KINE 406 Ch.1

The study of change in motor behavior as influenced by biological and environmental factors across the lifespan

Motor Development

The study of the processes involved in acquiring and refining motor skills and of the variables that promote or inhibit that acquisition

Motor Learning

The neural, physical, and behavioral aspects that underlie human movement

Motor Control

The interaction of the learner, the task, and the environment in which the task is performed is fundamental to the understanding and facilitation of motor skill acquisition and performance

Integrative Model

A relatively permanent change in a person’s capability to execute a motor skill as a result of practice or experience

Learning

The act of executing a skill

Performance

T/F: You can see performance not learning

True

• An activity or task that has a specific purpose or goal to achieve

• An indicator of quality of performance, often referred to as “skill level”

Skill

Specific patters of motion among joints and body segments used to accomplish action goals

Movements

• Performed to achieve an objective, goal oriented

• Require body and limb movements

• Voluntary

• Developed as a result of practice (must be learned or relearned)

Motor Skills

Brushing your teeth, taping a wrist, sewing on a button, walking, playing the trumpet, and performing PNF exercises are examples of what?

Motor skills

Reduce thousands of unique human movements into organized, manageable categories

Simplifies complexity

Help teachers and coaches systematically progress drills from simple to complex

Guides lesson design

Allows clinicians to isolate whether a patient’s movement error stems from environmental changes or body mechanics

Pinpoints Errors

Create a common vocabulary for physical therapists, coaches, and researchers to communicate clearly

Standardizes language

Provide a baseline framework to evaluate a learner’s current capabilities against specific task demands

Informs Assessment

Help identify which underlying motor abilities are necessary to excel at a new task

Predicts success

Model that contains:

• Precision of movement

• Nature of movement organization

• Predictability of the environment

One-dimensional models

Model that contains:

• Context in which skills are performed

• Action requirements of the skills

Two-dimensional model (Gentile’s)

Fine motor skills and gross motor skills go under:

Precision of movement

Precise movements normally completed using smaller musculature

Fine motor skills

Less emphasis on precision, using multi-limb movements

Gross motor skills

Signing a check, making a surgical incision, picking up a paper clip are examples of fine, gross or both?

Fine

Throwing a discus, walking with crutches, tackling are examples of fine, gross or both?

Gross

Dribbling a basketball and setting a volleyball are examples of fine, gross, or both

Both

Discrete, serial, and continuous go under:

Nature of movement organization

Beginning and end movements are clearly defined

Discrete skills

Collective sequences of multiple discrete skills

Serial skills

Beginning/end points are arbitrary; repetitive in nature

Continuous skills

Croquet shot, punting a football, transfer from wheelchair to bed are discrete, serial, or continuous

Discrete

Triple jump, gymnastics vault are discrete, serial, or continuous?

Serial

Lunges, walking with assistive device, cross-country skiing are discrete, serial, or continuous?

Continuous

Closed skills and open skills go under:

Predictability of the environment

• Stable, predictable environments

• Performer controls the performance situation

Closed skills

• Unpredictable, ever-changing environments

• Performer is not aware of what movement type will be required

Open skills

Guiding a patient through PNF exercises, hitting a ball from a tee are open or closed skills?

Closed

Walking with a cane through a crowded mall, BMX racing, playing a video game, hitting a pitched ball, mowing the lawn, snowboarding, balancing on a wobble board are open or closed skills?

Open

• Context in which skills are performed

• Environmental factors specify movement characteristics needed for successful performance

Regulatory conditions

• Genetic traits that are prerequisites for skilled performance

• Initial hypothesis: A single general motor ability

• Specificity hypothesis: Abilities are independent of one another

Differences in Motor Abilities

T/F: An individual can have abilities but not be skilled

True

T/F: An individual can be skilled without ability

False

Who

• Identified underlying motor abilities that are predictive of high skill proficiency levels

• Created a taxonomy by which skills are classified

Fleischman (1962)

What are the 2 categories for Fleischman’s motor abilities?

• Perceptual motor abilities

• Physical proficiency abilities

Ability for highly controlled movement adjustments, especially those involving larger muscle groups (Dribbling a soccer ball)

Control precision

Ability to coordinate numerous limb movements simultaneously (Volleyball spike)

Multi-limb coordination

Ability to select a response rapidly from a number of alternatives, as in choice reaction time situations (Tail back trying to find an opening)

Response orientation

Ability to initiate a rapid response to an unexpected stimulus (Sprint start in swimming)

Reaction time

Ability to make gross rapid limb movement without regard for reaction time (Hockey slap shot)

Speed of limb movement

Ability to make continuous speed and direction adjustments with precision when tracking (Mountain biking)

Rate control

Ability to control manipulations of large objects using arms and hands (Water polo)

Manual dexterity

Ability to control manipulations of small objects primarily through the use of fingers (Texting on a cell phone)

Finger dexterity

Ability to make precise arm-hand positioning movements where involvement of strength and speed are minimal (Dentistry)

Arm-hand steadiness

Ability to move the wrist and fingers rapidly (Blackjack dealing)

Wrist-finger speed

Ability to direct hand movements quickly and accurately at a small object in space (Marksmanship)

Aiming

Ability to generate maximum force against a weighty external object (Pushing car out of snowbank)

Static strength

Muscular endurance or ability to exert force repeatedly (Rock climbing)

Dynamic strength

Muscular power or ability to create maximum effort by combining force and velocity (Throwing javelin)

Explosive strength

Dynamic strength of trunk muscles (Pole vault)

Trunk strength

Ability to move trunk and back muscles through large range of motion (Circus contortionist)

Extent flexibility

Ability to make repeated, rapid flexing movements (Diving, aerial ski jumping)

Dynamic flexibility

Ability to coordinate numerous movements simultaneously while the body is in motion (Slalom skiing, synchronized swimming)

Gross body coordination

Ability to maintain balance without visual cues (Tightrope walking while blindfolded)

Gross body equilibrium

Cardiovascular endurance or ability to sustain effort (Climbing Mt. Everest)

Stamina