This task has a word limit of 750 words. It should be presented in areport format.You should present your response in report style using subheadings, continuous prose and paragraphs. Early movement...

This task has a word limit of 750 words. It should be presented in areport format.You should present your response in report style using subheadings, continuous prose and paragraphs.

Early movement experiences are critical for childhood development.

• 
  

  Identify ONE fundamental movement skill. Discuss the changes in development that occur as individual progresses from the initial to mature stage of the skill.

  
  


• 
  

  Discuss two rate limiters and two affordances that might affect the development of this specific skill in a child.

  
  


• 
  

  What opportunities does the Kindergym program offer to develop this skill?

  
  

Feedback will be provided in theAssessment 2 Task 3 rubric, and written comments.

Assessment Feedback UO Lifespan, Growth & Motor Development (HLTH 1055) Assessment 1: Portfolio Task 3- Early Movement Weighting 15% of overall grade The Course Objectives being assessed (1,2,3,4,5) Name: Student ID: Criteria Outstanding performance (75-100%) Exceeds core requirements (65-74%) Meets core requirements (50-64%) Does not meet requirements (<50%) high="" distinction/="" distinction="" credit="" pass="" one/="" pass="" two="" fail="" one/="" fail="" two="" fundamental="" movement="" skills="" (50%)="" •="" identify="" one="" fundamental="" movement="" skill="" •="" describe="" development="" from="" initial="" to="" mature="" stages="" concise="" identification="" of="" one="" fundamental="" movement="" skill="" comprehensive="" explanation="" of="" the="" developmental="" changes="" across="" all="" three="" stages.="" high="" quality="" relevant="" literature="" is="" considered="" in="" relation="" to="" skill="" development="" skill="" is="" clearly="" identified="" detailed="" explanation="" of="" developmental="" changes="" across="" the="" three="" stages.="" relevant="" literature="" is="" provided="" to="" support="" arguments.="" skill="" is="" identified="" some="" explanation="" provided="" regarding="" developmental="" changes="" but="" may="" need="" further="" detail.="" limited="" or="" largely="" irrelevant="" literature="" is="" provided="" in="" support.="" incorrect="" choice="" of="" fundamental="" movement="" skill,="" or="" no="" skill="" identified.="" explanations="" may="" be="" severely="" lacking="" detail,="" or="" wholly="" inaccurate.="" no="" resources="" provided="" to="" support="" argument.="" constraints="" &="" kindergym="" setting="" (35%)="" •="" discuss="" two="" rate="" limiters="" &="" two="" affordances="" that="" affect="" chosen="" skill="" development="" two="" rate="" limiters="" and="" two="" affordances="" are="" discussed="" in="" detail.="" discussion="" links="" chosen="" constraints="" to="" fms="" skill="" explicitly.="" impact="" and="" potential="" effect="" of="" kindergym="" environment="" on="" identified="" two="" rate="" limiters="" and="" two="" affordances="" are="" discussed.="" discussion="" links="" chosen="" constraints="" to="" fms="" skill="" clearly.="" rate="" limiters="" and="" affordances="" are="" discussed.="" some="" links="" are="" drawn="" between="" fms="" skill="" and="" chosen="" constraints.="" impact="" of="" kindergym="" is="" considered="" but="" may="" lack="" detail="" or="" specificity.="" rate="" limiters="" or="" affordances="" are="" not="" considered="" appropriately.="" limited="" or="" no="" links="" between="" chosen="" skill="" and="" constraints.="" •="" discuss="" effects="" of="" kindergym="" environment="" on="" rate="" limiters/affordances="" constraints="" are="" clearly="" outlined="" and="" linked.="" impact="" and="" potential="" effect="" of="" kindergym="" environment="" on="" identified="" constraints="" are="" considered.="" limited="" or="" no="" discussion="" of="" kindergym="" environment.="" reference="" format="" (5%)="" paraphrases,="" integrates="" and="" correctly="" formats="" sources="" using="" harvard="" unisa="" style="" to="" support="" the="" argument="" makes="" minimal="" errors="" in="" formatting="" and="" sources="" are="" paraphrased="" and="" integrated.="" paraphrasing="" and="" integration="" of="" sources="" has="" been="" attempted,="" but="" with="" some="" formatting="" errors.