Perspectives in Motor Behavior PDF

C H A P T E R 1 Perspectives in Motor Behavior Chapter 1 Perspectives in Motor Behavior  Objectives Define the fields of motor control, motor learning, and motor development. Explain the importance of motor skill classification. Cla...

C H A P T E R 1 Perspectives in Motor Behavior Chapter 1 Perspectives in Motor Behavior  Objectives Define the fields of motor control, motor learning, and motor development. Explain the importance of motor skill classification. Classify motor skills using single-dimensional and multidimensional classifications. Distinguish between motor skills and abilities. (continued)  Objectives (continued) Understand Fleishman’s taxonomy. Understand the evolution of motor development. Explain why the fields of motor behavior are important for teaching and assessing motor skills in sport, physical activity, and health professions.  **Motor Behavior Umbrella term for the fields of motor development, motor learning, and motor control Motor development: the study of the products and underlying processes of motor behavior changes across the life span Motor learning: the study of the processes involved in the acquisition of a motor skill and the factors that enhance or inhibit an individual’s capability to perform a motor skill Motor control: the study of the neural, physical, and behavioral aspects of human movement  Motor Control **Underlying processes of movement – Think Neurophysiology. Key issues include the following: – Degrees of freedom problem: investigates how the system is able to constrain the number of degrees of freedom to produce a coordinated movement pattern – Serial order problem: examines the sequencing and timing of movement behaviors – Perceptual–motor integration problem: addresses how perception and action are incorporated  **Motor Learning Process of acquiring a capability for producing skilled actions Occurs as a direct result of practice and is not due to maturation or physiological changes Cannot be observed directly Relatively permanent changes in the capability for skilled behavior  **Motor Skills Require muscles and limbs (??) Must be goal oriented (one has a goal to learn a skill) Are voluntary (sneezing isn’t a skill) Must be learned or relearned (may require less time)  **Skill Classification Sport skills (physical education teachers, coaches, sports psychologists, researchers) – Cognitive skills – Perceptual skills – Motor skills Developmental taxonomies (teachers, coaches, parents, researchers) – Nonlocomotor stability (fundamental and specialized) – Locomotor skills (fundamental and specialized) – Manipulative skills (fundamental and specialized) **Single-Dimensional Skill Classifications (teachers, coaches, therapists, trainers, researchers) Nature of the skill – Continuous skills (e.g., running, swimming, brushing teeth, steering a car) – Discrete skills (e.g., throwing, catching, putting a foot in a shoe, ) – Serial skills (e.g., wrestling takedown, basketball layup, driving, cooking, getting dressed, typing a word) Time-constraint taxonomy – Self-paced skills (e.g., foul shot, golf swing, getting dressed, cooking) – Externally-paced skills (e.g., batting, hockey shot, showering) (continued) Single-Dimensional Classifications (continued) Environmental predictability – Open skills (e.g., football pass, soccer shot, driving, walking across campus during class change) – Closed skills (e.g., bowling, yoga) Movement precision – Fine motor skills (e.g., playing piano or writing) – Gross motor skills (e.g., kicking or striking)  Gentile’s Multidimensional Skill Classification Part 1 (therapists, coaches, teachers) Environmental context – Regulatory conditions Regulatory conditions are stationary (less complex; e.g., archery) Regulatory conditions are in motion (more complex; e.g., skeet shooting) – Intertrial variability No intertrial variability (less complex; e.g., T-ball) Intertrial variability (more complex; e.g., golf)  Gentile’s Multidimensional Classification Part 2 Action requirements – Body orientation Body stability (less complex; e.g., foul shot) Body transport (more complex; e.g., layup) – Manipulation No manipulation (less complex; e.g., sit up) Manipulation of object or person (more complex; e.g., judo or tennis)  **Abilities Genetically predetermined characteristics that affect movement performance such as agility, strength, and flexibility (see complete list in text pp 18-20) Question: Can a person be skilled without having the underlying abilities necessary for that motor skill?  Key Information! **General Motor Ability – Outdated concept that there was one broad/general motor ability. For example, overall athletic ability transferred to all sports. “Athleticism?” Specificity Hypothesis – Every motor skill requires different abilities or different levels of ability.  **Fleishman’s Taxonomy Perceptual–Motor Abilities Control precision (e.g., hockey puck handling) Rate control (e.g., Formula 1 racing) Aiming (e.g., texting) Response orientation (e.g., quarterback) Reaction time (e.g., sprinter) (continued) Perceptual–Motor Abilities (continued) Manual dexterity (e.g., dribbling a basketball) Finger dexterity (e.g., typing) Arm–hand steadiness (e.g., surgical procedures) Wrist and finger speed (e.g., speed stacking)  Physical Proficiency Abilities Strength – Explosive strength (e.g., standing long jump) – Static strength (e.g., dynamometer) – Trunk strength (e.g., pole vaulting) Flexibility and speed – Extent flexibility (e.g., yoga) – Dynamic flexibility (e.g., squat thrusts) – Speed of limb movement (e.g., throwing a javelin) (continued)  Physical Proficiency Abilities (continued) Balance – Static balance (e.g., standing still on one foot) – Dynamic balance (e.g., gymnastics) – Balancing objects (e.g., circus clown balancing a stick on his nose) Coordination – Multilimb coordination (e.g., driving a manual car) – Gross body coordination (e.g., hurdling) Endurance – Stamina (e.g., marathon) – Dynamic strength (e.g., kayaking)  Motor Development **Time Scales of Development Phylogeny is the evolutionary development of a species, which may take many hundreds, even thousands, of years. Ontogeny is development occurring over the life span of one individual. The focus throughout this book is on ontogenetic development. Local biology includes physiological changes such as respiration. Task demands are imposed on an immediate time scale, which can be as short as minutes or even seconds. **Key Terms for Motor Development Product – a measurable outcome. Process – Precedes product improvement, related to maturation. Growth – Measurable body changes. Maturation – Internal (physiological, sociological, psychological) processes that are more difficult to measure.  History of Motor Development The field of motor development combines – biology, the study of growth and maturation of living organisms – psychology, the study of human behavior The field of motor development has been divided into four periods: 1. the precursor period 2. the maturational period 3. the normative period 4. the process-oriented period Table 1.3  Summary Motor behavior has three subfields of study: motor learning, motor development, and motor control Three main areas of research in motor control are degrees of freedom problem, serial order problem, and perceptual motor integration problem Motor learning results in a permanent change while performance is only a temporary change Skill classification is important for practitioners to design effective practice and feedback schedules Motor development examines age-related successive changes that occur across a life span