chapter 8 motor behavior

the study of how motor skills are learned, controlled and developed to assist people as they practice and experience physical activity

- providing better situations for learning and practice- understanding why some cues and feedback are better than others

1. to understand how motor skills are learned2.

to understand how motor skills are controlled3. to understand how the learning and control of motor skills change across the life span

motor learning, motor control and motor development

- To explain how processes such as feedback and practice improve the learning and performance of motor skills- To explain how response selection and response execution become more efficient and effective

- To analyze the mechanisms of response selection and response execution control the body's movement- To explain how environmental and individual factors affect the mechanisms of response selection and response execution

- To explain how motor learning and control improve childhood and adolescence- To explain how motor learning and control deteriorate with aging

- babies learning to use for and spoon- dentists learning to control the drill while looking in a mirror- surgeons controlling a scalpel- children learning to ride a bike- pilots learning to control an airplane- children learning to control a pencil for writing

1. knowledge of results (feedback)2. distribution of practice3. transfer of training4.

retention5. individual difference

how children acquired motor skills:- formation of movement patterns- effect of growth on motor performance

Franklin Henry, Memory Drum Theory stated that reaction time was slower complex movements because those movements took more planning time.

1960s

- The influence of growth and maturation on motor performance- Developmental patterns of fundamental movements- Information Processing Theory- The study of motor learning and control in children

- Between Group: different treatment/intervention; test on same task- Within Group: same, multiple treatments; test on same task- Descriptive: no treatment, participants are measured or observed

- allows to study improvement and have helped us understand a great deal about how movements are learned- However, outcome of movement (product)t is studied rather than nature of movement (process)- NOT helpful in researching PA or sport tasks in which performers have had thousands of trials

retention and transfer

doing slightly different version of the task

practice and feedback

- improves performance and supports learning.Before practice:- goal setting - intructions- demonstrations- mental practiceDuring practice:- scheduling of practice- context of practice

Goal: helps performers detect and correct own errorsIntrinsic- information obtained by selfExtrinsic- information provided by outside source (teacher, coach)

Novice- KoPExpert- KoR

- to reduce role of decision-making centers in brain once movement has been initiated to produce things faster.

Brain --> CNS --> Muscle --> Movement

- proposed memory mechanisms that allow movements to be controlled- motor programs become more automatic as they are developed, allowing the performer to concentrate on the use of the movement in performance situations.

- to understand skill acquisition across the life span

- continuous movements- stopped motion in movements

- Developmental changes in the mechanics of movement- Life span development- Experience- Changing neuromuscular systems across the life span

- children are not equal to mini adults- children are more alike than different