Kathleen M. Haywood, PhD, is professor emerita at the University of Missouri at St. Louis, where she has researched life span motor development and taught courses in motor behavior and development, sport psychology, and biomechanics. She earned her PhD in motor behavior from the University of Illinois at Urbana-Champaign in 1976.Haywood is a fellow of the National Academy of Kinesiology and the Research Consortium of the Society for Health and Physical Education (SHAPE America). She is also a recipient of SHAPE America’s Mabel Lee Award. Haywood has served as president of the North American Society for the Psychology of Sport and Physical Activity and as chairperson of the Motor Development Academy of SHAPE America.Haywood is also the coauthor of four editions of Archery: Steps to Success and of Teaching Archery: Steps to Success, published by Human Kinetics. She resides in Saint Charles, Missouri, and in her free time enjoys fitness training, tennis, and dog training.Nancy Getchell, PhD, is a professor at the University of Delaware in Newark. For nearly 30 years, Getchell has investigated developmental motor control and coordination in children with and without disabilities. Her current research focus is on brain/behavior relationships in children with developmental coordination disorder and other conditions. She teaches courses in motor development, motor control and learning, research methods, and women in sport.    Getchell is currently the president of the International Motor Development Research Consortium as well as a professional member of the North American Society for the Psychology of Sport and Physical Activity, and the International Society of Motor Control. She is a research fellow of SHAPE America and has served as the chairperson of the Motor Development and Learning Academy. Currently, Getchell serves as an associate editor for Research Quarterly for Exercise and Sport and on the editorial board of Physical Education and Sport Pedagogy and Frontiers in Psychology.  Getchell obtained her PhD from the University of Wisconsin at Madison in 1996 in kinesiology with a specialization in motor development. In 2001, Getchell was the recipient of the Lolas E. Halverson Young Investigator Award in motor development.  Getchell resides in Wilmington, Delaware, where she enjoys hiking, geocaching, and bicycling.

• Part I. Introduction to Motor DevelopmentChapter 1. Fundamental ConceptsDefining Motor DevelopmentConstraints: A Model for Studying Motor DevelopmentHow Do We Know It Is Change?A Developmental Paradox: Universality Versus VariabilitySummary and SynthesisChapter 2. Theoretical Perspectives in Motor DevelopmentMaturational PerspectiveInformation Processing PerspectiveEcological PerspectiveCurrent InterestsSummary and SynthesisChapter 3. Principles of Motion and StabilityUnderstanding the Principles of Motion and StabilityUsing the Principles of Motion and Stability to Detect and Correct ErrorsSummary and SynthesisPart II. Development of Motor Skills Across the Life SpanChapter 4. Early Motor DevelopmentHow Do Infants Move?Why Do Infants Move? The Purpose of ReflexesMotor Milestones: The Pathway to Voluntary MovementsDevelopment of Postural Control and Balance in InfancySummary and SynthesisChapter 5. Development of Human LocomotionThe First Voluntary Locomotor Efforts: Creeping and CrawlingWalking Across the Life SpanRunning Across the Life SpanOther Locomotor SkillsSummary and SynthesisChapter 6. Development of Ballistic SkillsOverarm ThrowingKickingPuntingSidearm StrikingOverarm StrikingInterventionsSummary and SynthesisChapter 7. Development of Manipulative SkillsGrasping and ReachingCatchingAnticipationSummary and SynthesisPart III. Physical Growth and AgingChapter 8. Physical Growth, Maturation, and AgingPrenatal DevelopmentPostnatal DevelopmentSummary and SynthesisChapter 9. Development and Aging of Body SystemsSystems Development During the Prenatal PeriodSystems Development During Childhood and AdolescenceSystems Development During AdulthoodSummary and SynthesisPart IV. Development of Physical FitnessChapter 10. Development of Cardiorespiratory EndurancePhysiological Responses to Short-Term ExercisePhysiological Responses to Prolonged ExerciseSummary and SynthesisChapter 11. Development of Strength and FlexibilityMuscle Mass and StrengthDevelopment of FlexibilitySummary and SynthesisChapter 12. Weight Status, Fitness, and Motor CompetenceA Model of InterrelationshipsBody CompositionObesityMotor Competence, Activity, Fitness, and Body CompositionSummary and SynthesisPart V. Perceptual-Motor DevelopmentChapter 13. Sensory-Perceptual DevelopmentVisual DevelopmentKinesthetic DevelopmentAuditory DevelopmentIntermodal PerceptionSummary and SynthesisChapter 14. Perception and Action in DevelopmentThe Role of Action in PerceptionPostural Control and BalanceSummary and SynthesisPart VI. Functional Constraints in Motor DevelopmentChapter 15. Social and Cultural Constraints in Motor DevelopmentSocial and Cultural Influences as Environmental ConstraintsOther Sociocultural Constraints: Race, Ethnicity, and Socioeconomic StatusSummary and SynthesisChapter 16. Psychosocial Constraints in Motor DevelopmentSelf-EsteemThe Link Between Perceived and Actual Motor CompetencyMotivationSummary and SynthesisChapter 17. Developmental Motor LearningUnpacking the Definition of “Motor Learning”A Brief History of Developmental Motor LearningStages of Learning and the Development of ExpertisePractice and Motor LearningAugmented Feedback and Motor LearningOther Factors that Impact Motor LearningSummary and SynthesisChapter 18. Conclusion: Interactions Among ConstraintsUsing Constraints to Enhance Learning in Physical Activity SettingsInteracting Constraints: Case StudiesSummary and SynthesisAppendix. Skinfold, Body Mass Index, and Head Circumference Charts

