PST 323 Motor Skills PDF

PST 323: MOTOR SKILLS DR A.I AIYEGBUSI  Motor Control & Learning Level of control in all learning Learning produces changes in control  What is Motor? Giving, imparting, or producing motion or action. Something that produces or refers to motion. For example, a...

PST 323: MOTOR SKILLS DR A.I AIYEGBUSI  Motor Control & Learning Level of control in all learning Learning produces changes in control  What is Motor? Giving, imparting, or producing motion or action. Something that produces or refers to motion. For example, a motor neuron is a nerve cell that conveys an impulse to a muscle for contraction, which then moves a joint.  Motor Behaviour The study of how motor skills are learned, controlled and developed to assist people as they practice and experience physical activity Applications often focus on what, how and how much to practice Motor behavious guides us in providing better situations for learning and practice It is valuable to performers and all who teach motor skills  Goals of Motor Behaviour To understand how motor skills are learned To understand how motor skills are controlled To understand how the learning and control of motor skills change across the lifespan, improving in youth and deteriorating with aging  CONTROL OF MOTOR FUNCTION Voluntary movement requires the transmission of a message from the motor part of the cerebral cortex (upper motor neuron) to the appropriate muscle on the opposite side of the body. Thus, injury to the cerebral cortex causes impaired muscle function contralaterally (on the side of the body opposite to the brain injury).  RATING OF MOTOR FUNCTION If motor function is intact, muscles can be moved to command. Symmetrical movement and strength is one of the most important assessment findings. Reduced motor function can occur as a result of injury to the cerebral cortex, motor pathway, peripheral nerve or muscle.  While it takes a certain level of function to move a muscle to command, increased innervation and muscle strength is required to overcome gravity. Even greater strength is required to overcome resistance by an examiner. Assessment of motor function can be graded in patients ability to obey commands using the OXFORD MUSCLE GRADING SYSTEM as follows:  0 = no movement 1 = flicker of movement 2 = can move the limb, but unable to lift against gravity 3 = can move the limb against gravity 4 = mild weakness (weakly or briefly able to overcome external resistance) 5 = normal functional strength  What are Motor Skills? Activities or task that require voluntary control over movementsof the joints and body segments to achieve a goal Performed volountarily Requires body, head and/or limb movements Must be learned or re-learned  Motor skills are essential for everyday life. Motor skills are the movements our bodies make to perform daily functions such as lifting, moving, writing, and talking. The motor skills an adult possesses begin to develop at birth and continue through childhood and early adulthood. Motor skills are categorized as gross motor skills or fine motor skills. A person needs to have mastered both to acquire solid movement.  A motor skill is a learned ability to cause a predetermined movement outcome with maximum certainty. A motor function is the basic understanding of movement or activity through the use of motor neurons.i.e. it is any activity that results from stimulation of motor neurons.  Motor skills are important in early childhood development. Mastery of many motor skills is important for normal daily functions. The five basic motor skills are sitting, standing, walking, running, and jumping. A few reasons why motor skills are important are: They make a person able to move and complete tasks efficiently.  Motor skill development supports cognitive, speech, and sensory development. They give a person their independence and ability to perform tasks on their own. They help a child reach developmental milestones such as crawling and  Classification of Motor skills All motor skills can be classified along each of these three dimensions: 1. the stability of the environment in which a skill is performed, 2. the temporal features of the skill relative to its beginning and ending 3. the precision of movement required in accomplishing the skill.  Classification of skills Fine and gross skills Open and closed skills Discrete…serial…. Continuous Self (internally) and externally paced Simple….. High complex……  Fine and Gross skills FINE MOTOR SKILL- a motor skill that required control of small muscles to achieve the goal of the skill. GROSS MOTOR SKILL- a motor skill that required control of large musculature to achieve the goal of the skill. Primary Musculature required = Large and small muscles Gross motor skills: require the use of large muscle groups to perform tasks like walking, balancing, and crawling. The skill required is not extensive and therefore are usually associated with continuous tasks. Fine motor skills: require the use of smaller muscle groups to perform smaller, more precise movements with the wrists, hands, fingers, feet, and toes. Many sports require a combination of both gross and fine motor skills  Gross Motor Skills Gross motor skills are the motor skills involving the large muscle groups of the arms, legs, and trunk of the body. These skills involve whole-body movements and are evident in daily activities such as walking, running, or playing sports.  