KNS 200 Exam 3

motor behavior

area of research and practice that investigates how humans develop, acquire, and perform motor skills

3 Sub-Fields of Motor Behavior

• Motor Learning: investigates how humans acquire or learn motor skills

• Motor Control: investigates how the nervous system generates movement 

• Motor Development: investigates how motor skills change through the lifespan

motor learning

investigates how humans acquire or learn motor skills

motor control

investigates how the nervous system generates movement

motor development

investigates how motor skills change through lifespan

motor skill

any voluntary movement of the head, body, or limb to achieve a specific purpose or goal (ex. running, hitting a baseball, playing chess, etc.)

• have to be learned or re-leaned

• performance of all motor skills can be improved through practice

what are the origins of motor behavior?

• Developed from the convergence of experimental psychology, neuroscience, and applied engineering (i.e., ergonomics)

• First labs developed in the 1940s 

• Initial studies investigated:

  • WWII military training 

  • Factory worker safety and efficiency 

  • Sport training and coaching education (1950s)

what factors influence motor skill performance?

• Frequency 

• Environment

• Person and their interest in the skill 

• Physiological Capability 

• Developmental Factors/Abilities 

• Perception

what are the 3 key influences of performance?

1. The Skill Itself

2. Performance Environment

3. Characteristics of Performer

the skill itself

• Size of Muscle Groups Involved 

  • Large: Gross Motor Skills (swimming)

  • Small: Fine Motor Skills (playing a piano)

• Where actions begin and end

  • Discrete Motors Skills: a definite beginning and ending location (kicking a ball)

  • Continuous Motor Skills: arbitrary beginning and end locations and usually repetitive (walking)

discrete motor skills

a definite beginning and ending location (kicking a ball)

continuous motor skills

arbitrary beginning and end locations and usually repetitive (walking)

performance environment

• Based on the surface on which the skill is performed, objects involved, or other people (think about the environment)

  • Closed Motor Skills: the relevant environmental context features are stationary (free throw, lifting weights)

  • Open Motor Skills: the relevant environmental skills are in motion while the skill is performed (driving a car, hitting a pitched softball)

closed motor skills

the relevant environmental context features are stationary (free throws and lifting weights)

open motor skills

the relevant environmental skills are in motion while the skill is performed (driving a car or hitting a pitched softball)

characteristics of performer

• Differences in motor ability: general trait or capacity of the individual to perform a skill 

  • Example: 2 people practice for the same amount of time, but show performance differences 

• Abilities include coordination, reaction time, speed of movement, endurance, explosive strength, balance, attentional capacity, etc.

specificity of motor abilities hypothesis

abilities are relatively independent of each other, thus just because someone performs well in one activity does not mean they will perform well in another

techniques to increase motor performance

• instruction

• augmented feedback

• practice schedule design

instruction

information that is provided to a person that is designed to improve motor performance

• 2 Goals

  • introduce the learner to a skill

  • refine skill for increased performance

• Methods

  • verbal

  • demonstration

  • combination

verbal instruction

• Considerations: limited attention capacity (especially children, beginners, certain patient populations, etc.)

• Limited Memory Capacity: 

  • Data show that healthy adults can hold ~7 items in memory at once (therefore, giving 5-9 suggested)

  • Length of instructions < 30 seconds 

focus of attention

• External Focus: attention is directed to the effect/result of movement or environment

  • Bench Press = Push Bar Away

• Internal Focus: attention is directed to the movement of body part 

  • Bench Press = Extending Elbows

• Research consistently supports that an external focus as attention will show greater performance benefits vs. an internal focus 

external focus

attention is directed to the effect/result of movement or environment (bench press = push bar away)

internal focus

attention is directed toward the body part (bench press = extending elbows)

verbal cues

words or short, concise phrases to aid skill learning and performance

verbal cues are useful for

• Instructor: a way to deliver needed information 

• Performer/Reciever: small “digestible” chunks 

• Both beginners and experts

entire vs. partial movement

• Initially, usually best to demonstrate the entire motion

• If complex or the learner is struggling, may need to break it down and demonstrate the parts

real-time vs. slow motion

• Best to provide demonstrations in real-life 

• Limit the use of slow-motion demo

expert models

encourage movement imitation; helpful because movements are correct

low-skill model

encourages problem-solving and movement exploration

model-observer similarity

• Learners typically learn better when they think they have things in common w/ model 

