Chapter 08 Motor Behavior8motor Behaviorkatherine T Thomas And Jerry ✓ Solved
Chapter 08 Motor Behavior 8 Motor Behavior Katherine T. Thomas and Jerry R. Thomas C H A P T E R What Is Motor Behavior? The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.
Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback. (continued) (continued) What Is Motor Behavior? (continued) Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches) Figure 8.1 Chapter 8 - Hoffman (2005) * What Does a Motor Behaviorist Do? Colleges or universities Teaching Research Service Other research facilities: hospitals, industrial, military Research with applications related to setting Grant writing Chapter 8 - Hoffman (2005) * Goals of Motor Behavior To understand how motor skills are learned To understand how motor skills are controlled To understand how the learning and control of motor skills change across the life span Three subdisciplines Motor learning Motor control Motor development Chapter 8 - Hoffman (2005) * Three Subdisciplines of Motor Behavior Motor Learning Motor Control Motor Development Goals of Motor Learning To explain how processes such as feedback and practice improve the learning and performance of motor skills To explain how response selection and response execution become more efficient and effective Chapter 8 - Hoffman (2005) * Goals of Motor Control To analyze how the mechanisms in response selection and response execution control the body’s movement To explain how environmental and individual factors affect the mechanisms of response selection and response execution Chapter 8 - Hoffman (2005) * To explain how motor learning and control improve during childhood and adolescence To explain how motor learning and control deteriorate with aging Goals of Motor Development Chapter 8 - Hoffman (2005) * Motor Movements Studied Beyond Sport Babies learning to use a fork and spoon Dentists learning to control the drill while looking in a mirror Surgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate (continued) Chapter 8 - Hoffman (2005) * Motor Movements Studied Beyond Sport (continued) Teenagers learning to drive Dancers performing choreographed movements Pilots learning to control an airplane Young children learning to control a pencil when writing or learning to type on a computer Chapter 8 - Hoffman (2005) * History of Motor Behavior Five themes have persisted over the years in motor behavior research Knowledge of results (feedback) Distribution of practice Transfer of training Retention Individual differences (continued) Chapter 8 - Hoffman (2005) * Late 1800s and early 1900s: Motor skills to understand cognition and neural control : The World War II era—great interest in motor behavior research 1940s, 1950s, 1960s: Glassow, Rarick, and Espenschade—research focused on how children acquire motor skills (continued) History of Motor Behavior (continued) Chapter 8 - Hoffman (2005) * History of Motor Behavior (continued) 1960s Memory drum theory: Franklin Henry, father of motor behavior Motor behavior as a subdiscipline of kinesiology 1970s to present The influence of growth and maturation on motor performance Developmental patterns of fundamental movements Information processing theory The study of motor learning and motor control in children Focus of Motor Behavior Shifts Initial focus was on cognition, biology, and military, not on motor behavior itself. (continued) Chapter 8 - Hoffman (2005) * Focus of Motor Behavior Shifts (continued) Current focus has shifted to motor behavior itself.
Neuromuscular system controls and movement repetition Potential treatments for diseases and injuries such as Parkinson’s disease and spinal cord injuries Performance improvement in sport and physical activity Technological advances that allow for a focus on real-world movements instead of movement invented in the laboratory just for research purposes Research Methods in Motor Behavior Types of studies (experimental designs) Between-group Within-group Descriptive (participants receive no treatment) Chapter 8 - Hoffman (2005) * Research Themes in Motor Behavior Practice Feedback: Knowledge of results and performance Transfer Individual differences Chapter 8 - Hoffman (2005) * Motor Learning The goal is to understand the role of practice, feedback, and individual differences.
Scheduling practice Context of practice Studies have included the early stages of learning and expert performers. Typical studies have used average or typical performers doing novel tasks. (continued) Chapter 8 - Hoffman (2005) * Topics studied include Practice Before practice Goal setting Instructions Demonstrations Scheduling practice Context of practice Feedback: Knowledge of results and performance Transfer Individual differences Motor Learning (continued) Chapter 8 - Hoffman (2005) * Figure 8.4 Chapter 8 - Hoffman (2005) * Motor Control Motor programs are proposed memory mechanisms that allow movements to be controlled. As motor programs are developed, they become more automatic, allowing the performer to concentrate on the use of the movement in performance situations. (continued) Chapter 8 - Hoffman (2005) * Dynamical systems theory has challenged the motor program theory.
Dynamical systems theorists believe that a more direct link exists between perception and action, bypassing the need for motor programs. Motor Control (continued) Chapter 8 - Hoffman (2005) * Motor Control: Five Areas of Research Degrees of freedom: coordination of movement Motor equivalency Serial order of movements: coarticulation Perceptual integration during movement Skill acquisition Chapter 8 - Hoffman (2005) * Developmental Motor Learning and Control The goal is to understand skill acquisition across the life span. Descriptive research includes baby biographies. (continued) Chapter 8 - Hoffman (2005) * Topics studied Developmental changes in the mechanics of movement Life span development Experience Changing neuromuscular systems across the life span Growth and gender in the development of overhand throwing Developmental Motor Learning and Control (continued) Chapter 8 - Hoffman (2005) * Motor Behavior Important in all aspects of life Infants and toddlers Athletes Employment (for instance, surgeons) Important to many professions Teaching Coaching Medicine Therapy Chapter 8 - Hoffman (2005) *
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Motor Behavior: Understanding the Learning, Control, and Development of Motor Skills Across the LifespanMotor behavior is a vital field of study that examines how motor skills are learned, controlled, and developed throughout the lifespan. It comprises three sub-disciplines: motor learning, motor control, and motor development. This essay seeks to explore the key concepts of motor behavior, its importance across various professions, and the implications of this knowledge in enhancing human performance.
