Kinesology chapter 5 motor behavior
nonlocomotor skill
(axial movement) twisting bending stretching pushing
cognitive stage
Fiirstt stage of learning Understanding the goal of the skill
Proficient stage of development
Final stage 5 mechanically efficient performance enhanced coordination improved control of movements
According to Magill and Anderson, a performance associated with skill learning is
Improvement Consistency Stability Persistance Adaptability Reduction of attention demand
Closed skills
Individual performing the skill is self-paced
Information processing model
Input Decision Making Output Feedback
Adam's closed loop theory
It explained how feedback is used to update the cognitive representation of the movement and improve subsequent performances of the motor skill.
catching
It involves the use of hands to stop and gain control of an object
Positive Reinforcement
It is given following a desired response.
Law of Effect (Thorndike) 1927
Research which became a significant development during the early period of motor learning and motor control
Negative Reinforcement
It is withheld following a desired response.
Schmidt's schema theory
It proposed the idea that movement patterns such as kicking or throwing could be generalized to a variety of sports and settings.
The dynamical systems theory
It suggested that the neuromusclar system plays a prominent role in the selection of movements.
locomotor skills examples
Jumping Running Walking Jogging Sliding
Occurence of plateaus in an individual's performance.
Lack of Motivation Loss of Interest Lack of attention
Elementary emerging stage (developmental sequence) 2-4
The spatial and temporal elements of the movements are better synchronized. movements are restricted or exaggerated greater control and rhythmical coorination
Manipulative skills Charcteristics
They involve the propulsion and control of objects.
Fitts and Posner, first stage of learning
cognitive stage
Motor behavior
concerned with the learning or acquisition of skills across the lifespan.
Physiological Readiness
developmental of the necessary strength, flexability, endurance, and various organ systems
Study of Motivation
focuses on the causes of behavior, specifically those factors that influence the intitation, maintenance, and intensity of behavior.
striking
it involes using a body part to apply force to a stationary object.
kicking
it involves imparting force to an object by the foot and the leg
Learning characteristics fo learning for associative stage
learner works on mastering the timing needed for a skill.
Psychological Readiness
learners state of mind. Feeling or attitude toward particuair skill
Maturational period
marked the begining of the growth of motor development as an area of study within physical education.
middle period
motor learning research focused more on investigating such areas as transfer of learning
Initial Stage 1
poor spatial and temporal integration most inefficient
Researchers in motor control are interested in
processes underlying the learning and performance of motor skills
Assocative stage
second stage of learning Conceentration on temporal aspects or timing of movements
locomotor skills
skills in which the body moves through space
Feedback
the information aboout the preformance of a movement and its quality, appropriateness, or output.
Autonomous stage
third stage of learning Concentration on use of the skill performance situations Smooth, efficient, highly refined
motor behavior goals identified thomas and thomas
to understand how motor skills are learned to understand how motor skills are controlled to understand how learning and control of motor skills changes across the life span.
intrinsic feedback
when sorce of infrmation is the out come of the task or skill itself