Introduction to Motor Behavior and the Mind-Body Connection

Chapter 1: Introduction to Motor Behavior and the Mind-Body Connection

Learning Objectives

  • After this chapter, students should be able to:

    • Define and explain the scope of motor behavior and motor skills.

    • Define and differentiate motor control and motor learning.

    • Explain the concept of psychophysics and the mind-body connection.

    • Understand the importance of skilled motor performance in everyday life.

    • Define and explain the differences between skill and ability.

    • Understand how motor skills become psychomotor skills and the significance of this distinction.

Defining Motor Behavior

  • Motor Behavior: The study of human movement created by muscular actions, which includes:

    • Why and how movements are planned, produced, executed, learned, and refined.

    • Two primary aspects:

    • Physiological (Motor Control): Concerns the physiological mechanisms and processes involved in movement.

    • Psychological (Motor Learning): Encompasses the processes of acquiring and improving motor skills.

Motor Learning and Motor Control

  • The relationship between motor learning and motor control includes relevant components:

    • Mind:

    • Information processing components such as perception, memory, learning, motivation, arousal, intention, cognition, emotion, decision making, and attention.

    • Brain:

    • Central nervous system functions (specifically, the brain).

    • Body:

    • Physiological and biomechanical systems including the musculoskeletal system and peripheral nervous system, influencing movement outcomes through the spinal cord.

Defining Key Terms

  • Motor Skill: A voluntary and intentional movement that has a specific outcome purpose.

  • Movement: Any voluntary or involuntary, active or passive movement made by the body.

The Mind–Body Connection

  • Mind–Body Connection: The bidirectional relationship between the mind’s thoughts and emotions and the physiological functioning of the body.

    • Illustrated in Sensation, Perception, and Psychophysics:

    • Sensation: The physiological detection of physical signals (e.g., temperature, muscle stretch).

    • Perception: The brain’s interpretation of those sensory signals.

Psychophysics

  • Psychophysics: Refers to the sensitivity and relationship between detection and interpretation of sensory information.

    • It emphasizes that interpretation is as important as, or even more vital than, the raw sensory data itself.

  • Notable psychological factors influencing sensory interpretation include various cognitive processes.

Applied Examples of Psychophysics

  • Visual Analog Scales (VAS) for pain are commonly used psychophysical tools.

  • Perceived Exertion: A subjective evaluation of how hard a person thinks they are working, encompassing cognitive factors (e.g., motivation, expectations) which influence perception of exertion levels.

    • The Rating of Perceived Exertion (RPE) correlates with how hard one is working (like heart rate) and their perceived level of effort.

  • Borg’s RPE Scale: The most common scale used in exercise settings to evaluate exertion.

Perception–Action Coupling

  • The concept of perception–action coupling describes how motor actions are often tied to perceptual information:

    • Example: A ball coming towards the observer.

    • Visually detected, perceived as a threat, leading to a motor act (e.g., ducking).

    • If not perceived as threatening, the action might change (e.g., raising a hand to catch).

    • The detection of the ball's characteristics (speed, weight, size, texture) is influenced by circumstances and personal experiences.

Importance of Motor Skills

  • Motor skills play a role beyond development, sports, and rehabilitation:

    • They help maintain independence and facilitate interactions in work and social contexts.

    • They are crucial in communication, art expression, and emotional connections.

  • Motor skills contribute to problem-solving, providing a richer repertoire that offers options during emergencies and non-emergencies alike.

The Nature of Motor Skills

  • Motor: Pertaining to muscles and movement.

  • Motor Skills: Purposeful, skilled, and goal-directed movements.

  • Skill: Refers to the quality of execution in movements.

Differentiating Concepts of Skill and Ability

  • Skill vs. Ability: These terms are often interchanged but are not synonymous:

    • Ability: The general capacity of an individual to perform skilled actions.

    • It is possible to possess ability without skill; however, skill cannot exist without an underlying ability.

    • Talent: Often refers to innate or genetic abilities.

    • Coordination: The specific patterning of body and limbs in relation to the environment.

Motor Skills and Psychomotor Skills

  • Psychomotor Skills: Motor skills that involve cognitive elements, characterized by:

    • Precision, manual control, cognitive processing, decision making, and reaction time.

  • Nonpsychomotor Skills: Skills like running and jumping do not have significant cognitive components.

  • Any motor skill can be considered a psychomotor skill in the right context or environment (e.g., avoiding being tagged in a game is an example of psychomotor running).

Summary

  • Motor behavior encompasses the study of human movement, integrating mental, physiological, and biomechanical aspects.

  • Motor Learning vs. Motor Control: Motor learning emphasizes mental processes while motor control focuses on physiological and biomechanical aspects.

  • Skilled Motor Performance: Engenders enhanced capabilities applicable in various life aspects.

  • Skills and Abilities: Skill reflects performance quality, while underlying capabilities (abilities) contribute to skill development.