CDM Sugden and Wade Section 2: Atypical Motor Development

Typical and Atypical Motor Development – Part 2: Atypical Motor Development (ebook)

This chapter is part of Typical and Atypical Motor Development

Product Type: PDF (Sub-Section of Book)

David A. Sugden (Co-Author), Michael G. Wade (Co-Author)

Series: Clinics in Developmental Medicine

Edition: 1st

Publication date: August 2013

Page count: 191

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Part 2: Atypical Motor Development 

7. Cerebral Palsy
8. Developmental Coordination Disorder
9. Children with Intellectual Disability 266
10. Motor Development in Children with Other Developmental Disorders
11. Children with Visual Impairment
12. Assessment and Intervention for Children with Movement Difficulties
13. Perspectives on Typical and Atypical Development

About the Complete Book

Sugden and Wade, leading authors in this area, comprehensively cover motor development and motor impairment, drawing on sources in medicine and health-related studies, motor learning and developmental psychology.

A theme that runs through the book is that movement outcomes are a complex transaction of child resources, the context in which movement takes place, and the manner in which tasks are presented.

The core themes of the book involve descriptions of motor development from conception through to emerging adulthood, explanations of motor development from differing theoretical, empirical, and experiential perspectives, and descriptions and explanations of atypical motor development when the resources of the child are limited in some way.

Readership

Occupational therapists, physiotherapists, paediatricians, teachers (physical education, early childhood development, elementary education), educational psychologists, kinesiology and sports scientists.

Clinics in Developmental Medicine

David A. Sugden (Co-Author)

David Sugden

David Sugden was Emeritus Professor at University of Leeds.

For 40 years his research involved the acquisition of motor skills in children with and without disabilities, including children with cerebral palsy, learning difficulties and developmental coordination disorder. His publications range from experimental research in educational, psychological and paediatric journals, to professional outlets in those fields. He received research grants from Research Councils, Action Research, NHS Trusts, Local Education Authorities, published 11 books, over 120 articles and supervised over 40 successful doctoral students.

Michael G. Wade (Co-Author)

Mike Wade

Michael Wade is Professor of Kinesiology and a faculty member at the University of Minnesota Center for Cognitive Science.

His research interests involve two areas of movement science: developmental change across the lifespan, with an emphasis on individuals with motor difficulties, and the effects of ageing on motor skill performance.

  • Complete Book Contents
  • Foreword viii
  • Preface x
  • Acknowledgements xi
  • About the authors xii
  • 1. An Introduction to Motor Development 1
  • 2. Biological Influences on Developmental Change 15
  • 3. Developmental Models and Theories 52
  • 4. Early Movement Development: Birth to 24 Months 73
  • 5. Motor Development of Young Children: 2 to 7 Years of Age 106
  • 6. Movement Development of Young Children: 7 Years to Puberty 147
  • 7. Cerebral Palsy 183
  • 8. Developmental Coordination Disorder 221
  • 9. Children with Intellectual Disability 266
  • 10. Motor Development in Children with Other Developmental Disorders 284
  • 11. Children with Visual Impairment 313
  • 12. Assessment and Intervention for Children with Movement Difficulties 336
  • 13. Perspectives on Typical and Atypical Development 369
  • Index 373

'Typical and Atypical Motor Development will be a valuable addition to any library or collection; its target audience appears to be motor development researchers. I believe it is also a very useful text for adapted physical activity researchers, pediatric physical therapists, and occupational therapists; particularly graduate students in the field interested in the motor development of children with disabilities. In terms of its use in teaching, I would recommend it as a supplemental text for a graduate class or maybe for an upper level undergraduate class.' Meghann Lloyd, Adapted Physical Activity Quarterly, 2013