MOTOR CONTROL AND LEARNING

PRESENTED BY :

SITI NUR HAJAR BT MOHD NOOR 227380

KHAIRUNNISA BINTI ZAKARIA @ SHAFIE 227559

NABIHAH BINTI RAMLI 227280

TEH SU MIN 227507

NUR INSYIRAH BINTI NOR HASSHIM 226995

CATHERINE LOW WAN TING 226958

NUR FAIZAH BINTI BAHARIN 228344

MOTOR CONTROL

AND LEARNING

Definition of motor control

The neutral, pyhsical & behavioral aspects that underline human movement.

Learning – a relatively permanent change in a person’s capability to execute a motor skill as a result of practice @ experience.

IMPROVING SPORTS SCIENCE KNOWLEDGES

=Identifying and assessing motor abilities can allow coach to identify the source of problems difficulties in performing sports science skill

=Develop appropriate physical activities to improve performance in a variety of sports science skills involving the same ability

=Demonstrate and explain a new motor skill to athlete

=Dedicate enough space and equipment for helping athlete to improve their maintenance

=Develop creative ways of teaching a new sports skill

TYPE OF MOTOR SKILLS

Motor skills refer to movement patterns and skills in the physical body.

divided into three categories; fine motor, gross motor and balance/coordination.

Many factors influence motor skill development including birth weight, body build, parenting style, ethnicity, nutrition, personality, social class, and birth order.

Fine motor skills involve the smaller muscles of the body, while gross motor skills involve the larger muscles.

CLASSIFICATION OF MOTOR SKILL

1) Gross and fine motor skill

2) Discrete, continuous and serial skill

3) Open and close skill

GROSS AND FINE MOTOR SKILL

Motor skills involve the function of muscle movements in the entire body.

There are two groups of motor skill:

-gross motor skill

-fine motor skill

Gross Motor SkillGross motor skills direct performance of large muscle groups

Gross motor skills maneuver large muscle groups coordinating

functions for sitting, standing, walking, running, keeping balance and

changing positions.

Throwing a ball, riding a bike, playing sports, lifting and sitting

upright are brief descriptions of large motor movements.

Gross motor skills depend upon muscle tone, the contraction of

muscles and their strength for positioning movements.

Fine Motor Skills

Fine motor skills coordinate precise, small

movements involving the hands, wrists, feet, toes, lips

and tongue.

Features of fine motor control include handwriting,

drawing, grasping objects, cutting and controlling a

computer mouse.

Discrete, continous and

serial motor skill

Discrete skillsMovement skills that have a clear beginning and end.

If the single skill is to be repeated then it maust start again.

Examples include: catching a ball in cricket / rounders

Continuous skills

Movement skills that have no definate beginning or end.

The end of one cycle is the beginning of the next.

Examples include: running and cycling

Serial skillsMovement skills that have a number of discrete elements that are put together in a definate order to make a movement or sequence.

Examples include: gymnastics or trampolining sequence

Open and close skill

Sports skills can be classified as either open or closed motor skills.

Skills differ in terms of the... • environment in which the skill is

performed

• the goal of the skill

close skill:In sports where an opponents actions play

very little or no part in the performance of a skill and skills where the athlete is in almost total control of their performance.

The physical environment does not affect closed skills either.

examples include figure

Open motor skills are; The environment, for example, wind and rain or the

terrain can affect the performance of a skill. Skills affected by the environment are known as open

skills.

They are also found in sports that involve where there is an opposing player or team.

Wherever there is an element of unpredictability then the skills can be classified as open.

STAGE OF MOTOR SKILL ACQUISITION

3 STAGES OF MOTOR SKILL ACQUISITION

• 1ST STAGE : COGNITIVE SKILL

• 2ND STAGE : ASSOCIATIVE SKILL

• 3RD STAGE : AUTONOMOUS SKILL

1ST STAGE : COGNITIVE SKILL

• Develop an overall understanding of the task required (what to do?)

• Learner must first set a plan to determine the objective of the skill

• Learner needs one or two simple instructions to concentrate on the correct skills

• Coaches should be focus on simple fundamental skills

• Conceptualisation/generation of clear mental pictures of the task is essential for good movement reproduction

• Visual input and trial and error are used to guide the learning (eg: demonstration, video)

• May make many errors and few success

• Rate of progress :vary from one individual to another (from a few minutes to a much longer period)

• Example : Before a child master walking, he/she will must likely look a bit awkward and stumble a few times

2ND STAGE : ASSOCIATIVE STAGE• Has determined the most effective way to do the task and to make

subtle adjustments in the performance

• Emphasis of practice

• It is important for the coach to communicate with the learner and give regular feedback on how to refine the skill and aware of their mistakes

• Repeated movement will enhance synchronization of mind and muscles

• Improvement are more gradual and movements become more consistant

• Errors become less frequent

• Example : The child taking longer,more controlled steps and allow their arms to relax at their sides.

3RD STAGE : AUTONOMOUS SKILL• Most advanced level of skill acquisition

• Characterised by the ability to automatically execute the skill

• Learner is now properly sequence and perform the task instinctively

• Movement are smooth and fast

• Learner can think of other things while they perform the skill

• It may take a long time to achieve autonomy in all skills with many never reaching it. Improvement come slowly and training needs to well organized and must provide a high level motivation

• Example : the child will now be able to walk in a predictable environment