Motor Control & Learning - EXSS3062 PDF

EXSS3062 Motor Control & Learning Motor Learning (ML 1) Introduction: The Constraints-led Framework for Skill-Acquisition Prof. Stephen Cobley Faculty of Medicine & Health Sciences The University of Sydney Page 1 ...

EXSS3062 Motor Control & Learning Motor Learning (ML 1) Introduction: The Constraints-led Framework for Skill-Acquisition Prof. Stephen Cobley Faculty of Medicine & Health Sciences The University of Sydney Page 1  We acknowledge the tradition of custodianship and law of the Country on which the University of Sydney campuses stand. We pay our respects to those who have cared and continue to care for Country. Artist credit: Yanhambabirra Burambabirra Yalbailinya (Come, Share and Learn) 2020 by Luke Penrith The University of Sydney  COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you by or on behalf of the University of Sydney pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice Motor Learning (ML 1) Unit Learning Outcome LO 3 Explain and evaluate core theoretical models & hypothetical explanations as they apply to motor control & skill learning situations. LO 4 Identify & explain how individual constraints & preexisting functioning influence the implementation of pedagogical motor skill learning strategies. ML 1 Lecture Learning Outcomes 1) Identify components of the Constraints-led Approach to Skill Acquisition. 2) Identify constraints impacting coordinated movement & how changes in movement behaviour occur. 3) Identify implications of the constraints-led approach for instruction/coaching in skill learning.  ML 1 - Supportive Reading Introduction: The Constraints-led Framework for Skill-Acquisition Davids, K., et al., (2008). Dynamics of Skill Acquisition - Chapter 2. Renshaw, I. et al., (2010). Motor Learning in Practice. Routledge - Chapter 1.  Key definitions Introduction: What is motor control & skill acquisition? Motor Control v Motor Learning Motor Control Motor Learning (Skill Acquisition) Study of underlying mechanisms Study of how we (optimally) learn perceptual, permitting posture or movement cognitive, & movement skills across the life- coordination & control. span, & in a range of contexts. All movements reflect neuro- Conditions of acquisition, retention, transfer & physiological functioning. performance. Interaction of CNS with muscles & joints to generate observable Interaction between: movement. Individual, Task & Learning Environment Perspectives in Movement Control & Learning Centralised Motor Programs v Dynamical Systems Interactions between neural, hormonal, biomechanical, physiological, psychological & environmental conditions V - Randomness to self-organisation - Synergies create variability/changeable - Brain pre-planned (open loop) + specific movement sensor feedback (closed loop) control. - Variation exploration for optimal function - Conscious, deliberative control - Movements develop stability & become - Fixed, rigid movement patterns unstable in exploration. - Movement error & variations is - Abstract movement options in brain control, bad/unwanted but response to condition/constraints. 1) Constraints-led Framework for Skill Acquisition (Newell, 1986) Performer (Individual) Emergent Behaviour Individual coordination of movement Task Environment Constraints - Coordinated movements emerge/arise from neuro-muscular self-organisation given the existence or presence of task, individual & environmental constraints. - Not necessarily pre-determined (planned) but responsive to conditions. 8  1) Constraints-led Framework for Skill Acquisition Constraints: = A factor that eliminates, reduces, or influences options for ways of movement. = Boundaries or features shaping/influencing emergent behaviour. Performer/Individual: - Anthropometric, physiological, cognitive, psychological, pre-existing control & skill capabilities. Task: - Task goal, time/speed demands, (co-)independence, implement/control components, task/game biomechanical & physiological demands. Environment - Instructional knowledge/experience & interaction capability - Social conditions (social support, social attitudes, norms, culture) - Environmental conditions (presence of objects/others, surfaces, ambient temperature etc.) Individual searches/identifies a movement solution for given tasks within movement constraints (conditions). Constraints lead to repeatable or new/alternative ways of moving in set tasks.  1) Constraints-led Framework for Skill Acquisition Examples of individual, task, & environment constraints! Performer Anthrop. (Height, Weight, Body comp, Lean mass) (Newell, 1986) (Individual) Starting positions Physiology (Muscle development [strength, power]; Cardio-respiratory fitness, Core-Strength, ROM - Flexibility; Biological maturity etc) Psychology (Motivation, Efficacy, Resilience, Self-Regulation, Social communication) Posture; Gait; Existing movement patterns. Pass type, distance, speed Perceptual/Cognitive Skills Pass height, trajectory Handedness/Footedness Need for object control Training/Playing & Injury History Game/movement rules Training/Comp load; Fatigue state Physical game & skill demands Court position & tactic demands Environment Task Access to sensory information. Skill level of opponents / fellow players. Constraints Playing surfaces Weather conditions/climate. Game context (prac. v comp.) Social/psychological climate. Coaching climate & interactions Emergent Behaviour Opponent movements/tactics Individual coordination of movement 10 2) Identify constraints impacting coordinated movement Examples: what constraints may affect emergent behaviour in particular movement situations? Forward lunge movement Child (top picture) trying to Performance control in complete a basketball free throw springboard diving (e.g., inward somersault dive) Identify constraints which could affect coordinated movement behaviour in one of these situations - Enter constraint list on next slide! 11  2) Identify constraints impacting coordinated movement Performer (Individual) 1) _________________ 2) _________________ 3) _________________ 4) _________________ 5) _________________ 1) _________________ 2) _________________ Image from 3) _________________ prior slide 4) _________________ 5) _________________ Task Environment 1) _________________ Constraints 2) _________________ 3) _________________ 4) _________________ Emergent Behaviour 5) _________________ Individual coordination of movement 12 1 & 2) Key Points Constraints-led Framework for Skill Acquisition Constraints don’t cause movements, nor identify a prescribed ‘perfect’ movement for a specific task. (rather influence/guide self-coordination) Optimal movement is based on ‘it depends …’ (presence/absence) on what specific task, individual & enviro factors are involved. Similarity & unique movement behaviour (& variability) can occur. Movement solutions work toward maximizing either accuracy, efficiency, &/or initial protection. Potentially no one ‘idealized’ movement pattern is apparent for a given skill. (= Less need to coach for a perfect model) Understanding coordinated behaviour = Understanding constraints present Changing coordinated behaviour = Careful altering manipulation of constraints. (Gray, 2017) 3) Constraints-led Framework for Skill Acquisition Implications for Instructors/Coaches Perception - Action Cycles (i) Help skill learners identify relevant perceptual cues in task/environment to inform movement. (ii) Stimulate movement variations by changing task & environmental conditions. (iii) Stimulate movement exploration/variation to develop adaptable coordination capabilities. (the effect is to change psychological perception)  3) Implications: Exploration & experience of Perception – Movement Action Coupling in tasks Perception Cognitive Decision-Making Movement Action Movement Perception Action Perception-Action Coupling 15  3) Implications: Movement exploration/variation informs self- perception of movement capabilities Benefits of Fundamental Parkour - Effects on perceived Benefits of small-sided games Movement Skill (FMS) & actual movement capabilities With changing conditions in soccer Development in children 16 3) Constraints-led Framework for Skill Acquisition Implications: how different to normal instructing/coaching Instructor/coach role: 1) Identify constraints limiting skill development/movement performance. Constraint(s) identifier 2) Behavioural Practice = Changer task/enviro constraints to challenge CNS/muscular systems to overcome or solve movement problems. Movement problem creator 3) Understand sensory perception, cognitive & motor features of performance/ skill. Perception-Action coupler, Simulator of real contexts 4) Guide & shape emergent behaviour rather than explicit prescriptive instruction. Scaffolded guidance - Support movement solution finding (Less prescription & intrusive instructional approach)