week 4 - motor learning and development

Growth

Measurable change in size quantity and function

Maturation

Extent to which a particular underlying characteristics resembles a mature biological state

Motor development

Study of how motor behaviour changes over time due to influence from physical system and environment

Critical or sensitive periods

Period of time where there is increased sensitive it’d to environmental stimuli,

• if exposed to stimuli in this period, the behaviour is more likely to emerge

Readiness

How well the individual is prepared to acquire new skill or behavior (information, physical ability, desire)

Physical literacy

Ability to integrate a variety of useful movement capacities with other aspects and apply those to a long term lifestyle

Which gender is heavier at birth

Male

2 phases of growth

1. Infancy - birth to 1 year

2. Rapid growth

How many years is childhood

13 years

Early childhood

Years 1-6

• gradual loss of baby fat , rapid growth (not as much as infants), flexible, muscle development through play

Mid childhood

Year 6-10

• slower, steady growth, improved coordination and motor functions

Late childhood

Years 10-13

• increased rate of growth, individual differences in maturation, body composition changes, puberty

What are growth spurt ages of girls and males

Girl - 9-10

Boys - 11-12

How do body composition changes in male and females

Female - increased body fat

Male - increased muscle mass

Adolescence

Year 12-20

• onset of puberty to adulthood, individual differences in body type

3 somatotypes (body types)

1. Ectomorph - linear shape, delicate bone strcuture, little fat, long limbs

2. Mesomorph - muscle, little fat, broad shoulders

3. Endomorph - rounded shape, heavy bone strcuture, more fat less muscle

6 gender difference

1. Stature (standing height)

2. Weight

3. Cardiorespiratory fitness

4. Body composition

5. Flexibility

6. Strength

In terms of gender differences, what assets do men have compared to female

Grow at an older age, more mass, lower heart rate, higher stroke volume, less flexible and more strength

Abilities

• inherited traits

• Relatively stable and enduring

• Form the foundation of skill

Ex. Reaction time, balance and agility

Skill

• developed with experience

• Modified with practice

• Depend on different sets of abillity

Perceptual motor ability

Mentally interpreting and responding to information provided by our senses

Perceptual motor ability includes….

• clarity of vision

• Spatial awareness

• Coincident timing

• Figure ground perception

• Touch perception

• Kinesthetics perception

Physical proficiency abilities and what it includes

Underlying traits used in motor performance

• ex. Balance, coordination, agility and speed

Balance

Ability to maintain the body in a stable positon while remaining still or moving

• required in all movement

• Dependant on well developed perceptual motor system

Coordination

Ability to use senses harmoniously with the muscles of the body in order to efficiently perform Specific movement

• developed by repetition

Agility

Ability to change direction and to position various body pars quickly and efficiently.

• depends on reaction time and cognitive processing speed

• Developed by repetition

Fundamental skills

1. Stability

2. Locomotor

3. Manipulative

Fundamental skill purpose

Foundation in development of more specialized skills

• developed around ages 6-7

What occurs when child experiences a proficiency barrier

Emabrasssed, low confidence, low motivation to participate and be active

11 factors influencing growth and motor development

1. Heredity

2. Nutrition

3. Socioeconomic growth

4. Exercise

5. Cognition

6. Academics

7. Motivation

8. Fun and enjoyment

9. Family and peers

10. Participation in organized sport

11. Competent coaches/teachers/instructor

Self esteem

Value we place on ourselves as a person

• its how you feel about your self, its a belief of your own abilities

Self concept

Perception we have of ourselves

Self efficiency

Individuals belief that they can complete the task

• believe about you capability to produce a desired outcome

Benefits of multi sport participation

• greater cardio, agility and focus

• Wider range of movement skills

• Decreasing risk of injury

• More friendships and connections

Motor learning

Process of encoding, storing retrieving and improving motor skills

• needed to unlock potential

Motor programming

Movement plans, formation of specific nerve circuits, pre strcuture muscle commands to carry out a skill

Movement intellegnace

Vast store of movement experiences developed since birth and continually enhanced, proficiency in performing a variety of skills

Motor abilities

Traits that form the foundation for skill development and movement intelligence

Skill as a task

Action or task requires voluntary movement to achieve a goal

Ex. Catching a baseball

Skill as a quality of performance

Ability to meet an end result with maximum certainty, minimization of time and energy

Ex. Sinking a put in golf

Skill hierarchy

Included executive program and a heriarchy of sub routines or components

Ex. Rowing

3 stage model for learning a motor skills

1. Cognitive stage

2. Associative stage

3. Autonomous stage

Cognitive stage (understand)

• learners build general idea of a skill

• Slow, jerky and variable with errors in performance

• Early practice involves demonstrations and vivid descriptions with lots of input from others

• Performance is used as a foundation to build skills

Associative stage (practice)

• focus on small details to refine skill

• More fluid, controlled, consistent, little errors in performance

• Lots of practice over time with expert instructions

• Rapid performance improvements with potential to keep growing

Autonomous stage (apply)

• skill execution is automatic , allowing focus on other aspects of performance

• Effortless, relaxed and accurate performance

• Practice helps tp maintain skills and more independent

• Slow improvements with less room for improvement

Closed skills

Little variation in environment and teaching focuses on repetition and proprioceptive feedback

• ex. Gymnastics, figure skating and swim race

Open skill

• constant change of environment

• Teaching focuses on variation of skill based on situation

• Temporal uncertainty influenced by actions of opponents

• Spatial uncertainty influenced by location of field play or location of the puck/ball

Intrinsic feedback vs extrinsic feedback

Intrinsic - Natural consequence of performing the action

• includes knowledge of performance, results and performance

Extrinsic - information from outside source

• ex. Coach feedback, technology

2 types of feedback

1. Faded feedback - starting with high frequency feedbacks and gradually reducing the feedback

2. Bandwidth feedback - feedback only provided when there are errors outside of a defined area of correctness

Descriptive vs prescriptive feedback

Descriptive - vague often negative comments such as you were better last time, watch your timing

Prescriptive - constructive criticism like drive the shot deep Ike you did last times, stay on your toes when receiving

3 things needed for constructed criticism

11. Attract attention and build trust with the athlete

12. Healthy spread of constructive critism that should be specific and given in a positive way

13. Encourage the athlete to realize theyre capable of improving

wyas to progress skills allowing for opportunity for success

1. Closed skill to open skill practice

2. Simplification and progression to more complex

3. Use scaled down equipment

4. Start young

5. Provide sufficient learning time

6. Practice with transfer strategies

7. Appropriate feedback

Mental rehearsal

• supplement to physical training

• Allow athletes to stimulate performance

• Enhanced skill and confidence

Effective practice

• blocked before random practiced

• Masses vs distributed practices - no single optimal practice rest ratio for all tasks

• Scheduling and periodization to be considered