Definition and Components of Motor Behavior
Motor behavior studies the intricacies involved in learning, performing, and refining motor skills (Thomas & Thomas, 2023). By understanding motor behavior, practitioners—such as physical educators, therapists, coaches, and sports scientists—can devise effective training regimens that enhance skill acquisition, execution, and retention.
1. Motor Learning: This component focuses on how individuals acquire and refine skills over time through practice and feedback. The principles of motor learning outline critical elements such as the scheduling of practice sessions, the impact of different types of feedback, and the transfer of training from one task to another (Schmidt & Lee, 2014).
2. Motor Control: This area seeks to analyze how the brain and nervous system facilitate movement. It examines mechanisms in response selection (deciding on a movement) and response execution (carrying out the movement) and how these processes can be optimized through training (Gentile, 2000).
3. Motor Development: Motor development studies how motor skills evolve from infancy through adulthood and into old age. This sub-discipline focuses on the changes in motor performance as influenced by growth, maturation, and experience (Gallahue & Ozmun, 2012).
The Importance of Motor Behavior across Life Stages
Motor behavior plays a significant role in various life stages, influencing learning and development from infancy to old age. For infants and toddlers, motor development is crucial as they learn fundamental movements such as grasping and crawling, which set the foundation for more complex skills like walking and running (Berk, 2018). Similarly, children develop coordination through activities like riding a bicycle or playing sports. As children grow, their motor skills become more refined, contributing to their overall physical development and social interactions (Piek, Dawson, Smith, & Gasson, 2008).
In adulthood, motor behavior is essential for professions that require manual dexterity and precision, such as surgery or piloting (Ericsson, Krampe, & Tesch-Römer, 1993). As individuals age, maintaining motor skills becomes increasingly important to preserve independence and quality of life. Research indicates that regular physical activity can mitigate declines in motor function associated with aging (Duncan et al., 2012).
Research Themes in Motor Behavior
Several themes persist in the research of motor behavior. These include:
1. Knowledge of Results (Feedback): Understanding the significance and timing of feedback can enhance motor skill learning (Kluger & DeNisi, 1996). Feedback provides individuals with information about their performance, which is critical for making adjustments.
2. Distribution of Practice: Research shows that the way practice is scheduled affects skill retention and transfer. Massed versus distributed practice can yield different results in motor learning contexts (Rohrer & Pashler, 2007).
3. Transfer of Training: Skills learned in one context may transfer to another, and research emphasizes the importance of understanding which skills can facilitate learning in related tasks (Barnett & Ceci, 2002).
4. Retention: Investigating how well skills are retained over time provides insights into effective training strategies and the longevity of skill proficiency (Schmidt & Lee, 2014).
5. Individual Differences: Recognizing that individual characteristics, such as prior experience, motivation, and physical attributes, significantly impact skill acquisition and performance is essential for tailored training programs (Ericsson et al., 1993).
Motor Control: The Mechanisms Behind Movement
Motor control research focuses on how movements are executed and the role of the nervous system in coordinating these actions. The dynamical systems theory posits that individuals move based on perceptual cues and interactions with their environment rather than relying solely on pre-programmed motor commands. This model emphasizes the adaptability of motor behavior to the context (Newell, 1986).
One of the fundamental challenges in motor control research is understanding the "degrees of freedom" problem. This concept addresses how the body coordinates numerous muscles and joints to perform a specific movement (Bernstein, 1967). By investigating how individuals learn to control and coordinate their movements, researchers can enhance training methods and rehabilitation strategies.
Conclusion
Motor behavior encompasses essential principles that guide the understanding of skill acquisition, performance, and development across an individual's lifespan. Its applications are far-reaching, influencing fields as diverse as education, healthcare, sports, and occupational training. By understanding motor learning, control, and development, practitioners can implement effective training protocols that cater to individual needs, fostering optimal motor performance and overall wellbeing.
References
1. Barnett, S. M., & Ceci, S. J. (2002). When and where do we learn? A review of specific transfer effects in children’s learning. Psychological Bulletin, 128(6), 883-899.
2. Bernstein, N. A. (1967). The Coordination and Regulation of Movement. New York: Pergamon Press.
3. Berk, L. E. (2018). Development Through the Lifespan. Pearson.
4. Duncan, R. P., et al. (2012). Does high-intensity exercise improve gait and balance in older adults? Journal of Aging Research, 2012.
5. Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363.
6. Gentile, A. M. (2000). Movement Science: Identifying the Foundations of Performance. In Motor Control: Theory and Applications (pp. 38-60). Human Kinetics.
7. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
8. Newell, K. M. (1986). Constraints on the development of coordination. In Motor Development in Children: Aspects of Coordination and Control (pp. 341-359). Wiley.
9. Piek, J. P., Dawson, L., Smith, L. M., & Gasson, N. (2008). Motor coordination and social-emotional behavior in preschool children. International Journal of Behavioral Development, 32(6), 366-373.
10. Rohrer, D., & Pashler, H. (2007). Recent developments in the learning of motor skills: Evidence for the effectiveness of distributed practice. In Psychological Science in the Public Interest, 8(3), 217-230.
By addressing various aspects of motor behavior and its practical implications, this essay emphasizes the importance of this field in enhancing human performance across different life stages and professions.