1.
Human Growth
and
Development
Service Learning Project
Sarah Burkhardt, Samantha Jensen, Kelsey Poos-
Benson, Johanna Schanbacher, Elizabeth Swift,
Lucas Van der Lan

2.
Introduction
 Purpose
 Goal
 Motor/Cognitive Abilities
 Systems Changes
 Research
 Modifications
 Our Experience

3.
Service Project Purpose
 Parklane Elementary
 3rd -5th grade Diversified Learning Center
(DLC)
 Needs assessment:
 Promote interaction between students
 Structure for indoor recess
 Integrate Physical Activity and get all
children involved during recess
 Provide a wellness/prevention program

4.
Our goal
 Implement activities that work on gross
motor milestones for children of this age (8-
10 years old)
 Challenge: Students in the DLC classrooms
have varying cognitive abilities (3-7 years
old)
 Challenge: Some students have disabilities
that may make it harder for the to participate
(blindness)
 Goal: Try to implement activities that can be
modified for these cognitive levels and
disabilities

5.
Proposed Activities
 Group stretching led by a teacher
 Keep the ball up in the air
 Adaptation of Simon Says

6.
Materials Needed
 Beach Ball or Balloon
 Jingle Bell
 Soft Whistle or Bell

7.
Motor Milestones for 8-10 y/o
Age Mature Motor Milestone
8-10 Running, Throwing, Catching, Kicking, Jumping, Striking,
Hopping, Skipping
Cognitive Abilities for 8-10 y/o
Age Cognitive Level-
Concrete
Operational
8-10 Solves problems with real objects,
classification, conservation

8.
Gross Motor for 3-7 y/o
Age Immature Moderate Mature
3 Throwing, Kicking, Running,
Jumping, Catching, Striking,
Hopping, One foot standing
balance (momentary-3 sec)
Climbing, Pedaling a tricycle,
Walking on stairs (one foot
on each step)
4 Jumping, Hopping Throwing, Kicking, Running,
Catching, Striking, One foot
standing balance (4-6 sec)
5 Skipping Kicking, Jumping, Catching,
Striking, Hopping, One foot
standing balance (8-10 sec)
Throwing, Running
6 Skipping Jumping, Striking, Hopping Throwing, Kicking, Running,
Catching, One foot standing
balance (10+sec eyes open
or closed)
7 Jumping Throwing, Kicking, Running,
Catching, Striking, Hopping,
Skipping, One foot standing
balance (10+sec eyes open
or closed)

9.
Cognitive abilities for 3-7 y/o
Age Language Level Cognitive Level
3 Can say phrases and short
sentences
Can inhibit instinctive behaviors, increase in information
processing, can begin to switch response sets, knows chief
parts of body, cooperative and imaginative play, takes turns,
can be rigid with routines, follow instructions with 2 or 3 steps,
understands ‘in’, ‘on’ and ‘under’, can name a friend, copies
adults and friends
4 Increase in information processing, can switch response sets,
simple planning abilities, generate new concepts, understands
over and under, engages in make believe, readily follows
simple commands, prefers to play with peers, cooperates with
other children
5 Increase in information processing, can follow up to 3
commands given without interruption, Independent, wants to
please and be like friends, rule-followers
6 Five-to- six word sentences Impulse control
7 Develop organizational skills, can handle more complicated
tasks

10.
System Changes
 Why are these changes important for us to
consider when developing this program?

11.
Skeletal
(p.119-123)
 Rapid bone growth
 Physical activity increases bone mineral
content, density, and bone mass
 High impact activities (jumping) stimulate
bone growth
 Risk of epiphyseal injury during growth
spurt (and other risks p. 123)

12.
Muscle
(p.136-144)
 Muscle maturation occurs in childhood by
age 10.
 Increase muscle mass in males
 Increase strength with age
 Resistance training recommended to
increase strength.

13.
Cardiovascular
(p.162-167)
 Decrease in resting HR, increase in BP.
 HTN risk for children with obesity
 Increase blood volume
 Rib cage becomes more rigid
 Active use of abdominal muscles stabilizes
rib cage.
 Thoracic cavity expands.
 Lung volume and number of alveoli
increase.

14.
Nervous
(p.192-199 & table 9-7)
 Skills (jumping, throwing, catching,
balancing) are developed from age 3-6 and
refined from 6-10 due to increase in
myelination
 Increased information processing and
decreased reaction time with age
 Metacognition and metamemory ability by
age 9-10
 Can solve increasingly complex problems
after age 6
 Increased cognitive flexibility

15.
Sensory
(p.223-225)
 Identify objects by touch by age 5
 Praxis emerges
 Increased kinesthetic ability with age (ages
5-12)
 Maturation of vestibular nystagmus age 10-
14
 Refinement of size constancy and tracking
(vision)
 Laterality and directionality

16.
Research Reasoning
 Cech DJ, Martin SC. Functional Movement
Development Across the Life Span. Saunders;
2011.
 Kotte EM, De groot JF, Winkler AM, Huijgen
BC, Takken T. Effects of the Fitkids exercise
therapy program on health-related fitness,
walking capacity, and health-related quality of
life. Phys Ther. 2014;94(9):1306-18.
 Strengths:
 Chin JJ, Ludwig D. Increasing children's
physical activity during school recess periods.
Am J Public Health. 2014;104 Suppl 2:S200-
13.
 Strengths:

17.
Research Reasoning
 Erwin H, Koufoudakis R, Beighle A. Children's physical
activity levels during indoor recess dance videos. J Sch
Health. 2013;83(5):322-7.
 Strengths:
 Verstraete SJ, Cardon GM, De clercq DL, De
bourdeaudhuij IM. Increasing children's physical activity
levels during recess periods in elementary schools: the
effects of providing game equipment. Eur J Public Health.
2006;16(4):415-9.
 Strengths:
 Santonja medina FM, Sainz de baranda andújar P,
Rodríguez garcía PL, López miñarro PA, Canteras
jordana M. Effects of frequency of static stretching on
straight-leg raise in elementary school children. J Sports
Med Phys Fitness. 2007;47(3):304-8.
 Strengths:

18.
Modifications
 Using a story to teach the stretching
 Putting a jingle bell in the ball or a balloon to
add an auditory portion to the ball activity to
incorporate blind students
 Do not incorporate games that have a
winner or an elimination system
 Adaptation of Simon Says by storytelling and
having students complete tasks such as
jumping, crawling, etcetera by associating it
with the story
 Can be moved indoors if needed

19.
Our Experience
 Pending….