Week 6: Models of Motor Learning

Question 1

Why are models of motor learning important?

Answer 1

They help inform skill practice by developing the understanding of how we learn skills.
Theories of Motor control underpin how we explain the emergence of technique during motor tasks.

Question 2

How do the theories of motor control work?

Answer 2

The theories suggest how the brain and neurophysiological processes produce actions.

Question 3

What are problems associated with theories of motor control and coordination?

Answer 3

1. Human Complexity

2. Degrees of freedom in muscles and joints

Question 4

Why is it important to measure coordination?

Answer 4

Motor Behaviours are distinguished by the coordination or relationships between segments.

Motor Abundance- multiple ways to perform the same task

The task is defined by the constraints acting on the body

Question 5

Give two examples of motor abundance:

Answer 5

1. Inter-individual differences in performance

2. Performance of the same task using different actions

Question 6

What was Berstein’s (1967) definition of coordination?

Answer 6

“The process of mastering redundant degrees of freedom of the moving organ, in other words, it’s conversion to a controllable system.”

Question 7

What are the two dominant theories of Motor Control?

Answer 7

1. Traditional Cognitive Approach (Adams, 1971; Schmidt 1976)
2. Dynamical Systems Theory (Kugler et al., 1980; Kugler and Turvey 1987(

Question 8

What are the five stages of the information processing model of human movement (Adams 1971)

Answer 8

1. Stimulus input
2. Stimulus identification
3. Response selection
4. Response Programming
5. Output (Motor response)
   (6. Feedback)

Question 9

Why is feedback important in the information processing model?

Answer 9

makes an assessment of the errors made and how to achieve the task more efficiently next time.

Question 10

Who developed the Traditional Cognitive Perspective/ Information Processing Theory?

Answer 10

Ernst Mayr 1992

Question 11

Outline the key points of the Information Processing Theory:

Answer 11

Organisms are pre-programmed to have information stored that relates to actions to survive.

Goal-directed behaviour can b understood in terms of the operation of a program.

Question 12

Outline the key points of Dynamical Systems Theory:

Answer 12

DST focuses on the internal processes as a cause of isolated events that influence the outside environment- these are controlled by motor programmes.

The Natural interaction of biological systems with the environment.

Question 13

How does the dynamic systems theory suggest coordination occurs?

Answer 13

Coordination emerges because of the components interacting between all the constraints –> things tend towards a steady state to increase efficacy.

Question 14

Describe Newell’s (1986) Model of Constraints

Answer 14

The model describes how elf organisation works within environmental constraints

The Triangle represents the three main categories of constraints acting on the body :

1. The task constraints
2. Organismic constraints (body composistion)
3. Environmental constaints (gravity)

The outcome is performed in the centre of the triangle

There is then a process of information perception and action

The outcome of the model is coordinated movement actions

Question 15

What evidence did Kelso et al., 1981 provide for self organisation

Answer 15

Dynamic systems theory is based upon bimanual rhythmic coordination tasks

Demonstrates how changing the constraints of a system gives a non-linear phase transition in coordination.- this change was not caused by a motor programme so it must be self-organisation

Question 16

What is typically seen when mapping an attractor landscape to model movement variability?

Answer 16

A ‘well’ within the motor perceptual work space in which there is increased attraction. As velocity increases the anti-phase appears shallow and the in-phase appears deeper so is therefore more attractive.

Question 17

What is a key limitation of the cognitive approach?

Answer 17

There are problems related to explaining the storage capacity for all the pre-programmes motor programmes.

Question 18

What is the purpose of a model?

Answer 18

Mapping common processes that occur during a phenomenon to provide coaches with insight into the technique changes that predict future outcomes and determine success.

Question 19

Describe Roberton and Halverson’s (1984) model of learning a throw.

Answer 19

They developed 4 different action levels which each contain 5 sections of the body. Moving through each levels involves total body movements using the kinematic chain to a greater degree.

Question 20

What are the 5 sections of the body describe in Roberton and Halverson’s model?

Answer 20

1. Humerus action
2. Forearm action
3. Trunk action
4. Stepping action
5. Length of final stride

Question 21

Define Freezing, Freeing and Utilising within Bernsteins (1967) DoF model of motor learning:

Answer 21

Freezing: initially the number of body segments involved in movement execution is reduced to a minimum

Freeing: Gradual releasing of the number of constrained DoF towards incorporation of the maximum DoF

Utilising: Exploring the reactive phenomenon which arises on the interaction with the performer and the environment = performing a more energy efficient action

Question 22

How did Newell’s (1985) model of Coordination, Control and Skill build upon the Interpretations of Kugler et al., (1982)

Answer 22

The model was based on the interaction of task dynamics and the intrinsic dynamics of the performer as a function of learning .

Coordination: the function that constrains the potentially free variables into a behavioural unit. = The initial stage of learning

Control: inherently linked to coordination and is the process by which parameters are assigned to the coordination mode to increase effectiveness

Skill: the ability to assign optimal parameters to the controlled variables to achieve.

Question 23

Give two examples of researchers who provided valid evidence for coordination and control as defined by Newell (1985)

Answer 23

Davis et al (2000)

Chow et al (2008)