Lecture 2: Abilities and motor behaviour Flashcards
What are the two approaches to studying motor behaviour
Experimental approach
Differential approach
Define the experimental approach
A method used by scientists to examine variables that influenced individual’s performance or behaviour in a uniform way.
Usually in a laboratory setting
What are some key points of the experimental approach
- 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)
Define the differential approach
A method used by scientists to examine differences in the abilities of individuals.
What are some key points of the differential approach
- Describes how individuals deviate from the average
- Measures, describes, and relates differences between people
- important tool for clinicians and teachers
Define standardized test
Measuring some characteristics of an individual in order to make comparisons.
What are two common methods of testing used in the differential approach
- Norm-referenced tests
2. Criterion-referenced tests
Explain the norm-referenced test
Quantitative assessment for comparing individuals; how an individual deviates from the average or norm (like the popular bell-curve)
Ex. IQ, VO2 max, MCAT
Explain the criterion-referenced test
Tests in which people are compared to a criterion or set standard.
Ex. Fixed marking classes (90% - 100% = A)
What are individual differences
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)
What are the two components that make up the study of individual differences
- Study of abilities
2. Study of prediction
Define abilities
stable enduring traits that are genetically determined and cannot be acquired through practice
Define prediction
estimating the probability of future performance based on abilities and past performances
Define skilled behaviour
motor capabilities developed as a result of practice
- countless
- depends on several abilities
What is the general motor ability hypothesis (1927)
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)
What is Henry’s specificity hypothesis (1958)
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.
What is Grouping of abilities (1964)
There are common abilities that overlie the performance of different tasks.
There are two different classifications of ability:
1. perceptual-motor
2. physical-proficiency
What are the 4 perceptual-motor abilities
- reaction time
- manual dexterity (object manipulation with hands and arms. Ex. dribbling a basketball)
- finger dexterity (manipulating small objects. Ex. buttoning a shirt)
- multi-limb coordination (simultaneous control of limbs. Ex. playing drums)
what are the 3 physical-proficiency abilities
- strength (dynamic, static, explosive, core)
- balance (whole body actions, with and without visual cues)
- stamina (cardiovascular endurance)
What are the 4 general coordination factors (1982)
- movement rate: foot and finger tapping at different speeds were connected to fine motor movement and typing/writing speed
- motor timing: tapping at continuous time intervals were correlated to good timing
- perceptual timing: tapping to a metronome then seeing how well you can keep time when the metronome stopped correlated with motor production regulation
- 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
What is one important thing to note about the general coordination factors
It only tested finger and foot tapping, no gross movements were tested.
What is general timekeeping ability (1985)
each individual is able to maintain a constant rhythm between events but there are differences between individuals (intra vs inter timekeeping)
What is specific timekeeping ability (1999)
timing ability is skill specific; different timing processes are needed for different types of tasks
