1
Q
Motor Behaviour
A
- Motor Development
- Motor Control
- Motor learning
2
Q
Motor Development
A
Origins of and changes in movement behaviour throughout the lifespan
3
Q
Motor Control
A
- Study of the neurophysiological and behavioural processes
underlying the learning and
performance of motor skills. - How the nervous system works with the muscular system to produce and coordinate movement.
- How environment information is used to plan and adjust movements.
4
Q
Motor Learning
A
- Study of the acquisition of motor skills as a result
of practice and experience. - Relative change in behaviour or performance.
- Learning is inferred from changes in performance.
- Learning new motor skills and relearning of skills.
- Feedback, practice, and individual differences
influence learning of motor skills.
5
Q
Motor Learning Models
A
- Theories on how motor skills are learned and controlled
- Models illustrate how learning and control occur
- Frame for professionals
- Examples:
1. Information Processing Model
2. Dynamical Systems Model
6
Q
Information Processing Model
A
Input -> Decision Making -> Output -> Feedback -> Input (keeps going)
7
Q
Dynamical Systems Model
A
- Ven diagram
- Individual: Heredity, Past Experience, Individual Characteristics.
- Task: Demands. Rules, Difficulty, Equipment
- Environment: Teacher Skills & Behavior, Sociocultural, Characteristics, Weather
- Middle: Human Movement
8
Q
Performance Characteristics and Skill Learning
A
Observable changes in behaviour as a result of learning
- Improvement.
- Consistency.
- Stability.
- Persistence.
- Adaptability.
- Reduction in Attention Demands.
9
Q
Cognitive Stage (Understand)
A
- learners get the general idea or overall concept of the skill
- Performance may be slow, jerky, and highly variable with many errors
- Early practice involves demonstrations and vivid descriptions with lots of verbal input from instructors and self-talk by learners
- Performance serves as a foundation on which a learner can build
10
Q
Associative Stage (Practice)
A
- Focus on smaller details leads to skill refinement
- Performance is more fluid, controlled, and consistent with fewer errors.
- Lots of practice takes place over long periods of time with expert instruction
- Rapid performance improvements occur with vast potential for growth
11
Q
Autonomous Stage (Apply)
A
- Skill execution is automatic, allowing focus on other aspects of performance
- Performance is effortless, relaxed, and accurate with few errors
- Practice helps maintain skills with less dependency on instruction and more self-monitoring
- Performance improvements are relatively slow with less room for improvement
12
Q
Factors Influencing Learning
A
- Readiness
- Motivation
- Reinforcement
- Individual Differences
13
Q
Readiness
A
Physiological and psychological factors
influencing an individual’s ability and willingness to learn.
14
Q
Motivation
A
- Condition within an individual that initiates
activity directed toward a goal. - Concerned with initiation, maintenance, and intensity of behaviour.
15
Q
Reinforcement
A
- Using events, actions, and behaviours to
increase the likelihood of a certain
response recurring. - May be positive or negative.
16
Q
Individual Differences
A
Background, physical abilities, skills,
learning styles, and personalities of
learners.
17
Q
Feedback
A
- Feedback can play an important role in learning.
- Promote development of self-analysis, including the use of technology.
- Feedback serves several functions. It provides information to correct performance, helps reinforce learners’ efforts, and offers
encouragement and motivation.
18
Q
Types of Feedback
A
- Intrinsic Feedback
- Extrinsic Feedback
19
Q
Intrinsic Feedback
A
- Knowledge of Results
- Examples: Goal, Service ace, Bull’s-eye, Score
- Knowledge of Performance
- Examples: Vision, Audition, Touch, Proprioception
20
Q
Extrinsic Feedback
A
- Knowledge of Results
- Examples: Lap times, Distance jumped, Height jumped, Judges’ scores
- Knowledge of Performance
- Examples: Instructor/Coach, Parent/Friend, Video Replay, Photographs, Radar gun, Stopwatch
21
Q
Design of Practice
A
- Structure practice sessions to promote optimal
conditions for learning. - Help learners understand the skill or task.
- Whether speed or accuracy is emphasized in teaching a skill depends on the requirements of the skill.
- Whether to teach by the whole or the part method
depends on the skill and the learner. - Consider the nature of the skill or task to be learned when designing practice.
