Understanding Motor Development in Children by David L. Gallahue. Published by John Wiley & Sons, New York. 1982, 440 pp., $19.95.

In Understanding Motor Development in Children, Gallahue presents com- prehensive, well researched information in motor development. He provides the theoretical basis for the developmental study of movement and then translates that knowledge so that it can be used easily by practitioners in many fields. It is this prac- tical application of information that makes this a unique text and resource book for those professionals interested in learning about the motoric development of infants and children. A portion of the foreword best states what the author has accom- plished:

Understanding Motor Development in Children incorporates an impressive body of knowledge from the areas of biology, education, psychology, and sociology into a volume that has practical implications for anyone who seeks a greater understanding of motor development during infancy and childhood. The author combines his knowledge of the research literature with years of experience in teaching children into a text that is permeated with practical, down-to-earth suggestions for teachers of motor skills. (p. vii)

The book is filled with discussions focusing on factors that affect motor development. For example, Gallahue explains physical factors, such as fitness, abili- ty, and growth; mechanical factors, including balance and receiving and imparting forces; and prenatal factors, such as nutritional and chemical influences, to provide a sound understanding of the interrelationships between these elements and the psychomotor development of children. He also has blended in discussions on those cognitive and affective agents that affect the sequential development of motor skills.

The text is organized into six major sections. Section 1, Background, pro- vides an overview of the study of the developmental process including history, methodologies, problems, and terminology. Specifically, Gallahue states that development is a continuous process from conception to death and encompasses all aspects of human behavior. He iterates the problems faced by longitudinal and cross sectional researchers by briefly discussing inhibited or exaggerated performance, in- consistency in performance, learning and fatigue factors, interrater consistency, and reliability and validity of the measuring instruments. A much needed explanation of the terms commonly used in motor development and the nature of their inter- relatedness is provided both in the written text and in a table form for quick reference. This section also furnishes a discussion of the models and theories of child development and proposes a structure for a theoretical model of motor develop- ment. Although this section is researched, well written, and provides essential infor- mation from a developmental perspective, undergraduate students might become confused and frustrated with the amount and detail of information supplied. Graduate students should relish the material provided.

Section 2 incorporates two chapters that deal with factors affecting motor development. One chapter focuses on prenatal factors and includes much of the re- cent information on nutrition, drugs, heredity, medical problems, and birth process factors. This chapter is easy to read and provides several figures and tables that sum- marize the content and aid in comprehension. The other chapter deals specifically

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with postnatal elements that can affect the motor skill acquisition of infants and children. Gallahue has assimilated the research on prematurity, bonding, and stimulation and deprivation. The part on stimulation and deprivation is especially detailed. The theme of this section is illustrated best by these sentences:

However, all indications are that young children are generally capable of more than we have suspected, and many of the traditional readiness signposts that we use in teaching may actually be incorrect. It is our job as educators to determine just what children are capable of and to provide ample opportunities for them to engage in a multitude of movement experiences. (p. 92)

The third section deals with physical growth. Good explanations, supple- mented with charts and graphs, are provided for prenatal, infant, and childhood growth. The relationships discussed here should furnish a clearer understanding of the influence of physical growth and maturation factors on movement. The last chapter of this section especially is helpful as the author divides the discussion into two age periods: (a) Early childhood, 2-6 years, and (b) Later childhood, 6-12 years. For each period, he provides a short, introductory discussion about those ages. This is followed by four lists: (a) Growth and Motor Development Characteristics, (b) Cognitive Development Characteristics, (c) Affective Development Characteristics, and (d) Implications for the Motor Development Programs. The implications are especially meaningful and helpful for, undergraduate and graduate students. They provide professionals in childhood education, physical education, adaptive activity, and therapy with good guidelines for program development.

