Knes 305: Midterm

motor behavior

an umbrella term that for the fields of motor control, motor learning, and motor development

motor ability vs motor sjill

- abilities cannot be easily modified by practice or experience compared to a skill that can be learned

motor development

the study of the products and underlying processes of motor behavior changes across the life span

-is related to but not dependent on age

motor learning

the processes involved in the acquisition of a motor skill and the factors that enhance or inhibit the capability to perform a motor skill

-relatively permanent

-occurs as a direct result of practice and is not due to maturation or physiological changes. E.g. As a child get older their body increase in size and they can pick up heavier weight.

motor control

the study of the the underlying neural, physical, and behavioral processes of movement

growth

an increase in body size or in individual parts that occurs throughout maturation

process

a set of events or occurrences resulting in a change in the state or end product

product

the outcome of performance

maturation

the fixed transition or order of progression that enables a person to progress to higher levels of function

early maturation

when the physical changes of puberty occur earlier than they do in the majority of one's peers

late maturation

when the physical changes of puberty do not occur until after they do in the majority of one's peers

what are 3 aspects of motor control?

- degrees of freedom

-serial order

-perceptual motor integration

degrees of freedom

the number of independent elements that must be constrained to produce coordinated motion

-the more muscle groups reaching for a certain object the more movement possibilities or degrees of freedom

serial order

the study of the importance of the sequencing, order, and timing of movement behaviors

- sometimes people's speech occur in the wrong order (dirthbay instead of birthday: spoonerisms)

speed accuracy trade off

tendency for accuracy to be compromised when speed is increased (e.g., many errors) or speed to be sacrificed when focused on accuracy (e.g., movement is slowed down)

narrow focus

attending to specific cues in the environment, such as focusing on a specific player (novist)

broad focus

attending to the larger context, such as the scanning the field (expert)

internal focus

focus within the person (what self is doing, wrist or hand movement)

-novist

external focus

what doing in the environment (focusing on target or where to throw the ball)

- expert

skill

the learned ability to bring about predetermined results with maximal certainty, often with minimal outlays of time or energy

perceptual motor integration

line of research in motor control that examines how perception and motor control are integrated

- moving closer to an object to see it better (perception and movement relate)

skills

the ability to do something well, usually gained through training or experience

cognitive skills

intellectual skills that enable a performer to make decisions and solve problems

perceptual skills

the ability to interpret and integrate sensory information to determine the best movement outcome

intertrial variability

any change that occurs between trials (i.e., practice attempts)

motor skills

voluntary, goal oriented physical elements that enable movement

discrete skill

motor skills that are short in duration and have clearly defined beginning and end points (throwing, catching, kicking)

serial skill

motor skills that include a series of discrete skills that must occur in a specific sequence (basketball layup, driving)

continuous skill

motor skills that do not have a clearly defined beginning or ending point because of their cyclical nature (running, swimming, juggling)

cephalocaudal

proceeding from the head to distal structures; development begins with the head, and distal structures grow more slowly

phylogeny

the evolutionary development of the history of a species, which can occur over many hundreds or thousands of years

ontogeny

the level of development occurring over the life span of one individual

external paced skill

tasks performed in response to external stimuli (a batter responding to a pitch)

self paced skill

tasks initiated by the mover (golf, darts, archery); also referred to as internally paced

closed skill

skills used in a task that takes place in a stable environment in which objects or events are stationary

open skill

skills performed in an environment in which objects, people, and events are constantly changing

body orientation

a classification used in Gentile's taxonomy that includes both body transport (e.g., basketball layup, triple jump) and body stability (e.g., in archery, foul shot)

proximodistal

in relation to development, the earlier advancement of the trunk than of the limbs

gross motor skills

skills in which large muscle groups (quads, hamstrings) produce the movement, which tends to be large and not very precise

- a child scribbling on a coloring book

fine motor skills

skills in which precise movements are critical for performing which increased accuracy and control, and which use smaller muscle groups

- a child coloring inside the lines in a coloring book

- writing neatly

- playing piano

locomotor skills

gross motor skills with the goal of body transport

nonlocomotor/ stability skills

Ability to maintain body position against forces of gravity, which may include other circumstances that increase the difficulty of the task

manipulative skills

motor skills that involve the manipulation of an object

general motor ability

an early hypothesis that there is only one motor ability

fundamental motor skills

basic motor skills (e.g., throwing, jumping, striking) that are typically acquired by around the age of seven

abilities

genetically predetermined characteristics that affect movement performance such as agility, coordination, strength, and flexibility

fleishmans taxonomy

a classification system for motor skills that identifies the underlying motor abilities necessary to perform successfully

regulatory conditions

the environmental factors specific to a particular skill or sport

anxiety

an emotional response to a perceived threat; can involve cognitive concerns or physiological reaction

arousal

a general state of activation or excitability

"in the zone"

high level of performance with a moderate level of arousal

state anxiety

arousal level at a single point in time

trait anxiety

predisposition for anxiety in threatening situations

reaction time

the measure of the time between the presentation of the stimulus and the initiation of a motor response

