Motor Learning and Performance: In-Depth Notes

Lecture Objectives

• Differentiate between motor learning and performance.

• Identify the factors influencing motor skill learning.

• Describe the types of feedback practitioners can give to enhance skill learning.

Motor Learning

• Definition: A relatively permanent change in the capability to execute a motor skill resulting from practice or experience (Schmidt & Lee, 2005).

• Focus on:

  • FMS (Fundamental Motor Skills) acquisition.

  • Learning from practice or experience.

  • Learning is not directly observable, but its effects are.

  • Requires permanent changes in the central nervous system (CNS).

Motor Performance

• Definition: The act of executing a motor skill leading to a temporary, non-permanent change.

• Influencing factors include:

  • Motivation

  • Arousal

  • Fatigue

  • Physical condition.

Defining Skills

• Characteristics of a motor skill:

  • Purposeful

  • Maximum certainty: skill is executed reliably, on demand, without relying on luck.

  • Minimization of time and energy during performance.

• Definition (Guthrie, 1952): Capability to achieve a desired result with maximum certainty and minimum effort.

Classifying Skills

• Open Skills:

  • Performed in dynamic, unpredictable environments (e.g., team sports like volleyball, wrestling).

• Closed Skills:

  • Executed in stable, predictable settings (e.g., indoor running track, tennis serve).

• Discrete Skills: Clear beginning and end (often short duration).

• Continuous Skills: Consist of repetitive movements without a clear beginning or end.

• Serial Skills: Combination of several discrete skills to perform a more complex action.

Factors Influencing Motor Skill Learning

1. Observational Practice:

   • Learning through observation and physical practice enhances motor skill acquisition.

   • Practical applications involve pairing students for alternating observational and physical practice (e.g., video self-observation).

2. Learner's Focus of Attention:

   • Instructions promoting an external focus (on effect of movement) are more effective than internal focus (on body movements).

   • External focus encourages automatic motor control and movement efficiency.

   • Constrained Action Hypothesis (McNevin et al., 2003):

     • Internal focus promotes conscious processing; external focus encourages unconscious processes.

3. Feedback:

   • Information about performance/errors used for future adjustments (Schmidt & Lee, 2013).

   • Two main categories of feedback:

     • Intrinsic (inherent) feedback: Natural feedback produced during performance.

     • External (augmented) feedback: Information provided from external sources, enhancing inherent feedback.

     • Types:

       • Knowledge of Results (KR): Feedback on goal outcome.

       • Knowledge of Performance (KP): Feedback on quality of movement and its patterns.

Practical Considerations for Feedback

• How much feedback to give:

  • Avoid overwhelming learners; provide fundamental error feedback.

  • Aim for 50% frequency of KP; provide feedback in summary blocks (e.g., feedback every 5 trials).

• When to give feedback:

  • Delay feedback: Avoid providing immediate feedback (5 seconds delay recommended).

• What feedback to give:

  • Descriptive KP (identifies errors) vs. Prescriptive KP (provides corrections).

  • Introduce normative feedback to inform learners of their performance relative to peers.

Motivational Function of Feedback

• Feedback should inspire learners to achieve goals.

• Positive feedback after successful trials enhances learning; negative or redundant error feedback may heighten anxiety.

Summary

• Factors such as observational practice, focus of attention, and effective feedback significantly contribute to effective motor skill learning. Incorporating these elements into training can enhance learning efficiency and effectiveness.