The next section deals with phases and stages of motor development. Gallahue begins this portion of the text with discussion of reflexive and rudimentary movements. The diagrams presented with the explanations aid in the comprehension of these basic forms of movement. The next chapter, Fundamental Movement, is the highlight of the text for most readers. Developmental sequences are presented of 24 fundamental skills in the areas of locomotion, manipulation, and stability. Gallahue supplies written and visual descriptions of initial, elementary, and mature stages for each skill. The visual descriptions are actual, sequential shots of children performing the particular movement. Most of the photographs are easy to interpret and provide the reader with a distinct understanding of the written descriptions. However, a few of the sequence photographs are too superimposed and make it difficult for in- dividuals without a lot of experience in the observation of children's movements to clearly differentiate the patterns. In general, though, this chapter is a significant con- tribution to the information available on the sequential development of motor skills during the preschool and elementary school years. The emphasis is obviously on developmental differences in pattern rather than on age-specific variations. The sec- tion is concluded by a chapter that discusses sport-related movement. The author describes the concept that fundamental movement abilities are integral components in sports and, hence, must be developed and refined before children participate in sports.

The abilities of children are the focus for Section 5. Elements of physical fitness and motor fitness are examined together with their interaction with move- ment abilities. Gallahue states that the components of fitness are inseparable from movement ability, and that movement activity maintains and develops higher levels of fitness. Discussions on childhood obesity and anorexia nervosa are presented after the material on fitness and movement. Although these sections are detailed and easy

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to read, they seem out of place in this section. They may contribute more to the chapters on factors affecting development or physical growth. Two chapters in the section deal with the perceptual-motor abilities and the self-concepts of children. Both are valuable additions to a motor development text as the existing, equivocal literature is interpreted and summarized so that students and professionals can readi- ly understand the material. In the perceptual motor chapter, Gallahue deals with the development of the senses and body awareness, and he discusses in general, perceptual-motor training programs. A useful extension of this chapter would have been a critical review of the most used perceptual motor programs. Regarding self- concept, Gallahue believes that "the role of movement in self-concept development must be reexamined." (p. 327). He feels that it is important to establish a stable, positive self-concept and that this development should not be left to chance. A short- coming of this chapter is there is no detailed discussion of the assessment of self- concept in children..

Section 6, Programming for Children, incorporates four chapters and, although it has some strong points, is probably the weakest of all the sections. The first chapter, Children's Play, Toys, and Play Spaces, discusses the developmental aspects of play, toy safety, and briefly, the design of indoor and outdoor play spaces. A glaring absence in this discussion is one related to developmental equip- ment and its effect on the acquisition of movement skills. This would be a perfect place to tie in the concept of type of equipment and its relationship to the develop- ment of fundamental movement patterns described in the chapter titled Fundamen- tal Movement. In the next chapter, the author describes programs, such as day care centers, Head Start, and kindergarten, for young children. The weakness here is that no effort was made to examine how, where, or if motor development should be an integral part of these programs. The next chapter, Developmental Physical Educa- tion: A Curricular Model, is more comprehensive than the previous two. Gallahue reviews curricular rationales, categories of movement, and content areas of physical education. He discusses the facilitation of levels of motor skill learning and closes with charts depicting the implementation of the developmental curricular model at two levels: (a) preschool and primary grades and (b) upper elementary and middle school grades. Assessing Children's Motor Behavior is the last chapter of the book. It provides a brief discussion and critique of selected assessment instruments of both product- and process-oriented approaches.

Overall, Gallahue has managed to assemble a textbook of motor development that is both comprehensive and diverse in its topical areas. The text is designed for undergraduate and graduate students naive to the motor behavior and physical development of children and youth. However, professionals in numerous related fields would find valuable resource material in this book. With over 425 references it is research-based, well written, and easy to read. A useful addition incorporated at the end of each chapter is a list of Chapter Highlights and Critical Readings. In sum- mary, Understanding Motor Development in Children is a significant contribution to the field. Its contents will enable educators and therapists to address the true motor development needs of children and, hence, enhance the quality of programs and of children's motor behavior.

Reviewed by Crystal Fountain Branta, Department of Health and Physical Education, Michigan State University, East Lansing, MI 48824.