Motor Learning and Control (study)

Integrative Model for Facilitating Motor Skill Learning and Performance

  • Determine Intended Outcome

    • Define the goal or desired skill to be developed.

  • Create Situation Profile

    • Analyze the learner, environment/context, task.

  • Design and Implement the Learning Experience

    • Make an informed decision on how to develop and execute a structured learning experience.

  • Observe

    • Monitor the learner's performance during practice or execution.

  • Evaluate and Diagnose

    • Assess performance to identify strengths and areas for improvement.

  • Select and Implement Intervention for Skill Refinement

    • Apply targeted strategies to improve weak areas and enhance performance.

  • Overall idea

    • An integrative, systematic process to plan, implement, monitor, diagnose, and refine motor skill learning and performance.

Interaction of the Learner, the Task, and the Environment

  • LEARNER

    • Does the learner possess the underlying abilities to perform the task?

    • Is the task developmentally appropriate?

    • Has he or she had any past experiences that are relevant to the task?

    • Is he or she motivated to learn the task?

    • What individual differences might influence the acquisition of this task?

  • ENVIRONMENT

    • In what context will the task be performed?

    • Is that context predictable or unpredictable?

    • Is there a time limitation?

  • TASK

    • Does the task have a high perceptual component?

    • Is object manipulation required?

    • What body movements are required?

    • Must the task be performed under a variety of conditions, or must the learner be able to replicate the movement pattern consistently and accurately?

Motor Learning and Motor Control: Definitions

  • Motor Learning

    • Study of the processes involved in acquiring and refining motor skills and of variables that promote or inhibit that acquisition.

    • A multifaceted set of internal processes through which there is a relatively permanent change in human movement through practice.

  • Motor Control

    • The neural, physical, and behavioral aspects that underlie human movement.

    • Concerned with the execution of these processes that lead to skilled human movement as well as the factors that lead to the breakdown of such skills.

Motor Skill Learning vs Performance: Distinction

  • What is learning?

    • A change in the capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience.

  • Indicators of learning

    • Improvement, Consistency, Persistence, Adaptability

What is a Motor Skill?

  • Performed to achieve an objective; goal oriented.

  • Require body and limb movements.

  • Voluntary.

  • Developed as a result of practice.

  • Must be learned or relearned.

  • Different from an Action.

Skill Classifications

  • Precision of movement

    • Gross vs Fine

  • Nature of movement organization

  • Predictability of the environment

  • Context in which skills are performed

  • Action requirements of the skills

Nature of Movement Organization

  • Discrete skills

    • Beginning and end points are clearly defined.

  • Serial skills

    • Collective sequences of multiple discrete skills.

  • Continuous skills

    • Beginning/end points are arbitrary; repetitive in nature.

Open–Closed Skill Continuum

  • Closed skills

    • Skills performed in stable, predictable environments.

  • Open skills

    • Skills performed in unpredictable, ever-changing environments (external factors may influence performance).

Multidimensional Classification System — Regulatory Conditions

  • Context in which skills are performed

    • Environmental factors specify movement characteristics needed for successful performance.

  • Two questions to classify

    • Are regulatory conditions stable (stationary vs not stationary)?

    • Do regulatory conditions remain fixed or change with each trial (low vs high inter-trial response variability)?

Multidimensional Classification System — Action Requirements

  • Does the performer have to change locations when performing the skill (whole body movement)?

  • Does the performer have to manipulate objects or opponents?

Multidimensional Classification System, with Task Examples

  • Regulatory Conditions vs Action Requirements (conceptual guide)

  • Examples (illustrative, not an exhaustive list):

    • Stationary and fixed: doing a sit-up; moving a chess piece; climbing a ladder.

    • Stationary and variable: writing ABCs with the foot (an example of unusual body usage); rehabilitation tasks.

    • In motion and fixed: following a stationary gesture or pattern; following a dance pattern placed on the floor (static pattern while moving or preparing to move).

    • In motion and variable: following a dance pattern that has been placed on the floor while moving; with a partner, following a floor-placed dance pattern; riding a bike or vehicle on a moving surface; catching a variety of different sized balls while balancing on one foot.

    • Additional examples include moving on a conveyor belt (work/industrial context), stepping onto a moving sidewalk with crutches, etc.

