Introduction to Motor Learning and Control

This is the first Chapter PPT on an Introduction to Motor Learning And control

1. Introduction to Motor Learning and Control PEP 312 Professor Nichole Thruston Lincoln University HPE

2. By the end of the lesson Students will be able to (SWBAT)… Learning Objectives correctly classify a variety of motor skills based on fine, gross, discrete, serial, continuous, closed or open 95% of the time. accurately compare and contrast a skill vs an ability on an assignment demonstrate the ability to create cues for a simple gross motor skills on an assignment . display understanding the relevance of what we have learned to their chosen career path during class discussion.

3. Definitions Motor learning: Study of processes involved in acquiring and refining motor skills and of variables that promote or inhibit that acquisition Motor control: Focuses on the neural, physical and behavioral aspects that underlie human movement

4. Learning vs. Performance Learning: A relatively permanent change in a person's capability to execute a motor skill as a result of practice or experience. Performance: The act of executing an act or skill

5. Motor Skill Is a movement skill that satisfies the following characteristics : • Goal-oriented • Body and limb movements required to accomplish goal • Voluntary • Must be learned or re-learnt. PEP 312

6. Think…. Is the following a Motor Skill… WHY or WHY NOT? Breathing Balancing Grasping (hand) Crawling Walking Eating Solving a word problem Patella- Tendon Reflex

7. Motor Skill Taxonomy (classification) • Level of Precision (Fine vs. Gross) • Task Organization (Discrete, Serial, Continuous) • Predictability of the performance environment (Open vs. Closed) • Gentile's multidimensional system

8. Precision of Movement • Fine motor skill: Involving very precise movements normally accomplished using smaller musculature (cutting, drawing, writing etc) • Gross motor skill: Places less emphasis on precision and is typically the result of multi-limb movements ( larger muscle groups performer larger movements)

9. The Physical Education Teacher is a Gross Motor Specialist who works specifically on proper technique of acquiring GMS. The Occupational Therapist is a fine motor Learning / relearning specialist And a Physical Therapist will work with all injuries Fine motor and Gross Motor to rehabilitate and correct.

10. Your turn to think! Determine where along the fine to gross continuum the following skills would be placed? • Signing a check • Dribbling a basketball • Throwing a discuss • Walking on crutches • Setting a volleyball • Tying shoe laces • Picking up paper clip Throwing a dart • Making a surgical incision

11. Nature of Movement Organization Discrete: have a clear beginning and an end (e.g. golf swing, archery shot at target, softball pitch) Serial: composed of a number of discrete skills whose integrated performance is crucial for goal achievement (2 or more skills linked together. e.g. skating routine, serving a volleyball, basketball lay up.) Continuous: beginning and ending points are cyclical ( no clear beginning and ending points. e.g. cycling/rowing)

12. Think… Categorize each of the following skills as either discrete, serial or continuous. Performing triple jump Throwing a dart Executing a Badminton shot Driving a car Flicking on a light switch Running laps Swimming

13. Predictability of the Environment Closed: Performed in environments that are very stable and predictable (ten pin bowling). Instruction emphasizes consistency and refinement of technique e.g. drills Open: Performed in unpredictable, ever changing environments (major games, road cycling) Instruction and practice should emphasize development of capacity to respond to ever changing demands of the environment (practice in game situation, not just specific skill drills)

14. Gentile's Multidimensional Classification System Regulatory conditions Environmental factors that specify the movement (characteristics necessary to successfully perform a skill) Are the regulatory conditions stable (throwing a ball at a target-less complex processes to assess the environment) or in motion (throwing a ball to a moving player - more complex processes)? From trial to trial, do the regulatory conditions remain fixed (free shot) or do they change (shot at goal during regular play)?

15. Gentile's Multidimensional Classification System Action requirements of the skill Is the performer required to change locations (long jump) or maintain body position (push up) when performing the skill? Does the task require the performer to manipulate an object (hockey stick) or opponent (wrestling) or not?

16. The benefit of Gentile's Multidimensional model is that it may serve to: ... evaluate a learner's movement capabilities and limitations ... provide instructors with a better understanding of the degree of complexity that a learner is capable of and ... provide insight into the demands of the activity Using the Model:

17. Example of Gentile Taxonomy in Use https://youtu.be/n0I6Mj5yD5c?si=uOytT7FefOUbjedu&t=68

18. Individual Differences - Body type - Physiological make-up - Learning styles - Type and amount of previous movement experience - Developmental level - Cultural background - Psychological make-up

19. Abilities • Genetic traits that are prerequisite to the development of skill proficiency • Existence of general motor ability enabling individuals to become proficient at any number of activities ... • Specificity hypothesis that suggests individuals inherit a large number of motor abilities but that these are independent of each other (good at one skill/ sport but not necessarily another) • Thus, came the research of Fleishman (1962) to categorize motor abilities

20. Fleishman's Taxonomy Groups motor abilities into two categories: Perceptual Motor Abilities Physical Proficiency Abilities Edwin A. Fleishman • Specificity hypothesis that suggests individuals inherit a large number of motor abilities but that these are independent of each other (good at one skill/ sport but not necessarily another) • Thus, came the research of Fleishman (1962) to categorize motor abilities

21. 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

22. Physical Proficiency Abilities • Static strength • Dynamic strength • Explosive strength • Trunk strength • Extent flexibility • Dynamic flexibility • Gross body coordination • Gross body equilibrium • Stamina

23. Task Analysis Children only have the 'potential' to become skilled. They need the right environment i.e. developmentally appropriate opportunities in a wide range of movement experiences Task analysis is the breaking down of a skill into its component parts and corresponding underlying abilities. It allows instructors to gain a greater understanding of the skill and how it should be taught and practiced. Task analysis is very important to movement scientists !!!!

24. Task Analysis Example

25. Think… Why should the Physical educator understand how to classify skills? Relevance to the Physical Educator • get to know their learners • understand the requirements of the task at a developmentally appropriate level • development a large repertoire of instructional strategies so that they can accommodate the needs of all learners

26. • get to know their learners • understand the requirements of the task at a developmentally appropriate level • development a large repertoire of instructional strategies so that they can accommodate the needs of all learners Relevance to the Physical Educator