Motor behavior Exam 1

Chapters 1, 2, 3, & 5

Why Study Motor Learning?

Dependent on our capacity to learn

What is Motor behavior?

how motor skills are learned, controlled, and developed

what are motor skills?

activities or tasks that require voluntary control over movement of the joints and body segments to achieve a goal.

Motor Skill - Person

height, motivated vs unmotivated, weight, etc.

Motor skill - performance Environment

indoor vs outdoor, temp., weather, fans vs little fans, floor dusty or clean

Motor skill - skill

What are we asking them to do?

Contraints

What the individual brings to the table, not always bad, ex: volleyball (normally tall)

What is the First Level of Study?

Skills/actions - “action goal”, need to be learned - movement of joints and body to achieve a goal.

What determines Skill?

consistency achieve goal or not, under different conditions (practice vs game), and the degree of effiency.

What’s the second level of study?

Movements/Locomotion! - many to one (many actions to achieve one goal), one to many (one action for many goals - walking, running, etc.)

What is the third level of study?

neuromotor processes! - nerves and muscular system that underlie control of movements and actions. Activity inside of us - muscles fibers, ect.

One-Dimension Taxonomy

open vs closed skills, fine vs gross movements, discrete/continuous/serial

Define Gross motor skill

requires large musculature to achieve goal

define fine motor skill

control of small sucles to achieve goal of skill, manipulative by nature, ex: dysgraphia

True or false: most skills require a combined effort of fine and gross movements (aka continuum)

true

Discrete motor skills

speficied beginning and end points, simple movement, ex: flipping a switch, stiking a match

Continous motor skills

speficied beginning but arbiturary end points, repetitive movements, ex: walking, swimming, ending in -ing

serial motor skills

involeves (different movements) a series of discrete skills (two or more) linked together creating a larger activity, Sequential, ex: playing a song, changing a gear shift

Environmental Context - Open

supporting surfaces, and'/or other people/animals, objects are IN MOTION, environmental context determines when to start. ex: driving a car, catching a thrown ball, walking on crowded street, stepping on moving escalator, surfing

Environmental Context - Closed

involved STATIONARY supporting surface, object, and/or other people/animal; performer determines when to start. Ex: shooting a free throw, buttioning a shirt,

Gentile’s Two-demensional taxonomy

Regulatory vs Nonregulatory, intertrial variability or no, body stability vs body tranport, object manipulation - yes or no, 16 box table!

Regulatory

environment context to which movements must conform to achieve the action goal. open skill, temporal (timing) and spatial (physical location), ex: objects, surfaces, and other people may be it

nonregulatory

environemtn that has NO INFLUENCE or only an indirect influene on movement, ex: ball being red

Intertrial variabilty

does the action change between each trial/test? yes or no

Body stability

no change in body location

body transport

active or passive (riding a boat, escalator, elevator) changes body location

object manipulation

Maintaining/change the position of moveable abjects. Am I holding something?

what are the four 2-dimension Questions?

Stationary vs motion (aka do I start the action or not), does my movement change each time?, Do I end where I started?, am I holding somthing?

Performance Outcome

If the goal was achieved or not? ex: a goal in soccer, free throw percentage, etc. DOES NOT tell us how!

Performance production

Things we can’t see - how brain and muscle/body produce the outcome ex: force, speed, limb kinematics

Reaction Time

Time before movement = time between go signal and first observable movement ex: noise, buzzers, verbal, eyes, light (driving).

DOES NOT predict movement very well

Response time

Reaction time + Movement time (RT+MT)

Simple RT

one stimulus and one action

Choice RT

Multiple stimulations, multiple response - each stim has own response (one to one), takes longer, card activity

Discrimaination RT

multiple stimulus but one response - requires inhibitory control ex: softball - swing or don’t swing, stoplights - green = go, yellow = slow down, red = stop ONLY!

Error

difference between observable behavior and desired behavior (target)

Error - Spatial accuracy

space dimensions aka distance, ex: reaching a cup, throwing a dart @ target

Error - Temporal accuracy

situations that involve time dimensions aka how late or early?

Error - Repetitive movements

due to consistency and bias

Consistency

how often can you replicate it accurately? how different is on trial to next? tells us that they don’t have the skills for the task

Bias

particular direction ex: too far left or right gives direction of the performance tells us how they adapt

Absolute Error

difference between the actual performacne on each trail and the Criteriorn for each trial. DOES NOT INFORM IS OF BIAS! Provides general index on accuracy (magnitude of error)

Constant Error

signed (+/-) deviation from the target or criterion. direction of error and serves as measure or perforance bias. Easier to predict and correct. Directional BIAS!

Target example!

Variabke error

error score representing a variablilty of performance (consistency)

Continuous Skills error

Use ROOT-MEAN-SQUARED ERROR! amount of error between the displacemtn curve produced by the subject and displacement curve of the specificed pathway.

Kinematics

Description of motion WITHOUT regard to force or mass

Displacement, velocity, acceleration

Displacement

Change in spatial postion of limb or joint during a movement (physical movement - change in space)

Velocity

rate of change of an object’s postion withthe respect of time (how fast?)

V = displacement/time

Acceleration

Change in velocity during movement (how quikly did the chnage in velocity happen?)

