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Sport Books Publisher 1
Movement Intelligence: A Vast Store of Motor Skills
Chapter 16
Sport Books Publisher 2
Outline
Movement Intelligence Motor Skills Characteristics of Skills
Sport Books Publisher 3
Movement IntelligenceMovement Intelligence
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An aggregate or vast repertoire of movement experiences developed since
birth
Allows us to produce endless variety of skills Skills we posses are NOT static elements The ability to learn allows us to continually
improve skills
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Movement Intelligence: Unlocking Your Potential
In order to gain benefits of any PA, some degree of MI (movement intelligence) is necessary to unlock your potential
Waking, running, and cycling may not be an attractive means of maintaining health and longevity. MI is necessary for the development of diverse skills.
Movement Intelligence
Movement Intelligence
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Movement Intelligence and Motor Programs
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Motor Programs (MPs)
Motor programs = movement plans– Developed when learning new skills – Stored in memory
Acquired as a result of learning and repetitive practice– Through a formation of specialized nerve circuits in the
central nervous system that work together when developing a movement plan for a new skill
When developed and stored in memory, motor programs are a set of pre-structured muscle commands that allow the performer to carry out the skill automatically
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Hypothetical example of coded motor programs assembled in an individual's motor memory or MI.
MP 001234
MP 017284
MP 101339
MP 000270
MP 009230
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Generalized Motor Programs(GMPs) Still consists of a stored pattern of movements
Parameters: specify such things as the order of events, the overall duration of the event, the overall force needed to accomplish the movement,and temporal patterning,
a) stable: eg. relative time and relative force applied in each stroke during table tennis
b) unstable: eg. speeding up the sequence of the movements and increasing overall force applied during forehand stroke
Well-established GMPs form the basis for autonomic and spontaneous movements in sports and require a little or no attention and mental effort
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Motor Programs and MI MI can be simply viewed as a vast store of motor
programs Motor programs cannot be observed directly BUT
can be inferred by observing the skills and movement patterns
The larger the repertoire of motor programs the larger the MI store and the more proficient we are in playing sports, because of the larger selection
MI is an active process; through practice we develop new motor plans and skills
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CD = movement intelligenceLarger MI (~CD) store = larger selection of motor programs (~Tracks) = more skills (~songs) and greater sport proficiency
Tracks = motor programs
Songs = skills or movement patterns
Observable side of the coin; the patterns we exhibit based
on the motor programs present
Non-observable blueprint for skills
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Movement Intelligence and Movement Abilities
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Factors Affecting Movement Intelligence
Stimulation at early age
Inherited Abilities
Expert Instruction
Feedback
Practice
Etc.
MOVEMENT INTELLIGENCE
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Movement abilities: inherited, relatively enduring and stable traits which serve as the foundation stones for the development of motor programs
The quality and effectiveness of motor programs depends upon the presence of underlying motor abilities
Analogy:
Movement Intelligence and Movement Abilities
Movement Ability Skill
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Hypothetical model of links indicating abilities underlying performance in two skills, rowing and hockey
Movement Abilities
Reaction Time
Balance Motor Timing
Multi-limb Coordination
Explosive Strength
Movement Rate
Hockey Player
Sculler
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Questions and Answers About Human Abilities
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How Many Abilities Are There?
Movement Abilities
Perceptual-motor Abilities
General Coordination
Abilities
Physical Proficiency Abilities
•Controlled precision•Multi-limb coordination•Response orientation•Reaction time•Speed of arm movement•Rate control•Manual dexterity•Finger dexterity•Arm-hand steadiness•Wrist-finger speed•Aiming
•Explosive strength•Static strength•Dynamic strength •Trunk strength•Extent flexibility•Dynamic flexibility•Gross body equilibrium•Balance with visual cues•Speed of limb movement•Gross body coordination•Stamina
•Movement rate•Motor timing•Perceptual timing•Force control
26 identified by laboratory research
+ those yet to be
identified
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How Many Abilities Do You Have? All individuals posses all of the abilities listed,
albeit to varying degrees
For this reason, abilities (or lack of thereof) impose limits on individual skill performance
No two persons have the same pattern of abilities
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Why Do People Excel at Some Activities but Are Mediocre at Others? It all depends on the pattern of strengths and
weaknesses of one’s inherited motor abilities
Having a low skill level at one activity does not mean having a low skill level in another activity
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Who are the All-Around Athletes? Many fundamental abilities are likely common
across a variety of sports
All-around athletes posses strong abilities that underlie the many sports in which they excel
They have more high end abilities than normal individuals and therefore excel in more sports
Sport Books Publisher 21
Can Practice Improve Motor Abilities? Human abilities are genetically determined However, intensive ability-specific practice
may potentially improve motor abilities Example: research at the University of
Toronto indicates that practice on Dynavision improves a variety of psychomotor abilities and performance
Sport Books Publisher 22
Lead-up Activities and Drills
1. Transfer to another target sporting activity– e.g., passing, shooting, dribbling, and faking
drills for soccer
2. Improvement of basic abilities– Quickening, balancing, perceptual exercises,
etc.– e.g., perceptual motor training
Sport Books Publisher 23
Motor SkillsMotor Skills
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What are skills?
