Lecture 2: Abilities and motor behaviour

Question 1

What are the two approaches to studying motor behaviour

Answer 1

Experimental approach

Differential approach

Question 2

Define the experimental approach

Answer 2

A method used by scientists to examine variables that influenced individual’s performance or behaviour in a uniform way.
Usually in a laboratory setting

Question 3

What are some key points of the experimental approach

Answer 3

• Describes average behaviour
• Manipulation of independent variables
• Measurement of dependent variables
• Assumes equivalence of groups (treat everyone identically and that they will behave the same if they are in the same environment)

Question 4

Define the differential approach

Answer 4

A method used by scientists to examine differences in the abilities of individuals.

Question 5

What are some key points of the differential approach

Answer 5

• Describes how individuals deviate from the average
• Measures, describes, and relates differences between people
• important tool for clinicians and teachers

Question 6

Define standardized test

Answer 6

Measuring some characteristics of an individual in order to make comparisons.

Question 7

What are two common methods of testing used in the differential approach

Answer 7

1. Norm-referenced tests

2. Criterion-referenced tests

Question 8

Explain the norm-referenced test

Answer 8

Quantitative assessment for comparing individuals; how an individual deviates from the average or norm (like the popular bell-curve)
Ex. IQ, VO2 max, MCAT

Question 9

Explain the criterion-referenced test

Answer 9

Tests in which people are compared to a criterion or set standard.
Ex. Fixed marking classes (90% - 100% = A)

Question 10

What are individual differences

Answer 10

variances in people’s motor performance due to contrast in stable and enduring factors. These factors are more stable in nature (body type, abilities, attitudes)

Question 11

What are the two components that make up the study of individual differences

Answer 11

1. Study of abilities

2. Study of prediction

Question 12

Define abilities

Answer 12

stable enduring traits that are genetically determined and cannot be acquired through practice

Question 13

Define prediction

Answer 13

estimating the probability of future performance based on abilities and past performances

Question 14

Define skilled behaviour

Answer 14

motor capabilities developed as a result of practice

• countless
• depends on several abilities

Question 15

What is the general motor ability hypothesis (1927)

Answer 15

persons who perform well on one skill should always produce high levels of performance on another skill
Ex. If someone is really good at squash they should be really good at other racquet sports)

Question 16

What is Henry’s specificity hypothesis (1958)

Answer 16

movement behaviours based on a large number of specific abilities. For every skill, there is an ability and there is no overlap or relation between them.

Question 17

What is Grouping of abilities (1964)

Answer 17

There are common abilities that overlie the performance of different tasks.
There are two different classifications of ability:
1. perceptual-motor
2. physical-proficiency

Question 18

What are the 4 perceptual-motor abilities

Answer 18

1. reaction time
2. manual dexterity (object manipulation with hands and arms. Ex. dribbling a basketball)
3. finger dexterity (manipulating small objects. Ex. buttoning a shirt)
4. multi-limb coordination (simultaneous control of limbs. Ex. playing drums)

Question 19

what are the 3 physical-proficiency abilities

Answer 19

1. strength (dynamic, static, explosive, core)
2. balance (whole body actions, with and without visual cues)
3. stamina (cardiovascular endurance)

Question 20

What are the 4 general coordination factors (1982)

Answer 20

1. movement rate: foot and finger tapping at different speeds were connected to fine motor movement and typing/writing speed
2. motor timing: tapping at continuous time intervals were correlated to good timing
3. perceptual timing: tapping to a metronome then seeing how well you can keep time when the metronome stopped correlated with motor production regulation
4. force control: pressing a button with various magnitudes and noticing that the more force you used, the less time it took to press down the button, but the more time it took to bring your finger back away from it

Question 21

What is one important thing to note about the general coordination factors

Answer 21

It only tested finger and foot tapping, no gross movements were tested.

Question 22

What is general timekeeping ability (1985)

Answer 22

each individual is able to maintain a constant rhythm between events but there are differences between individuals (intra vs inter timekeeping)

Question 23

What is specific timekeeping ability (1999)

Answer 23

timing ability is skill specific; different timing processes are needed for different types of tasks