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Lecture 1 Applied

Motor skills are acquired through motor learning and development over the lifespan. Principles from psychology, neurology, physical education, and rehabilitation shape our understanding of how motor skills progress from novice to expert levels. Early motor development follows a predictable sequence, but how skills are applied varies between individuals. Motor learning, control, and development contribute to ongoing changes throughout life. Physical education aims to teach motor skills to promote lifelong healthy exercise habits. Coaches must understand motor learning to effectively train athletes and develop new techniques.

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13 views

Lecture 1 Applied

Motor skills are acquired through motor learning and development over the lifespan. Principles from psychology, neurology, physical education, and rehabilitation shape our understanding of how motor skills progress from novice to expert levels. Early motor development follows a predictable sequence, but how skills are applied varies between individuals. Motor learning, control, and development contribute to ongoing changes throughout life. Physical education aims to teach motor skills to promote lifelong healthy exercise habits. Coaches must understand motor learning to effectively train athletes and develop new techniques.

Uploaded by

Joshua Mariano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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LESSON 1:

The attainment of motor skills involves a process of motor learning,


whose principles integrate information from psychology, neurology,
physical education, and rehabilitation research. Together these disciplines
shape our understanding of how individuals progress from novice to
skilled motor performance throughout the lifespan. Infants learning to
reach and grasp use the perceptions they have of their own body and
abilities to secure objects of various shapes and sizes. Older adults must
often accommodate to the gradual loss of strength and sensory changes
that occur with aging, to modify how they perform manipulation tasks.

Motor abilities and skills are acquired during the process of motor
development through motor control and motor learning. Once a basic
pattern of movement is established, it can be varied to suit the purpose of
the task or the environmental situation in which the task is to take place.
Early motor development displays a fairly predictable sequence of skill
acquisition through childhood.

However, the ways in which these motor abilities are applied or


used for function are highly variable. Individuals rarely perform the
movement exactly the same way every time. This variability must be part
of any model used to explain how posture and movement are controlled
and learnt.

Any movement system must be able to adapt to the changing demands


of the individual mover and environment in which the movement takes
place. The individual mover must be able to learn from prior movement
experiences.

Understanding the relationship among motor control, motor


learning, and motor development provides a valuable framework of
applying to exercises, sports and even in dance.

Motor development is a product as well as a process. The products of


motor development are the milestones of the developmental sequence
and the kinesiologic components of movement such as head and trunk
control necessary for these motor abilities. The process and the product
are affected by many factors such as time (age), maturation (genes),
adaptation (physical constraints), and learning.

Motor development is the result of the interaction of the innate or


built-in species blueprint for posture and movement the person’s
experiences with moving afforded by the environment. Sensory input is
needed for the mover to learn about moving and the results of moving.
Motor development is the combination of the nature of the mover and
the nurture of the environment. Motor development, motor control, and
motor learning contribute to an ongoing process of change throughout the
life span of every person who moves.

In the area of physical education, from elementary school to the


college level, students learn the different motor skills of various sports to
keep fit, have fun, and develop a healthy lifestyle (NASPE, 2004). Learning
proper motor skills is one of the most important objectives of physical
education programs in school settings. With limited time available for
physical education classes, teachers would be wise to teach students the
proper motor skills for exercise and sports. According to Harter’s
perceived competence motivation theory (Harter, 1978; Harter, 1981),
when an individual perceives himself/herself to be good at doing
something, his/her motivation to engage in this activity is enhanced as
well.

The more successful the students are at mastering motor skills, the
more likely they are to keep playing sports as their life-long leisure
activities. In other words, the effective teaching of motor skills to students
in school settings will directly impact their future lifestyles and exercise
habits. Thus, school physical education teachers should understand motor
learning principles in order to teach students the correct motor skills. With
a thorough knowledge of motor learning, exercise and sports science
professionals like sports coaches and physical education teachers can
effectively help their clients/students design training programs that
incorporate the ideal movement activities required for the particular
situation.
In the coaching arena, one of the major responsibilities of coaches is
to enhance athletes’ technical skills since their performance is mainly
determined by these skills, along with their physical ability and
psychological well-being. Athletes’ technical abilities play a crucial
role in whether they win or lose in competitions. Not only should a
coach teach proper technical skills, he/she should also be
continuously developing creative new training methods to give the
athletes an extra advantage in competition. This is because today’s
superior technical routines could be out of date in a few years.

History has repeatedly shown that the human limits of


performance of motor skills are constantly being surpassed. For example,
today’s gymnastic routines could have been perceived to be impossible to
execute in the past. Likewise, the 10 seconds of 100- meter race records
have been repeatedly broken in the recent Olympic Games. Due to the
efforts of sports scientists and coaches, the level of technical training is
now so far ahead that motor skills which once seemed impossible to learn
have now become attainable. These accomplishments can, in part, be
attributed to the advancement of our knowledge in the area of motor
learning and its relationship to human movement potentials. Motor skill
learning in the coaching arena has always been one of the most important
factors of training for achieving peak performance in competition.

Ballet and other forms of dance involve artistic, beautiful, and swift
kinematic movements that usually take years to perfect. In fact, many
dancing movements are very difficult to learn and master. Physical
Education Teachers or even dance instructors should learn human
anatomy and motor learning concepts in order to understand the
relationship between a dancer’s anatomical capability and the
performance of these movements. Since dancing movements are
considered to be process-oriented motor skills, dancers are unable to
observe their own movements during practice or performance so they
must rely on their instructors’ accurate feedback to find out how well they
are progressing. Without this external feedback, learning cannot occur.

In addition, many amateur athletes regularly engage in different


recreational sports or other physical activities in their spare time and they
also would like to learn motor skills to enhance their enjoyment or for
self-improvement and competition.
Besides that, many of these amateur athletes serve as club coaches
teaching sports skills to children, training them to improve their skills, and
running competitions. In fact, there are thousands of sports clubs or sport
organizations around the world providing opportunities for people of all
ages (from the very young to older adults) to actively participate in sports
activities.

Having the necessary motor learning knowledge would be very


beneficial for these athletes and coaches.

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