Motor Behaviour Flashcards
Motor Behaviour
- Motor Development
- Motor Control
- Motor learning
Motor Development
Origins of and changes in movement behaviour throughout the lifespan
Motor Control
- Study of the neurophysiological and behavioural processes
underlying the learning and
performance of motor skills. - How the nervous system works with the muscular system to produce and coordinate movement.
- How environment information is used to plan and adjust movements.
Motor Learning
- Study of the acquisition of motor skills as a result
of practice and experience. - Relative change in behaviour or performance.
- Learning is inferred from changes in performance.
- Learning new motor skills and relearning of skills.
- Feedback, practice, and individual differences
influence learning of motor skills.
Motor Learning Models
- Theories on how motor skills are learned and controlled
- Models illustrate how learning and control occur
- Frame for professionals
- Examples:
1. Information Processing Model
2. Dynamical Systems Model
Information Processing Model
Input -> Decision Making -> Output -> Feedback -> Input (keeps going)
Dynamical Systems Model
- Ven diagram
- Individual: Heredity, Past Experience, Individual Characteristics.
- Task: Demands. Rules, Difficulty, Equipment
- Environment: Teacher Skills & Behavior, Sociocultural, Characteristics, Weather
- Middle: Human Movement
Performance Characteristics and Skill Learning
Observable changes in behaviour as a result of learning
- Improvement.
- Consistency.
- Stability.
- Persistence.
- Adaptability.
- Reduction in Attention Demands.
Cognitive Stage (Understand)
- learners get the general idea or overall concept of the skill
- Performance may be slow, jerky, and highly variable with many errors
- Early practice involves demonstrations and vivid descriptions with lots of verbal input from instructors and self-talk by learners
- Performance serves as a foundation on which a learner can build
Associative Stage (Practice)
- Focus on smaller details leads to skill refinement
- Performance is more fluid, controlled, and consistent with fewer errors.
- Lots of practice takes place over long periods of time with expert instruction
- Rapid performance improvements occur with vast potential for growth
Autonomous Stage (Apply)
- Skill execution is automatic, allowing focus on other aspects of performance
- Performance is effortless, relaxed, and accurate with few errors
- Practice helps maintain skills with less dependency on instruction and more self-monitoring
- Performance improvements are relatively slow with less room for improvement
Factors Influencing Learning
- Readiness
- Motivation
- Reinforcement
- Individual Differences
Readiness
Physiological and psychological factors
influencing an individual’s ability and willingness to learn.
Motivation
- Condition within an individual that initiates
activity directed toward a goal. - Concerned with initiation, maintenance, and intensity of behaviour.
Reinforcement
- Using events, actions, and behaviours to
increase the likelihood of a certain
response recurring. - May be positive or negative.
Individual Differences
Background, physical abilities, skills,
learning styles, and personalities of
learners.
Feedback
- Feedback can play an important role in learning.
- Promote development of self-analysis, including the use of technology.
- Feedback serves several functions. It provides information to correct performance, helps reinforce learners’ efforts, and offers
encouragement and motivation.
Types of Feedback
- Intrinsic Feedback
- Extrinsic Feedback
Intrinsic Feedback
- Knowledge of Results
- Examples: Goal, Service ace, Bull’s-eye, Score
- Knowledge of Performance
- Examples: Vision, Audition, Touch, Proprioception
