1. Introduction to Motor Learning and Control Notes derived from Chapter 1 Coker, C.A. (2004) Motor Learning and Control for Practitioners. McGraw-Hill

2. 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

3. 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

4. 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.

5. Your turn to think! Determine which of the following can be classified as a motor skill. Be prepared to explain why you selected or omitted each option. Grasping an objectWalking Sewing on a buttonTapping your pencil Solving a word problemDriving a car Performing patella tendon reflex Juggling

6. Taxonomies of Motor Skills. A taxonomy is a classification system. A number of taxonomies for motor skills exist based upon: Level of Precision Task Organization Predictability of the performance environment Gentile’s multi-dimensional system.

7. 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 (enhanced through large muscle Perceptual Motor Programs)

8. Your turn to think! Determine where along the fine to gross continuum the following skills would be placed: Signing a checkMaking a rugby tackle Dribbling a basketballTying shoe laces Throwing a discussPicking up paperclip Walking on crutchesThrowing a dart Setting a volleyballMaking a surgical incision.

9. Precision of Movement FineGross

10. Nature of Movement Organization Discrete –Beginning and end points are clearly defined 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 e.g. skating routine. basketball lay up shot Continuous –Beginning and ending points are arbitrary e.g. cycling/ rowing

11. Your turn to think! Categorize each of the following skills as either discrete, serial or continuous. Performing triple jumpSwimming Executing a crochet shotGymnastics routine Driving a carPutting a golf ball Flicking on a light switchThrowing a dart Running laps of oval

12. 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)

13. Predictability of the Environment ClosedOpen

14. Your turn to think again! Determine where along the closed –open continuum the following skills would be placed. Executing a crochet shot Performing pass in game of Basketball Balancing on a wobble board Mowing the lawn Gymnastics routine Bowling a cricket ball Target shooting i.e. archery

15. Gentile’s Multidimensional Classification System Regulatory conditions –Environmental factors that specify the movement characteristics necessary to successfully perform a skill 1.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)? 2.From trial to trial, do the regulatory conditions remain fixed (free shot) or do they change (shot at goal during regular play)?

16. Gentile’s Multidimensional Classification System Action requirements of the skill 1.Is the performer required to change locations (long jump) or maintain body position (push up) when performing the skill? 2.Does the task require the performer to manipulate an object (hockey stick) or opponent (wrestling) or not?

17. Task Examples

18. Using the Model: 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

19. Individual Differences Relatively stable and enduring characteristics that make each of us unique Examples: –Body type –Physiological make-up –Learning styles –Type and amount of previous movement experience –Developmental level –Cultural background –Psychological make-up

20. 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… OR 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. Fleishman’s Taxonomy Groups motor abilities into two categories: 1.Perceptual motor abilities 2. Physical proficiency abilities

22. Perceptual Motor Abilities (p.14) 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

23. Physical Proficiency Abilities (p.14) Static strength Dynamic strength Explosive strength Trunk strength Extent flexibility Dynamic flexibility Gross body coordination Gross body equilibrium Stamina

24. 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.

25. Task Analysis Example

26. Relevance to the HPE teacher: Teachers must remember that all learners are unique and bring different experiences to the learning environment. They should therefore: 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