Kinesology chapter 5 motor behavior

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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


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