• Similarities can be associated w/ age, gender, race, skill level, body type, etc.

augmented feedback

describes information people receive about theory performance during or after the performance

2 types of augmented feedback

• Knowledge of performance

• Knowledge of results

knowledge of performance

• Movement Characteristics of the Performance

• Valuable for Learning Specific Movements and Correcting Techniques 

• ex: elbow angle during a basketball shot; diving form

knowledge of results

• Information about performance outcome 

• Valuable when performance outcome is not clear

• ex: 100-meter dash time

4 ways to decrease feedback frequency

1. Fading-systematically ↓ frequency 

• 100% 1st 10 trials, 80% next 10, etc.

2. Performance Bandwith 

• Only provide feedback if the error is large

3. Learner Selected

• Only provided when the performer asks 

4. Summary Technique

• Only provided after a set number of trials

practice schedule design considerations

• practice distribution

• key points

• types

massed practice

• longer and fewer practice sessions

• between trial rest interval none to very short

distribute practice

• sessions are shorter and more frequent

• between trial rest intervals are longer

why is distributed practice better than massed practice?

• Distribute practice decreases the effects of mental and physical fatigue

• Provides the needed time for memories to develop

• Decrease the risk of burn-out

psychological kinesiology

the study of human movement that encompasses one’s psyche (including thoughts, feelings, actions, and emotions in regard to movement)

sport psychology

the scientific study of people and their behaviors in sports activities and the practical application of that knowledge

• Investigates how the psyche influences sports performance, and how performance might influence the psyche

exercise psychology

the scientific study of individuals and the social and physical factors that influence attitudes, behaviors, cognitions, and moods around exercise 

psychological kinesiology sub-disciplines

• cognitive neuroscience

• behavioral change/interventions

• performance psychology (w/movement focus)

• motor behavior

• motor control

deficit model

“what does it look like when someone is abnormal?” (diagnoses) 

“how can we help return them to normal?” (therapy and Rx)

(abnormal functioning)     ←average/healthy person→ (optimal functioning) (-)   (+)

positive psychology model

“what makes someone GREAT?”

“how can we help a person be THEIR BEST SELF consistently?”

• Sometimes, we assist in returning a person to their “normal” selves, and other times we attempt to “optimize” their health

what are the overarching objectives of psychological kinesiology?

• Helps identify what actions, thoughts, and behaviors that lead to the best performance most consistently 

• Limit the variance in whatever performance we are working on (e.g., sporting event, recreational PA participation, or being productive/focused at work)

what are the 3 typical roles in psychological kinesiology?

• teaching

• research

• practice

origins of sport and exercise psychology

• Norm Triplett early social psychologist

• Observed that cyclists rode faster when in groups than when solo 

• Examined phenomenon in children in the lab (reeling fishing line alone vs. side-by-side)

history of psychological kns

• Norm Triplett completed work in 1898, still a “new” sub-discipline of psychology

• North American Society for the Psychology of Sport and Physical Activity (NASPSA) one of the 1st professional organizations dedicated to psychological kinesiology (1977)

• Journal of Sport and Exercise Psychology established (1978)

• American Psychological Association Division 47 (1986) recognized the field of Sport, Exercise, and Performance Psychology

sport psychology origin

• Coleman Griffith was hired by the Chicago Cubs after writing the book “Problem Athletes and How to Handle Them”-1920s (Deficit Model)

• NASPSPA members departed to form the Association for Applied Sports Psychology (AASP)-1986

• AASP developed the Certified Mental Performance Consultant (CMPC) standard 

• US Olympic Committee (USOC) Registry recognizes trained and acceptable for Olympic athletes 

exercise psychology origin

• Driven by “fitness crazes” sweeping the population (1970s and 1980s)

