Motor Learning - PHYL 4518 - Fall 2024 - PDF

PHYL 4518 Motor Learning F2024 – Wk 3 Zoe Chan, PhD [email protected]  Review of in-class exercise Gentile’s 2-dimensional Taxonomy of Motor Skills Action Function Stable Body Quasi-M...

PHYL 4518 Motor Learning F2024 – Wk 3 Zoe Chan, PhD [email protected]  Review of in-class exercise Gentile’s 2-dimensional Taxonomy of Motor Skills Action Function Stable Body Quasi-Mobile Body Mobile Body Environment No Object With Object No Object With Object No Object With Object al Context Manipulation Manipulation Manipulation Manipulation Manipulatio Manipulation n Closed skill: hip opener Using Sit-to-stand, Squatting Running on Bowling stationary stretch chopsticks, hip opener with a a treadmill (static) sewing, stretch weight bar playing the (dynamic), piano Jumping jack Open skill: Driving a Fly fishing Running on Tennis, in motion standard a busy rowing street  Review of in-class exercise Quasi-mobile body movement Any movement in which there is a significant linear or angular displacement in the centre of mass (COM) COM: hypothetical point at which the mass Video: What is Center of of the entire body averages Mass? Baharuddin et al. (2009)  Review of in-class exercise Quasi-mobile body movement Action Function Stable Body Quasi-Mobile Body Mobile Body Environment No Object With Object No Object With Object No Object With Object al Context Manipulation Manipulation Manipulation Manipulation Manipulatio Manipulation n Closed skill: Sit-to-stand, Squatting stationary hip opener with a stretch weight bar (dynamic), Jumping jack Open skill: Alternating Fly fishing Sit-to-stand Jumping jacks in motion lunges  Review of in-class exercise Gentile’s 2-dimensional Taxonomy of Motor Skills Action Function Stable Body Quasi-Mobile Body Mobile Body Environment No Object With Object No Object With Object No Object With Object al Context Manipulation Manipulation Manipulation Manipulation Manipulatio Manipulation n Closed skill: Running on stationary a treadmill Locomotion Open skill: Running on Tennis, in motion a busy rowing street  Review of in-class exercise Gentile’s 2-dimensional Taxonomy of Motor Skills Action Function Stable Body Quasi-Mobile Body Mobile Body Environment No Object With Object No Object With Object No Object With Object al Context Manipulation Manipulation Manipulation Manipulation Manipulatio Manipulation n Closed skill: hip opener Using Sit-to-stand, Squatting Running on Bowling stationary stretch chopsticks, hip opener with a a treadmill, (static) sewing, stretch weight bar hip opener playing the (dynamic), stretch piano Jumping jack (walking) Open skill: Driving a Fly fishing Running on Tennis, in motion standard a busy rowing street  Review of in-class exercise Closed skills become open skills Action Function Stable Body Quasi-Mobile Body Mobile Body Environment No Object With Object No Object With Object No Object With Object al Context Manipulation Manipulation Manipulation Manipulation Manipulatio Manipulation n Closed skill: Squatting stationary with a weight bar If bar slips! Open skill: in motion Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins Unit 2 Measuring and evaluating motor skills and abilities PHYL 4518 Motor learning F2024 – Wk 3  Understand the procedure for measuring motor skills and abilities in reliable, objective, and valid ways? Differentiate response outcome and response production measures Today’s Understand the significance of reaction time and other learning information processing techniques as performance objectives measures Measuring the quality of performance Why? Monitor progress Identify weak and strong areas of performance Information for coaching instructions Information to enhance motivation and goal setting Measuring the quality of performance Is it a true reflection of Validity performance? Will everyone consider the same performance to be Objectivi the same quality? ty Are we getting similar results over repeated Reliabilit Accuracy y testing? Is it accurate?  Determining validity Are we measuring what we want to Consider a coach evaluating runners for a cross- know? country team. Which athletes will perform best in the next season? Race times winning % Different courses Length, elevation Different level of etc… competitions muscle VO2max strength Lab test ≠ actual Provide good starting point for How much does it contribute to performance training Determining validity Validity refers to if the performance measure being tested is actually measuring what you want to know Is it a true reflection of the performance item in question? Established measurement systems used in high-level sports, valid? NFL combine: 40-yard dash and 225-lbs bench press NHL combine: cycle ergometer test for VO2max Determining objectivity Objective measurements Time over distance (100-m sprint, 200-m front crawl) Height (high jump) Distance (javelin) Points or goals scored (tennis, badminton Subjective measurements Determining objectivity Objective measurements External to those that are observing Time over distance (100-m sprint, 200-m front crawl) Height (high jump) Distance (javelin) Points or goals scored (tennis, badminton) Determining objectivity Subjective measurements Made using a set of assessment criteria by observers (highly trained individuals) Diving (7 judges, drop 2 highest and 2 lowest) Breaking (breakdancing) Determining reliability and accuracy Testing has to be accurate and reliable, otherwise results are unusable Reliability refers to the ability to get similar results over repeated testing Performer Tester Testing procedure (including the equipment used) Highly technical and precise quantitative measurement equipment (skinfold vs. DEXA Real changes in machine) performance not inconsistencies in how the test was administered  Categories of performance measures Response (performance) outcome Reveal what happened, not how it happened Response (performance) production Reveal how a response was produced  Categories of performance measures Response (performance) outcome Reveal what happened, not how it happened Speed, time, accuracy and direction Objective Enable learning goals to be set  Categories of performance measures Response (performance) production Reveal how a response was produced Kinematic or kinetic measurements describing characteristics of movement without relating to the outcome of movement Subjective or qualitative Provides targets for intervention Knees over- Toss too far right extended Elbow not high enough  Categories of performance measures Response (performance) production Video analysis of movement EMG (electromyography) to measure muscle activation Time of contraction Strength of contraction EMG – measures electrical activity (whether a muscle is activated)  Measuring information processing Measurement of psychological (cognitive) performance Reaction time: information processing speed involved in a task Information processing is to take in the information, interpret, store and manipulate it BAN G Sensory Information Response input processed  Measuring information processing Reaction time = premotor time + motor time Total response time = reaction time + movement Premotor TimeMotor time Time Movement time Reaction Time Total Response time  Measuring information processing Simple RT One stimulus, one response Fastest RT are 150 – 200 ms Complex RT Simple RT Choice RT: multiple stimuli with their own response Discrimination RT: multiple stimuli but only one Hick’s stimulus is relevant Law: RT slows Choice RT logarithmically as the number of stimulus and response choices increases Discrimination RT  Measuring information processing Stimulus-response (S-R) compatibility Unmatching S-R add complexity Stroop Test  Measuring information processing Real-world adaptations Poor validity of lab test to sports performance Response in lab are simple discrete movements (e.g., key presses) Require test more similar to task Reactive agility (Farrow et al. and Lab 7) AARP (American Association of Retired Persons) Starting at 1, touch the other numbers in numerical order Measuring information processing  Measuring information processing How much information is required to make a correct decision? Visual gaze tracking Piras and Vickers, 2011  Measuring information processing How much information is required to make a correct decision? Visual gaze tracking Visual occlusion (goggles or videos) Limit visual information to subjects to assess their ability to predict forthcoming actions Better skill = Less information required to predict accurately  Measuring information processing Temporal occlusion (Link to study) Farrow and Abernethy,  Measuring information processing Spatial occlusion (Link to study) Jackson and Mogan,