chap 1 coker

8/12/2019 Chap 1 Coker

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Introduction to Motor Learningand Control

Chapter 1


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How do people acquire

motor skills?

Motor learning is the study of the processes

people go through as they acquire and refinemotor skills. One must also consider the

variables that promote or inhibit the acquisition

of these skills.

What variables might promote or inhibit

acquisition?


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Foundational knowledge

Learner

Do they possess underlying abilities to perform? Is the task developmentally appropriate?

Were there previous similar experiences?

Are they motivated?

Might individual differences influence acquisition ofthis task?


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Foundational Knowledge

Environment

In what context will the task be performed? Is that context predictable or unpredictable?

Is there a time limitation?

When assessing performance and making

instructional decisions, you must rememberthat none of these elements exists in isolation


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Role of performance in learning

While we cant see learning, we can see

performance Performance is the execution of a skill

Through repeated observations of a persons

performance, we infer whether a person has

learned a skill Inferences must be based on changes that occur

over time


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Inferences must be accurate

If a person is anxious, tired, experiencing

equipment problems, does impairedperformance mean a loss of capability to do

the skill?

Could a person be ON one day during

practice, and then revert back to previouslevels of ability the next time out?


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Practical Application

Nondominant hand juggling

Two tennis balls in nondominant hand Toss upward and when reaches peak, toss

second tennis ball; catch first, then toss, catch

second then toss

Continue this pattern for 10 minutes

Record the highest number of successful

catches you make


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Motor Skill

Goal-oriented

Body and limb movements required toaccomplish goal

Voluntary

Must be learned or re-learned


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Which are motor skills?

Grasping a bottled water

Keyboarding Drawing back after touching a hot iron

Sewing a button

Playing the drums The startle reflex


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Ways to classify motor skills

Identify skill characteristics that are similar

Divide into two categories, which representextreme ends of a continuum

One dimensional systems Size of primary musculature required; precision of

movement Nature of movement organization; Specificity of

where actions begin or end

Predictability/ Stability of the environment


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Precision of Movement

Fine motor skill

Involving very precise movements normallyaccomplished using smaller musculature

Gross motor skill

Places less emphasis on precision and is typically theresult of multi-limb movements


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Precision of Movement

Fine Gross


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Nature of Movement Organization

Discrete

Beginning and end points are clearly defined

Serial

Composed of a number of discrete skills whose

integrated performance is crucial for goalachievement

Continuous

Beginning and ending points are arbitrary


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Predictability of the Environment

Closed Open


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Open/closed classification system

Closed skill

Environmental context is stable & predictable(does not change from trial to trial)

Consistency is the objective

Technique refinement is emphasized

Open skill Performer must adapt performance to the everchanging environment

Practice should emphasize responding to thechanging demands


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Classify the following motor skills

Walking a tightrope

Mowing the lawn

Downhill skiing

Swimming in a pool

Playing a video game

Typing

Crossing the street

CLOSED.TO.OPEN

Predictable Semi-Predictable Unpredictable


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Gentiles Multidimensional

Classification System

Environmental demands

Regulatory conditions Environmental factors that specify the movement

characteristics necessary to successfully perform a skill

1. Is the environmental context stable or in motion?

1. Swimming in an empty pool lane vs. playing water polo

2. From trial to trial, do the regulatory conditions remain

fixed or do they change?

1. Does a pitched ball come in high and inside, then low and

away? Or down the middle with a pitching machine?


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Gentiles Multidimensional

Classification System

Action requirements

1. Is the performer required to change locations or

maintain body position when performing the skill?

2. Does the task require the performer to manipulate

an object or opponent or not?


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How to apply this

classification system

When you know the level of complexity of a

skill, you can design learning experiences that

build from simple to more complex

Ultimately, you lead to practice conditions that

simulate the conditions under which the skill

will be performed


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Determine a progression of learning

experiences from simple to more complex

within your area of study.


