http://www.ted.com/talks/daniel_wolpert_the_real_reason_for_brains?language=en

Motor Learning

Read this

Can you raed this? Olny 55 plepoe out of 100 can. I cdnuolt blveiee that I cluod aulaclty uesdnatnrd what I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in what oerdr the ltteres in a word are, the olny iproamtnt tihng is that the frsit and last ltteer be in the rghit pclae. The rset can be a taotl mses and you can still raed it whotuit a pboerlm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe. Azanmig huh? Yaeh and I awlyas tghuhot slpeling was ipmorantt! If you can raed this forwrad it

Try this

• Lazy 8’s• Hand circles• See See My Playmate• Mirrored Drawing• Silly Flower

• Silly flower- Cross both arms at the forearm area with palms facing each other.  Interlock fingers and roll hands under arms and hold in front of chest.  Partner will point to a finger WITHOUT TOUCHING and interlocked student must move that finger with out moving any others.

Definitions

• Learning

‣ a change in behaviour as a result of experience or practice

• Motor Learning

‣ a permanent change in skill performance as a result of practice with the movement

• Motor Skill

‣ an act or task that has a goal to achieve

‣ requires voluntary skill movement

• Motor Ability

‣ a general trait or capacity of an individual to perform a skill

• Motor Control

‣ how the brain causes / coordinates movements

• Motor Performance

‣ the observable behaviour, the outcome

‣ identifies if learning has occurred

Two Areas of Research

Sensorimotor System

Central Nervous System

• Motor Cortex

‣ controls body movement of skeletal muscles‣ spatially represented - more area means

more control

• Cerebellum

‣ continuously adjusts to provide smooth coordinated movements

• Spinal Cord

‣ relays messages, controlling voluntary movements

Peripheral Nervous System

Muscles and Motor Units

Proprioception / Kinesthesis

• Golgi Tendon - respond to stretch in tendons

• Muscles Spindles - respond to stretch in muscles

• Joint Receptors - mechanoreceptros in synovial capsule

• Skin and Pressure Receptors - touch, pain etc

Sensory Nerves pg. 99The Reflex Arc

receptorsensory nerve

effector organ

interneuron

motor nerve

Activities

• Patellar Stretch Reflex (knee jerk)‣ patellar tendon should be struck‣ have the subject interlock his/her

fingers and attempt to pull them apart vigorously as the blow is being struck

• Uvular Reflex.

‣Ask the subject to open his/her mouth widely. Touch the uvula lightly with a clean swab. Observe and record.

• Cilio-Spinal Reflex.

‣Gently pinch the skin at the nape (back) of the subject's neck. Observe the size of the pupils of his/her eyes.

• Pupillary Reflex

‣ close both eyes for ninety seconds. Hold an index card along the bridge of his/her nose so that the right eye is shielded from the left eye. Shine a bright light into the left eye as soon as he/she opens his/her eyes and observe the effect it has on the pupil of the right eye

• Motor Illusion I - Arm Position Matching.

‣ The subject sits with elbows and forearms resting on a table. The observer bends one of the arms to maximal flexion and then lowers the arm to some position; the subject's eyes remain closed. The subject then positions the opposite arm to the same angle.

‣Repeat but place an active vibrator on the biceps muscle. Observe.

Theories of Motor Control

AUTOMATIC MOTOR ACTIVITY

Open Loop Model

Central Processing- use of a MOTOR PROGRAM

Input- receptors

Output- nerves and muscles

Controlled Motor Activity

Closed Loop Model

Central Processing- brain interprets info and makes decisions

Input- receptors

Output- nerves and muscles

Feedback

Stages of Learning

Questions

• Define Neuroplasticity• List the three ways in which the brain

changes.• What are her Two major Learnings from

research?

