sport books publisher1 movement intelligence: a vast store of motor skills chapter 16

Sport Books Publisher 1

Movement Intelligence: A Vast Store of Motor Skills

Chapter 16


Outline

Movement Intelligence Motor Skills Characteristics of Skills


Movement IntelligenceMovement Intelligence


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


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


Movement Intelligence and Motor Programs


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


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


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


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


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


Movement Intelligence and Movement Abilities


Factors Affecting Movement Intelligence

Stimulation at early age

Inherited Abilities

Expert Instruction

Feedback

Practice

Etc.

MOVEMENT INTELLIGENCE


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


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


Questions and Answers About Human Abilities


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


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


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


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


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


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


Motor SkillsMotor Skills


What are skills?

How are skills characterized?

What types of classifications of skills are there?


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


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”


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


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


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


Characteristics of SkillsCharacteristics of Skills


Hierarchical Organization


A skilled act may be thought of as following a hierarchical organization

pattern, whereas an unskilled act lacks such organization


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


Rowing stroke skill hierarchy.

Rowing Stroke

Catch

Body Movements

Sub-subroutine I

FinishDrive Recovery

Leg ActionsHand and Finger Actions

Arm Actions


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


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


Temporal Patterning


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


Classification of Skills


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


Closed Skills

performed under constant, relatively unchanging conditions

the movement form itself is often the goal of the skill

e.g., gymnastics routines


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


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


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


Open-Closed Continuum

Open skills Closed skills


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


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.

sport books publisher1 movement intelligence: a vast store of motor skills chapter 16

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