lecture_7
Classification of Motor Skills
Open Skills:
- Performed in dynamic and unpredictable environments.
- Examples: volleyball spike, wrestling.
Closed Skills:
- Performed in stable and predictable environments.
- Examples: running on an indoor track, tennis serve.
Classifying Skills
Discrete Skills:
- Clear beginning and end, brief movement duration.
- Example: throwing a ball.
Continuous Skills:
- Repetitive movements, no clear beginning or end.
- Example: swimming, running.
Serial Skills:
- Composed of several discrete skills combined.
- Example: a gymnastics routine.
Factors Influencing Motor Skill Learning
- Observational Practice - Learning by watching others.
- Learner's Focus of Attention - Concentration on specific aspects of performance.
- Feedback - Information provided regarding performance.
Key Concepts in Motor Development
Definitions
- Motor Development: Change in motor behavior throughout the lifespan (Clark & Whitall, 1989).
- Growth: Quantitative changes in physical size measurable by height, weight, muscle mass, etc.
- Maturation: Qualitative changes that lead toward maturity, affecting organ and tissue function.
Characteristics of Motor Development
- Continuous Process: Ongoing, cumulative development.
- Age-Related but Not Age-Dependent: Development varies with age but is not strictly time-bound.
- Sequential Skill Progression: Developmental skills progress in a sequence.
Importance of Motor Development
- Essential for teaching fundamental movement skills (FMS) and correcting movement behavior.
- Supports creation of age-appropriate activities for diverse abilities.
- Aids in understanding normal developmental patterns across the lifespan.
Domains of Human Development
- Affective: Emotional development.
- Motor: Physical skill development.
- Cognitive: Intellectual growth.
- Physical: Changes in body composition and health.
Newell's Model of Constraints (1986)
Constraints Affecting Movement
Individual Constraints:
- Structural: Relate to body structure (e.g., height, weight).
- Functional: Relate to behavior (e.g., motivation, focus).
Environmental Constraints:
- Exist outside the body and are not task-specific, including physical (temperature, surface) and sociocultural factors (cultural norms, gender roles).
Task Constraints:
- Specific to the skill or task at hand (e.g., rules, equipment).
Interaction of Constraints
- Movement is shaped by the interaction of individual, environmental, and task constraints.
- Motor development is viewed ecologically, as a lifelong process affected by changing constraints over time.
Addressing Constraints in Motor Learning
Adaptive Sport/Activity
- Modifications can be made to include children with specific needs in physical activities.
Task Constraints Modifications
- Skill Level Modifications: Adjusting skills for inclusivity (e.g., wheeling instead of running).
- Rules Modifications: Changing game rules for greater success and involvement (e.g., allowing extra tags).
- Equipment Modifications: Using softer, lighter, and appropriately sized equipment to enhance participation.
Environmental Constraints Modifications
- Adjusting facilities or playing areas to ensure participation, such as using smaller spaces or modifying boundaries for safety.
Affordances in Motor Development
- Affordances: Opportunities for action provided by environmental objects/surfaces. The interaction of a child with their environment allows for certain movements, emphasizing the importance of body scaling when learning new skills.