Activity

• Part #1‣ Read the list of words as fast as possible

RED BLACK BLUE

BROWN GREEN BLACK

BLACK BROWN RED

GREEN BLUE BLACK

GREEN BROWN RED

BLACK RED BLUE

BROWN GREEN RED

BLACK BLUE BROWN

RED BLACK GREEN

BLUE BROWN RED

• Part #2

• Read the colours as fast as possible

• Part #3

• Read the words as fast as possible

RED BROWN BLUEGREEN BLACK REDBROWN BLUE BLACK

RED GREEN BROWNBLUE RED BLACKRED BROWN GREEN

BLACK BLUE GREENRED BROWN BLACK

BLACK GREEN BROWNBLUE BLACK RED

• CONCLUSIONS:

‣ programmed responses are hard to over come

• 1. Verbal or Cognitive Stage

‣ talking through skill, speak aloud‣ slow, deliberate, improper timing‣ larger errors‣ learner must have a clear image of skill

‣ Mental plan and lots of instruction

Stages of Motor LearningFitts and Posner

• 2. Associative Stage

‣ smoothing of skills

‣ putting parts together

• 3. Autonomous Stage

‣ fast and smooth

‣ little or no thought, freeing of mental resources

- high self awareness

- combination of action and thinking

‣ problems if need to correct the skill habits

Homework

• Read “The factors that affect the Motor Learning”

‣ Describe the principles of learning- cephalo-caudal- proximal-distal- general to specific

‣ Under each sub-heading describe how they affect motor learning.

• Read The Inverted U - Yerkes and Dodson‣ Summarize the concept outlined in the

diagram

Factors

Activity

• 4 Groups learning under the following conditions:‣ quiet‣ random artificial noise‣ crowd noise

‣ controlled sound

Handout

• Readiness• Motivation• Goals• Feedback• Transfer

• Stress and Anxiety

Handout

• Read: Yerkes and Dodson

Transfer• When people learn, they not only encode the target idea, they also encode the

context in which it occurs, even if that context is incidental. For a study published in 1975, Gooden and Baddeley asked adults to learn a list of words on land or underwater (while scuba diving). Afterwards, the adults were subdivided; half tried to remember the words underwater and half on land. Those people who learned the words underwater remembered them better underwater than on land, and those people who learned the words on land remembered them better on land than underwater. This result reveals the context dependency of memory. Context dependency is useful because it constrains ideas to appear in appropriate contexts, rather than cluttering people's thoughts at odd times. But context dependency can be a problem for transfer, because transfer, by definition, has to occur when the original context of learning is not reinstated–when one is no longer in school, for example.

• Read more: Learning - Transfer Of Learning - Students, School, Knowledge, and People - StateUniversity.com http://education.stateuniversity.com/pages/2170/Learning-TRANSFER-LEARNING.html#ixzz1uTDfzYoO

Evidence?

Test

• Performance• Retention• Transfer

Classification• Locomotor - moving• Manipulative - handling• Stability - balance

Basic Skill Categories

• Examples:‣ stepping‣ rotating‣ spiking

Classification

• Precision ‣ Gross vs Fine

• Starting/End Point ‣ Discrete vs Continuous

• Environment

‣ Open vs Closed

Open vs Closed Skills

• Gentile (70’s)

• differ in terms of:‣ the environment in which the skill is

performed‣ the goal of the skill

Closed Skills

• performed in a constant, unchanging environment

• the movement form is the goal of the skill• requires performing a movement in a

particular way, actions can be planned‣ e.g. figure skating, gymnastics, diving,

dance

Open

• performed in a constantly changing environment

• have a particular environment outcome as the goal of the skill

• Requires:

‣ perceive the environment

‣ attend to the appropriate features

‣ decide what action is necessary

‣ structure the appropriate motor program

‣ execute the skill

‣ evaluate the attempt

‣ prepare for the next event - anticipate

• NOTE: drills work only on components 4 and 5

• e.g. hockey, basketball, volleyball

CLOSED OPEN

Stationaryno change

StationaryChange

In Motionno change

In MotionChange

tee ball baseballpitchingmachine

tee ballbut changethe height

Teaching and Learning a Skill

Question

• From a technical point of view, describe the best coach you’ve had

Activity

• Task‣ Person A will drop a pencil on a target

without looking.‣ Person B will give feedback to the

thrower in different way

• Trial 1: Feedback only after missing the target

• Trial 2: Feedback after successfully hitting the target

• Trial 3: Feedback after each trial.