Some Individual Differences That Result in a Person’s Uniqueness

  • Height and body type

  • Physiological makeup

  • Learning styles

  • Type/amount of previous experiences

  • Motivation

  • Developmental level

  • Cultural background

  • Psychological makeup

  • Attitude

  • Confidence

  • Motor abilities

Differences in Motor Abilities

  • Genetic traits that are prerequisites for skilled performance

  • Initial hypothesis: a single general motor ability

  • Specificity hypothesis: abilities are independent of one another

Categorizing Motor Abilities (Fleishman, 1962)

  • Two broad categories:

    • Perceptual motor abilities

    • Physical proficiency abilities

Cerebral Challenge

  • Question prompts:

    • An individual can have abilities but not be skilled. True or False?

    • An individual can be skilled without ability. True or False?

Perceptual Motor Abilities in Fleishman’s Taxonomy

  • List of abilities:

    • Control precision

    • Multi-limb coordination

    • Response orientation

    • Reaction time

    • Speed of limb movement

    • Rate control

    • Manual dexterity

    • Finger dexterity

    • Arm-hand steadiness

    • Wrist-finger speed

    • Aiming

  • Definitions (brief):

    • Control precision: ability for highly controlled movement adjustments, especially involving larger muscle groups.

    • Multi-limb coordination: coordinate numerous limb movements simultaneously.

    • Response orientation: rapidly select a response from several alternatives (e.g., choice reaction time).

    • Reaction time: initiate a rapid response to an unexpected stimulus.

    • Speed of limb movement: rapid gross limb movements.

    • Rate control: continuous speed and direction adjustments with precision (e.g., tracking).

    • Manual dexterity: control of large object manipulations using arms/hands.

    • Finger dexterity: control of small object manipulations using fingers.

    • Arm-hand steadiness: precise arm-hand positioning with minimal strength/speed demands.

    • Wrist-finger speed: rapid wrist and finger movements.

    • Aiming: precise hand movements toward a small object in space.

  • Illustrations (typical examples): dribbling a soccer ball, volleyball spike, tailback opening, sprint start in swimming, hockey slap shot, mountain biking, water polo, texting on a phone, dentistry, blackjack dealing, marksmanship.

Physical Proficiency Abilities in Fleishman’s Taxonomy

  • Abilities:

    • Muscular endurance (stamina to exert force repeatedly)

    • Muscular power (maximum effort by combining force and velocity)

    • Static strength

    • Dynamic strength

    • Explosive strength

    • Trunk strength

    • Extent flexibility (range of motion)

    • Dynamic flexibility

    • Gross body coordination

    • Gross body equilibrium

    • Cardiovascular endurance (sustain effort)

  • Definitions and examples:

    • Static strength: generate maximum force against a heavy object in a static posture (e.g., pushing against a wall).

    • Dynamic strength: repeated or sustained movements with a load.

    • Explosive strength: rapid force production (e.g., jumps, sprint starts).

    • Trunk strength: strength of abdominal and back muscles for trunk control.

    • Extent flexibility: large-range motion of joints.

    • Dynamic flexibility: ability to perform rapid movement through a range.

    • Gross body coordination: coordinating multiple body parts simultaneously while moving.

    • Gross body equilibrium: maintain balance without relying on vision.

    • Endurance-related examples: climbing, diving, slalom skiing, tightrope walking (even under challenging conditions).

Practical Implications

  • We all have different abilities that can enhance or limit our capacity to become skilled at a task.

  • There is no guarantee of becoming skillful; we have potential, and practice helps realize that potential.

  • Children should have many developmentally appropriate movement experiences to support broad motor development.

Task Analysis

  • Determine the underlying abilities that are important for the successful performance of a specific skill.

  • Goal: gain a better understanding of a skill’s requirements by linking performance to underlying capabilities.

Task Analysis of a Volleyball Spike

  • Starting position

  • Approach

  • Jump

  • Underlying Abilities:

    • Control precision

    • Multi-limb coordination

    • Rate control

    • Aiming

    • Explosive strength

    • Trunk strength

  • Purpose: identify the set of abilities that contribute to optimal performance of the spike and inform training focus.

Cerebral Challenge (Review Questions from the Lecture)

  • True/False:

    • An individual can have abilities but not be skilled. True or False?

    • An individual can be skilled without ability. True or False?