119 RG Chapter 6 motor behavior
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University of Wisconsin, Madison *
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119
Subject
Health Science
Date
Feb 20, 2024
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Pages
4
Uploaded by BarristerMandrill2825
Kines 119: Chapter 6 Reading Guide Chapter 6: Motor Behavior, pages 143-169 Keywords
: Motor behavior
, motor learning
, Motor Drum Theory, motor development
, electromyography, reaction time, novel learning tasks, kinematics, feedback, sarcopenia
1. Which of the four chapter objectives do you find most interesting and why? Of the four chapter objectives I am most interested in the objective “Explain the research process used by scholars in motor behavior”. I am interested in this because I enjoy research in this area of kinesiology and I feel like it involves taking a deep dive into the mechanics of the body and brain which I find to be particularly interesting. *Return to this question after you have finished the chapter. Did you accomplish this chapter objective and why? I do believe that I accomplished this chapter objective. I fully understand that there are a few different research processes used by scholars in motor behavior, and a lot of them involve following a skill from never been done to mastered. They also often follow children as this is the most comparable way to study people. 2. Summarize the focus of motor behavior. Can you connect this to any sphere of Physical Activity? The focus of motor behavior is the obtainment of skills and movements (how they are learned/obtained) and how those skills and movements evolve through life from birth to death. 3. Describe the difference between Motor Control and Motor Learning. How do their goals differ? Motor control is the way our bodies regulate movements and perform certain movements in response to signals from our nervous system. It is voluntary control over movements within our body that could include moving joints, muscles etc. Motor learning focuses on acquisition of skills through the use of motor control and enhanced motor control skills. It is essentially how we apply our motor control abilities to obtain life skills before they become instinctive. Motor learning is dependent on motor control, but motor control everyone must have, motor learning occurs as we master motor control. 4. What are the three experimental designs used in motor behavior research? Briefly describe each design. The three experimental techniques used in motor behavior research are: between group, within group, and descriptive. Between-group compares two groups, both exposed to different treatments or techniques, but tested with the same standards and the same tests. Within-group uses one huge group and instead of exposing half to one environment and half to another, they expose all people to both (or all) environments. The participants are then tested on the same
Kines 119: Chapter 6 Reading Guide task and their results in the different environments are contrasted. In descriptive experimental design, there is an observer who watches participants perform a task in unmanipulated environments. They then observe however many times is necessary to create a conclusion or see potential changes. 5.
Why do researchers employ novel learning tasks in their studies? Why are they not helpful when studying experts?
Researchers employ novel learning tasks in their studies to provide certainty that no participant has tried the task before. When studying motor learning and behavior, a participant is at an advantage when they have participated in (practiced) the task before. Novel learning just ensures that everyone is learning the task from the same starting point (ground zero) so the results are fair. Novel learning research is not helpful when studying experts because experts are experts in their movement or sport etc. and so they cannot analyze from ground zero to compare how they learn and acquire skills. 6. In the learning process, what is retention and what is transfer? Which one do you think is more important and why? In the learning process retention is one’s ability to recall the steps/motion of a skill before many repetitions (practice) occur. It is how well someone remembers how to perform a skill. An example would be skating after not having skated in 3 years. How well you can skate when you immediately get back onto that ice would be how well you retained your skill. Transfer is how well you can transfer a skill learned in one task to another similar task. An example of this might be a hockey players ability to shoot a puck transferring to their ability to take a golf swing. The skills are identical but the motor control used in both is similar and likely would transfer. 7. Explain a time when you practiced a skill. Did you use any of the ‘before practice’ or ‘during practice’ strategies provided on page 157?
A time when I practiced a skill was when I learned to wake surf. I already knew how to wakeboard, so the basis of wake surfing was not that new to me, but it was a new sensation and a slightly new technique to learn. I did use some before-practice techniques. I used demonstrating (I watched my instructor show me the technique to doing it) and instructions (also from experienced wake surfers). 8.
In a few sentences, explain one
of the two principles of Motor development.
One of the two principles of motor development is that children are not miniature adults. This principle suggests that children very clearly have different motor patterns and habits than adults. They learn differently, perform differently and move differently. 9. What is a motor
skill you are interested in learning? I really wished I had spent more time playing the piano…
A motor skill I am interested in learning is playing the guitar. I play piano and love accompanying myself or friends and family while singing but I really would love to be able to do the same with guitar. My dad plays and I just love how warm and cozy it feels when he plays for us.
Kines 119: Chapter 6 Reading Guide What are two questions that you would like to ask a Kinesiologist that researches Motor Behavior? What is going on from a kinesiology perspective that makes it so much easier for children to learn new motor skills as compared to adults? Why do we begin to lose our fine motor skills and motor abilities as we age (much older aging)? Here are links to the Motor Behavior Kinesiology faculty members. Motor Behavior Laboratory Motor Systems Physiology Laboratory Here is are links to the Motor Behavior Occupational Therapy faculty, Dr. Travers and Dr. Pickett, who also do awesome motor behavior research. The Motor and Brain Development Lab The Sensory Motor Integration Lab Pre-Discussion ACTIVITY
This activity will focus on learning a skill. You will develop your own case study of motor development. In order to prepare for this activity, please write down some thoughts to the prompts below:
Think of a skill that you would consider yourself to be an expert. What is this skill? I would consider myself an expert at rowing and running. Do you remember learning this skill and what were some aspects that helped make you successful in your learning?
I vividly remember rowing for the first time. Some aspects that helped make me successful in my learning were being open-minded and receptive to feedback and watching other experienced rowers perform a rowing stroke properly. Can you remember making mistakes in this skill?
I definitely remember making mistakes in this sport and still find myself making mistakes. I am constantly playing around with my stroke to find the most effective one and that results in plenty of mistakes. How did you learn from your mistakes?
I would watch videos of the errors to see what was going wrong and would correct those errors the next time I was on the water. I’d often exaggerate the correction to make my body normalize the feeling of proper execution.
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Kines 119: Chapter 6 Reading Guide Did you have any instruction or feedback in this skill?
I have had a lot of instruction and feedback in this skill from both coaches and rowers who are more advanced/skilled than I am. I continue to receive feedback in this sport as well. How has this skill changed as you aged?
This skill has improved as I have aged because my time doing it has increased. It is now more detail-oriented and I am working on finetuning the small things as opposed to mastering the basis of it. Think of a skill that you had trouble learning or perform poorly. What is this skill and what about it differs from the skill in which you are an expert? A skill I had trouble learning was tennis. I have never played many hand-eye coordination sports intensely in my life. I merely did them for leisure so my hand-eye coordination is not nearly at the level it needs to in order to play tennis well. It is very different from the rowing stroke because it is a skill based more on fine details and all in the hand-eye and upper body movement as opposed to the rowing stroke which is largely a lower body movement.