chapter 1 classification of mo

7/28/2019 Chapter 1 Classification of Mo

1/20

.

Chapter 1

The Classification of Motor Skills

Concept: Motor skills can be classified

into general categories


2/20

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.


3/20

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


4/20

University of DelawareMotor-Control Research

Christopher Knight


5/20

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


6/20


7/20

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


8/20

One-Dimension

Classification Systems

Categorize skills according to one common

characteristic

Divided into two categories, each representing

extreme ends of a continuum


9/20

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


10/20

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


11/20

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


12/20

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


13/20

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


14/20

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


15/20

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


16/20


17/20

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?


18/20

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


19/20

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


20/20

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

chapter 1 classification of mo

Documents