SPRT1005: Introduction to Motor Learning and Skill Acquisition PDF

SPRT1005: Introduction to Motor Learning and Skill Acquisition How do we control and coordinate movement? Dr Jen Joyce  Learning Objectives Understand coordination and how we control it. Be able to identify the stages of Information Processing. Consider reaction t...

SPRT1005: Introduction to Motor Learning and Skill Acquisition How do we control and coordinate movement? Dr Jen Joyce  Learning Objectives Understand coordination and how we control it. Be able to identify the stages of Information Processing. Consider reaction time and its impact on performance. Consider the brain’s involvement in processing information and executing movement. Understand the Paired Presentation assessment requirements.  244 degrees of the freedom within the body, controlled by the 630 muscles we each have inside us. Degrees of freedom in the Human Body Degrees of freedom are a fundamental concept in biomechanics and play a critical role in understanding movement efficiency and performance in sports.  Coordination The process of organising degrees of freedom into an efficient movement pattern to achieve a specific goal. (Coker, 2018) Understanding degrees of freedom is crucial for cricketers as it allows them to develop efficient and effective movements. By controlling their degrees of freedom, they can achieve optimal bat speed, bowling accuracy, and fielding agility. This maximises performance and reduces the risk of injuries. Batting Batters use a wide range of motion to hit the ball with power and accuracy. The control of their degrees of freedom allows them to adjust their technique depending on the ball's trajectory. Bowling Bowlers need to precisely control their arm and wrist movements to generate different types of deliveries. The degrees of freedom at the shoulder, elbow, and wrist are crucial for achieving spin and pace. Fielding Fielders need to move quickly and efficiently to cover the ground and catch the ball. Degrees of freedom allow for flexibility and agility, allowing fielders to react rapidly and smoothly to unpredictable movements.  Degrees of Freedom Problem r ict e t Res nge a dR f “Freezing” degrees of freedom o (DOF) o t ion M Reduces the complexity of the action Reduces number of things that can go Large wrong Range of Helps achieve relatively crude level of Motion success id Rig Efficient/ Releasing and reorganising / Effortless “Freeing” DOF’s e ffic ien In t “Exploiting” mechanical and inertial properties of the body Motor system takes advantage of Fluid properties of the limb and lu msy C environment “Freezing” and “Freeing” of Degrees of Freedom Scrunch up a piece of paper and using the targets take 3 attempts with your dominant and non-dominant hands to hit the target. Observe the movement and comments on the degrees of freedom for all attempts. The Brain and Movement  Information processed in stages Informatio n Limited Capacity of the Brain Processin g Theory All mental operations take time (Assumpti ons) Learning – Developing more effective info processing and storage (memory) Information processing Input Stage Stimulus Identification 1 (Perception) Stage 2 Response Selection (Decision) Stage Response Programming (Action 3 Initiation) Output  Input – The senses External Environment Vision (preferred source) Auditory Tactile Olfactory Internal Environment Proprioception The unconscious perception of movement and spatial orientation arising from stimuli within the body itself. Proprioceptors provide info about joint angle, muscle length and muscle tension The Sensory System  How we Identify, interpret and Information organise information processing Input Stage Stimulus Identification 1 (Perception) i ept e rc P on Stage 2 Response Selection (Decision) N Stage Response Programming (Action IO NSA T 3 Initiation) SE Output Possible options are decided upon Information due to stimulus identification in stage 1 processing Input Stage Stimulus Identification 1 (Perception) Stage 2 Response Selection (Decision) Stage Response Programming (Action 3 Initiation) Output Organising the selected movement Information Retrieve motor programme processing Input Command correct muscles Choose appropriate force Stage Stimulus Identification Choose appropriate timing, etc. 1 (Perception) Stage 