How are skills characterized?
What types of classifications of skills are there?
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Skill as a Task
Skill: “an action or task that requires voluntary body and/or limb movement to
achieve a goal”
In this context, a skill must be learned, have a purpose, and be performed voluntarily
Example: catching a baseball
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Skill as Quality of Performance
Skill: “the ability to bring about some end result with maximum certainty and
minimum outlay of energy, or of time and energy”
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Maximum Certainty
Being skilled involves attaining the performance with maximum certainty
Obtaining performance outcome on some occasions and not on others is not a skilled action, because the element of luck may have been involved
Generating the skill reliably over time
Sport Books Publisher 28
Minimization of Energy
Being able to minimize energy used to carry out an action constitutes a skilled performance
Energy conserved:– Can be used at times most needed – Can be directed towards other aspects of activity
(e.g., strategy, creativity)– Allows pacing oneself for longer periods of time
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Minimum Time
Being able to perform a skill in minimum time– e.g., 100-metre race, slap shot
However, minimizing time is not a strict goal of all movements– e.g., speed of action accuracy– e.g., speed of action affects energy
costs by using muscles differently
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Characteristics of SkillsCharacteristics of Skills
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Hierarchical Organization
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A skilled act may be thought of as following a hierarchical organization
pattern, whereas an unskilled act lacks such organization
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A theoretical skill hierarchy
Executive Program
Subroutine I
Sub-subroutine II
Sub-subroutine I
Sub-sub-subroutine I
Subroutine IIISubroutine II
Sub-sub-subroutine III
Sub-sub-subroutine II
Sport Books Publisher 35
Rowing stroke skill hierarchy.
Rowing Stroke
Catch
Body Movements
Sub-subroutine I
FinishDrive Recovery
Leg ActionsHand and Finger Actions
Arm Actions
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Executive Program
The overall purpose of the act
1) acts as a goal2) gives direction to skilled acts3) orders the execution of certain subroutines4) makes flexible decisions and adaptations
Dependent upon the sequential execution of subroutines
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Subroutines
Isolated units of the total executive program Fixed and will run off automatically once the
sequence is established Capable of being repeated over and over
again unless changed by the executive program
Must follow particular sequence for the executive program to be effectively carried out
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Temporal Patterning
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Temporal patterning: the ability of the performer to integrate the sequential organization of a
movement pattern
Includes the ability to smoothly connect successive subroutines so that the skill may be executed in a flowing, coordinated fashion– Inexperienced performer: jerky movement pattern
because the timing between subroutines not established
– Experienced performer: transition between each subroutine is shorter and smoother
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Classification of Skills
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Possible classification systems: team vs. dual vs. individual; summer vs. winter
A more comprehensive classification of motor skills:– According to the effects of environment on
learning and executing skills
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Closed Skills
performed under constant, relatively unchanging conditions
the movement form itself is often the goal of the skill
e.g., gymnastics routines
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Teaching Strategies for Closed Skills
Goal: stereotyped movements that consistently produce the desired response
Strategy: learning environment structured so that the desired response will occur
Repeating the selected movement pattern consistently without allowing external influences to affect the performance– e.g., noise
Use of kinesthetic and proprioceptive feedback especially effective
Sport Books Publisher 45
Open Skills
Environments are continually changing and require performers to adjust and respond to the environment around them
Responses cannot be made effectively far in advance
Demand the capacity to adapt, anticipate, and be flexible in responses
Sport Books Publisher 46
Teaching Strategies for Open Skills The learning environment should closely
approximate the environment in which the skill will take place
Learners should exercise variability and adaptability and different scenarios that approximate real environment
Learners may be wise to identify patterns in the environment that provide information about the movement of objects and players
Sport Books Publisher 47
Open-Closed Continuum
Open skills Closed skills
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Learning Progression For Open Skills Along the Open-Closed Continuum Start learning with making the skill more
closed (e.g., one pitch speed)
Once a certain level of proficiency has been achieved, make the skill more open (e.g., live pitch)
i.e., remove a component of uncertainty of the skill in order to simplify its overall execution
Sport Books Publisher 49
Enhancing Your Learning Potential Clear understanding of:
– Anatomical structures in limiting human movements
– How the body moves most efficiently– How the body develops over time– Where our energy comes from– How to maintain healthy, injury-free body– Etc.