Class Motor Development and Adaptation

The current understanding of this theme is based on the notion that the specific demands of a motor task interact with individual and environmental constraints. These three sources of constraint on motor behaviour, not only influence each other in the achievement of the task, but have the potential to modify each other over time. Thus, UC is built around three central concepts, motor development, motor control and motor learning.

Trainees have a wide range of potential intervention, from children to adults, which implies the need to attend to the stage of development of the student/athlete, on the one hand, and on the other, they must be clear that they are also an environmental constraint for the student/athlete learning (instruction, organization of practice, feedback, etc.). There is a concern to train for the assessment of different domains of this theme – anthropometry, motor coordination, physical fitness, body composition, etc.

. 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 UC includes theoretical (expository) and theoretical-practical classes. Theoretical-practical classes will include training in different tests and batteries of anthropometric assessment, physical fitness, body composition and motor coordination (practical component: 10% weight). A group work will be developed throughout the year, based on real data (APTA project and collected in class), which will allow the applied exploration of theoretical contents of the UC. This project will go through several situations of group work in theoretical-practical classes that will converge in an oral presentation (20% weight). There will also be three written tests with a weight of 60% in the final grade (20% each). Some individual work situations in class will also be proposed, also considered in the students’ assessment (10% weight). In the last week of classes, recovery tests will be held.

Malina, R. M., Bouchard, C., & Bar-Or, O. (2004). Growth, maturation and physical activity. 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 (5^th ed.). McGraw-Hill Higher Education.

Schmidt, R. A., & Lee, T. D. (2011). Motor Control and Learning: a Behavioral Emphasis (5^th ed.). Human Kinetics.

Schmidt, R. A., Lee, T. D., Rodrigues, D. C., & Petersen, R. (2016). Aprendizagem e performance motora: dos princípios à aplicação. Artmed.

A definir em contacto (email) prévio, com base no horário dos alunos e suas disponibilidades, articuladas com as disponibilidades do docente.

O atendimento poderá acontecer no gabinete do docente ou, em função do número de alunos a atender (tutorias, grupo ou grupos de trabalho), em sala a requisitar nos respetivos serviços.

O atendimento poderá ainda ser à distância, utilizando plataformas disponíveis para o efeito (e.g., Colibri).