A Knowledge-Based Approach to Motor Development: Implications for the Physically Awkward

Albert E. Wall · James McClements

68 citations0/0 files storedAdapted Physical Activity Quarterly

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Children's Physical and Motor Development Motor Control and Adaptation Sports and Physical Education Research

Abstract

Our major purpose is to develop a more holistic model of the development of skilled action that can guide our research and practical efforts to help physically awkward persons enjoy the benefits of physical activity. Based on recent research in the areas of cognitive science and cognitive development, we suggest that motor development can be viewed as the acquisition of three major types of knowledge about action: procedural, declarative, and affective. A brief discussion of how each type of knowledge about action might develop is presented. The final section examines the complementary role of knowledge and consciousness in the acquisition of skilled action and the implications of the model for physically awkward children.

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2005Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings 2005Cognitive Strategy Generation in Children with Developmental Coordination Disorder 2008Enabling Occupation through Facilitating the Diagnosis of Developmental Coordination Disorder 2008Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks 1990The Syndrome of Physical Awkwardness 1987Kinematic Analysis of Skill Acquisition in Physically Awkward Boys 2002Preschool children with developmental coordination disorder: a short-term follow-up of motor status at seven to eight years of age 2001Developmental Coordination Disorder

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