Motor Control Lab 3_SPSC 1164
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1
Lab #3: Motor Control
Erika Sunga and Summer-Rose Phillips
Sports Science, Douglas College
SPSC 1164: Motor Skills Acquisition
Dr. Mandana Salajegheh and Dr. Ryan Cook
October 26, 2023
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1.
Create a table.
Table 1
Mean, median, mode, and range.
Mean
Median
Mode
Range
Time (s)
7.11
6.85
-
2.41
Error
0
0
0
0
Note: Table shows mean, median, mode, and range for 6 Point Star tracing Task 1
Table 2
Mean, median, mode, and range.
Mean
Median
Mode
Range
Time (s)
33.95
35.46
-
15.73
Error
3
3
3
0
Note: Table shows mean, median, mode, and range for 6 Point Star tracing Task 2
Table 3
Mean, median, mode, and range.
Mean
Median
Mode
Range
Time (s)
37.09
34.42
-
14.52
Error
1.8
2
2
3
Note: Table shows mean, median, mode, and range for 6 Point Star tracing Task 3
2.
Analysis of Lab Tasks:
a.
Which task took the longest?
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On average the task that took the longest amount of time was task #3. This was the
longest one because it required us to trace a provided 6-point star using two hand tracing.
While needing to focus on both hands as well as, when and at what points, we would
have to open or close to prongs provided to avoid making errors throughout the trials.
b.
Which task had the most errors on average?
On average the task that had the greatest number of errors was task #2. This task
required us to trace a 6-point star using a provided “tracing pen” while looking at the
reflection in a mirror of the trace path. This task was the most challenging because it
required us to use the mirror as a guide which as a result shows us the opposite of what
we are looking at. This requires a lot of perceptual awareness to be able to successfully
complete the task without errors.
c.
Which single trial was the quickest?
Task #1; Trial #2 was the quickest single trial. For task 1 trial 1 this gives us an
opportunity to learn by trial and error, which results in new information gathered to be
used for a more successful completion of the skill being performed for the task.
d.
Which single trial had the most errors?
Task #2, all trials; we received the same errors each time we performed the task. This
is because each trial done; we still learned about the errors and applied the correction;
however, when applying the correction to the specific section of the 6-point star where
the errors were made, there were new errors being made in different sections that were
not a problem in previous trials. Following that, when applying corrections to previous
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mistakes, new mistakes were being made because of the amount of attention going
towards fixing the original errors.
3.
Create a Graph.
Figure 1
Perdue Pegboard Score and Task
Right Hand
Left Hand
Both Hands
Assembly
0
2
4
6
8
10
12
14
Task
Score (rows)
Note: Number of rows in 30 seconds depending on the task. Number of completed stacks
for Assembly.
4.
Using class material answer the following questions for Task #7:
a)
Explain generalized motor program (GMP)
The generalized motor program is thought to be useful in developing over practice
and provides an understanding for generating movement sequences within a class of
movements that share the same invariant features, such as order, relative timing, and
relative force. There is one motor program for each category of movement; invariant
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features which are relatively fixed, and define the motor program itself, whereas;
parameters which are more flexible and define the programs execution of movements
which include overall duration, overall force, movement direction, and muscle selection.
According to schema theory, the production of movement pattern involves the GMP by
retrieving information that is stored from previous experiences in your memory and then
adapted to a particular situation that you currently face (Coker, pg75).
b)
Are the motor program(s) controlled by open or closed loop motor control?
Task #7 is an open loop motor control because the control system used to regulate the
output of the motor skill receives feedback from placing the pattern of the washer, collar,
washer pattern repeated many times in the duration of 30 seconds. After the first stacks
were completed, we were then able to encode what we could do for the next stack to get
it in the right order faster and continued until the 30 seconds were up to place as many
stacks as possible.
c)
Give two specific examples of feedback: one used in open loop control, and one used
in close loop control.
Open loop control:
throwing a dart- once the throw is complete you then get feedback
on what angles, how fast, shape of your hand when throwing the dart and can then make
the change.
Closed loop control
: threading a needle- you look at the needle, so you do not poke
your finger, you look at the thread, so you know what you are sewing.
5.
Using your understanding of Generalized Motor Programs:
a.
Explain why Task #2 and Task #3 proved to be more difficult than Task #1?
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In task 1, you can trace the star while being able to see what you are doing. The
generalized motor program here is straightforward and depends on whether the student
can trace the star. In task 2, you are given a constraint, you must trace the star while
looking at a mirror. This task is more challenging since looking at a reflection is inverted,
meaning that your left and right, up, and down are switched. This interferes with the
GMP skill, so you must adjust to the mirror since it is reflected. In task 3, you must use a
machine that involves using both your hands to trace the star. This is challenging as well
since using the machine you must figure out how to move it with both hands, moving it is
irregular compared to task 2, and in task 1 you only use one hand, and in task 3 you must
use both hands. Therefore task 2 and 3 are more difficult than task 1 because of the GMP
parameters.
b.
Name the things you changed in your MP (parameters) and things that stayed the same.
