chapter 1 classification of mo
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Chapter 1
The Classification of Motor Skills
Concept: Motor skills can be classified
into general categories
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The Study of Motor Skills: Motor
Learning, Control, and Development
Motor skills require body, head,
and/or limb movement to achieve its goal
Motor learning involves the study
of:
Acquisition of new skills
Performance enhancement of well-learned
skills
Reacquisition of skills following injury,
disease, etc.
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The study of motor skills:(cont.)
Motor control involves the study of:
How the neuromuscular system functions to
enable coordinated movement
While learning a new skill
While performing a well-learned skill
Motor development involves the study
of: Human development from infancy to old age
Issues related to either motor learning or motor
control
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University of DelawareMotor-Control Research
Christopher Knight
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Development of upper limb proprioceptive
accuracy in children and adolescentsDaniel J. Goble a, Colleen A. Lewis a,b,Edward A. Hurvitz b, Susan H. Brown
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Terms Related to Motor Skills:
Skills, Actions, and Movement
Skills - Tasks or activities that havespecific goals to achieve (action
goals)
Motor skills vs. cognitive skills
Actions Term often used as synonymous
with the term motor skills
Movements Behavioral characteristics of aspecific limb or a combination of limbs
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One-Dimension
Classification Systems
Categorize skills according to one common
characteristic
Divided into two categories, each representing
extreme ends of a continuum
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One-Dimension
Classification Systems, contd
Three motor skill classifications that use one-
dimension approaches [see Figure 1.2]:
1. Size of primary musculature required2. Specificity of where actions begin or end
3. Stability of the environment context
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1. Size of Primary
Musculature Required
The benefit of a continuum approach to skill
classification
Some motor skills involve both types to achieve the
action goal and would be located between the two
points
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2. Specificity of Where Actions
Begin or End
Two main categories:
Discrete motor skills - specified beginning and
end points, usually require a simple movement
e.g. flipping a light switch
Continuous motor skills- arbitrary beginning and
end points; usually involve repetitive movementse.g. steering a car
Combination category: Serial motor skills
Involve a continuous series of discrete skills
e.g. shifting gears in a stick shift automobile
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3. Stability of the
Environmental Context
Two main concepts:
Closed motor skillsinvolve a stationarysupporting surface, object, and/or other people;
performer determines when to begin the actione.g. picking up a cup while seated at a table
Open motor skill involve supporting surface,object, and/or other people in motion;
environment features determines when to beginthe action
e.g. catching a thrown ball
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A Two-Dimension
Classification System
Gentiles Taxonomy of Motor Skills(Table 1.1)
Taxonomy - A classification systemorganized according to relationships among the
component characteristics of what is being
classified
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Gentiles Two-Dimensions
Taxonomy, contd
Two-dimensions of the taxonomy:1.Environmental context
2.Function of the action
1.Environmental context Two characteristics
Regulatory conditions
Characteristics of environment that control themovement characteristics of an action
Intertrial variability Whether the regulatory conditions are the same or
different from one performance attempt to another
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Gentiles Two-Dimensions
Taxonomy, contd
2. Function of the action
Two characteristics
Body orientation
Does the skill require the person to move from
one location to another or to stay in the same
location
body stability, - maintain same location
body transport change location (actively or passively)
Object manipulation
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Summary of the 2 Dimensions
4 characteristics can describe any motorskill:
2 Environmental context characteristics
1. Are the regulatory conditions stationary or in motion?2. Do the regulatory conditions change from trial to trial?
2 Action function characteristics1. Does the action goal require maintaining the body in
the same location or transporting the body from oneplace to another?
2. Is an object manipulated?
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The 16 Skill Categories
The interaction of the four environmental
context characteristics and the four action
function characteristics creates 16 skill
categories
Table 1.1 shows Gentiles original
presentation of the taxonomy along with
two examples of skill in each category
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Characteristics of Gentiles
Taxonomy
Each category puts different demands onthe performer
Skill complexity basis for taxonomy
organization From simplest [#1A]diagonally to mostcomplex [#4D]
Complexity increases when a motor skill
involves one or more of the following: Open environment Trial-to-trial variability
Object to manipulate
Body transport
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Practical Uses of Gentiles
Taxonomy
Guide for evaluating motor performancecapabilities, limitations, and deficiencies
Systematic basis for selecting
progressions of functionally appropriateactivities to
increase performance capabilities
overcome performance deficienciesChart persons progress developing aprofile of competencies
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