NCTRC REVIEWED ELABORATED
SUMMARY
Early Childhood
-Birth through 6 years
-Child typically develops fundamental motor/social skills
-Rapid changes in child's body
-Exploring limits (cognitively, physically, socially,
emotionally)
-Communication skills
-Play is vital - many skills are developed/enhanced
through play
Children / Childhood
-6 years through 12 years
-Social world expands: sports, games, extracurricular
activities such as dance/music lessons
-Children still heavily involved in play
-Improvement of hand-eye coordination
-Friends become more significant than family
Adolescence
-13 years through 21 years
-Peer groups (peer pressure) become more important than
family
-Individuals struggle to become independent from family
-Body begins to reach maturation
-Interest in intimate relationships increases
-Sexuality develops: hormones influencing behavior
-Identity: Individuals are beginning to define themselves in
,their own right
-Toward the end of adolescence, family is regaining its
importance
Early Adulthood
-21 years through 30 years
-Establish their independence (education, occupation)
-More serious intimate relationships
-Interests may be on more challenging leisure activities or
leisure activities that allow for growth of relationships
-Person may develop an interest in long-term
pursuits/passions
Middle Adulthood
-30 years through 45 years
-A person's family and career take priority
-Adults find themselves involved in children's leisure
pursuits/family oriented activities
Older Adulthood
-45 years through 60 years
-Slowing down: metabolism tends to change, weight gain,
physical abilities change with reductions to strength and
flexibility
-Cognitively, skills/abilities remain strong
-Midlife Crisis/Depression
-Children have moved out; parents becoming dependent
or it can be freeing
Senior Adulthood
-60 years through 75 years
-Most have great amounts of free time and are retired
-Many begin to experience health problems, while others
are healthy and have freedom to travel or participate in
activities of their choosing
,"Old-Old" Stage
-75 years through death
-For some, physical deterioration is rapid, and for other
cognitive deterioration is rapid
-Experience health problems and need assistance
-Their world may become smaller due to the death of
friends
-They may need to live in a facility that can provide
assistance
-Some "old-old" people will continue to be active
Maslow's Hierarchy
-Based on needs with the lowest level being physiological
in nature (food, water, shelter, etc). Then, safety needs,
social needs, and self-esteem needs, with the highest
level being self-actualization
-May assist with patient priorities
Social Learning Theory
-Although learning is a cognitive process, it takes place in
a social context
-This theory proposes that by observing a behavior, a
person also learns by observing the consequences of that
behavior.
-Modeling behaviors (Bandura- Bobo Doll Experiment)
Experiential Learning Model
-Builds on Social Learning Theory to a degree
Suggests that one learns by reflecting on doing/or what
one has done
-Example: CTRS runs a ropes course session and then
has the group reflect on what they have learned during the
session
Self-Determination Theory
, -Motivational theory that looks at the motivation behind
choices people make without external influence and
interference
-The degree to which a person's behavior is self-motivated
or self-determined
Self Efficacy
-Demonstrating the expectations of their ability to cope
with their problems
-Confident in abilities; not giving up when efforts aren't
immediately successful
-Ex: recent paraplegic beings to think of
changes/adaptations necessary to their leisure activities
Attribution Model
-Deals with a person's explanation of the cause of events
that occurred in that person's life.
-External attribute: external locus of control
-Ex: worker believes he was fired because boss doesn't
like him
-Internal attribute: internal locus of control
-Ex: worker believes he was fired because he did not
complete tasks on time
Learned Helplessness
-The phenomenon in which experience with uncontrollable
events crease passive behavior toward subsequent
threats to well-being
-Ex: Client experiences consistent failure as a child in
physical activities, so they refuse to try new physical
activities as an adult (ingrained belief they will fail)
Transtheoretical Model
-Examines an individual's motivation and readiness to
modify a particular behavior
SUMMARY
Early Childhood
-Birth through 6 years
-Child typically develops fundamental motor/social skills
-Rapid changes in child's body
-Exploring limits (cognitively, physically, socially,
emotionally)
-Communication skills
-Play is vital - many skills are developed/enhanced
through play
Children / Childhood
-6 years through 12 years
-Social world expands: sports, games, extracurricular
activities such as dance/music lessons
-Children still heavily involved in play
-Improvement of hand-eye coordination
-Friends become more significant than family
Adolescence
-13 years through 21 years
-Peer groups (peer pressure) become more important than
family
-Individuals struggle to become independent from family
-Body begins to reach maturation
-Interest in intimate relationships increases
-Sexuality develops: hormones influencing behavior
-Identity: Individuals are beginning to define themselves in
,their own right
-Toward the end of adolescence, family is regaining its
importance
Early Adulthood
-21 years through 30 years
-Establish their independence (education, occupation)
-More serious intimate relationships
-Interests may be on more challenging leisure activities or
leisure activities that allow for growth of relationships
-Person may develop an interest in long-term
pursuits/passions
Middle Adulthood
-30 years through 45 years
-A person's family and career take priority
-Adults find themselves involved in children's leisure
pursuits/family oriented activities
Older Adulthood
-45 years through 60 years
-Slowing down: metabolism tends to change, weight gain,
physical abilities change with reductions to strength and
flexibility
-Cognitively, skills/abilities remain strong
-Midlife Crisis/Depression
-Children have moved out; parents becoming dependent
or it can be freeing
Senior Adulthood
-60 years through 75 years
-Most have great amounts of free time and are retired
-Many begin to experience health problems, while others
are healthy and have freedom to travel or participate in
activities of their choosing
,"Old-Old" Stage
-75 years through death
-For some, physical deterioration is rapid, and for other
cognitive deterioration is rapid
-Experience health problems and need assistance
-Their world may become smaller due to the death of
friends
-They may need to live in a facility that can provide
assistance
-Some "old-old" people will continue to be active
Maslow's Hierarchy
-Based on needs with the lowest level being physiological
in nature (food, water, shelter, etc). Then, safety needs,
social needs, and self-esteem needs, with the highest
level being self-actualization
-May assist with patient priorities
Social Learning Theory
-Although learning is a cognitive process, it takes place in
a social context
-This theory proposes that by observing a behavior, a
person also learns by observing the consequences of that
behavior.
-Modeling behaviors (Bandura- Bobo Doll Experiment)
Experiential Learning Model
-Builds on Social Learning Theory to a degree
Suggests that one learns by reflecting on doing/or what
one has done
-Example: CTRS runs a ropes course session and then
has the group reflect on what they have learned during the
session
Self-Determination Theory
, -Motivational theory that looks at the motivation behind
choices people make without external influence and
interference
-The degree to which a person's behavior is self-motivated
or self-determined
Self Efficacy
-Demonstrating the expectations of their ability to cope
with their problems
-Confident in abilities; not giving up when efforts aren't
immediately successful
-Ex: recent paraplegic beings to think of
changes/adaptations necessary to their leisure activities
Attribution Model
-Deals with a person's explanation of the cause of events
that occurred in that person's life.
-External attribute: external locus of control
-Ex: worker believes he was fired because boss doesn't
like him
-Internal attribute: internal locus of control
-Ex: worker believes he was fired because he did not
complete tasks on time
Learned Helplessness
-The phenomenon in which experience with uncontrollable
events crease passive behavior toward subsequent
threats to well-being
-Ex: Client experiences consistent failure as a child in
physical activities, so they refuse to try new physical
activities as an adult (ingrained belief they will fail)
Transtheoretical Model
-Examines an individual's motivation and readiness to
modify a particular behavior
