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Motor Learning Chapter 1
Terms in this set (21)
How do we learn?
-movement of body parts
Study of the processes involved in acquiring and refining motor skills and the variable that promotes or inhibits that acquisition
Communication of brain to body to control movement
-the neutral, physical and behavioral aspects that underlie human movement
Four characteristics of a motor skill
-an act or task that has an action goal- reason or purpose
-requires body and or limb movement to achieve goal
-they require practice to be learned and relearned
any time we do something
Factors that influence motor skill learning and performance
the learner- motivation, fitness, confidence, psychological, experience, practice
Performance environment- cold, rain, sun, psychological- crowd/team, physical-defense, game
The skill/task- activity, rules to perform, perception
A process, gaining or adding to. Relatively permanent change in a person's capability to execute a motor skill as a result of practice or experience.
Learning Vs. Performance
Performance- the act of executing an act or skill- don't have to learn before you do it.
Performance is measurable- rubric,tests, stats.
Can't measure learning. No test
Ways to Classify Skills
Precision of movement, fine vs.gross
Nature of movement organization- discrete, continuous, serial
Predictability of environment- open and closed.
Fine Motor Skills
involve precise movements normally accomplished using smaller musculature
Examples of Fine Motor Skills
Writing, sewing, tying a fishing lure, controlling surgical instruments, texting
Gross Motor Skills
Place less emphasis on precision- big muscles, larger movements, multiple limbs.
Examples of Gross Motor Skills
Walking, running, jumping, swimming, hopping, kicking, throwing
Beginning and end points are clearly defined, can tell someone had started and finished the skill
Examples: free throw, swing, single jump, kick, catch
Beginning and ending points are arbitrary. Continuing movements. Repetitive in nature. Ex: running, swimming, cycling, jumping, dancing, skating
Collective sequences of multiple discrete skills. Sequence or order certain order to be performed. Routine.
Examples: hope, skip, jump, dialing a phone number
performed in stable, predictable environments, performer controls the performance situation. Performer decides when to perform skill
EX: Throwing to a stationary target, picking up a pen, free throw, bowling
performed in unpredictable, ever-changing environments, performer must adapt response to the environment. move based on environment
EX: players, defensive, team sports, hunting, mountain biking, cross country
what in the environment controls how we do out movements. What to consider to do movement correctly
Regulatory conditions stationary
No Intertrial Variability
Regulatory conditions in motion
Body transport- moving from point A to point B
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