Motor Control and Skill Learning

Voluntary movement of the head, body, or limbs with a specific purpose. It involves both coordination and control of muscular movements.

Control of movement through precise timing of neural signals, muscle firing, and relaxation.

A consistent, accurate, and adaptable ability to perform a skill across repeated trials.

A stable improvement in skill performance over time through practice.

An observable movement behavior, a single attempt at a skill.

Maximum certainty of goal achievement, consistency, controlled modifiability, and minimal energy expenditure.

Improved accuracy, consistency, adaptability of movement with improved aerobic/anaerobic capability; movement becomes more efficient.

Improved anticipation, awareness, and correction of movement errors, attention focusing, and multitasking ability.

Sensory receptors detect information about the body's position and environment, crucial for controlling voluntary and involuntary movements.

The process of signals traveling from the brain to muscles, controlling voluntary movements. It includes energy and information processing.

The study of how humans learn and control movement.

The process of learning and improving a skill through practice and experience, with distinct stages.

The combination of movements to achieve efficient and effective actions.

The energy consumed and information used when performing movements.

The central and peripheral nervous systems and their role in movement.

Different phases of human growth and development, and how they affect movement.

Study of how the nervous system coordinates posture and movement.

How we improve skills over time.

Features of a skilled movement: accuracy, consistency, modifiability, & efficiency.

How well a skill is performed in a given moment, one attempt.

Aspects of a task that affect movement capability.

Personal characteristics affecting movement (physical, cognitive, motivational).

The study of movement and forces in the body.

The study of forces causing movement.

A framework for skill acquisition that emphasizes how individual factors (physical, cognitive, motivational) and environmental factors (task demands, equipment) influence skill development.

The process of improving skills over time through practice and experience.

Factors that limit or influence movement.

The process of developing and improving motor skills through practice.

Personal factors that affect movement, such as physical abilities, age, and motivation.

Methods for teaching and coaching motor skills.

The coordination of posture and movement by the nervous system.

Contexts where motor skills are developed or improved.

How the nervous system coordinates posture and movement.

How we improve movement skills over time.

Pre-planned movement in the brain, with feedback control.

Movement emerges from interactions, not rigid plans.

Different ways to understand how movement happens (e.g., centralized vs. dynamical).

A skill acquisition approach where movement emerges from the interaction of individual, task, and environmental constraints rather than being pre-planned.

Personal factors (physical, physiological, psychological) influencing movement options.

Features of the activity that influence movement options (goal, equipment, time limits).

External factors impacting movement options (e.g., weather, others, presence of objects).

Movement solutions that arise from the interaction of constraints, not pre-determined.

Personal characteristics (physical, psychological, and social) that affect movement capabilities.

Aspects of a movement task that influence movement capabilities, such as skill required, equipment used, or the environment.

External factors (climate, equipment, social, and cultural context) that influence movement.

Movement outcomes that arise from a complex interaction between the individual and their environment, that is, the result of their interaction with external factors.

Factors (individual, environmental or task) that limit or influence coordinated movement.

A framework in motor control, proposing that movement is influenced by individual constraints, environmental factors and task demands.

Specific set of circumstances associated with a particular movement or motor skill.

Initial position of the body or limbs in preparation for movement, influencing subsequent movement.

A skill acquisition approach that emphasizes how individual, task, and environmental factors influence skill development, rather than pre-planning movements.

Personal characteristics (physical, physiological, psychological) that influence movement options.

Features of the activity influencing movement options (e.g., goal, equipment, time limits).

External factors affecting movement options (e.g., weather, others, presence of objects).

Movement solutions that arise from the interaction of constraints, not pre-determined.

Movement that maximizes accuracy, efficiency, and safety, tailored to specific situations.

Identification of factors limiting/influencing movement (individual, task, and environmental).

The interaction of various body parts to accomplish a specific goal.

A skill acquisition approach where movement emerges from the interplay of individual, task, and environmental factors, rather than being predetermined.

Identifying factors that limit or influence movement performance.