• Conclusions?‣ feedback after a poor motor performance

is the most helpful in correcting error. ‣ individuals who are considered experts

at a skill more frequently ask for feedback after a poor performance than after a good performance.

‣ if an individual continually asks for feedback after a trial they become dependent on feedback which does not help motor learning. 

Controlled Motor Activity

Closed Loop Model

Central Processing- brain interprets info and makes decisions

Input- receptors

Output- nerves and muscles

Feedback

Feedback

• Define: - information a learner obtains regarding how he or she is progressing

• KP - Knowledge of Performance

‣ how the body performed - kinesthetic• KR - Knowledge of Results

‣ achieve the purpose? - quantitative

Functions of KR

• make corrections• demonstration of correct method• reinforce correct movement• motivation

Requirement of KR

• moderate precision• content, focus on important aspects• form, can occur in video, pictures• frequency, NOT every trial‣ you can overload, or stress

‣ become too dependent

• Should include:

‣ corrective statements

‣ value statements

‣ neutral statements of fact

Practice

Question

• Two Questions:‣ 1) What is the main difference between these two

sets of activities?

- Darts vs 2000m Rowing

- Foul Shot vs Driving Jump Shot- Pitching vs Gymnastics Routine‣ 2) How will practice look different in these two

activities because of this difference?

Practice Groups

Group A Group B

10 @ 1 m 30 trials

10 @ 2 m 1,3,2,1,3,2,3,2,1,33,3,2,2,1,2,1,1,3,23,2,1,1,2,1,3,1,2,310 @ 3 m

Test Groups

Test 1(9 trials)

Test 2(9 trials)

3 @ 1 m

3, 1, 2, 3 ,1, 1, 2 ,3, 23 @ 2 m

3 @ 3 m

3 Concepts

• Massed vs Distributed

‣ Discrete - Massed- e.g. darts

‣ Continuous - Distributed- e.g. rowing

• Blocked vs Random

‣ Open - random

- e.g. jump shot

‣ Closed - blocked

- e.g. foul shot

• Whole vs Part

‣ low complexity and high organization - Whole- e.g. throwing ball

‣ high complexity and low organization of parts - Part

- e.g. gymnastic routine

Other Stuff

• Experts - 3 stages‣ usually the prime motivator is love of the

activity‣ discipline and drill

‣ personal style

• Gender Differences

‣�better at fine motor control, precision

‣� better at guiding or anticipation

Skill Analysis

the Analysis of Skills

• The National Coaching Certification Program (NCCP)‣ The Five Step Process of analyzing

movement patterns‣ Breaking a Skill into Phases

Eden High SchoolKinesiology (PSK4U1)

Observational Chart Group Members: __________________________ __________________________

__________________________ __________________________

Name of skill: forhand Purpose of skill: to hit a ball with power and accuracy to the back of the court

Phase Drawing Key Elements / Coaching points

BMPrinciples

PreliminaryMovements

• feet pointing forward• eyes watching ball• “athletic position” - hips, knees and ankles slightly bent• racquet in centre of body• weight on balls of feet• normal grip on racquet

1

Back swing / Recovery Movements

• bring racquet back• feet pointing 90° from the path of ball• rotate torso to right side • maintain angle in hips and back• left arm forward for balance• right left back slightly

1245

Force Producing Movements

• push off back foot• step left foot to target• extend hip, knee and ankle• rotate torso forward• arm moves in an upward motion - low to high• maintain racquet face to net• left arm rotates with body

1245

Critical Instant

• ball is struck slightly ahead of torso• arm is extended• eyes on ball

12356

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