Programming for
Developmental Physical
Activity
© Gallahue, D.L., & Ozmun, J.C.. Understanding Motor Development.
McGraw-Hill
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The Utility of Knowledge Concerning the
Process of Motor Development From
Infancy Through Adulthood Can Be
Found in Developmentally Appropriate
Movement Skill Learning Programs
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Do You See the LITE?
(Figure 23.1)
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L i nstructor & learner determine the learning goals
I instructor assesses, recognizes, & respects individuality of the learner
T instructor adjusts the goal of the learning task to suit individual learner needs
E instructor manipulates the conditions of the environment to maximize learner potential for success 3

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“Categories of movement” (serve as the organizing centers for a group of developmentally appropriate movement skill lessons)
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Stability (emphasizes maintaining balance & controlling one’s equilibrium in relation to gravity)
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Locomotion (emphasizes change in body location relative to a fixed point on the ground)
Manipulation (emphasizes gross motor control in giving force to & receiving force from objects)
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“ Skill themes” (a particular movement skill or cluster of skills on which one or more lessons are based)
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Stability themes (ex. static balances, dynamic balances, axial movements)
Locomotion themes (ex. vertical jumping, rebounding, high jumping)
Manipulation themes (ex. throwing, passing a football, pitching)
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Developmental games (low-level games, lead-up games, official sport games, Levels
I, II, III, IV)
Developmental dance (rhythmic fundamentals, creative dance, folk dance, social dance, Levels I, II, III, IV)
Developmental gymnastics (fitness activities, stunts & tumbling, apparatus activities, Levels I, II, III, IV)
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Critical Thinking Core
(Figure 23.2)
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Skill concepts (how the body should move)
fundamental movement skills
specialized movement skills
Movement concepts (how the body can move, table 23.1)
Effort awareness
Space awareness
Relationship awareness
Activity concepts (where the body can & should move)
patterns & formations
rules & strategies
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(Figure 23.3)
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Facilitating skill awareness & exploration (figure 23.4)
Facilitating skill discovery (figure 23.4)
Facilitating
23.5) skill combination (figure
Facilitating skill application
Facilitating refined skill performance
Facilitating skill individualization
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Enhancing fundamental movement skill learning (figure 23.6)
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Enhancing specialized movement skill learning (figure 23.7)
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The Developmental Curricular
Model Places the Learner at the
Center of the Teaching-
Learning Process
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