Physical-Fitness-Skill-Related-Fitness.pdf

Physical-Fitness-Skill-Related-Fitness.pdf

1. Introduction to Motor Skills
and Motor Learning Research
Andrei Josh Acuna

2. Motor Learning
the process by which individuals acquire or
improve motor skills through practice and
experience.
It involves changes in the neural,
muscular, and cognitive systems that
enable more efficient and effective
movement.
Motor Skills
refer to the abilities required to perform
movements and tasks that involve the
coordination of muscles, limbs, and
other parts of the body.
They are the building blocks for physical
activity

3. General Categories of Motor Skills to be
discussed
Gross Motor Skills
Closed Motor Skills
Open Motor Skills
Fine Motor Skills
Discrete Motor Skills
Continuous Motor Skills
Serial Motor Skills

4. Fine Motor Skills
Involves the movement of small muscle group
such as the fingers
Precision and dexterity in
performing detailed tasks
Writing, buttoning a shirt,
playing a musical instrument.

5. Gross Motor Skills
Basic movements that require
strength, balance, and
coordination.
This involves the use of large muscle groups to
initiate movements
Examples:
Walking,
running,
jumping,
throwing.

6. Motor skills require body, head, and/or limb movement to achieve its goal.
o Motor learning involves the study of:
 Acquisition of new skills
 Performance enhancement of well-learned skills
 Reacquisition of skills following injury or disease
o Motor control involves the study of:
 How the neuromuscular system functions to enable coordinated
movement
o Motor development involves the study of:
 Human development from infancy to old age
The Classification of Motor Skills:

7. Skills – tasks or activities that have specific goals to
achieve (action goals)
Actions – term often used as synonymous with the term
“motor skills”
Movements – behavioral characteristics of a specific
limb or combination
of limbs

8. Categorize skills according to one common characteristic
Divided into two categories, each representing extreme ends of a
continuum
One-dimension Classification Systems

9. Three motor skill classifications that
use one-dimension approaches:

10. Discrete Motor Skills
Quick, isolated actions
Kicking a ball, pressing a button
specified beginning and end points, usually
require a simple movement
Single, brief actions with a clear beginning
and end.

11. Continuous Motor Skills
arbitrary beginning and end points;
usually involve repetitive movements
Repetitive actions without a clear beginning
or end.
Swimming, running, cycling

12. Serial Motor Skills
Sequences involve linking discrete skills in a
predefined order.
in sports are numerous, such as tumbling
skills done by a gymnast, catching and
throwing a baseball during an important play
in Baseball, and executing a punching
combination in Boxing.

13. Stability of the Environmental Context

14. Closed Motor Skills
Movements in predictable, stable
environments
involve stationary supporting surface, object,
and/or other people, performer determines
when to begin the action
Consistency and control in a controlled setting
Bowling, archery, gymnastics routines.

15. Open Motor Skills
Performed in an unpredictable
environment, requiring adaptive responses
to dynamic changes.
involve the performance of open skills, such
as wrestling, boxing, martial arts, basketball,
soccer and other ball sports. Driving in traffic
is another example. The opposite of an open
skill is a closed skill.

16. Stability of the Environmental Context

17. Gentile’s Taxonomy of Motor Skills
Taxonomy – a classification system organized
according to relationships among the
component characteristics of what is being
classified

18. 2. Function of the action
 Body orientation – does the skill require the person to move from
one location to another or to stay in the same location
 Body stability – maintain same location
 Body transport – change location (actively or passively)
 Object manipulation
 Motor Skills is a learned ability to cause pre-determined movement
outcome with maximum certainty.
 Motor Learning: is the elatively permanent change in the ability to
perform a skill as a esult of ractice or experience.
1. Environmental context
 Regulatory conditions – characteristic of environment that control
the movement characteristics of an action
 Intertrial Variability – whether the regulatory conditions are the
same or different from one performance attempt to another

19. Motor learning research
Influence Of Motor Skills Training On Children`s Development Evaluated In
The Motor Skills In PreSchool
Motor skills/ learning research introduction
Influence Of Motor Skills Training On Children`s Development Evaluated In
The Motor Skills In PreSchool

20. Three Phases in Motor Learning Research
Cognitive
- Characterized by the learner trying to figure out what exactly needs to be
done.
Autonomous
This stage is characterized by few if any errors that are minor.
Associative Is the largest and longest stage, it is characterized by lots of practice

21. 1. Motor Development
2. Motor Control
3. Sport Psychology
4. Pedagogy for Physical Education
FOLLOWING FACTORS FOR
MOTOR LEARNING:

22. The Measurement of Motor
Performance is a Critical Part
of Understanding Motor Learning

23. PERFORMANCE OUTCOME is a management tool used to clarify goals,
document the contribution toward achieving the goals.
PERFORMANCE PRODUCTION MEASURES - A category of motor skill
performance measures that indicates the performance of specific aspects of the
motor control system during the performance of an action.

