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A LITTLE ABOUT ME…
My parents put me in gymnastics when I was 4
years old.
I participated and competed in the sport until I
graduated high school.
THE TEENAGE YEARS
I joined my high school’s color guard when I was
16, and haven’t stopped spinning and dancing since.
ZUMBA!!!!!!
I took my first Zumba class at KU my sophomore
year.
I loved the class so much that I decided to become
an instructor.
I’ve been teaching Zumba for 2.5 years.
MY DAD
Height: 5’ 10”Weight: 204 lbsEducation: Associates Degree in Applied Science and Automotive TechnologyJob: Telecommunications Sales Executive
Current Physical Activity: Walking, Weight circuit at gym 2X a week.Previous Physical Activity: Baseball, Track, Fishing.Interests: BBQ, Acoustic Music, Bacon
MY MOM
Height: 5’ 1”Weight: 120 lbEducation: Associates Degree in Commercial ArtsJob: Stay at home mom
Current Physical Activity: Mini-trampoline, walking.Previous Physical Activity: Dancing, recreational physical activity.Interests: Dog Rescue, Photography, Beading.
SISTER
Height: 5’ 1” Weight: 100 lb
Education: Bachelor’s Degree in
CommunicationsJob:
Boutique Assistant ManagerCurrent Physical Activity:
Walking, Jogging, YogaPrevious Physical Activity:
P.E. ClassInterests: Music, Animals.
NEWELL’S MODEL
Constraints:• Structural- body build• Functional- behavior• Environmental-outside of body.• Task constraints- goals, equipment rules.
NEWELL’S MODEL AND ME
Structural• Body structure- members of both my mom and dad’s
side of the family are petite, which was passed down to me.
• Small body structure- aids in gymnastics, dance and running.
• Hinders contact sports such a football and wrestling. • Grandma and mom-asthma, makes cardiovascular
exercise difficult.
Functional• Mother-High anxiety (passed down to me).
NEWELL’S MODEL AND ME
Environmental• Unpredictable Kansas weather.• Gymnastics- lighting of the gym had an impact on my
performance.
Task Constraint• Mother’s rule- I wasn’t allowed to practice more than 7
hours a week until I got to high school. • Gymnastics- In competitive routines, we were required
to use the same foot to initiate skills (cartwheels, back-walk-overs, hand-stands) , but I preferred to start cartwheels on my right and back-walk-overs on my left.
NATURE VS. NURTURE
Nature- genetics are the primary factor in your
motor development.
Nurture- experiences, environment and upbringing
play the primary role in your development.
NATURE
Dad’s side- hand-eye coordination, muscular lower
body, high muscular strength, low cardiovascular
endurance.• Dad- sprinter, yo-yo champion.
Mom’s side- high flexibility, rhythm, hand dexterity. • Great grandma- aerial darts, tennis, hand work, dance. • Grandpa- dance, aerial darts.• Grandma- racquetball, dance.
Both sides- small body structure.
NURTURE
My grandma’s boyfriend introduced me to lake
activities, something no one in my family has every
engaged in before during my lifetime.
NURTURE
My parents brought my sister and I up listening to
a wide variety of music, something they both have a
strong connection with.
My sister and I both express ourselves through
music, just in different ways.• Emily- Involved with promoting bands, attends
concerts frequently, played the violin in high school.• Me- Movement (Zumba, color guard, other forms of
dance).
MATURATIONAL PERSPECTIVE
Motor development is heavily influenced by the
maturation of different systems.
Gymnastics:• 4-5 years old- I could put my hands on the floor and
hop over a mat.• 6-8 years old- my muscular and skeletal system
become stronger so I could perform a cartwheel.• 9 years old- My vestibular system enhanced my body
awareness, allowing me to do an aerial cartwheel.
INFORMATION PROCESSING
Brain takes in information, processes that information, then
output occurs.
Color guard- when I teach my students, information
processing occurs:• Step 1- I demonstrate the skill. • Step 2- Students use their prior knowledge of technique and
the general physics pertaining to piece of equipment they’re spinning to decide how they will execute the skill.
• Step 3- Students execute the skill. • Step 4- Students reflect and try to understand why or not they
were successful.
ECOLOGICAL PERSPECTIVE
Interrelationships between individual, environment
and task.
My parents were able to bring me to practice, my
coach taught me what to do, and I executed the
skills. All of these systems worked together in order
for me to compete in gymnastics.
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