PHYL4518 Motor Learning PDF

PHYL 4518 Motor Learning F2024 – Wk 2 Zoe Chan, PhD [email protected]  Summary and review Motor skills Voluntary movements Goal-directed Must be learned  Summary and review Skilled performance Maximum certainty of achieving goal...

PHYL 4518 Motor Learning F2024 – Wk 2 Zoe Chan, PhD [email protected]  Summary and review Motor skills Voluntary movements Goal-directed Must be learned  Summary and review Skilled performance Maximum certainty of achieving goal Minimum energy (physical and mental) expenditure Minimum movement time Optimize and balance between different aspects  Summary and review Abilities Individual attributes that provide potential for skills Genetically inherited or developed through growth and maturation Physical Psychomotor Psychological  Understand how we choose to perform actions Define and describe different taxonomies for classifying motor skills Apply Gentile’s 2- Today’s dimensional taxonomy in relevant settings learning objectives  Mind-body connection Percepti Sensation Action on Pain receptors “Ouch, Hot!” Thermoreceptors Touch hot roasting pan without oven mitts Withdraw hand  Sensory feedback Information in the forms of electrical impulses created by sensory receptors in the peripheral nervous system and sent to the central nervous system Sensation Perception Physiological detection of Brain’s physical and physiological interpretation of signals (e.g., temperature the sensation and muscle stretch) Perception-action coupling Perception Action Brain’s Determined based on interpretation of perception the sensation Speed Weight Circumstances Size Experiences Texture  Perception-action coupling Perception of movement-related factors are matched with movement actions Initiating the first step onto a set of stairs: Visual detection Step height Distance away First step  Measuring perception Perceived exertion One’s subjective evaluation of how hard they think they are working Borg’s RPE (rating of perceived exertion) Motivation Expectations Sensation Perception Heart rate Pain (metabolites) Sweat in the eyes Breathing rate/difficulty Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins Measuring perception Perceived pain Visual Analog Scales (VAS) for pain are common psychophysical tools  Classifying motor skills Why? Movements and motor skills may be big/small, fast/slow, whole/part body, adaptable/non-adaptable, smooth/crude, calculated/automatic, purpose-specific, and so forth This diversity makes it difficult to study and understand motor skills Classifying motor skills Identify similarities and basic characteristics, then allows: Monitoring Progressing Prescribing Researching Three main classification characteristics: Movement precision: fine vs. gross Environmental stability: open vs. closed Movement continuity: Discrete, Serial, or Continuous Movement precision Fine motor skills – Use small muscles – Have precision Gross motor skills – Use large muscles – Often fundamental skills Can a skill require both?  Environmental stability Closed skill environment: – Regulatory conditions are relatively stable e.g., grass consistency, wind, field size, distance to target Open skill environment – Regulatory conditions may be variable and unpredictable e.g., Opposing players, Regulatory conditions are those environmental factors that directly or moving targets indirectly influence which motor skill is selected and how it is performed.  Environmental stability Running on a track Closed skill Consistenc Acts on the environment y Self-paced Mastery Trail running Open skill Adaptabilit Done in response to the y environment Flexibility Externally paced Running through congested city streets Are closed skills easier than open skills? Environmental stability Motor skills are commonly learned first in a closed environment even if they are naturally open skills Functional training is based in part on taking skills and abilities developed in a closed environment and adapting them to an open environment  Movement continuity Discrete skills – clear beginning and end point – Very brief in duration of movement  Movement continuity Serial skills – series of discrete movements done in order which produce a larger or compound motor skills – order of serial elements is critical for successful performance  Movement continuity Continuous skills – repetitive skills – arbitrary beginning or end – Includes tracking tasks  Gentile’s 2-dimensional Taxonomy To better capture complexity for making decisions on instruction, practice routines, or therapy regimens Environmental Movement precision (action function) stability Action of body Object manipulation No object Closed Stable manipulation Quasi-mobile With object Open Mobile manipulation Gentile’s 2-dimensional Taxonomy Action Function Stable Body Quasi-Mobile Body Mobile Body Environmen No Object With Object No Object With Object No Object With Object tal Context Manipulatio Manipulatio Manipulatio Manipulatio Manipulatio Manipulatio n n n n n n Closed skill: stationary Significant linear or angular displacement in Open skill: in motion the centre of mass, but no body transport  Gentile’s 2-dimensional Taxonomy Application of the Classification Taxonomy – Tasks generally get more difficult or complex moving from the upper left corner to the lower right corner – Understand skill components, complexities and regulatory influences Action Function Stable Body Quasi-Mobile Body Mobile Body Environm No Object With No Object With No With ental Manipulat Object Manipulat Object Object Object Context ion Manipulat ion Manipulat Manipula Manipulat ion ion tion ion Closed skill: stationary Open skill: in motion  Gentile’s 2-dimensional Taxonomy Once a motor skill is classified, it can be simplified to aid learning by: – Reducing the fine motor component – Reducing body motion – Simplifying the open environment – Identifying and simplifying regulatory conditions  Gentile’s 2-dimensional Taxonomy Identifying the Motor Skill Taxonomy of Basketball Dribbling Classification Dimension Classification Decision Simplification Ideas 1. Is the environment open or closed? Open. Primarily because players Why? (offensive & defensive) are moving about What are the key regulatory Location of other players, ball conditions? characteristics, speed of player’s movements, presence of a defender, boundary lines and floor characteristics 2. Action: locomotor Generally yes. Player runs/walks up and down court. May include sideways and backward movements 3. Action: object manipulation Yes, handling the ball  Gentile’s 2-dimensional Taxonomy Identifying the Motor Skill Taxonomy of Basketball Dribbling Classification Dimension Classification Decision Simplification Ideas 1. Is the environment open or closed? Open. Primarily because players Make the skill closed by practicing Why? (offensive & defensive) are moving without other players about What are the key regulatory Location of other players, ball Remove or ignore difficult conditions, conditions? characteristics, speed of player’s such as defenders and boundary movements, lines presence of a defender, boundary lines and floor characteristics 2. Action: locomotor Generally yes. Player runs/walks up Remove the need to run or walk by and down court. May include dribbling in place or while slow sideways and backward movements walking 3. Action: object manipulation Yes, handling the ball Simplify ball characteristics, such as making the ball smaller (for children) and with a better grip Questions?