1. Movement Intelligence: A Vast Store of Motor Skills
Chapter 16
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2. Outline Movement Intelligence Motor Skills Characteristics of Skills
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3. Movement Intelligence
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4. An aggregate or vast repertoire of movement experiences developed since birth
Allows us to produce endless variety of skills
Skills we posses are NOT static elements
The ability to learn allows us to continually improve skills
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5. Movement Intelligence: Unlocking Your Potential
In order to gain benefits of any PA, some degree of MI (movement intelligence) is necessary to unlock your potential
Movement Intelligence
Waking, running, and cycling may not be an attractive means of maintaining health and longevity. MI is necessary for the development of diverse skills.
Movement Intelligence
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6. Movement Intelligence and Motor Programs
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7. Motor Programs (MPs) Motor programs = movement plans
Developed when learning new skills
Stored in memory
Acquired as a result of learning and repetitive practice
Through a formation of specialized nerve circuits in the central nervous system that work together when developing a movement plan for a new skill
When developed and stored in memory, motor programs are a set of pre-structured muscle commands that allow the performer to carry out the skill automatically
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8. Hypothetical example of coded motor programs assembled in an individual's motor memory or MI.
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9. Generalized Motor Programs(GMPs)
Still consists of a stored pattern of movements
Parameters: specify such things as the order of events, the overall duration of the event, the overall force needed to accomplish the movement,and temporal patterning,
a) stable: eg. relative time and relative force applied in each stroke during table tennis
b) unstable: eg. speeding up the sequence of the movements and increasing overall force applied during forehand stroke
Well-established GMPs form the basis for autonomic and spontaneous movements in sports and require a little or no attention and mental effort
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10. Motor Programs and MI
MI can be simply viewed as a vast store of motor programs
Motor programs cannot be observed directly BUT can be inferred by observing the skills and movement patterns
The larger the repertoire of motor programs the larger the MI store and the more proficient we are in playing sports, because of the larger selection
MI is an active process; through practice we develop new motor plans and skills
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11. Non-observable blueprint for skills
Larger MI (~CD) store = larger selection of motor programs (~Tracks) = more skills (~songs) and greater sport proficiency
CD = movement intelligence
Tracks = motor programs
Non-observable blueprint for skills
Observable side of the coin; the patterns we exhibit based on the motor programs present 
Songs = skills or movement patterns
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12. Movement Intelligence and Movement Abilities
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13. Factors Affecting Movement Intelligence
Inherited Abilities
Stimulation at early age
Etc.
MOVEMENT INTELLIGENCE
Expert Instruction
Practice
Feedback
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14. Movement Intelligence and Movement Abilities
Movement abilities: inherited, relatively enduring and stable traits which serve as the foundation stones for the development of motor programs
The quality and effectiveness of motor programs depends upon the presence of underlying motor abilities
Analogy:
Movement Ability Skill
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15. Multi-limb Coordination
Hypothetical model of links indicating abilities underlying performance in two skills, rowing and hockey
Movement Abilities
Reaction Time
Movement Rate
Motor Timing
Multi-limb Coordination
Explosive Strength
Balance
Hockey Player
Sculler
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16. Questions and Answers About Human Abilities
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17. How Many Abilities Are There?
26 identified by laboratory research + those yet to be identified
Movement Abilities
General Coordination Abilities
Perceptual-motor Abilities
Physical Proficiency Abilities
Controlled precision
Multi-limb coordination
Response orientation
Reaction time
Speed of arm movement
Rate control
Manual dexterity
Finger dexterity
Arm-hand steadiness
Wrist-finger speed
Aiming
Explosive strength
Static strength
Dynamic strength
Trunk strength
Extent flexibility
Dynamic flexibility
Gross body equilibrium
Balance with visual cues
Speed of limb movement
Gross body coordination
Stamina
Movement rate
Motor timing
Perceptual timing
Force control
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18. How Many Abilities Do You Have?
All individuals posses all of the abilities listed, albeit to varying degrees
For this reason, abilities (or lack of thereof) impose limits on individual skill performance
No two persons have the same pattern of abilities
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19. Why Do People Excel at Some Activities but Are Mediocre at Others?
It all depends on the pattern of strengths and weaknesses of one’s inherited motor abilities
Having a low skill level at one activity does not mean having a low skill level in another activity
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20. Who are the All-Around Athletes?
Many fundamental abilities are likely common across a variety of sports
All-around athletes posses strong abilities that underlie the many sports in which they excel
They have more high end abilities than normal individuals and therefore excel in more sports
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21. Can Practice Improve Motor Abilities?
