3.1 Motor Skills Flashcards
Skill definitions
“A motor skill is an activity that involves voluntary muscular movement with the correct degree of muscular control to complete a reasonable complex predetermined task”
A motor skill is a task that involves sequences of movements that are reasonably complex to the individual performing them
Sub routines
In order to perform a reasonably complex motor skill successfully one needs to be able to breakdown the skill into components or parts these are subroutines
Skilled movement
Occurs when all of the subroutines of a skill are performed the correct sequence with the correct timing
Motor program
A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. The whole plan is the motor program
A motor program is the set of instruction held in memory that is sent to muscles
A motor program is an organised set of indivisible motor skills or subroutines that result in the correct production of a specific skill
Types of movement
The classification is based on whether the movement has a specific beginning and end
Discrete
Continuous
Serial
Discrete motor skills
Involve movements of brief duration
Have a distinct beginning and end
Throw, catch or kick
Serial
Are a series or group of discrete skills string together to create a more complicated skill or action
Gymnastics routine, triple jump
Continuous
Motor skills that bring together in a movement sequence and usually are repetitive and do not have a clear beginning and end
Closed skills
Closed motor skill - skills that are performed in a predicative environment
The skill performed has usually been predicted
Closed skills are internally paced meaning they are determined by the performer
Gymnastics, darts, baseball pitch
Open Skills
Skills that are performed in an environment that is constantly changing
This open environment forces the athlete to constantly adapt their basic
Fine vs Gross
This classification is based on the number and or size of muscles or muscle groups that are involved in an activity
Fine
Cooperative use of small groups of muscles
Sight and touch senses engaged
Balance the cue of force and fine touch
Handwriting, archery
Gross
Cooperative use of large muscle actions that result in a coordinated movement
Dancing, throwing, footy tackle
Combinations
Many activities are made of a combination of both fine and gross motor skills
Throwing a ball is a gross motor skill however throwing a curve in baseball involves precise manipulation of the ball
Closed / open skill continuu
Some skills can be classified as more open or more closed
A skill that is open can be very different to another skill that is also open
Learning closed skills
Closed skills are easier to learn. The environment is more predictable and the learner can focus on the subroutine without having to worry about external factors. Can be performed at performers on pace
Learning open skills
When learning a open skill the skill should be closed down as much as possible. Remove as many external factors as possible
Closed / open continuum
Classifications of motor skills as open or closed depends on the performers adjustments to the environment in which the skills are to be performed skills may lie n a continuum between the 2
Fitt and Posner stages of learning
Learning can only be observed over a period of time
Practice should progress through gradual levels of difficulty and should only progress further if shown consistent achievement at that level.
To practice under game situations I’d of critical performance
Very important to replicate game like performances as much as possible for effective learning to take place
Sometimes not at all learning translates into the development of a sound motor program. Learning incorrect or inefficient actions may be learned
Stages of learning
There are three distinct stages of learning that an individual will go through. The stages in order are
Cognitive
Associative
Autonomous
Cognitive
“What to do”
Conveyance and acquisition of new information
Trial and error
Verbal visual motor
Learning skill objectives
Processing environment variables
Understanding skill
Associative
“How to do it”
Translation of declarative knowledge into procedural knowledge
Difficult and awkward
Practice phase
Eliminating mistakes
Improving selective attention
Autonomous
“Do it”
Performance
Cognitive demands minimal
Attention focus can be external
Ability to self correct
Unconscious
Factors affecting skill acquisition
Age and maturity Gender Heredity Motivation Quality of instruction
