Movement Intelligence: A Vast Store of Motor Programs and Skills PDF

Movement Intelligence: A Vast Store of Motor Programs and Skills Chapter 11 Sport Books Publisher 1 Outline Movement Intelligence, motor abilities and skill development Motor Skills “What are they”? Characteristics of Skills Sport Boo...

Movement Intelligence: A Vast Store of Motor Programs and Skills Chapter 11 Sport Books Publisher 1 Outline Movement Intelligence, motor abilities and skill development Motor Skills “What are they”? Characteristics of Skills Sport Books Publisher 2 Movement Intelligence Sport Books Publisher 3  An aggregate or vast repertoire of movement experiences developed since birth Allows us to produce endless variety of skills Skills we posses are NOT static elements The ability to learn allows us to continually improve skills Sport Books Publisher 4 Movement Intelligence: Unlocking Your Potential In order to gain benefits of any PA, some degree of MI (movement intelligence) is necessary to unlock your potential Movement Intelligence Waking, running, and cycling may not be an attractive means of maintaining health and longevity; MI is necessary for the development of diverse skills Movement Intelligence Sport Books Publisher 5 Movement Intelligence and Motor Programs Sport Books Publisher 6 Motor Programs (MPs) Motor programs = movement plans – Developed when learning new skills – Stored in memory Acquired as a result of learning and repetitive practice – Through a formation of specialized nerve circuits in the central nervous system that work together when developing a movement plan for a new skill When developed and stored in memory, motor programs are a set of prestructured muscle commands that allow the performer to carry out the skill automatically Sport Books Publisher 7  Hypothetical example of coded motor programs assembled in an individual's motor memory or MI MP MP MP 001234 009230 000270 MP MP 017284 101339 Sport Books Publisher 8 Generalized Motor Programs (GMPs) Still consists of a stored pattern of movements Parameters: specify such things as order of events, overall duration of the event, overall force needed to accomplish the movement, and temporal patterning a) Stable: e.g., relative time and relative force applied for each stroke during table tennis b) Unstable: e.g., speeding up the sequence of the movements and increasing overall force applied during forehand stroke Well-established GMPs form the basis for autonomic and spontaneous movements in sports and require little or no attention and mental effort Sport Books Publisher 9 Motor Programs and Movement Intelligence MI can be viewed simply as a vast store of motor programs Motor programs cannot be observed directly but can be inferred by observing the skills and movement patterns The larger the repertoire of motor programs, the larger the MI store and the more proficient we are in playing sports because of the larger selection MI is an active process; through practice we develop new motor plans and skills Sport Books Publisher 10  Larger MI (~CD) store = CD = Movement intelligence larger selection of motor programs (~Tracks) = more skills (~songs) and greater sport proficiency Tracks = Motor programs Nonobservable blueprint for skills Observable side of the coin; the patterns we exhibit based on the motor programs present Songs = Skills or movement patterns Sport Books Publisher 11 Movement Intelligence and Movement Abilities Sport Books Publisher 12 Factors Affecting Movement Intelligence Inherited Abilities Stimulation Etc. at early age FACTORS EFFECTING MOVEMENT INTELLIGENCE Expert Practice Instruction Feedback Sport Books Publisher 13 Movement Intelligence and Movement Abilities Movement abilities: inherited, relatively enduring and stable traits which serve as the foundation for the development of motor programs The quality and effectiveness of motor programs depends upon the presence of underlying motor abilities Analogy: Movement Ability Skill Sport Books Publisher 14  Hypothetical model of links indicating abilities underlying performance in two skills: rowing and hockey Movement Abilities Reaction Movement Motor Multilimb Explosive Balance Time Rate Timing Coordination Strength Hockey Sculler Player Sport Books Publisher 15 Questions and Answers About Human Abilities Sport Books Publisher 16 How many abilities 26 identified by are there? laboratory research + those yet to be Movement Abilities identified General Perceptual-motor Physical Proficiency Coordination Abilities Abilities Abilities Controlled precision Explosive strength Movement rate Multi-limb coordination Static strength Motor timing Response orientation Dynamic strength Perceptual timing Reaction time Trunk strength Force control Speed of arm movement Extent flexibility Rate control Dynamic flexibility Manual dexterity Gross body equilibrium Finger dexterity Balance with visual cues Arm-hand steadiness Speed of limb movement Wrist-finger speed Gross body coordination Aiming Stamina Sport Books Publisher 17 How many abilities do you have? All individuals' posses all the abilities listed, albeit to varying degrees For this reason, abilities (or lack of thereof) impose limits on individual skill performance No two persons have the same pattern of abilities Sport Books Publisher 18 Why do people excel at some activities but are mediocre at others? It all depends on the pattern of strengths and weaknesses of one’s inherited motor abilities Having a low skill level at one activity does not mean having a low skill level in another activity Sport Books Publisher 19 Who are the all-around athletes? Many fundamental abilities are likely common across a variety of sports All-around athletes posses strong abilities that underlie the many sports in which they excel They have more high-end abilities than normal individuals and therefore excel in more sports Sport Books Publisher 20 Can practice improve motor abilities? Human abilities are genetically determined However, intensive ability-specific practice may potentially improve motor abilities Example: research at the University of Toronto indicates that practice on Dynavision