Challenging the nervous system and muscles to overcome movement difficulties by manipulating task or environment.

Understanding how perception (sensory input) and action (movement) are linked and influence each other.

Creating practice conditions or environments that mimic real-life situations to improve skill generalization.

Providing support and guidance to skill learners, reducing or adjusting support as the learner progresses.

The link between perception (sensory information) and movement action.

The movement solutions that arise from the interaction of constraints, not pre-determined or planned.

A skill acquisition approach focusing on how individual, task, and environmental factors influence skill development, rather than pre-planning movements.

Personal characteristics (physical, physiological, psychological) impacting movement options.

Features of the activity influencing movement options (goal, equipment, time limits).

External factors affecting movement options (weather, others, objects).

Movement solutions arising from the interaction of constraints, not predetermined.

Explain and evaluate core theoretical models and hypothetical explanations related to motor control and skill learning.

Identify and explain how individual constraints and prior functioning influence motor skill learning strategies.

Individual, environmental, or task factors limiting or influencing coordinated movement.

The study of how the nervous system coordinates posture and movement.

How we improve movement skills over time.

Pre-planned movement in the brain, with feedback control.

Movement emerges from interactions, not rigid plans.

Different ways to understand how movement happens, e.g., centralized vs. dynamical systems.

A skill acquisition approach emphasizing how individual, task, and environmental factors interact to shape movement, rather than pre-planned movements.

Personal factors (physical, physiological, psychological) impacting movement options.

Features of the activity influencing movement, like goals, equipment, and time limits.

External factors (weather, others, objects) affecting movement.

Movement solutions arising from the interaction of constraints, not pre-determined.

A skill acquisition approach where movement emerges from the interaction of the individual, task, and environment, rather than being pre-planned.

Personal characteristics (physical, physiological, psychological) impacting movement options.

Features of the activity (goal, equipment, time limits) influencing movement options.

External factors (weather, others, objects) affecting movement options.

Movement solutions that arise from the interaction of constraints, not pre-determined.

Movement that maximizes accuracy, efficiency, and safety, tailored to specific situations.

Identification of factors limiting/influencing movement (individual, task, and environment).

The interaction of various body parts to accomplish a specific goal.

A skill acquisition approach emphasizing how individual, task, and environmental factors interact to shape movement, not pre-determined movements.

Identifying factors limiting or influencing movement performance.

Challenging the nervous system and muscles to overcome movement difficulties by manipulating task or environment.

Understanding how perception (sensory input) and action (movement) are linked and influence each other.

Creating practice conditions or environments that mimic real-life situations to improve skill generalization.

Providing support and guidance to skill learners, reducing or adjusting support as the learner progresses.

The link between perception (sensory information) and movement action.

Movement solutions that arise from the interaction of constraints, not pre-determined or planned.

Physical characteristics influencing movement capabilities.

A model emphasizing how individual, task, and environmental constraints influence movement.

Personal attributes (physical, physiological, psychological) affecting movement options.

Features of the activity influencing movement (goal, equipment, time).

External factors (e.g., climate, others) impacting movement.

Movement outcomes resulting from constraint interactions.

Factors limiting or influencing coordinated movement (individual, environmental, task).

Specific circumstance surrounding a movement or skill.

A skill acquisition method focusing on how individual, task, and environmental factors shape motor skill development, rather than pre-planning movements.

Personal characteristics (physical, physiological, psychological) that influence movement options.

Features of a movement task (e.g., goal, equipment) influencing movement.

External factors (e.g., weather, context) affecting movement.

Movement solutions arising from the interaction of constraints, not predetermined.

Evaluating theoretical models and explanations of how motor skills develop.

Understanding how personal factors and past experiences affect skill learning strategies.

Individual, environmental or task factors that influence the interaction of body parts.

The study of how the nervous system coordinates posture and movement.

How we improve movement skills over time.

Pre-planned movement in the brain, controlled via feedback.

Movement emerges from interactions, not rigid plans.