Even though the use of motor skills happens automatically for most people, they are very complex. Gross motor skills require the coordination and use of the neurological system and they are essential for :Balance, Coordination, Body Awareness, Physical Strength and Reaction Time Gross motor skills develop soon at birth and continue to develop into late childhood or early adulthood.  Underdeveloped gross motor skills can impact all areas of a person's daily life. Low gross motor skills can make everyday life such as work and school difficult and can cause low self-esteem in the individual. Essential motor skills that develop in early childhood are milestone developments e.g neck control, sitting, crawling etc  Open and closed skills (Stability of the environmental context) Closed motor skill- performed in a stationary environment where the performer determines when to begin the action Open motor skill- performed in a moving environment where the feature in a moving environment where the feature of the environmental contex in motion determines when to begin action.  Closed motor skills skills that can be performed in a stable and predictable environment. The environment in which a person performs remains relatively constant from one time the skill is performed until the next. The environment or object acted upon waits, in effect, to be acted upon by the performer. For this reason, closed motor skills are sometimes referred to as self-paced motor skills e.g Typing, Writing  Open motor skills are skills that take place in an uncontrolled and unstable environment. performed in a changing, unstable, and unpredictable environment. The object acted upon or the context in which action occurs varies from one performance to the next A person does not know from one attempt of a skill until the next how an object or the performance context may change and require modifications to the way in which the skill must be performed e.g dribbling in football  Closed Skill Characteristics Self-paced Fixed Environment Spatial Control Highly Predictable  Open Skill Characteristics Externally-paced Changing Environment Spatial & Temporal control Skill Level of Performer  Discrete…serial…. Continuous (Specificity of where action begin and end) Continuous Motor Skills- a skill with arbitrary movement beginning and end points. These skills usually involve repetitive movements e.g walking and running. They are not as distinct or definite.There is no clear beginning or end but is more a cycle of movements repeated over and over again Often the performer decides when the skill starts and ends.  Discrete Motor Skills- a motor skills with clearly defined movement beginning and end points Usually requiring a simple movement The movements are quick and deliberate They have a clearly defined beginning and end point. They tend to be brief actions.  Discrete movements are the kinds of skills and actions that have an observable start and finish In other words, you can identify them as skills where you can see when a person begins and ends them. So, for example, shooting a basketball is a discrete movement. You stand, aim, throw the ball, and it's done!  Discrete skills are simple, well designed movements such as throwing and kicking a ball, a shot put, discus or javelin throw, or a somersaul  Serial Motor Skills- Motor skills involving a series of discrete skills. Serial skills sit between discrete and continuous on the continuum. If a number of discrete skills are performed in a sequence, the performance is called a serial skill. a series of discrete movements together make Serial motor skills.  Serial skills are those that have a number of discrete elements linked together Example is the triple jump in which the hop, step and jump are linked into one movement A ballet dancer completing a routine requires serial motor skills. You can see when she finishes a pirouette or when a leap ends, but these movements are all linked together in a series.  Other examples include hammering a nail shifting gears in an automobile a dance routine playing the piano, brushing your teeth, and dribbling a basketball.  Self-paced vs Externally Paced Skills “These skills are classified according to the timing of the performance” When the performer determines the timing of the performance/skill, it is said to be self paced Externally paced skills are actioned by an outside stimulus  Skill Classification Skills can be classified in different ways. A skill can be classified in at least three or four ways. An example: A penalty shot in soccer will be closed, gross, discrete and externally paced.  CLASS ACTIVITY Try classifying the skills below: 1. Tackle in rugby 2. Clay pigeon shooting 3. Archery shoot 4. Badminton smash