Chapter 1: Introduction to Motor Learning and Performance
Why is understanding motor learning important?
Improves teaching of motor skills (Physical education).
Aids rehabilitation and treatment plan instruction (Physical therapy).
Guides instruction and practice design (Coaches).
Enhances understanding of human-machine interaction (Human factors).
Improves athletic performance and skill (Athletes).
Purpose: A Problem-Based Approach
Motor learning is best learned through understanding principles via problem-solving.
Relationship to Motor Learning
Skill type: Refers to classifications (open/closed, discrete/serial/continuous, object/no object, body moving/stationary).
Performer: Skill level, attention, and control processes influence performance and learning.
Object Manipulation and Body Transport
Factors for defining skills:
Whether a performer manipulates an object.
Whether the body is in motion or stationary.
Task Perspective (#3)
Discrete skills: Have an easily defined beginning and end, often brief duration (e.g., throwing a dart).
Continuous skills: Have arbitrary beginning and end points, with flowing behavior (e.g., swimming).
Serial skills: Group of discrete skills strung together, where the order is critical (e.g., a gymnastics routine).
Open and Closed Skills (#2)
Open skills: Environment is variable and unpredictable during action (e.g., team sports).
Closed skills: Environment is stable and predictable (e.g., drilling a hole in wood).
Continuum: Skills range from predictable (closed) to unpredictable (open) environments.
Motor Skill Classification (#1)
Gross motor skills: Use large musculature; movement precision is less critical.
Fine motor skills: Require greater control of smaller musculature; greater movement precision is important.
Defining Skills
Skill: Achieving a well-defined goal by:
Maximizing certainty of goal achievement
Minimizing physical and mental energy expenditure
Minimizing time used
Critical elements of a skill:
Perceiving relevant environmental features
Deciding appropriate action (what, where, when)
Producing organized muscular activity for movement
History of Motor Learning and Performance Research
Originated with psychologists and physiologists.
Focused on complex skills, neural control, muscle mechanisms, and movement coordination studies.
Theories and Hypotheses
Theory: Explains how phenomena occur.
Hypothesis: Testable prediction derived from a theory.
Objectives
Understand:
The scientific method in skills research