Motor Behaviour Flashcards
1
Q
Motor Behaviour
A
- Motor Development
- Motor Control
- Motor learning
2
Q
Motor Development
A
Origins of and changes in movement behaviour throughout the lifespan
3
Q
Motor Control
A
- Study of the neurophysiological and behavioural processes
underlying the learning and
performance of motor skills. - How the nervous system works with the muscular system to produce and coordinate movement.
- How environment information is used to plan and adjust movements.
4
Q
Motor Learning
A
- Study of the acquisition of motor skills as a result
of practice and experience. - Relative change in behaviour or performance.
- Learning is inferred from changes in performance.
- Learning new motor skills and relearning of skills.
- Feedback, practice, and individual differences
influence learning of motor skills.
5
Q
Motor Learning Models
A
- Theories on how motor skills are learned and controlled
- Models illustrate how learning and control occur
- Frame for professionals
- Examples:
1. Information Processing Model
2. Dynamical Systems Model
6
Q
Information Processing Model
A
Input -> Decision Making -> Output -> Feedback -> Input (keeps going)
7
Q
Dynamical Systems Model
A
- Ven diagram
- Individual: Heredity, Past Experience, Individual Characteristics.
- Task: Demands. Rules, Difficulty, Equipment
- Environment: Teacher Skills & Behavior, Sociocultural, Characteristics, Weather
- Middle: Human Movement
8
Q
Performance Characteristics and Skill Learning
A
Observable changes in behaviour as a result of learning
- Improvement.
- Consistency.
- Stability.
- Persistence.
- Adaptability.
- Reduction in Attention Demands.
9
Q
Cognitive Stage (Understand)
A
- learners get the general idea or overall concept of the skill
- Performance may be slow, jerky, and highly variable with many errors
- Early practice involves demonstrations and vivid descriptions with lots of verbal input from instructors and self-talk by learners
- Performance serves as a foundation on which a learner can build
10
Q
Associative Stage (Practice)
A
- Focus on smaller details leads to skill refinement
- Performance is more fluid, controlled, and consistent with fewer errors.
- Lots of practice takes place over long periods of time with expert instruction
- Rapid performance improvements occur with vast potential for growth
11
Q
Autonomous Stage (Apply)
A
- Skill execution is automatic, allowing focus on other aspects of performance
- Performance is effortless, relaxed, and accurate with few errors
- Practice helps maintain skills with less dependency on instruction and more self-monitoring
- Performance improvements are relatively slow with less room for improvement
12
Q
Factors Influencing Learning
A
- Readiness
- Motivation
- Reinforcement
- Individual Differences
13
Q
Readiness
A
Physiological and psychological factors
influencing an individual’s ability and willingness to learn.
14
Q
Motivation
A
- Condition within an individual that initiates
activity directed toward a goal. - Concerned with initiation, maintenance, and intensity of behaviour.
15
Q
Reinforcement
A
- Using events, actions, and behaviours to
increase the likelihood of a certain
response recurring. - May be positive or negative.
16
Q
Individual Differences
A
Background, physical abilities, skills,
learning styles, and personalities of
learners.
17
Q
Feedback
A
- Feedback can play an important role in learning.
- Promote development of self-analysis, including the use of technology.
- Feedback serves several functions. It provides information to correct performance, helps reinforce learners’ efforts, and offers
encouragement and motivation.
18
Q
Types of Feedback
A
- Intrinsic Feedback
- Extrinsic Feedback
19
Q
Intrinsic Feedback
A
- Knowledge of Results
- Examples: Goal, Service ace, Bull’s-eye, Score
- Knowledge of Performance
- Examples: Vision, Audition, Touch, Proprioception
20
Q
Extrinsic Feedback
A
- Knowledge of Results
- Examples: Lap times, Distance jumped, Height jumped, Judges’ scores
- Knowledge of Performance
- Examples: Instructor/Coach, Parent/Friend, Video Replay, Photographs, Radar gun, Stopwatch
21
Q
Design of Practice
A
- Structure practice sessions to promote optimal
conditions for learning. - Help learners understand the skill or task.
- Whether speed or accuracy is emphasized in teaching a skill depends on the requirements of the skill.
- Whether to teach by the whole or the part method
depends on the skill and the learner. - Consider the nature of the skill or task to be learned when designing practice.
