Introduction to Motor Learning and Control

Notes derived from Chapter 1Coker, C.A. (2004) Motor Learning and Control for Practitioners. McGraw-Hill

Definitions• Motor learning

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

• Motor control

– Focuses on the neural, physical and behavioral aspects that underlie human movement

Learning vs. Performance

• Learning

– A relatively permanent change in a person’s capability to execute a motor skill as a result of practice or experience.

• Performance

– The act of executing an act or skill

Motor Skill

Is a movement skill that satisfies the following characteristics:

• Goal-oriented

• Body and limb movements required to accomplish goal

• Voluntary

• Must be learned or re-learnt.

Your turn to think!

Determine which of the following can be classified as a motor skill. Be prepared to explain why you selected or omitted each option.

Grasping an object WalkingSewing on a button Tapping your pencilSolving a word problem Driving a carPerforming patella tendon reflexJuggling

Taxonomies of Motor Skills.

A taxonomy is a classification system. A number of taxonomies for motor skills exist based upon:

• Level of Precision• Task Organization• Predictability of the performance environment• Gentile’s multi-dimensional system.

Precision of Movement

• Fine motor skill– Involving very precise movements normally accomplished

using smaller musculature (cutting, drawing, writing etc.)

• Gross motor skill– Places less emphasis on precision and is typically the

result of multi-limb movements (enhanced through large muscle Perceptual Motor Programs)

Your turn to think!Determine where along the fine to gross continuum the following skills would be placed:

• Signing a check Making a rugby tackle• Dribbling a basketball Tying shoe laces• Throwing a discuss Picking up paperclip• Walking on crutches Throwing a dart• Setting a volleyball Making a surgical incision.

Precision of Movement

Fine Gross

Nature of Movement Organization• Discrete

– Beginning and end points are clearly defined e.g. golf swing, archery shot at target, softball pitch

• Serial

– Composed of a number of discrete skills whose integrated performance is crucial for goal achievement e.g. skating routine. basketball lay up shot

• Continuous

– Beginning and ending points are arbitrary e.g. cycling/ rowing

Your turn to think!

Categorize each of the following skills as either discrete, serial or continuous.

Performing triple jump SwimmingExecuting a crochet shot Gymnastics routineDriving a car Putting a golf ballFlicking on a light switch Throwing a dartRunning laps of oval

Predictability of the Environment• Closed

– Performed in environments that are very stable and predictable (ten pin bowling). Instruction emphasizes consistency and refinement of technique e.g. drills

• Open

– Performed in unpredictable, ever changing environments (major games, road cycling) Instruction and practice should emphasize development of capacity to respond to ever-changing demands of the environment (practice in game situation, not just specific skill drills)

Predictability of the Environment

Closed Open

Your turn to think again!

Determine where along the closed –open continuum the following skills would be placed.

Executing a crochet shotPerforming pass in game of BasketballBalancing on a wobble boardMowing the lawnGymnastics routineBowling a cricket ballTarget shooting i.e. archery

Gentile’s Multidimensional Classification System

Regulatory conditions

– Environmental factors that specify the movement characteristics necessary to successfully perform a skill

1. Are the regulatory conditions stable (throwing a ball at a target-less complex processes to assess the environment) or in motion (throwing a ball to a moving player - more complex processes)?

2. From trial to trial, do the regulatory conditions remain fixed (free shot) or do they change (shot at goal during regular play)?

Gentile’s Multidimensional Classification System

Action requirements of the skill

1. Is the performer required to change locations (long jump) or maintain body position (push up) when performing the skill?

2. Does the task require the performer to manipulate an object (hockey stick) or opponent (wrestling) or not?

Task Examples

ACTION REQUIREMENTS Neither body

transport nor object manipulation

Object manipulation only

Body transport only

Both body transport and object manipulation

Stationary and fixed

Doing a sit up

Moving a chess piece

Climbing a ladder

Shot put

Stationary and variable

Writing ABC’s with foot for ankle rehabilitation

“Round the clock” in darts

Following a dance pattern that has been placed on the floor

With a partner, following a dance pattern that has been placed on the floor

Moving and fixed

Floating on a river in an inner tube

Yo-yo

Running down a hill

Walking on crutches in a clear hallway

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Moving and variable

Riding in a tube pulled by a speedboat

Playing Fooze Ball

Skating on a crowded ice rink

Skiing a downhill slalom course

Using the Model:The benefit of Gentile’s Multidimensional model is that it may serve to:

…evaluate a learner’s movement capabilities and limitations

…provide instructors with a better understanding of the degree of complexity that a learner is capable of and

…provide insight into the demands of the activity

Individual DifferencesRelatively stable and enduring characteristics that make each of us unique

Examples:– Body type– Physiological make-up – Learning styles– Type and amount of previous movement experience– Developmental level– Cultural background– Psychological make-up

Abilities• Genetic traits that are prerequisite to the

development of skill proficiency

• Existence of general motor ability enabling individuals to become proficient at any number of activities… OR

• Specificity hypothesis that suggests individuals inherit a large number of motor abilities but that these are independent of each other (good at one skill/ sport but not necessarily another)

• Thus, came the research of Fleishman (1962) to categorize motor abilities

Fleishman’s Taxonomy

Groups motor abilities into two categories:

1. Perceptual motor abilities

2. Physical proficiency abilities

Perceptual Motor Abilities (p.14)

• 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

Physical Proficiency Abilities (p.14)

• Static strength

• Dynamic strength

• Explosive strength

• Trunk strength

• Extent flexibility

• Dynamic flexibility

• Gross body coordination

• Gross body equilibrium

• Stamina

Task Analysis• Children only have the ‘potential’ to become skilled.

They need the right environment i.e. developmentally appropriate opportunities in a wide range of movement experiences

• Task analysis is the breaking down of a skill into its component parts and corresponding underlying abilities. It allows instructors to gain a greater understanding of the skill and how it should be taught and practiced.

Task Analysis Example

Relevance to the HPE teacher:

Teachers must remember that all learners are unique and bring different experiences to the learning environment.

They should therefore:• get to know their learners

• understand the requirements of the task at a developmentally appropriate level

• development a large repertoire of instructional strategies so that they can accommodate the needs of all learners