1. A Level Sport and Physical Education
Motor Programmes
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2. LEARNING OBJECTIVE BY THE END OF THIS CHAPTER YOU SHOULD BE ABLE TO:
Understand the make up of a motor programme
Describe motor programmes through the use of practical examples
Demonstrate How Open and Closed Loop Theory explains how skills are controlled
Understand SCHEMA theory and compare it to Open and Closed Loop theory
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3. MOTOR AND EXECUTIVE PROGRAMMES
MOTOR PROGRAMME or EXECUTIVE MOTOR PROGRAMME
IS A PLAN of the whole skill or pattern of movement
defined as a set of movements stored as a whole in the long-term memory
contains all the information required to make a movement :
which muscles to use
the order in which muscles are used
the phasing and degree of contraction of muscles
enables a skill to be performed
can be made up of a large number of subroutines
must be adaptable so that it can be altered when the environment / surroundings change
SUBROUTINES
component parts of an executive programme
structured in layers
some subroutines can be in turn broken down into further subroutines which form smaller parts of a skill
which when fully learned can be performed automatically
without conscious control
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4. MOTOR AND EXECUTIVE PROGRAMMES
STRUCTURE OF EXECUTIVE PROGRAMME FOR A DISCUS THROW
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5. MOTOR AND EXECUTIVE PROGRAMMES
STRUCTURE OF EXECUTIVE PROGRAMME FOR A TENNIS SERVE
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6. MOTOR CONTROL OPEN LOOP CONTROL
this applies to executive programmes whose subroutines are simple and well-learned
and are automatic (no conscious thought is necessary)
they are then completed rapidly without time for feedback
and apply to closed and self-paced skills
examples :
tennis serve
discus throw
Initial movement takes place
The plan of the action
Is stored in the long term
Memory and when the
Situation demands the plan is
Sent to the working muscles
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7. MOTOR CONTROL CLOSED LOOP CONTROL this applies to ongoing movements
in which only part of the information necessary to complete a movement is sent to effector organs (neuromuscular system)
the remaining information is sent following feedback via kinaesthesis
information about balance and body position can be used to change these factors during a movement
examples :
riding a bike
performing a gymnastic move
performing a complex dive
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8. SCHEMA (SCHMIDT’s THEORY)
SCHEMA: IS A BUILD UP OF EXPERIENCES, which can be adapted and used to meet the demands of new situations.
It explains how sports performers can undertake so many actions with very little conscious control
The bigger the schema the more efficient the movement
Large amounts of varied practice are needed to improve a schema
Feedback is very important to correct and update a schema
CAN YOU DESCRIBE ANY SCHEMA’S YOU HAVE
BUILT UP FOR YOUR SPORT?
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9. SCHEMA RECALL SCHEMA a schema is the information about :
where the performer is (knowledge of the environment)
what the performer has to do to perform successfully (response specifications)
what a movement feels like (sensory consequences)
what happens when the performer responds (response outcomes)
which is stored and used to update a motor programme when used next
RECALL SCHEMA
this is all the information needed to start a relevant movement
the knowledge of the environment (initial conditions)
playing conditions (pitch, playing surface, weather)
positions of team mates and opposition
condition of equipment (kit, bike, car)
the response specifications (the correct technical model)
speed and force required
size and shape of movement required
techniques and styles used
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10. SCHEMA RECOGNITION SCHEMA
information needed to correct errors and remember correct performance
information about evaluating the response
sensory consequences (knowledge of performance)
the feeling and look of the performance
response outcomes (movement outcomes)
the results of performance
knowledge of results (how far / fast / many)
used when there is enough time to process feedback
or for evaluating performance
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