In all the tasks the parameters are how fast you trace, whether it could be slow or fast,
your hand coordination, and how much pressure you put on the board with the pen. For
task 2 it would be changing the direction of the way you trace since looking at the mirror
is inverted. For task 3 it would also be changing the direction of movement but with both
hands to move the tracer. The parameters that stayed the same are tracing the shape of the
star, and our eye coordination.
6.
Define the terms
Coordination
and
Control
. Explain their relationship. Use examples from
lab activities.
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Coordination involves the organization of different elements performed by the
body through a form of activity, allowing for smooth and efficient movement when put
together. Control involves manipulation of objects, which requires the learner to
coordinate movements efficiently to perform a certain task successfully. In reference to
the lab activities, coordination and control were a main factor in the completion of all
tasks. Task #3 involved the coordination of movement with both hands at the same time
to shorten or lengthen the prongs used to outline the 6-point star simultaneously, and
control was needed in order to manipulate the 6-point star without making any mistakes
involved in going outside of the outline of the star.
7.
What is a
Schema
? How do the recall schema and recognition schema work together? Give
a real-life example and an example relating back to lab activities.
Schema is a generalized motor program theory; it is a rule or rules that direct how
specific actions or movements are performed (Coker, 2022). With every trial we gather
subconscious info, more trials make your schema better. Recall schema and recognition
schema work together with processes such as memory, problem solving, and decision
making. When it comes to learning new information or new experience with a motor
skill, recognition schema helps with identifying the relevant aspects relating to it like past
outcomes and consequences, and recall schema helps with taking stored past information
to allow you to solve the new problem or store new information to remember for later. An
example of a real-life situation would be like going grocery shopping. You are there to
buy ingredients for a pasta recipe, when you first walk in the store (assume you have
been to the store) you recall/remember where the produce, pasta, and dairy aisle is. Your
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recognition schema helps with identifying the fruits from the vegetables, and the steaks
from the chicken since you have gone shopping before. Your recall schema helps
remember what ingredients are needed for the pasta recipe like celery, broccoli, chicken,
cheese, eggs, milk, and pasta noodles. An example relating to the lab would be like the 6
Point star tracing task. Your recognition schema would identify that you are
writing/drawing a star, and what you are using to trace it is like a pen or pencil. As well
as identifying that the star is 6 points and not 5 points, and how you trace it is similar to a
5-point star. A normal star is drawn with connecting lines and has 5 points, and the star in
the lab has no connecting lines and has 6 points. The recall schema would be that you
remember how to write/draw, more specifically how to draw a star which you have done
before and trace it with 6 points without connecting lines.
8.
What is a constraint? Name a constraint that existed in the lab. List the three types of
constraints and provide a sport-related example of each.
A constraint is a limitation or restriction. While performing tasks during the lab
some constraints that limited us were 1. having restrictions on time for certain tasks. A
sport-related example could include the limited amount of time left on the score board in
a basketball game in order to make the final winning shot. A constraint in the lab was
accomplishing the sequence of washer, collar, washer, repeatedly in 30 seconds. 2.
Quality of the performance of the task being done. A sport related example of this is if a
dancer has a competition but wakes up with tight and/or sore muscles; this could limit the
dancer's ability to perform the proper quality of her dance routine based on not having a
full range of motion. A lab related constraint that existed involved the movement of both
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prongs for the 6-point star, needing to coordinate both hands to move in a specific
direction to shorten or lengthen the prongs to successfully outline the 6-point star, this
made it difficult to have quality in the performance needing to think about at what point
you open, close, or move side to side and up and down to avoid going outside the outline.
3. The scope of the task. A sport related example includes a play in a football game
performed by team A; which is expected to accomplish a touchdown for their team. This
did not go as planned because team B has a better strategy than taking the touchdown.
This provides limitations because of the unexpected change in outcome that was expected
by team A. A lab related constraint that existed would include task #2 requiring the
outline of the 6-point star, but in the reflection of the mirror. Knowing that when you
perform this task you need to do the tracing in the opposite direction you would if you
were looking at it directly. This does not directly go as planned since you know the
pathway you need to take in the outline in order to be successful in the completion of the
task, but when it comes to the motor action of performing the skill it becomes difficult
and does not go as planned.
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10
References
Coker, C.A. (2022).
Motor Learning & Control for Practitioners.
(5
th
edition) Routledge
Publishing.
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Appendix
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LAB #3 – MOTOR PROGRAMMING & MOTOR CONTROL
Lab 3 - Data Collection Sheet
Name: ___Erika and Summer-Rose___
6 Point Star Tracing Task
Task #1
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Mean
Median
Mode
Range
Time
8.84
6.43
6.98
6.85
6.45
7.11
6.85
-
2.41
Errors
0
0
0
0
0
0
0
0
0
Task #2
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Time
39.18
35.46
41.55
27.72
25.82
33.95
35.46
-
15.73
Errors
3
3
3
3
3
3
3
3
0
Task #3
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Time
46.67
39.23
34.42
33.00
32.15
37.09
34.42
-
14.52
Errors
3
2
2
2
0
1.8
2
2
3
Purdue Pegboard
Score (Number of Completed Rows)
Task #4
12
Task #5
6
Task #6
10
Task #7
5
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