• William P. Morgan, “father of exercise psychology” provided a foundation for this discipline by studying how exercise mode, duration, and intensity influenced mood

• Determinants of exercise adoption and adherence (Rod Dishman, 1980s and 1990s)

• Early 2000s noted that exercise makes people feel better…but participation is still low 

  • Started measuring how people feel DURING exercise to be able to manipulate mode, duration, intensity, and environmental factors (music, indoor vs. outdoor)

circumplex model of affect

2 dimensional

• valence: pleasant vs. unpleasant

• activation: degree of arousal

cognition

mental processes of acquiring knowledge and understanding

behavior

actions (or, in many cases, inaction) of individuals in conjunction w/ themselves, others, and the surrounding environment

theories

derived from a pattern of outcomes that inform and predicts other future outcomes

• trans-theoretical model of behavior change

• self-determination theory

tools

• Interventions 

  • Processes implemented for changing behavior (promoting a novel behavior or diminishing a current behavior)

• Survey Research 

  • Used to understand the size/scope of a problem, test theories, explore thoughts/feelings/experiences surrounding a behavior

• Psychophysiology (Biofeedback)

  • Capture info that cannot be attained through behavioral or self-report measures alone

trans-theoretical model of behavior change

• individuals can be classified according to their state of change

• 5 stages: pre-contemplation, contemplation, preparation, action, and maintenance

• recent model includes termination or relapse

psychological kinesiology-careers

• Sport Psychology Consultant (MS or PhD + Certification)

• Sport Psychologist (MA/MS or PsyD or Clinical PhD)

• Health Behavior Coach (BS or MS)

• Corporate Wellness (BS or MS + Certification)

• Research Assistant (BS or MS)

• Researcher (MS or PhD)

• Sports Coach/Personal Trainer (BS or MS + Certification)

trans-theoretical model of change stages

• Pre-contemplation (no motivation to take action)

• Contemplation (now weighing the pros and cons of taking action)

• Preparation (intent to act in the immediate future; some initial steps are already taken)

• Action (overt behavioral change < 6 months)

• Maintenance (actions consistently sustained > 6 months)

• Termination or relapse

cultural and linguistic competency

a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enable effective work in cross-cultural systems

respecting cultural nuances

• Subtle differences between cultures

• Demonstrating understanding can facilitate better interactions and communication 

• Examples: 

  • Shoe removal upon entering a Japanese home 

  • Modesty in Muslim women 

  • Stretching and yawning are rude in Spain (...and everywhere)

linguistic competence

1. understanding that many people in the U.S. who don’t speak English yet need effective communication when seeking healthcare

2. ability to communicate effectively and accurately with individuals whose primary language is not English

cultural proficiency

• CC assessment and training 

• Cultural expertise (do research and ask questions)

• Review and implementation of policies and procedures that support CC

• Active development of CC resources

• Advocacy on behalf of groups/cultures being served

HEALTH

a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity (health is multidimensional)

health disparity

the differences in the burden of disease and opportunity to engage in behaviors to optimize one’s health (example: PA)

social determinants of health

environmental conditions that can impact health, well-being, quality of life and health behaviors

what are the social determinants of health?

• education access and quality

• economic stability

• social and community context

• neighborhood and built environment

• health care access and quality

food desert

a place that doesn’t have accessibility to a lot of healthy food

food swamp

a place that has accessible food but is not necessarily healthy

why care about health disparities?

1. Gaps in both health status and mortality between groups (income status, race/ethnicity) are well-documented and remain pervasive 

2. Persistence of health disparities linked to consistency and equity of care, and a lack of CC training of health/fitness professionals

3. USDHHS’s Healthy People Initiative set data-drive national objectives to improve health and well-being over the next decade 

• Key components of the 2030 plan: 

  • ↓ disparities and inequities & addressing SDH

summary of CC

• CC is a developmental process and takes time 

• CC requires an understanding of and appreciation of SDH and its influence on health disparities 

• Linguistic competence is an important factor in CC

• It is the responsibility of the professional and organization to ensure that health/fitness providers meet patient/client needs on every level including CC