Kathleen M. Haywood, PhD, is professor emerita at the University of Missouri at St. Louis, where she has researched life span motor development and taught courses in motor behavior and development, sport psychology, and biomechanics. She earned her PhD in motor behavior from the University of Illinois at Urbana-Champaign in 1976.Haywood is a fellow of the National Academy of Kinesiology and the Research Consortium of the Society for Health and Physical Education (SHAPE America). She is also a recipient of SHAPE America’s Mabel Lee Award. Haywood has served as president of the North American Society for the Psychology of Sport and Physical Activity and as chairperson of the Motor Development Academy of SHAPE America.Haywood is also the coauthor of four editions of Archery: Steps to Success and of Teaching Archery: Steps to Success, published by Human Kinetics. She resides in Saint Charles, Missouri, and in her free time enjoys fitness training, tennis, and dog training.Nancy Getchell, PhD, is a professor at the University of Delaware in Newark. For nearly 30 years, Getchell has investigated developmental motor control and coordination in children with and without disabilities. Her current research focus is on brain/behavior relationships in children with developmental coordination disorder and other conditions. She teaches courses in motor development, motor control and learning, research methods, and women in sport.    Getchell is currently the president of the International Motor Development Research Consortium as well as a professional member of the North American Society for the Psychology of Sport and Physical Activity, and the International Society of Motor Control. She is a research fellow of SHAPE America and has served as the chairperson of the Motor Development and Learning Academy. Currently, Getchell serves as an associate editor for Research Quarterly for Exercise and Sport and on the editorial board of Physical Education and Sport Pedagogy and Frontiers in Psychology.  Getchell obtained her PhD from the University of Wisconsin at Madison in 1996 in kinesiology with a specialization in motor development. In 2001, Getchell was the recipient of the Lolas E. Halverson Young Investigator Award in motor development.  Getchell resides in Wilmington, Delaware, where she enjoys hiking, geocaching, and bicycling.

• Part I. Introduction to Motor DevelopmentChapter 1. Fundamental ConceptsDefining Motor DevelopmentConstraints: A Model for Studying Motor DevelopmentHow Do We Know It Is Change?A Developmental Paradox: Universality Versus VariabilitySummary and SynthesisChapter 2. Theoretical Perspectives in Motor DevelopmentMaturational PerspectiveInformation Processing PerspectiveEcological PerspectiveCurrent InterestsSummary and SynthesisChapter 3. Principles of Motion and StabilityUnderstanding the Principles of Motion and StabilityUsing the Principles of Motion and Stability to Detect and Correct ErrorsSummary and SynthesisPart II. Development of Motor Skills Across the Life SpanChapter 4. Early Motor DevelopmentHow Do Infants Move?Why Do Infants Move? The Purpose of ReflexesMotor Milestones: The Pathway to Voluntary MovementsDevelopment of Postural Control and Balance in InfancySummary and SynthesisChapter 5. Development of Human LocomotionThe First Voluntary Locomotor Efforts: Creeping and CrawlingWalking Across the Life SpanRunning Across the Life SpanOther Locomotor SkillsSummary and SynthesisChapter 6. Development of Ballistic SkillsOverarm ThrowingKickingPuntingSidearm StrikingOverarm StrikingInterventionsSummary and SynthesisChapter 7. Development of Manipulative SkillsGrasping and ReachingCatchingAnticipationSummary and SynthesisPart III. Physical Growth and AgingChapter 8. Physical Growth, Maturation, and AgingPrenatal DevelopmentPostnatal DevelopmentSummary and SynthesisChapter 9. Development and Aging of Body SystemsSystems Development During the Prenatal PeriodSystems Development During Childhood and AdolescenceSystems Development During AdulthoodSummary and SynthesisPart IV. Development of Physical FitnessChapter 10. Development of Cardiorespiratory EndurancePhysiological Responses to Short-Term ExercisePhysiological Responses to Prolonged ExerciseSummary and SynthesisChapter 11. Development of Strength and FlexibilityMuscle Mass and StrengthDevelopment of FlexibilitySummary and SynthesisChapter 12. Weight Status, Fitness, and Motor CompetenceA Model of InterrelationshipsBody CompositionObesityMotor Competence, Activity, Fitness, and Body CompositionSummary and SynthesisPart V. Perceptual-Motor DevelopmentChapter 13. Sensory-Perceptual DevelopmentVisual DevelopmentKinesthetic DevelopmentAuditory DevelopmentIntermodal PerceptionSummary and SynthesisChapter 14. Perception and Action in DevelopmentThe Role of Action in PerceptionPostural Control and BalanceSummary and SynthesisPart VI. Functional Constraints in Motor DevelopmentChapter 15. Social and Cultural Constraints in Motor DevelopmentSocial and Cultural Influences as Environmental ConstraintsOther Sociocultural Constraints: Race, Ethnicity, and Socioeconomic StatusSummary and SynthesisChapter 16. Psychosocial Constraints in Motor DevelopmentSelf-EsteemThe Link Between Perceived and Actual Motor CompetencyMotivationSummary and SynthesisChapter 17. Developmental Motor LearningUnpacking the Definition of “Motor Learning”A Brief History of Developmental Motor LearningStages of Learning and the Development of ExpertisePractice and Motor LearningAugmented Feedback and Motor LearningOther Factors that Impact Motor LearningSummary and SynthesisChapter 18. Conclusion: Interactions Among ConstraintsUsing Constraints to Enhance Learning in Physical Activity SettingsInteracting Constraints: Case StudiesSummary and SynthesisAppendix. Skinfold, Body Mass Index, and Head Circumference Charts