22
Q
Part Practice
A
- Interdependence of task parts: Low
- Complexity of task: High
- Examples:
- Dance Sequence
- Figure skating long program
- Gymnastics floor routine
- Synchronized swimming
23
Q
Whole Practice
A
- Interdependence of task parts: High
- Complexity of task: Low
- Examples:
- Archery
- Golf Swing
- Heading a soccer ball
- Shooting
24
Q
Closed Skills
A
- Stable
- Predictable
- Self - Paced
- Diving 2 1/2 somersault
- Bowling
- Driving golf ball off a tee
25
Q
Open Skills
A
- Variable
- Unpredictable
- Externally paced
- Hitting tennis forehand in a match
- Defending a player during a soccer game
- Offensive Play during rugby game
26
Q
Transfer
A
- Learning that can occur on a criterion task (present goal of learning) as a result of practicing
some other task (previous learning experiences)- E.g.: kicking in rugby, soccer and American football
- Transfer of learning can facilitate the acquisition of motor skills.
- Learners may experience plateaus in performance.
27
Q
Negative Transfer
A
- When learned skill results in negative transfer to the new skill
- E.g.; Tennis forehand may make it more challenging to learn squash forehand (different wrist action)
- Essential to avoid activities that may transfer negatively when performance is critical
28
Q
Lead-up Activities and Drills
A
- For developing movement patterns, speed, balance, and visual skills to transfer to target sporting activity
- Basketball
- Soccer
- Football
29
Q
Basketball
A
starting and stopping, turning, evading and faking, and skipping and jumping
30
Q
Soccer
A
passing, shooting, dribbling, and faking drills
31
Q
Football
A
stepping through tires, speed ladders
32
Q
Historical Development
A
- Maturational Period, 1928 to 1946.
- Normative/Descriptive Period, 1946 through the 1970s.
- Process-Oriented Period, 1980s to present.
33
Q
Maturational Period, 1928 to 1946.
A
- Research on underlying biological processes governing maturation.
- Focus on rate and the sequence of normal development
- early rudimentary movements to mature movement patterns.
34
Q
Normative/Descriptive Period, 1946 through the 1970s.
A
- Description of the motor performances of children.
- Research on how growth and maturation affect performance and the impact of perceptual- motor development.
35
Q
Process-Oriented Period, 1980s to present.
A
Research on how cognitive factors influence motor skill acquisition and motor development
based on dynamical systems theory
36
Q
Phases of Motor
Development
A
- Reflexive movement phase.
- Rudimentary movement phase.
- Fundamental movement phase
37
Q
INFANTS (0-1Y)
A
- Reflexive movements: sucking
- Spontaneous movements: kicking
- Rudimentary movements: rolling
38
Q
EARLY TO MID-CHILDHOOD
A
- Elementary fundamental movements: walking
39
Q
LATE CHILDHOOD & ADOLESCENCE
A
- Advanced fundamental movements
- Specialized movements are formed by combining skills that are sport-specific
40
Q
Fundamental Motor Skills
A
- Fundamental motor skills are the foundation for successful participation in games, sports, dance, and fitness activities
- Rate of progress in developing these skills varies with each individual.
- Fundamental motor skills can be combined to create a specialized movement necessary in many activities.
- Lack of development of fundamental skills may hinder future participation in activities.
41
Q
Fundamental Motor Skills Classification
A
- Locomotor
- Non Locomotor
- Manipulative
42
Q
Locomotor
A
- Walking
- Running
- Jumping
- Hopping
- Leaping
- Sliding
- Skipping
- Galloping
- Dodging.
43
Q
Non Locomotor
A
- Bending
- Stretching
- Pushing
- Pulling
- Twisting
- Turning
- Swinging
44
Q
Manipulative
A
- Throwing
- Catching
- Striking
- Kicking
- Dribbling
- Volleying
45
Q
Process Approach.
A
- Focus: Describes how the movement was performed.
- Example: Whether or not the child performing the overhand throw steps toward the target
with the foot opposite the throwing arm.
46
Q
Product Approach
A
- Focuses on the outcome of the movement.
- Example: How far was the ball kicked, whether or not a target was hit, or was the basket
made or not.
47
Q
Dynamical Systems Approach
A
- Movements are influenced
by the interaction of the
individual, task, and
environment. - These factors influence the
movement pattern
exhibited.
48
Q
Importance of Motor Competence
A
- Motor competence influences children’s activity during elementary physical
education class. - Developing motor competency, especially for children with high BMI, can influence their participation and further skill development.
- Failure to acquire the proficient form of the skill adversely impacts the development of more specialized skills in the later years (e.g., sport-specific skills)
- Specialization versus diversification is a concern.
