The focus of this presentation is on presenting a theoretical model of motor development that is both descriptive and explanatory. The descriptive portion centers on an hourglass heuristic depicting the typical phases and stages that normally developing individuals pass through on their journey from birth through old age. The explanatory portion utilizes an inverted triangle to depict a transactional process that occurs among the requirements of the movement task, the biology of the individual, and the conditions of the learning environment.
This information is then be combined with what we know about the process of movement skill learning; namely that the learning of a new movement skill occurs in levels and stages, and can be viewed from both the cognitive state of the learner as well as the goals of the learner.
Finally, we examine the role of the instructor in light of the observed level of motor development and movement skill learning on the part of the learner. The thesis here is that by taking both into account, we as teachers of movement skill can make adaptations in our behavior in terms of the teaching styles used to affect positive change in one's observed level of movement skill.

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