="" sources="" are="" cited="" individually,="" verbatim="" with="" no="" paraphrasing="" and="" numerous="" formatting="" errors="" written="" expression="" (10%)="" makes="" no="" or="" minimal="" grammatical="" errors="" and="" spelling="" mistakes.="" writing="" is="" of="" an="" exceptional="" standard,="" formal,="" objective="" and="" concise,="" using="" complex="" vocabulary="" accurately.="" integrates="" sections="" such="" that="" there="" is="" coherency="" between="" sections.="" writes="" formally="" with="" few="" grammatical="" errors="" and="" mistakes.="" writing="" is="" of="" a="" high="" standard="" written="" formally="" and="" with="" precision.="" there="" are="" some="" errors="" of="" grammar="" and="" spelling="" but="" meaning="" is="" not="" significantly="" compromised.="" writing="" is="" generally="" formal,="" with="" only="" occasional="" errors="" or="" repetition="" of="" vocabulary.="" makes="" a="" significant="" number="" of="" grammatical="" and/or="" spelling="" errors="" which="" compromise="" meaning.="" writing="" lacks="" formality="" and="" objectivity="" and="" vocabulary="" is="" repetitive.="" comment:="" assessment="" feedback="" uo="" lifespan,="" growth="" &="" motor="" development="" (hlth="" 1055)="" assessment="" 1:="" portfolio="" task="" 3-="" early="" movement="" weighting="" 15%="" of="" overall="" grade="" the="" course="" objectives="" being="" assessed="" (1,2,3,4,5)="" name:="" student="" id:="" criteria="" outstanding="" performance="" (75-100%)="" exceeds="" core="" requirements="" (65-74%)="" meets="" core="" requirements="" (50-64%)="" does="" not="" meet="" requirements=""><50%) high distinction/ distinction credit pass one/ pass two fail one/ fail two fundamental movement skills (50%) • identify one fundamental movement skill • describe development from initial to mature stages concise identification of one fundamental movement skill comprehensive explanation of the developmental changes across all three stages. high quality relevant literature is considered in relation to skill development skill is clearly identified detailed explanation of developmental changes across the three stages. relevant literature is provided to support arguments. skill is identified some explanation provided regarding developmental changes but may need further detail. limited or largely irrelevant literature is provided in support. incorrect choice of fundamental movement skill, or no skill identified. explanations may be severely lacking detail, or wholly inaccurate. no resources provided to support argument. constraints & kindergym setting (35%) • discuss two rate limiters & two affordances that affect chosen skill development two rate limiters and two affordances are discussed in detail. discussion links chosen constraints to fms skill explicitly. impact and potential effect of kindergym environment on identified two rate limiters and two affordances are discussed. discussion links chosen constraints to fms skill clearly. rate limiters and affordances are discussed. some links are drawn between fms skill and chosen constraints. impact of kindergym is considered but may lack detail or specificity. rate limiters or affordances are not considered appropriately. limited or no links between chosen skill and constraints. • discuss effects of kindergym environment on rate limiters/affordances constraints are clearly outlined and linked. impact and potential effect of kindergym environment on identified constraints are considered. limited or no discussion of kindergym environment. reference format (5%) paraphrases, integrates and correctly formats sources using harvard unisa style to support the argument makes minimal errors in formatting and sources are paraphrased and integrated. paraphrasing and integration of sources has been attempted, but with some formatting errors. sources are cited individually, verbatim with no paraphrasing and numerous formatting errors written expression (10%) makes no or minimal grammatical errors and spelling mistakes. writing is of an exceptional standard, formal, objective and concise, using complex vocabulary accurately. integrates sections such that there is coherency between sections. writes formally with few grammatical errors and mistakes. writing is of a high standard written formally and with precision. there are some errors of grammar and spelling but meaning is not significantly compromised. writing is generally formal, with only occasional errors or repetition of vocabulary. makes a significant number of grammatical and/or spelling errors which compromise meaning. writing lacks formality and objectivity and vocabulary is repetitive. comment: high="" distinction/="" distinction="" credit="" pass="" one/="" pass="" two="" fail="" one/="" fail="" two="" fundamental="" movement="" skills="" (50%)="" •="" identify="" one="" fundamental="" movement="" skill="" •="" describe="" development="" from="" initial="" to="" mature="" stages="" concise="" identification="" of="" one="" fundamental="" movement="" skill="" comprehensive="" explanation="" of="" the="" developmental="" changes="" across="" all="" three="" stages.