- the more stimuli present, the slower the reaction time

- a beginners reaction time can be improved the most compared to an elite athlete

choice reaction time

time needed to react when there is more than one stimulus

simple reaction time

the time needed to react to a task with only one stimulus

movement time

the observable movement; that is, the time from the initiation of the movement until it has been completed

response time

the measure of the time between the presentation of a stimulus and the completion of the movement response (reaction time plus movement time)

hicks law

a logarithmic relationship between the number of stimulus-response alternatives and reaction time, indicating that as the number of S-R alternatives increases, RT increases at a constant rate

fitts law

a human performance law specifying the movement time for an aiming movement when the distance to move and the target size are known

psychological refractory period

time delay which occurs when two stimuli occur in quick succession and they require different responses; processing a response to the first stimulus delays the response to the second stimulus

stimulus response compatibility (p. 33)

the amount of association between a stimulus and response, which can also affect RT

gentiles taxonomy

motor skill taxonomy that uses two main categories -- the environmental context and the action requirements -- to assist practitioners with program development

proprioception

provides information about the state of the body itself, including the sense of movements and the relationship of body parts with one another

memory

the ability to recall things; allows us to benefit from experience

long term memory

information that is retained in memory relatively permanently

-mnemonic help with this kind of memory

short term memory

information that is only stored in memory for a relatively short period of time (20-30 seconds)

working memory

performs an active role, including temporarily storing recently presented material, retrieving information from long term memory storage to solve problems, making decisions, and producing movement

generalized motor program

representation of a pattern of movements that is modifiable to produce a movement outcome; enables the production of skilled movement in the information processing theory

invariant features

variables that cannot be mortified between attempts (including the sequence of movements, relative force, and relative timing)

parameters

features that can be modified during the execution of a movement pattern (including muscle selection, overall force, and overall duration)

affordances

the action possibilities of the environment and task in relation to the perceiver's own capabilities

dynamic systems approach

a perspective that addresses the interplay of the environment, task, and individual on skilled movement is the result of a self-organization of many systems, owing to interactions across these constraints

attractor state

a preferred state of stability toward which a system spontaneously shifts (dynamic systems approach)

rate limiter

a control parameter that limits or hinders performance

constraints

boundaries that limit a persons movement capabilities

structural constraints

individual constraints imposed by physical characteristics such as gender, height, weight, and body makeup

functional constraints

individual constraints imposed by psychological variables such as motivation, arousal, and intellect

what are the individual constraints?

structural and functional

task constraints

Constraints imposed by the task itself, including the goals of the movement, rules, and equipment.

what are environmental constraints?

physical and sociocultural

physical constraints

external conditions that can aid or hinder movement patterns (weather, temperature, lightening, floor surface, step height)

sociocultural contraints

constraints imposed by social and cultural norms and pressures

closed loop control

a type of control system that provides the opportunity to make continuous corrections based on feedback received during the movement

open loop control

a type of control system for error correction that produces rapid, discrete movements; it requires preplanning of the movement

what are fitts and posners learning stages?

cognitive, associative, autonomous

cognitive stage

fitts and posner's first stage, in which the learner's main goal is to understand the basic components of the motor skill movement pattern

associative stage

the second stage in fitts and posners learning model, in which the goal had shifted from solving the movement problem to refining the movement

- feedback is important

autonomous stage

the third and final stage of fitts and posners learning model, in which the performer is at the highest level of motor skill proficiency

what are components of gallahues hour glass model

reflexive, rudimentary, fundamental, and specialized motor skills

phase shift

the change in a state that causes a shift or reorganization to a new attractor state

reflexive phase

- utero to 1 years old

- information encoding and decoding stage (involuntary movement)

rudimentary phase

- birth to 1 - 2 years

- precontrol phase and reflexive inhibition phase (voluntary)

fundamental phase

-2-3, 3-5, 5-7 years of age

- proficient stage, emerging elementary stages, initial stage

specialized phase

- 7-10, 11-13, 14 and up years of age

- lifelong utilization stage, application stage, transitional stage

what is the order of the stages of gallahues model?

1. reflexive phase

2. rudimentary phase

3. fundamental phase

4. specialized phase

bernsteins learning stages

based on degrees of freedom problem

what are the stages of bernsteins model?

stage 1- freezing the limbs

stage 2- releasing the limbs

stage 3- exploiting the environment

stage 1- freezing the limbs

- keeping certain joints angles rigid throughout the movement, or coupling multiple joints so they move as one segment

-movements are very rigid

-happens when performing a novel task

- a young child only uses only the arm to throw a ball in the beginning stage

stage 2- releasing the limbs

- movement appears more fluid and allows them to gain more control over the production of the movement pattern

-this happens as learner becomes more comfortable with the basic movement pattern