Week 1: Introduction

Question 1

Define motor control

Answer 1

The study of underlying mechanisms permitting posture, or movement coordination and control

Question 2

Define motor skill

Answer 2

Voluntary and coordinated control over muscular movement with a specific purpose or goal (Magill, 2007; Newell, 1985)

Question 3

Define the (4) criteria for skilled movement (Guthrie 1952)

Answer 3

1. Maximum certainty of goal achievement (high accuracy, low error)
2. Consistency (reliability)
3. Controlled modifiability (adaptation and uniqueness)
4. Minimal energy expenditure

Question 4

List common movement skill outcomes (4)

Answer 4

1. Movement accuracy and consistency
2. Movement control adaptability
3. Enhanced aerobic and/or anaerobic capability
4. Economy/efficiency of movement

Question 5

List common perceptual-cognitive outcomes (4)

Answer 5

1. Enhanced cue anticipation
2. Self-automated movement error correction
3. Selective external attenuation
4. Developed dual-task capability

Question 6

Define performance (not skilled movement)

Answer 6

• An observable behaviour of movement of a single attempt or trial on a given skill
• Does NOT equate to skilled performance

Question 7

Define skilled movement

Answer 7

Relatively accurate, consistent, and stable capability to move in a skilled task that can be assessed over repeated ‘blocks of trials’

Question 8

Define basic performance outcome measures and list up to 7

Answer 8

Measures indicating outcome or result of motor skill performance

Question 9

What is accuracy?

Answer 9

Average error from target

Question 10

What is constant error?

Answer 10

Average error from target or goal criterion

Question 11

What is consistency?

Answer 11

Variable error assessing the dispersion of errors on repeat attempts

Question 12

Define basic performance production (cause) measures and list up to 4

Answer 12

Measures of performance characteristics associated with the outcome
- Including energetic measures: VO2max, HR, LT, etc.

Question 13

Define the constraints-led framework for skill acquisition? (Newell, 1986)

Answer 13

Coordinated movements that emerge from neuromuscular self-organization

Question 14

List the characteristics of the constraints-led approach (3)

Answer 14

1. Performer (individual/organism)
2. Task
3. Environment

Question 15

What role do constraints play in movement within the constraints-led framework?

Answer 15

Constraints don’t cause movements or prescribe a ‘perfect’ movement. Instead, they influence or guide self-coordination of the movement.

Question 16

Why is there no single ‘idealized’ movement pattern in the constraints-led framework?

Answer 16

No single ideal movement pattern exists because of the variability and unique solutions that arise, reducing the need to coach for a perfect model.

Question 17

What are the implications of the perception-action cycle for instructors or coaches?

Answer 17

Instructors should help learners identify relevant perceptual cues, stimulate movement variations, and promote adaptability in coordination by modifying tasks and environmental conditions.

Question 18

What is the first role of an instructor or coach in the constraints-led framework for skill acquisition?

Answer 18

The instructor/coach identifies constraints that limit skill development or movement performance, acting as a “Constraint(s) Identifier.”

Question 19

How does behavioral practice fit into the constraints-led framework for instructors/coaches?

Answer 19

Behavioral practice involves changing task or environmental constraints to challenge the CNS/muscular systems, helping to overcome or solve movement problems, making the coach a “Movement Problem Creator.”

Question 20

What should coaches focus on regarding sensory perception, cognitive, and motor features in skill performance?

Answer 20

Coaches should understand these features to help learners connect perception with action, serving as “Perception-Action Couplers” and “Simulators of Real Contexts.”

Question 21

How should coaches guide behavior according to the constraints-led framework?

Answer 21

Coaches should guide and shape emergent behavior through “Scaffolded Guidance,” supporting movement solution finding with less prescriptive and intrusive instruction.

Question 22

For whom is the constraints-led approach most applicable in terms of skill level?

Answer 22

This approach is most applicable for individuals beyond the beginner (cognitive) stages of learning.

Question 23

What is the best approach to maximize learning for non-beginners?

Answer 23

Focus on movement discovery and create problems for your client to solve that are specific to real world goals