Human abilities are genetically determined
However, intensive ability-specific practice may potentially improve motor abilities
Example: research at the University of Toronto indicates that practice on Dynavision improves a variety of psychomotor abilities and performance
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22. Lead-up Activities and Drills
Transfer to another target sporting activity
e.g., passing, shooting, dribbling, and faking drills for soccer
Improvement of basic abilities
Quickening, balancing, perceptual exercises, etc.
e.g., perceptual motor training
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23. Motor Skills
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24. How are skills characterized?
What are skills?
How are skills characterized?
What types of classifications of skills are there?
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25. Skill as a Task
Skill: “an action or task that requires voluntary body and/or limb movement to achieve a goal”
In this context, a skill must be learned, have a purpose, and be performed voluntarily
Example: catching a baseball
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26. Skill as Quality of Performance
Skill: “the ability to bring about some end result with maximum certainty and minimum outlay of energy, or of time and energy”
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27. Maximum Certainty
Being skilled involves attaining the performance with maximum certainty
Obtaining performance outcome on some occasions and not on others is not a skilled action, because the element of luck may have been involved
Generating the skill reliably over time
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28. Minimization of Energy
Being able to minimize energy used to carry out an action constitutes a skilled performance
Energy conserved:
Can be used at times most needed
Can be directed towards other aspects of activity (e.g., strategy, creativity)
Allows pacing oneself for longer periods of time
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29. Minimum Time Being able to perform a skill in minimum time
e.g., 100-metre race, slap shot
However, minimizing time is not a strict goal of all movements
e.g.,  speed of action   accuracy
e.g.,  speed of action  affects energy costs by using muscles differently
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30. Characteristics of Skills
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31. Hierarchical Organization
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32. A skilled act may be thought of as following a hierarchical organization pattern, whereas an unskilled act lacks such organization
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33. Sport Books Publisher

34. A theoretical skill hierarchy
Executive Program
Subroutine I
Subroutine II
Subroutine III
Sub-subroutine I
Sub-subroutine II
Sub-sub-subroutine I
Sub-sub-subroutine II
Sub-sub-subroutine III
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35. Rowing stroke skill hierarchy.
Catch
Drive
Finish
Recovery
Sub-subroutine I
Hand and Finger Actions
Body Movements
Arm Actions
Leg Actions
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36. Executive Program The overall purpose of the act
1) acts as a goal
2) gives direction to skilled acts
3) orders the execution of certain subroutines
4) makes flexible decisions and adaptations
Dependent upon the sequential execution of subroutines
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37. Subroutines Isolated units of the total executive program
Fixed and will run off automatically once the sequence is established
Capable of being repeated over and over again unless changed by the executive program
Must follow particular sequence for the executive program to be effectively carried out
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38. Temporal Patterning
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39. Temporal patterning: the ability of the performer to integrate the sequential organization of a movement pattern
Includes the ability to smoothly connect successive subroutines so that the skill may be executed in a flowing, coordinated fashion
Inexperienced performer: jerky movement pattern because the timing between subroutines not established
Experienced performer: transition between each subroutine is shorter and smoother
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40. Sport Books Publisher

41. Classification of Skills
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42. A more comprehensive classification of motor skills:
Possible classification systems: team vs. dual vs. individual; summer vs. winter
A more comprehensive classification of motor skills:
According to the effects of environment on learning and executing skills
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43. Closed Skills
performed under constant, relatively unchanging conditions
the movement form itself is often the goal of the skill
e.g., gymnastics routines
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44. Teaching Strategies for Closed Skills
Goal: stereotyped movements that consistently produce the desired response
Strategy: learning environment structured so that the desired response will occur
Repeating the selected movement pattern consistently without allowing external influences to affect the performance
e.g., noise
Use of kinesthetic and proprioceptive feedback especially effective
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45. Open Skills
Environments are continually changing and require performers to adjust and respond to the environment around them
Responses cannot be made effectively far in advance
Demand the capacity to adapt, anticipate, and be flexible in responses
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46. Teaching Strategies for Open Skills
The learning environment should closely approximate the environment in which the skill will take place
Learners should exercise variability and adaptability and different scenarios that approximate real environment
Learners may be wise to identify patterns in the environment that provide information about the movement of objects and players
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47. Open-Closed Continuum
Open skills Closed skills
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48. Learning Progression For Open Skills Along the Open-Closed Continuum
Start learning with making the skill more closed (e.g., one pitch speed)
Once a certain level of proficiency has been achieved, make the skill more open (e.g., live pitch)
i.e., remove a component of uncertainty of the skill in order to simplify its overall execution
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49. Enhancing Your Learning Potential
Clear understanding of:
Anatomical structures in limiting human movements
How the body moves most efficiently
How the body develops over time
Where our energy comes from
How to maintain healthy, injury-free body
Etc.
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