2 Response Selection (Decision) n t e re s e Eff rv ne Stage Response Programming (Action 3 Initiation) Output  The speed of information processing Reaction Time Debate The IAAF has a rule that if an athlete moves within 0.10 seconds (100 ms) after the gun has fired the athlete has false started. Some fans think this is wrong and that any reaction after the gun should be allowed. Discuss….. The Gun goes off Process Sound travels from gun to ear Ear registers sound, sends impulse to brain Brain processes sound, sends signal to start running Signal is received by muscles; sprinter goes  Reaction Time Warning “Go” Initiation of the Termination of the signal signal response response Foreperiod Reaction Time (RT) Movement Time (MT) Response Time “The interval of time between the onset of a signal (stimulus) and the initiation of a response.” (Magill, 2001)  Fractionated RT EMG Recording Pre-motor Motor Time Time Initiation of Observab Go muscle le Signal activity Movemen t Stimulus ID, Reaction Response Response selection programming Time What FACTORS can aff ect RT?  Factors Affecting Reaction Time Alcohol Sensory Caffein system e Age Exercise Stimulu Limb s Used Intensit y Number Gende of Stimuli r Warnin Distractio Handedne ns g ss  Factors Affecting RT Age RT Peaks in 20’s Gender Male versus female Speed versus Accuracy (Barral & Debu, 2004), aiming task Exercise Inverted U Number of Stimuli Hick’s Law Stimulus Intensity Loud Sounds, Bright Colours Longer in duration Sport eg. starting pistol  Factors Affecting RT Limb Used Foot versus Hand (RT difference) Information has to travel further in the nervous system = slower RT Warning Signal Sprint start – word “set” is the warning signal RTs quicker when expecting a signal Sensory System Used Auditory (140-160ms) Auditory stimulus only takes 8-10 msec to reach the brain (Kemp et al., 1973) Touch (155ms) Visual (180-200ms) Visual stimulus takes 20-40 msec (Marshall et al., 1943)  Factors Affecting RT Alcohol Caffeine Hernandez et al. (2007) found Lorist and Snel (1997) found that the slowing of RT due to a that moderate doses of caffeine decreased RT slowing of muscle. More errors. Durlach et al. (2002) found that the amount of caffeine in one cup of coffee reduced RT Distractions and increased ability to resist Trimmel and Poelzl (2006) found distraction (within minutes after consumption). that background noise lengthened reaction time by inhibiting parts of the cerebral cortex. Handedness Left hand = left-handed people have an inherent Implications for mobile phone reaction time advantage usage while driving? (Dane and Erzurumluoglu ,2003).  Hick’s Law “As the Number of stimulus response alternatives doubles reaction time will increase by a constant amount”. Hick’s Law Applying Hick’s law in sport How is the player with the ball slowing the RT of the defender? Can pass/shoot/dribble on both sides 2 Presence of other 1 supporting players These possibilities create CRT situations Coaching Implications Have no give away signals Offer two sides rather Coaching Develop than (Run Implicatio Bilateral straight ns Skills at defender) Support Player with Ball on both sides Reaction Time in Sport  SPRT1005 Seminar Your Brain: Friend or Foe  Fizz Buzz 1 8 2 Explain Fizz Buzz Buz in relation to RT 3 z and info processing 6 4 Please answer the Fizz question on your worksheet  Your Brain: Friend or Foe How does our brain process information quickly? Is speed always beneficial? What are the Please answer the consequences question on yourof fast worksheet  Another example of fast thinking being a problem….. Record your scores for each column on your worksheet Read Columns 1&2 Name the colour in Columns 3 & 4 The Stroop Task Results https://www.youtube.com/watch?v=EGpzftQf8oI  References Coker, C. A. (2013) Motor learning & control for practitioners: With online labs. 3rd edition. Scottsdale, Arizona: Holcomb Hathaway. Fitts, P.M., & Posner, M.I. (1967) Human performance. Belmont, California: Brooks Cole. Gentile, A. M., Higgins, J. R., Miller, E. A. and Rosen, B. M., (1975) The structure of motor tasks. Mouvement, 7; 11-28 Magill, R. A. (2011) Motor Learning and Control: Concepts and Applications. New York, NY: McGraw-Hill. McMorris, T. (2014) Acquisition and Performance of Sports Skills (2nd Ed). Chichester: Wiley Balckwell