McGraw-Hill Copyright © 2011
NEWELL'S THEORY OF CONSTRAINTS
1. Constraints are factors that limit, contain, or help shape the development of movement.
2. Newell created a model called Newell's Theory of Constraints that showed that a person's structure and function, a task, and the environment can cause constraints of a human's motor development.
2. Newell created a model called Newell's Theory of Constraints that showed that a person's structure and function, a task, and the environment can cause constraints of a human's motor development.
THE MODEL:
Individual Constraints: a constraint located inside the body
1. Structural: related to the body's structure
Example- height, weight, or muscle mass
2. Functional: related to one's behavioral function
Example-Attention Motivation
Environmental Constraints: a constraint from outside of the body, the world around us
Example- gravity, surfaces, gender roles, and cultural norms
Task Constraints: constraints related to outside of the body, a specific task or skill
Example- goal of a task, rules about performance, or equipment
1. Structural: related to the body's structure
Example- height, weight, or muscle mass
2. Functional: related to one's behavioral function
Example-Attention Motivation
Environmental Constraints: a constraint from outside of the body, the world around us
Example- gravity, surfaces, gender roles, and cultural norms
Task Constraints: constraints related to outside of the body, a specific task or skill
Example- goal of a task, rules about performance, or equipment
HOW CONSTRAINTS RELATE TO PIAGET'S THEORY
The constraints we face directly effect how we move through the stages of development, these constraints can result in either a faster or slower progression through the stages. If you're never challenged to think in a critical manner and problem solve at a young age you may never graduate to the final stages of cognitive development.
Examples of Constraints Related to Piaget's Theory
1 ) If a preoperational child is exposed to a variety of constraints and they are forced to adapt through adaptation they are more likely to move onto the next stage in cognitive development.
2 ) The same child may never graduate to the final stage of cognitive development (formal operational) if they are limited by individual or environmental constraints, such as height or unsafe neighborhood.
3 ) In order to move on to the formal operational stage is important that an individual has the motivation (functional constraint) to excel in his or her sport or activity.
2 ) The same child may never graduate to the final stage of cognitive development (formal operational) if they are limited by individual or environmental constraints, such as height or unsafe neighborhood.
3 ) In order to move on to the formal operational stage is important that an individual has the motivation (functional constraint) to excel in his or her sport or activity.
