ZV

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

  1. Observational Practice - Learning by watching others.
  2. Learner's Focus of Attention - Concentration on specific aspects of performance.
  3. 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

  1. Continuous Process: Ongoing, cumulative development.
  2. Age-Related but Not Age-Dependent: Development varies with age but is not strictly time-bound.
  3. 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.