Zac is also scared to ask his teachers for help because he cannot safely ask for help at home. He usually just falls asleep to his dad yelling. He doesn’t sleep enough at night because his dad is too busy yelling at his mom, so no one tucks him at night. He won’t share with his friends.Īt pre-school, Zac is often tired. Zac doesn’t play well because he is always afraid his toys will get taken away from him. Additionally, he is afraid to make adults angry because they might hurt him. He does not receive healthy adult interaction at home. Zac does not carry on conversations well with adults. That happened last week to his favorite fire truck. Zac has also learned to keep his toys close to him lest he forgets and leaves a toy out and his dad throws it against the wall and breaks it. He has learned to identify the smell of alcohol, and he knows to avoid it. Zac can keep quiet for hours without eating, drinking, or going to the bathroom because if his dad hears him, he might start to hit him too. Zac has learned to quickly and silently hide in his room when his dad starts yelling. His dad will throw and break his toys if he forgets and leaves any toys out in the living room.īecause of these negative experiences, Zac has had to adapt to his environment and learn survival skills. When his dad gets drunk, which is most nights of the week, his dad beats his mom, Zac, and his older brother.
But instead of growing up in a typical household, Zac lives in an abusive household. Zac is also a 5 year old, which makes his biological age 5. Now let’s look at a child who has experienced trauma. Kennedy has also had life experiences typical for a 5 year old, which makes her life experience age also 5. She has met all her developmental milestones. She is successful in school and it seems she is daily learning something new. She is inquisitive and asks questions often. She can carry on conversations with peers and adults, and she plays well with her peers. Kennedy has normal social-emotional skills. Kennedy lives in a safe, stable, loving home with a mom, dad, and an older sister. Kennedy is a 5 year old little girl, so 5 is her biological age. Instead of following and meeting the normal pattern of development milestones, that child’s brain focused on survival skills.īecause of the trauma a child has experienced, a child might have a higher age of life experiences as well.īut before this gets too confusing too quickly, let me give you some examples to explain! First, let’s look a typical child who hasn’t experienced trauma. When a child has experienced significant trauma, it can lower their emotional age. If a child was born 10 years ago, then they are 10 years old.Įmotional age is the maturity of a child. Emotional Age, contains sensitive and graphic information regarding abuse.ĭid you know there is a difference between biological and emotional ages?Ī biological age is the physical age of the child. *Trigger Warning: This post, Biological Age vs. Findings highlight dynamic asynchronous development of players, physical attributes, and the need to account for the influence of maturation on athletic performance until post-PHV.The experiences that a child has can change their emotional age. Based on our sample and analysis, periods of increased developmental rates (stature, mass, sprint) were apparent alongside progressive gains for other physical measures, before all subsided at particular age and maturation time-points. Developmental tempos did again however subside at circa (CMJ and T-Test) to post-PHV (MSFT). CMJ, T-test, and MSFT gains appeared relatively linear with no change in developmental rate apparent. Increased rates of sprint performance development (31-43% gains) occurred at 11.8-15.8 CA or -1.8 to +1.2 YPHV with gains subsiding thereafter.
This study aimed to (i) examine the influence of chronological age (CA) and somatic maturation (YPHV) upon anthropometric and physical performance parameters, and (ii) identify the transition/change time-points in these relationships using segmental regression. The relationships between maturation and anthropometric and physical performance characteristics are dynamic and often asynchronous confounding the capability to accurately evaluate performance during adolescence.
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