Lecture 1 - Introduction to Motor Behaviour(1).pdf

INTRODUCTION TO MOTOR BEHAVIOUR SS2101/SS5606 Asst Prof Teo Wei-Peng ([email protected]) Dr Tommy Ng Hock Beng ([email protected]) Learning objectives After this lecture, you should be able to: 1. Define disciplines of motor control, motor learning and moto...

INTRODUCTION TO MOTOR BEHAVIOUR SS2101/SS5606 Asst Prof Teo Wei-Peng ([email protected]) Dr Tommy Ng Hock Beng ([email protected]) Learning objectives After this lecture, you should be able to: 1. Define disciplines of motor control, motor learning and motor development 2. Articulate the role of motor learning in physical education (PE) and sport science (SS) 3. Distinguish between laboratory, applied and ecological research 4. Explain what a motor skill is 5. Classify motor skills using one- and two-dimensional approach What is motor behaviour? Why is studying motor behaviour important? In terms of skill acquisition: 1. Informs guidelines for professional practice 2. Planning and development of appropriate curriculum 3. Delivery of effective pedagogies Implementation into specific settings require pedagogical skill knowledge. Theoretical basis for instruction in PE and SS The Science behind the “Art” of teaching and coaching Motor behaviour in PE and SS Physical Education: Profession that provides education of, and through, the physical. Understanding motor behaviour is fundamental to PE Help teachers make informed decisions about instructions Informs curriculum design about motor skill learning Exercise and Sport Science: Profession devoted to scientific study of exercise and sport. A core pillar of exercise and Sport Science Provide guidelines for talent identification Junior (and senior) team coaching  Motor behaviour research Low external validity (low application) High external validity (high application) High internal validity (high control) Low internal validity (low control) Theoretical Applied BASIC RESEARCH APPLIED RESEARCH ECOLOGICAL RESEARCH Laboratory setting Controlled non-lab settings Real-world environment Simple/novel/abstract tasks Complex tasks and interactions Observing naturalistic behaviours and interactions Individual learner Sport skill or variation Goal/Result oriented Limited/highly specific Learning a new skill instructions Individual to small groups Limited feedback Instructions are more flexible Feedback provided Defining motor behaviour Defining motor behaviour Defining motor behaviour “Skill” can also be used to describe the quality of performance A “Skilled” performer is one who can: Bring out maximum certainty of goal achievement Perform it in minimum time Use minimum energy expenditure (effortlessly) Skills vs Abilities Why is understanding the difference between skill and behaviour important? How do we classify skills? 1. One dimensional skill classification Based solely on Skill Characteristics 2. Two dimensional skill classification Considering both Skill Characteristics and Environment Context VS One dimensional classification One dimensional classification One dimensional classification Limitations to a one dimensional approach Two dimensional classification 1. Environment Regulatory condition (Stable vs Unstable Environment) E.g. Dart throwing vs Football Inter-trial variability (Whether there is a need to change from one skill to another) E.g. Treadmill running vs playing catch with friends 2. Body action required Body orientation (whether the body is stable or moving) Object manipulation (whether learner is controlling an object as part of the skill) Two dimensional classification