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Because each learner is unique, not all

instructional strategies are effective for all

learners


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Individual Differences

Individual differences are relatively stable and enduringcharacteristics that make each of us unique

Examples: Body configuration

Physiological make-up

Learning styles

Type and amount of previous movement experience Developmental level

Cultural background

Psychological make-up


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Abilities

Genetic traits that are prerequisite to the

development of skill proficiency

Existence of a single, general motor ability?

Can a person be born an all around athlete?

Specificity hypothesis?

Do we develop specific abilities rather than all

around abilities? Research does not support a

single, general motor ability


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Fleishmans Taxonomy

Groups motor abilities into two categories of

fundamental abilities:

1. Perceptual motor abilities

2. Physical proficiency abilities

These abilities are stable and genetically determined


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Perceptual Motor Abilities

Control precision

Multi-limb coordination Response orientation

Reaction time

Speed of limb movement Rate control

Manual dexterity

Finger dexterity Arm-hand steadiness

Wrist finger speed

Aiming


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Physical Proficiency Abilities

Static strength

Dynamic strength Explosive strength

Trunk strength

Extent flexibility

Dynamic flexibility

Gross body coordination Gross body equilibrium

Stamina


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Thinking about your abilities

List three movement activities for which you

feel particularly skilled.

What abilities do you think you possess that

allow you to perform these skills so well?

Are any of these abilities important to the

performance of more than one of the taskslisted?

See abilities on pp. 13 & 14


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Motor Abilities

People tend to perform motor tasks well

according to their motor abilities

Abilities limit the ultimate level of performance

proficiency of an individual

For example, body type will influence the ability to become

an elite sprinter or a sprinter wanna be

However, avoid making final judgement on a person inearly stages of practice. As experience and practice

increase, performers may become more successful at

using their underlying abilities to become more skilled


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What should practitioners remember

about abilities?

We should expect to see differences in

patterns of abilities

We should identify patterns before providing

instructional assistance

One tennis player may demonstrate more consistent

contact with ball while another player may cover thecourt better

Abilities of player one? Abilities of player two?


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What should practitioners remember about abilities?

Create practice opportunities that challenge the

person to work on those aspects of

performance for which their abilities are not

well suited

The challenge will come when the performer must

work on their weakness, when they would ratherwork on things they do well


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What should practitioners remember about abilities?

Abilities are not the only contributing factor

Previous experiences

Body configuration

Personal characteristics

Performance success will most likely resultfrom a combination of factors: abilities, age,

experience, practice, motivation, mood


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A way to use abilities in motor

performance

Task analysis approach to determine which

movement components to emphasize during

instruction


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Task Analysis

The breaking down of a skill into its

component parts and corresponding

underlying abilities

Through task analysis, we can understand

skill requirements better

Then we can identify a learners strengths andweaknesses and modify instruction to help them

acquire the skill


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Task Analysis Example


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For a skill of your choice, perform a task

analysis to determine the critical elements of

the task and the underlying abilities required

for proficient performance

How would you use this information to design

learning experiences?


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Summary on abilities

People differ in their abilities

Research supports fundamental abilities

There exists a number of independent fundamental

abilities

Different combinations of these abilities underly

motor performance

Some abilities play dominant roles in task

performance while others are secondary

Some abilities may be important for a number of

different tasks


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Putting it all together

Practitioners can:

Perform a task analysis to determine the

requirements of a task

Then identify the important abilities necessary to meet the

requirements

Design learning experiences to capitalize on

strengths and practice activities to work on theirweaknesses

Look at progression of skills according to the skill

classification systems for appropriate difficulty


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A frequent challenge is finding ways to assist people

who must compensate for deficiencies in their abilities

when they are learning or relearning a skill. Whatfactors might be considered to assist each of the

following?

A 10 year old who consistently misses a pitched ball

A 60 year old with paralysis of the preferred hand caused bystroke who is trying to relearn the task of opening a bottle of

wine

A 30 year old with a loss of vision in one eye who is trying to

learn how to play a musical keyboard


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Exit Slip

What is the relationship between learning and

performance? Briefly summarize each classification system.

What role do motor abilities play in individual

performance?

What factors should practitioners be aware of

when trying to predict someones future

performance success?

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