. I will let you be the judge and try my best to find my voice in this autobiographical narrative. Motor Development: The Constraints and the “Mountain” I consider myself a developmentalist—a scientist who studies how and why things change. As a motor developmentalist—I study how and why our motor
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Tatsuya Daikoku, Yuji Takahashi, Nagayoshi Tarumoto, and Hideki Yasuda
, & Winkler, 2009 ; Vuust, Ostergaard, Pallesen, Bailey, & Roepstorff, 2009 ; Winkler, Háden, Ladinig, Sziller, & Honing, 2009 ) and motor functions ( Fujioka, Ross, & Trainor, 2015 ; Fujioka, Trainor, Large, & Ross, 2012 ). Neurophysiological studies suggest that rhythm perception is reflected in the beta
Mindy F. Levin and Daniele Piscitelli
There is growing interest in the prospect of improving rehabilitation by applying the principles underlying the control of motor actions to therapeutic interventions. Here, the word “control” implies the ability to direct, command, or rule the production of motor action. However, there is some
Mark L. Latash
correlation or covariation matrices computed for arrays of experimental data. The underlying idea has been that the central nervous system (CNS) simplifies control and alleviates the (in)famous problem of motor redundancy ( Bernstein, 1947 , 1967 ) by uniting numerous variables produced by elements
Kara K. Palmer, Danielle Harkavy, Sarah M. Rock, and Leah E. Robinson
Fundamental motor skills (FMS) are goal-directed, voluntary movements that develop into more advanced or sport-specific movements ( Clark & Metcalfe, 2002 ). FMS develop in childhood (3–7 years of age) and form the foundation for more context-specific skills later in life ( Clark & Metcalfe, 2002
Leesi George-Komi, Kara K. Palmer, Stephanie A. Palmer, Michael A. Nunu, and Leah E. Robinson
Perceived motor competence (PMC) refers to a child’s perceptions of their movement skills (i.e., how well a child thinks they move) and is an important factor in the development of a child’s actual motor competence (MC; Stodden et al., 2008 ). High PMC is associated with physical activity and
Zeinab Khodaverdi, Abbas Bahram, Hassan Khalaji, Anoshirvan Kazemnejad, Farhad Ghadiri, and Wesley O’Brien
Motor competence (MC) has generally been defined as a person’s movement coordination quality, which can be observed when performing different motor skills, ranging on a continuum from gross to fine motor skills ( Utesch & Bardid, 2019 ). MC is a critical part of physical fitness development in
Femke van Abswoude, John van der Kamp, and Bert Steenbergen
Childhood is one of the most important phases for acquiring and refining motor skills. Children start with learning the most fundamental motor skills, such as running, jumping, and throwing. These lay the foundation for further development of more complex skills that are required in sports and
David I. Anderson
The decade of research in motor development between 2007 and 2017 has reminded us of the centrality of movement in all human endeavors. This centrality has in turn reminded us that learning to move has implications for development that extend well beyond the motor domain. Tellingly, much of the
Emmanuel Jacobs, Ann Hallemans, Jan Gielen, Luc Van den Dries, Annouk Van Moorsel, Jonas Rutgeerts, and Nathalie A. Roussel
, sports, and so on) can be influenced by training. However, in contrast to athletes or dancers, the training methods of theater performers usually do not take the principles of motor learning into account. Rather, they are trained by theater pedagogues or other performers who follow their own empirical