improves a variety of psychomotor abilities and performance Sport Books Publisher 21 Lead-up Activities and Drills 1. Transfer to another target sporting activity – Example: passing, shooting, dribbling, and faking drills for soccer 2. Improvement of basic abilities – Quickening, balancing, perceptual exercises, etc. – Example: perceptual motor training Sport Books Publisher 22 Motor Skills Sport Books Publisher 23 What are skills? How are skills characterized? What types of classifications of skills are there? Sport Books Publisher 24 Skill as a Task Skill: “An action or task that requires voluntary body and/or limb movement to achieve a goal” In this context, a skill must be learned, have a purpose, and be performed voluntarily Example: catching a baseball Sport Books Publisher 25 Skill as Quality of Performance Skill: “Ability to bring about some end result with maximum certainty and minimum outlay of energy, or of time and energy” Sport Books Publisher 26 Maximum Certainty Being skilled involves attaining the performance with maximum certainty Obtaining a performance outcome on some occasions and not on others is not a skilled action, because the element of luck may have been involved Involves generating the skill reliably over time Sport Books Publisher 27 Minimization of Energy Being able to minimize energy required to carry out an action constitutes a skilled performance Energy conserved: – Can be used at times most needed – Can be directed toward other aspects of activity (e.g., strategy, creativity) – Allows pacing oneself for longer periods of time Sport Books Publisher 28 Minimum Time Being able to perform a skill in minimum time – e.g., 100-meter race, slap shot However, minimizing time is not a specific goal for all movements – e.g., ↑ speed of action ↓ accuracy – e.g., ↑ speed of action affects energy costs by using muscles differently Sport Books Publisher 29 Characteristics of Skills Sport Books Publisher 30 Hierarchical Organization A skilled act may be thought of as following a hierarchical organization pattern, whereas an unskilled act lacks such organization. Sport Books Publisher 31 Executive Program The overall purpose of the act 1) Acts as a goal 2) Gives direction to skilled acts 3) Orders the execution of certain subroutines 4) Makes flexible decisions and adaptations Dependent upon the sequential execution of subroutines Sport Books Publisher 32 Subroutines Isolated units of the total executive program Fixed and will run off automatically once the sequence is established Capable of being repeated over and over again unless changed by the executive program Must follow particular sequence for the executive program to be effectively carried out Sport Books Publisher 33 Temporal Patterning Sport Books Publisher 34 Temporal patterning: the ability of the performer to integrate the sequential organization of a movement pattern Includes the ability to smoothly connect successive subroutines so that the skill may be executed in a flowing, coordinated fashion – Inexperienced performer: jerky movement pattern because the timing between subroutines is not established – Experienced performer: transition between each subroutine is shorter and smoother Sport Books Publisher 35 Classification of Skills Sport Books Publisher 36  Traditional classification of skills have focused on activities and systems not the actual skill: for example; - team versus dual, versus individual; summer versus winter, contact vs. Non-contact etc. A more comprehensive classification of motor skills looks at the effects of the environment on learning and executing skills P o s s ib le c la s s if ic a t io n s y s t e m s : t e a m v s. d u a l v s. in d iv id u a l; s u m m e r v s. w in t e r A m o r e c o m p r e h e n s iv e c la s s if ic a tio n o f m o t o r s k ills : – A c c o r d in g t o t h e e f f e c t s o f e n v ir o n m e n t o n le a r n in g a n d e x e c u t in g s k ills S t a b l e & p r e d i c t a b le V a r i a b l e & u n p r e d i c t a b l e e n v i r o n m e n t e n v i r o n m e n t C lo s e d s k i l l s O p e n s k i ll s Sport Books Publisher 37 Closed Skills performed under constant, relatively unchanging conditions the movement form itself is often the goal of the skill Example: gymnastics routines Sport Books Publisher 38 Teaching Strategies for Closed Skills Goal: stereotyped movements that consistently produce desired response Strategy: learning environment structured so desired response will occur Repeating the selected movement pattern consistently without allowing external influences to affect the performance (e.g., noise) Use of kinesthetic and proprioceptive feedback especially effective Sport Books Publisher 39 Open Skills Environments are continually changing and require performers to adjust and respond to the environment around them Responses cannot be made effectively far in advance Demand the capacity to adapt, anticipate, and be flexible in responses Sport Books Publisher 40 Teaching Strategies for Open Skills The learning environment should closely approximate the environment in which the skill will take place Learners should exercise variability and adaptability and different scenarios that approximate real environment Learners may be wise to identify patterns in the environment that provide information about the movement of objects and players Sport Books Publisher 41  Open-Closed Continuum Open skills Closed skills Sport Books Publisher 42 Learning Progression For Open Skills along the Open-Closed Continuum Start learning with making the skill more closed (e.g., one pitch speed machine for baseball) Once a certain level of proficiency has been achieved, make the skill more open (e.g., live pitch) Remove a component of uncertainty of the skill to simplify its overall execution Sport Books Publisher 43 Enhancing Your Learning Potential Clear understanding of: – Anatomical structures in limiting human movements – How the body moves most efficiently – How the body develops over time – Where our energy comes from – How to maintain healthy, injury-free body – Etc. 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