="" high="" quality="" relevant="" literature="" is="" considered="" in="" relation="" to="" skill="" development="" skill="" is="" clearly="" identified="" detailed="" explanation="" of="" developmental="" changes="" across="" the="" three="" stages.="" relevant="" literature="" is="" provided="" to="" support="" arguments.="" skill="" is="" identified="" some="" explanation="" provided="" regarding="" developmental="" changes="" but="" may="" need="" further="" detail.="" limited="" or="" largely="" irrelevant="" literature="" is="" provided="" in="" support.="" incorrect="" choice="" of="" fundamental="" movement="" skill,="" or="" no="" skill="" identified.="" explanations="" may="" be="" severely="" lacking="" detail,="" or="" wholly="" inaccurate.="" no="" resources="" provided="" to="" support="" argument.="" constraints="" &="" kindergym="" setting="" (35%)="" •="" discuss="" two="" rate="" limiters="" &="" two="" affordances="" that="" affect="" chosen="" skill="" development="" two="" rate="" limiters="" and="" two="" affordances="" are="" discussed="" in="" detail.="" discussion="" links="" chosen="" constraints="" to="" fms="" skill="" explicitly.="" impact="" and="" potential="" effect="" of="" kindergym="" environment="" on="" identified="" two="" rate="" limiters="" and="" two="" affordances="" are="" discussed.="" discussion="" links="" chosen="" constraints="" to="" fms="" skill="" clearly.="" rate="" limiters="" and="" affordances="" are="" discussed.="" some="" links="" are="" drawn="" between="" fms="" skill="" and="" chosen="" constraints.="" impact="" of="" kindergym="" is="" considered="" but="" may="" lack="" detail="" or="" specificity.="" rate="" limiters="" or="" affordances="" are="" not="" considered="" appropriately.="" limited="" or="" no="" links="" between="" chosen="" skill="" and="" constraints.="" •="" discuss="" effects="" of="" kindergym="" environment="" on="" rate="" limiters/affordances="" constraints="" are="" clearly="" outlined="" and="" linked.="" impact="" and="" potential="" effect="" of="" kindergym="" environment="" on="" identified="" constraints="" are="" considered.="" limited="" or="" no="" discussion="" of="" kindergym="" environment.="" reference="" format="" (5%)="" paraphrases,="" integrates="" and="" correctly="" formats="" sources="" using="" harvard="" unisa="" style="" to="" support="" the="" argument="" makes="" minimal="" errors="" in="" formatting="" and="" sources="" are="" paraphrased="" and="" integrated.="" paraphrasing="" and="" integration="" of="" sources="" has="" been="" attempted,="" but="" with="" some="" formatting="" errors.="" sources="" are="" cited="" individually,="" verbatim="" with="" no="" paraphrasing="" and="" numerous="" formatting="" errors="" written="" expression="" (10%)="" makes="" no="" or="" minimal="" grammatical="" errors="" and="" spelling="" mistakes.="" writing="" is="" of="" an="" exceptional="" standard,="" formal,="" objective="" and="" concise,="" using="" complex="" vocabulary="" accurately.="" integrates="" sections="" such="" that="" there="" is="" coherency="" between="" sections.="" writes="" formally="" with="" few="" grammatical="" errors="" and="" mistakes.="" writing="" is="" of="" a="" high="" standard="" written="" formally="" and="" with="" precision.="" there="" are="" some="" errors="" of="" grammar="" and="" spelling="" but="" meaning="" is="" not="" significantly="" compromised.="" writing="" is="" generally="" formal,="" with="" only="" occasional="" errors="" or="" repetition="" of="" vocabulary.="" makes="" a="" significant="" number="" of="" grammatical="" and/or="" spelling="" errors="" which="" compromise="" meaning.="" writing="" lacks="" formality="" and="" objectivity="" and="" vocabulary="" is="" repetitive.="">