on the notion that the specific demands of a motor task interact with individual and environmental constraints. These three sources of constraints on motor behavior not only influence each other in task performance but also have the potential to modify each other over time. Thus, the UC is built around three central concepts: motor development, motor control, and motor learning. Trainers have a broad spectrum of potential performance, from children to adults, which implies the need to address the practitioner's developmental stage, on the one hand, and, on the other, they must understand that they also constitute task constraints for the practitioner's learning (instruction, practice organization, feedback, etc.). There is a focus on training for the assessment of different domains of this topic – anthropometry, motor coordination, physical fitness, body composition, etc.

Not applicable

. Fundamental concepts . Theoretical framework . Growth . Somatotype . Body composition . Maturation . Influencing and risk factors . Motor coordination . Physical fitness . Motor learning: key concepts; Theories and models of motor learning and motor control; Differences between motor skills and abilities; Motor skills classification; Organization of practice; Feedback - feedback on learning; Play; Resilience and motor development

The course includes theoretical (lectures) and theoretical-practical classes. The theoretical-practical classes will include training in different tests and batteries for assessing anthropometrics, physical fitness, body composition, and motor coordination (practical component: 10% weighting). Both group work and more individual tasks, in the context of theoretical-practical classes, will be developed throughout the year, to allow for the applied exploration of the course's theoretical content. Various group work situations will be proposed in theoretical-practical classes, which will converge in oral assessments (15% weighting). Two midterms will be held, weighing 60% of the final grade (30% each). Individual tasks in theoretical-practical classes are also taken into account in the student evaluation (15% weighting). Recovery evaluations will be held in the last week of classes.

Beach, P., Perreault, M., Brian, A., & Collier, D. (2024). Motor learning and development. Human kinetics. Gabbard, C. (1992). Lifelong motor development. Dubuque, Iowa: Wm. C. Brown Publishers Gallahue, D. L., & Ozmun, J. C. (2002). Understanding motor development: Infants, children, adolescents, adults (5th ed.). McGraw-Hill Higher Education. Malina, R. M., Bouchard, C., & Bar-Or, O. (2004). Growth, maturation and physical activity. Human Kinetics. Schmidt, R. A., & Lee, T. D. (2011). Motor Control and Learning: a Behavioral Emphasis (5th ed.). Human Kinetics. Schmidt, R. A., Lee, T. D., Rodrigues, D. C., & Petersen, R. (2016). Aprendizagem e performance motora: dos princípios à aplicação. Artmed.