22
Q
Part Practice
A
- Interdependence of task parts: Low
- Complexity of task: High
- Examples:
- Dance Sequence
- Figure skating long program
- Gymnastics floor routine
- Synchronized swimming
23
Q
Whole Practice
A
- Interdependence of task parts: High
- Complexity of task: Low
- Examples:
- Archery
- Golf Swing
- Heading a soccer ball
- Shooting
24
Q
Closed Skills
A
- Stable
- Predictable
- Self - Paced
- Diving 2 1/2 somersault
- Bowling
- Driving golf ball off a tee
25
Open Skills
- Variable
- Unpredictable
- Externally paced
- Hitting tennis forehand in a match
- Defending a player during a soccer game
- Offensive Play during rugby game
26
Transfer
- Learning that can occur on a criterion task (present goal of learning) as a result of practicing
some other task (previous learning experiences)
- E.g.: kicking in rugby, soccer and American football
- Transfer of learning can facilitate the acquisition of motor skills.
- Learners may experience plateaus in performance.
27
Negative Transfer
- When learned skill results in negative transfer to the new skill
- E.g.; Tennis forehand may make it more challenging to learn squash forehand (different wrist action)
- Essential to avoid activities that may transfer negatively when performance is critical
28
Lead-up Activities and Drills
- For developing movement patterns, speed, balance, and visual skills to transfer to target sporting activity
- Basketball
- Soccer
- Football
29
Basketball
starting and stopping, turning, evading and faking, and skipping and jumping
30
Soccer
passing, shooting, dribbling, and faking drills
31
Football
stepping through tires, speed ladders
32
Historical Development
- Maturational Period, 1928 to 1946.
- Normative/Descriptive Period, 1946 through the 1970s.
- Process-Oriented Period, 1980s to present.
33
Maturational Period, 1928 to 1946.
- Research on underlying biological processes governing maturation.
- Focus on rate and the sequence of normal development
- early rudimentary movements to mature movement patterns.
34
Normative/Descriptive Period, 1946 through the 1970s.
- Description of the motor performances of children.
- Research on how growth and maturation affect performance and the impact of perceptual- motor development.
35
Process-Oriented Period, 1980s to present.
Research on how cognitive factors influence motor skill acquisition and motor development
based on dynamical systems theory
36
Phases of Motor
Development
1. Reflexive movement phase.
2. Rudimentary movement phase.
3. Fundamental movement phase
37
INFANTS (0-1Y)
- Reflexive movements: sucking
- Spontaneous movements: kicking
- Rudimentary movements: rolling
38
EARLY TO MID-CHILDHOOD
- Elementary fundamental movements: walking
39
LATE CHILDHOOD & ADOLESCENCE
- Advanced fundamental movements
- Specialized movements are formed by combining skills that are sport-specific
40
Fundamental Motor Skills
- Fundamental motor skills are the foundation for successful participation in games, sports, dance, and fitness activities
- Rate of progress in developing these skills varies with each individual.
- Fundamental motor skills can be combined to create a specialized movement necessary in many activities.
- Lack of development of fundamental skills may hinder future participation in activities.
41
Fundamental Motor Skills Classification
1. Locomotor
2. Non Locomotor
3. Manipulative
42
Locomotor
- Walking
- Running
- Jumping
- Hopping
- Leaping
- Sliding
- Skipping
- Galloping
- Dodging.
43
Non Locomotor
- Bending
- Stretching
- Pushing
- Pulling
- Twisting
- Turning
- Swinging
44
Manipulative
- Throwing
- Catching
- Striking
- Kicking
- Dribbling
- Volleying
45
Process Approach.
- Focus: Describes how the movement was performed.
- Example: Whether or not the child performing the overhand throw steps toward the target
with the foot opposite the throwing arm.
46
Product Approach
- Focuses on the outcome of the movement.
- Example: How far was the ball kicked, whether or not a target was hit, or was the basket
made or not.
47
Dynamical Systems Approach
- Movements are influenced
by the interaction of the
individual, task, and
environment.
- These factors influence the
movement pattern
exhibited.
48
Importance of Motor Competence
- Motor competence influences children’s activity during elementary physical
education class.
- Developing motor competency, especially for children with high BMI, can influence their participation and further skill development.
- Failure to acquire the proficient form of the skill adversely impacts the development of more specialized skills in the later years (e.g., sport-specific skills)
- Specialization versus diversification is a concern.
KPER 1500
flashcards
Decks in class (12)
# Cards
-
Introduction to kinesiology and physical Education29
-
Philosophy, Goals, and Objectives24
-
Health and Physical Activity in Our Society27
-
Historical Foundations21
-
Anatomy67
-
Motor Behaviour48
-
Biomechanics40
-
Exercise Physiology & Fitness68
-
Sport & Physical Activity Psychology14
-
Career & Professional Development26
-
Teaching and Coaching Careers19
-
Fitness and Health Related Careers12
