Heather Crowe, Ph.D.

Clinical Associate Professor


Contact Information

Burdick Hall 121 A
Tue + Thur 1-2:30pm
Others by appointment

Dr. Crowe's research focuses on issues associated with the promotion of physical education and motor skill development in children. She is especially concerned with individuals who are under-served by current school programs. The theoretical framework she draws upon is the dynamical system theory. This theory examines the inter-connected and dynamic nature of motor skill acquisition, suggesting that the interaction of multiple subsystems from the task, environment, and child work together in order to facilitate or constrain motor development. The intent of this line of work is to develop and implement motor skill and physical education programs in schools and communities in order to facilitate optimal development of under-served populations of children. Using the dynamical systems theory to guide methodological decisions, a “goodness of fit” is developed between the child’s characteristics, the community context, and the proposed intervention in order to promote positive developmental, life-long change.

This line of work has shown that young children who come from environments that have few opportunities for physical activity demonstrate substantial delays in fundamental motor skill development. Individuals, and especially females, who are under-served often grow up in communities where there are significant barriers physical activity. Since physical activity levels tend to track into adulthood, early multicomponent motor skill intervention is essential.

Select Publications

  • Goodway, J. D., Robinson, L., & Crowe, H. (2010). Gender differences in fundamental motor skill development in preschoolers from two geographical regions who are disadvantaged. Research Quarterly for Exercise and Sport, 81 (1), 17-24.
  • Goodway, J. D, Crowe, H., & Ward, P. (2003). Effects of motor skill instruction on fundamental motor skill development of Hispanic preschool children who are at risk of developmental delay. Adapted Physical Activity Quarterly, 20(3), 298-314.
  • Goodway, J. D., & Savage, H. (2001). Environmental engineering in elementary physical education: Developmental lessons. Teaching Elementary Physical Education, 12(2), 12-14.


  • Generating data-based knowledge and contributing to the literature in pedagogy and motor development.
  • Interpreting this data-based work for best practice for teachers.


  • Auditor and Lead Reviewer for CAEP/SHAPE America Initial Programs
  • Reviewer, Perceptual and Motor Skills, Ammons Scientific
  • Health and Physical Education Advisory Council of Maryland
currently teaching - fall 2015
KNES 239 Physical Fitness Activities
KNES 423 Adaptive PE
KNES 480 Seminar in Teaching PE