1. EDPE245 Human Physical Performance 1
Describe the quality of movements that are expected for children in the 5-12
year age range.
INTRODUCTION:
Physical activity positively affects a child’s growth and development. Every person,
from infants to children, adolescents to adults are involved in the lifelong process
of learning how to move with control and competence. This is in response to daily
challenges in an ever-changing environment (Gallahue, D & Ozmun, J. 2006: 48).
This essay will discuss the quality of movement that is expected from children
aged five to twelve years, additionally the factors that account for diversity in
movement quality in children will also be examined. There are several phases and
stages involved in movement development. The phases include the Reflexive
Movement Phase, Rudimentry Movement Phase, Fundamental Movement Phase
and the Specialised Movement Phase (Gallahue, D & Ozmun, J. 2006: 49-57).
Gallahue & Ozmun (2006: 59) reveal that the process by which individuals
progress from the reflexive movement phase, through the rudimentary and
fundamental movement phases and finally to the specialized movement skill
phase of development is influenced by several factors. The factors that account for
diversity in movement quality include individual, environmental and task limitations
(Thies, K & Travers, J. 2006: 162).
BODY:
Movement development in children begins with the reflexive and rudimentry
movement phases. Gallahue & Ozmun (2006: 50) illustrate that reflexes are the
first forms of human movement. They are involuntary and form the basis for the
phases of motor development. The next stage is the rudimentary movement phase
is the first phase of voluntary movement. This phase is generally from birth to two
years of age. Gallahue & Ozmun (2006: 51) reveal that rudimentary movements
engage stability movements such as head and neck control and control of chest
muscles. This phase also engages manipulative tasks of reaching, griping and
releasing, and the locomotor movements of crawling and walking. The above
phases give the infant a strong base for a lifetime of movement.
By the age of seven a child should be able to fulfil the criteria of the fundamental
movement phase. This phase of movement consists of three separate but
frequently overlapping stages; the initial stage, the elementary stage and the
mature stage. Gallahue, Cleland, & Donnely (2003: 52) define the fundamental
movement phase as “an organised series of basic movements that involve the
combination of movement patterns of two or more body segments and are
catagorised into stability, locomotor or manipulative movements”. At the
conclusion of this phase, the quality of movements expected from children
includes being able to perform various stabilising, locomotor and manipulative
movements such as running, jumping, throwing, catching, kicking and hopping.
This movement phase does not develop purely through growing older. Children

2. need opportunities for practice, encouragement and instruction in a learning
environment in order to fully develop fundamental movement skills (Gallahue, D &
Ozmun, J. 2006: 52). Gallahue & Ozmun (2006: 53) state that without the above
opportunities it is nearly impossible for a child to achieve this movement phase
and will hinder development in the next phase.
The specialised movement phase consists of three stages; the transitional stage,
the application stage and the lifelong utilisation stage. Once children reach the age
of twelve it is expected that they are able to fulfil both the transitional and
application stages mentioned above. Gallahue & Ozmun (2006: 53) point out that
skills in the specialised movement phase are simply an advance in skills
developed during the fundamental movement phase. For that reason, successful
development of skills in the specialised movement phase depends on superior
fundamental movements. Gallahue & Ozmun (2006: 53) determine that throughout
this phase stability, locomotor and manipulative skills are polished, combined and
expanded upon and used in play, advanced games and daily living situations, for
example, hoping and jumping is applied to jump rope, dancing steps and triple
jump. By the age of twelve children begin to make decisions either for or against
participation in certain activities and selected sports (Gallahue, D & Ozmun, J.
2006: 53).
The first factor that can account for diversity in movement quality is human factors.
This relates to the structure and function of the body. Pangrazi & Beighle (2009:
24) state that children differ in build, skeletal age and physical maturity, and these
differences affect a child’s ability to perform in physical activities. All body systems,
including the muscular, respiratory, cardio and nervous systems must be
developed to an optimal level for an individual to be able to accomplish a skill or
task (Thies, K & Travers, J. 2006: 162). Obesity is another issue that affects an
individual, as dead weight reduces relative strength and therefore the child is less
able to perform physical tasks (Pangrazi, R & Beighle, A. 2009: 24-26).
ENVIRONMENTAL PARAGRAPH:
Task limitations are also a contributing factor regarding the diversity of movement
quality. Thies & Travers (2006: 162) explain that the goals of a particular
movement such as speed or accuracy goals influence the child and the child’s
response. Another influence on the participant is the equipment used in many
sporting activities such as bats, rackets and balls. The size shape and weight of
equipment are all factors into the success an individual may have when
participating in physical activity (Thies, K & Travers, J. 2006: 162). If a child’s
equipment is the wrong size, shape or weight, then the participant is unable to fulfil
their potential in the activity.

3. CONCLUSION:
Motor development is a progressive change in movement behaviour throughout
the life cycle. Motor development involves continuous adaption to changes in an
individual’s movement capabilities in a never-ending effort to achieve and maintain
motor control and movement competence.