24. REACTION TIME -
The interval of time between the onset of a signal and the
initiation of a response.

25. SIMPLE RT
-The reaction time when the situation
involves only one signal
that requires only one response.

26. CHOICE RT
The reaction time when the situation involves only more than
one signal and each signal requires its own specified response.

27. DISCRIMINATION RT - The reaction time when the situation involves more
than one signal but only one response.
The procedure for measuring involves comparing pairs of visual displays
simultaneously and responding based on brightness, length, weight, or
magnitude. The time taken between stimulus presentation and response is
the discrimination reaction time.

28. MOVEMENT TIME -The interval of
time between the initiation of
movement
and the completion of the
movement.
RESPONSE TIME -The
interval of time involving
both reaction time and
movement time. The from
onset of a signal to the
completion of the
response.

29. ABSOLUTE ERROR - The unsigned deviation from the target or criterion,
representing amount of error. A measure of the magnitude of an error without
regard to the direction of the deviation

30. Three Measures for Measuring
Performance Outcome
What will be measured (the metric)
What you’ll aim for (target)
The current performance (the baseline)

31. TWO DIMENSIONS FOR
CONTINUOUS SKILLS
HORIZONTAL -learning different things over time. It focuses on what you
know.
VERTICAL – when you are learning deeper on what subject you are in. It is
all about the transformation of how you think , feel and make sense of the
world.

32. Kinematic measures- Is the study of the geometric and time-dependent
aspects of motion without analysing the forces causing the motion.
Description of
motion without regard to force or mass.

33. EMG MEASURES- Movement involves electrical activity in the muscles.
Electrodes detect electrical activity

34. KINEMATICS INCLUDES THE FOLLOWING MEASURES
DISPLACEMENT- spatial position of a limb or joint
over a period of time.
VELOCITY- rate of change in an object position
with respect to time.(displacement/time)
ACCELERATION- change of velocity during
movement(velocity/time)

35. BRAIN ACTIVITIES MEASURE-
Researchers have adopted brain activity measures
commonly used in hospital and clinics for diagnostic purposes.

36. THREE MEASURES COMMONLY REPORTED IN MOTOR LEARNING
AND CONTROL
RESEARCH
Functional Magnetic Resonance Imaging (fMRI) is a neuroimaging technique
that measures brain activity by detecting changes in blood flow and
oxygenation.
Electroencephalography (EEG) is a diagnostic technique that records electrical
muscle activity to determine muscle activation timing.
PET (Position Emission Topography) is a neuroimaging technique measuring brain
blood flow, showing activity in brain regions with increased blood flow.

37. The Scientific Method or Research is
an Important Tool in
Understanding the Learning and
Performance of Motor
Skills

38. Motor Learning
Motor Learning Research Informs Professional
Practice, Practice variability
(contextual interference).
Motor Development:
how the capacity of children to produce motor skills
naturally matures
Motor Control:
how the human neurological system controls movement.

39. Sport Psychology:
how to motivate individuals to want to learn motor skills
and participate in sport and exercise.
Pedagogy for Physical Education:
how the learning environment can be
organized to optimize the acquisition of motor skills

40. Observational practice
when combined with physical practice, aids
learning. Dyad practice, practicing in pairs, is cost-
effective and boosts learning.

41. Focus of Attention
Studies examining the role of the performer’s focus of
attention have consistently demonstrated that instructions inducing an external
focus (directed at the movement effect) are more effective than those promoting
an internal focus (directed at the performer’s body movements).

42. Feedback
informational function, but also has motivational
properties that have an important influence on learning. For example, feedback
after successful trials and social‐comparative (normative) feedback indicating
better than average performance have been shown to have a beneficial effect on
learning.

43. Self‐controlled
practice, including feedback and model demonstrations
controlled by the learner, has been found to be more effective than externally
controlled practice conditions. Through careful use of research it can begin to
uncover the clues concerning the mysteries of motor behavior..