Different ways to understand how movement happens, such as centralized vs. dynamical systems.

A skill acquisition approach where movement emerges from the interplay of individual, task, and environmental factors, rather than being pre-planned.

Personal factors (physical, physiological, psychological) that impact movement options.

Features of the activity (goal, equipment, time limits) influencing movement options.

External factors (weather, others, objects) affecting movement options.

Movement solutions arising from the interaction of constraints, not pre-determined.

A framework in motor control; movement is influenced by individual constraints, environmental factors and task demands.

Personal characteristics (physical, psychological, social) affecting movement.

Features of a movement task (goal, equipment, time limits) that influence movement.

External factors (weather, others or objects) influencing movement.

Movement solutions arising from the complex interaction of constraints, not pre-determined.

Initial body position in preparation for movement, impacting subsequent movement.

Individual, environmental, or task factors that limit or influence coordinated movement.

Specific circumstances associated with a particular movement or skill.

A skill acquisition approach emphasizing how individual, task, and environmental factors interact to shape movement, rather than being pre-planned.

Personal characteristics (physical, physiological, psychological) influencing movement options.

Features of the activity influencing movement options (goal, equipment, time limits).

External factors (weather, others, objects) affecting movement options.

Movement solutions arising from the interaction of constraints, not pre-determined.

Movement that maximizes accuracy, efficiency, and safety, tailored to specific situations.

Identification of factors limiting/influencing movement (individual, task, and environment).

The interaction of various body parts to accomplish a specific goal.

A skill acquisition approach focusing on how individual, task, and environmental factors influence skill development, rather than pre-planning movements.

Identifying factors that limit or influence movement performance.

Challenging the nervous system and muscles to overcome movement difficulties by manipulating the task or environment.

Understanding how perception (sensory input) and action (movement) are linked and influence each other.

Creating practice conditions or environments that mimic real-life situations to improve skill generalization.

Providing support and guidance to skill learners, reducing or adjusting support as the learner progresses.

The connection between perception (sensory information) and movement action.

Movement solutions that arise from the interaction of constraints, not pre-determined or planned.

The study of how the nervous system coordinates posture and movement.

How we improve movement skills over time.

Pre-planned movement in the brain, with feedback control.

Movement emerges from interactions, not rigid plans.

Different ways to understand how movement happens, e.g., centralized vs. dynamical systems.

A framework for skill acquisition emphasizing how individual, task, and environmental factors interact to shape movement, instead of pre-planned movements.

Personal characteristics (physical, psychological, and social) that influence movement capabilities.

Features of the activity (goal, equipment, time limits) influencing movement options.

External factors (weather, others, objects) impacting movement options.

The movement solutions that arise from the interaction of constraints, rather than being pre-determined.

Explaining and evaluating theoretical models and explanations of motor control and skill learning.

Identifying and describing how individual constraints and past movement experiences affect skill learning strategies.

Individual, environmental, or task factors that influence the way coordinated movements develop.

Skill acquisition approach where movement emerges from interaction of individual, task, and environmental constraints, rather than pre-determined movements.

Personal characteristics (physical, physiological, psychological) influencing movement options.

Activity features influencing movement (goal, equipment, time limits).

External factors (weather, others, objects) affecting movement options.

Movement solutions arising from the interaction of constraints, not pre-determined.

Personal characteristics (physical, psychological, social) that affect movement options.

Features of the activity (goal, equipment, time limits) affecting movement choices.

External factors (weather, others, objects) affecting movement options.

Movement solutions that arise from the interaction of constraints, not predetermined.

A framework in motor control, showing how individual, environmental, and task factors influence movement.

Individual, environmental, or task factors limiting or influencing coordinated movement.

Specific circumstances associated with a particular movement or motor skill.

Initial body position before movement, impacting subsequent action.

A skill acquisition approach focusing on how individual, task, & environmental factors influence skill development, not pre-planned movements.

Personal characteristics (physical, psychological, social) affecting movement options.

Features of the activity influencing movement options (goal, equipment, time limits).