Chapter 1 Motor behavior Motor behavior –Motor control –Motor development –Motor learning

Definition Motor learning Motor learning –Relatively permanent change –In the capability to produce skilled movement –Associated with practice Note that we can’t see learning and have to study it indirectly by studying performance/behavior Note that we can’t see learning and have to study it indirectly by studying performance/behavior

Origins of field Psychology Psychology –Thorndike’s law of effect Behavior that is followed by positive feedback tends to be repeated, behavior followed by negative feedback tends to be avoided Behavior that is followed by positive feedback tends to be repeated, behavior followed by negative feedback tends to be avoided –US Army Air Force – Psychomotor testing program – Paul Fitts –Franklin Henry

Concepts Skill Skill –Task perspective –Level of proficiency perspective

Classification schemes Discrete/serial/continuous Discrete/serial/continuous Motor/cognitive Motor/cognitive Fine/gross Fine/gross Open/closed Open/closed Gentile’s Taxonomy Gentile’s Taxonomy

Classification schemes Gentile’s 2D Taxonomy First dimension First dimension –Action Object manipulation Object manipulation Body transport Body transport

Classification schemes Gentile’s 2D Taxonomy Second dimension Second dimension –Environment Regulatory variability Regulatory variability –Environment stationary (closed) or in motion (open) Context variability (inter-trial variability) Context variability (inter-trial variability) –Action is same from one trial to the next or is different from one trial to the next

Stages of learning Fitts and Posner Fitts and Posner –Cognitive (verbal) –Associative (motor) –Autonomous

Chapter 1 Homework –Choose a motor skill –Develop 2 teaching progressions/drills that lead to the motor skill –Classify each progressions according to the taxonomy and state how each increases the complexity (what is added in each step)