A = change in velocity/change in time

Kinetics

CONSIDERATION OF FORCE in the study of motion

cannot be seen with your eyes

Electromyography (EMG)

electric activity in muscles

near infrared spectroscopy (NIRS)

oxygenation in muscles

electroenphalography (EEG)

electrical brain activity

PET scan

blood flow in brain

fMRI

blood flow changes by detecting oxygenation while action is performed (Brain)

Ability

general trait or capacity of a person, aligned with psychology

Functional Ability

reffered to by OT/PT

Game Abilty

reffered to by a coach

Cognitive Ability

reffered to by a teacher

Individual differences

Constraits - something limiting or promoting how we do a certian action (positive or negative) Bidirectional!

Individual Constraints

structural - height. weight, muscle mass, leg length

functional - motivation, anxiety, experience, attentional focus, cognitive capacity

Environmental Constraints

physical - temp, lighting, surface type, built environment

sociocultural - apperances, access to opportunities

Task Constriants

purpose or goal of movement or activity

goals of task, rules of activity, equipment used, instructions given ex: 5 by 5 or 3 by 3 basketball

atypical development

development is different in its pattern - not within normla development milestones

Motor Ability

related to performance of a motor skill

Psychomotor ability

able to do the skill

perceptual motor ability

how you see the skill?

General motor ability hypothesis

motor abilities are highly related and can be grouped as a singular, global motor ability, skilled at one thing = skilled at all things - weakly backed up

specificty motor ability hypothesis

motor abilities in an indivdual are relatively independent, little relationship between abilites, Franklin Henry - strongly backed up!

Balance

postural stability - needed across lifespan

Static - equilibrium while stationary ex: sit or stand

Dynamic - equilibruim while in motion ex: move without falling

timing

external - movement timing based on external source = anticipation

Internal - based on person’s individual representation of time (self-paced)

correlation table - static and dynamic balance

WEREN’T RELATED TO ONE ANOTHER!

True or Fasle? Do All Around Athletes exsit?

FALSE!

Fleishman’s Taxonomy

Idenifiying motor abilities

F-Taxonomy Perceptual Abilites

Control Perception, Multi-limb coordination, response time, reaction time, speed of arm movement, rate control, manual dexterixy, finger dexterity, arm-hand steadiness, wrist finger speed, and aiming

F-taxonomy Physcial Abilites

Static strength, dynamic strength, explosive stregth, thrunk strength, extent flexibility, dynamic flexibility, gorss body coordination, gross body equilibrium, stamina.

Aptitude tests

used by military and industry to test motor abilities to select people to train or work in specific jobs

Evaluation Tests

evaluates cuases of performance deficiencies: test rehab progress

Theory of Motor Control (overall)

explains how nervous system provides coordinated movements ina way we are able to successfully perform a variety of motor skills in a variety of environments and contexts (based on individual, tasks, environmental constraints)

Coordination

relationship between head, body, and/or limbs at a SPECIFIC POINT IN TIME during the skill performance. (in relation to the context)

Control Systems

Open or closed loop control systems (not environemtn) Brain is center control system and the EFFECTORS are the muscles

Open-loop control system

ALL information needs to be initiate action is contained in INITIAL INSTRUCTION of muscles ex: tennis serve, darts

Closed-lopp control system

FEEDBACK is compared DURING ACTION to MODIFY MOVEMENTS ex: dribbling, snowbarding

Motor program theory

memory based construct that controls coordinated movements

Generalized Motor Programs (GMP)!!!

ex: Schmidts Scheme Thoery

Dynamical systems theory

emphasizes the role of information in the environemtn and mechanical properties of the body and limbs

nonlinear behavior

GMPs

Invariant features - cannot change (Rhythm)

parameters - change (tempo/time)

ex: waltz → 1-2-3 step count (invariant) and the music can speed up (parameter)

WALKING AND RUNNING HAVE DIFFERENT GMP SCHEMA

Schmidt’s schema Theory

a ruleor set of rules that serves to provide the basic of a decision

rule 1 - GMP controls coordination for classes of actions (throwing, kicking, running) Invariant features!

rule 2 - motor response schema (parameters)

WALKING AND RUNNING HAVE DIFFERENT GMP SCHEMA!!!

DST - Nonlinear behavior

changes abrupt, changes in walking gait, running gair at specific speed to increase gait velo.

DST - Self organization

the movement and GMP is picked for us by the constraints, we don’t have to choose

DST - Attractors

stable nehavioral steady states of systems - perferred state, energy effiecient

ex: tredmil - set at 3mph (walking is picked, running would be uncomfortable) set at 6mph (physically can’t walk so we have to jog)

Order parameters

varibales that define overall behavior of the system

schema - invairant feature, rule one!

Control Parameter

varibles manipuated or changed during movement

schema - parameter feature, rule 2!

Perception-Action Coupling

how we percieve the environemtn determines with action we use - learning something causes us to be unstable ex: walking on a sidewalk then moving leg up to step over a curb (cupled part)

Perception - detection and ultilaztion of critical info for control of action

Action - movement control features that are regulated and which enable the person to achieve the action goal

Affordanced

reciprocal fit between characteritic of the individual and environment that allow certain actions to happen ex: ratio of leg length to stair heigh - baby vs adult going up the stairs

CONSTRAINTS!!!