Three decades ago, Clark and Whitall ( 1989 ) wrote a paper in which they characterized the history of motor development research from the early baby biographies of the 18 th century to the process-oriented approach of the 1980s as represented by four distinct eras or periods. In the accompanying
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Jill Whitall, Farid Bardid, Nancy Getchell, Melissa M. Pangelinan, Leah E. Robinson, Nadja Schott, and Jane E. Clark
Jane E. Clark
How we understand the emergence and development of motor behavior and skillfulness has itself developed over the last 50 years. In reflecting on the history of motor development, it is important to recognize that these ‘reflections’ are much like the painter’s “pentimento.” That is, the ‘canvas’ we paint today of what our science was decades ago is actually a painting with many layers—each representing where our views have changed along the journey. I do not “repent” with these reflections, as suggested by the term, pentimento, but rather I seek to bring a developmental perspective to our scientific inquiries into motor development with an element of a revisionist’s approach. What were the key discoveries and the seminal papers that influenced our canvas of motor development that we view today? Almost three decades ago, we (Clark & Whitall, 1989) outlined an historical framework for the field of motor development. Today, we can look back at that framework and the ensuing science and consider where we have been and what we have learned and ask: What does the pentimento of our motor development canvas reveal?
Nadia C. Valentini, Larissa W. Zanella, and E. Kipling Webster
The Test of Gross Motor Development is used to identify children’s level of motor proficiency, specifically to detect motor delays. This study aimed to translate the TGMD-3 items and assess reliability and content and construct validity for the TGMD-3 in Brazil. A cross-cultural translation was used to generate a Brazilian Portuguese version of the TGMD-3. The validation process involved 33 professionals and 597 Brazilian children (ages 3–10) from the five main geographic regions of Brazil. The results confirmed language clarity and pertinence, as well as face validity of the TGMD-3. High intrarater (.60 to .90) and interrater (.85 to .99) reliability was evident, and test-retest temporal stability was confirmed (locomotor .93; ball skills .81). Adequate internal consistency was present for the skills-to-test and subtests correlations (TGMD-3-BR: α .74; locomotor skills: α .63; ball skills: α .76) and performance-criteria-to-test and -subtest correlations (TGMD-3: α .93; locomotor skills: .90; ball skills: .88). Confirmatory factor analysis supported the construct validity of a two-factor model (RMSEA = .04, 90% confidence interval: .03 to .05; CFI = .94; NFI = .91; TLI = .92; GFI = .94; AGFI = .92). The TGMD-3 is a valid and reliable instrument for Brazilian children.
Nancy Getchell, Nadja Schott, and Ali Brian
development is the importance of change . When studying human motor development, researchers focus on the process of change over time that occurs as a function of complex interactions among biological, environmental, social, and experiential (among other) systems ( Clark & Whitall, 1989 ). Whether occurring
Priscila Tamplain, E. Kipling Webster, Ali Brian, and Nadia C. Valentini
Motor development is defined as the changes in motor behavior over the lifespan and the process(es) which underlie these changes ( Clark & Whitall, 1989 ). With that, one of the most prominent questions resultant from the 1989 Motor Development Special Issue published in Quest is “how” to assess
Leah E. Robinson
Motor development is part of a scientific field that includes motor learning and control, sport and exercise psychology, exercise physiology, biomechanics, physical education, and other kinesiology-related domains, that study factors and mechanisms that affect human movement and “physical activity
Stephanie C. Field, Christina B. Esposito Bosma, and Viviene A. Temple
The Test of Gross Motor Development–Second Edition (TGMD-2; Ulrich, 2000 ) has been one of the most widely used process-orientated measures of motor skill proficiency, with more than 1,000 citations in the international literature since it was published. Attaching meaning to raw TGMD-2 scores has
Jane E. Clark and Jill Whitall
education that represent an academic discipline. Within the book’s sections on exercise physiology, biomechanics, motor development, motor behavior, sport psychology, and sociology, the chapter’s authors detail an emerging corpus of scholarship. Forty years later, as we read Brooks’s volume, it is clear
Miha Marinšek, Klemen Bedenik, and Marjeta Kovač
Gross motor development refers to changes in specific motor skills involving large and small muscle groups over time. In the contemporary approach to gross motor development assessment, motor competence should be characterized as qualitative changes in movement patterns and quantitative movement
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
