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Skill
à The ability to bring about some end result with maximum certainty, minimum energy, and minimum time
à an indicator of quality of performance
à Random House Dictionary
Buy cheap motor learning term paper
1. The ability to do something well, arising from talent, training, or practice . Competent excellence in performance
à Johnson Formula
- Skill= Speed + Accuracy + Form+ Adaptability
à A qualitative expression of performance, expressed through
Productivity and characteristics
Characteristics = consistency, meaningful cues, anticipating next response
à Established by measuring the outcome of performing the task or observing certain characteristics of the performance that lead to successful outcome
Abilities stable, enduring traits that, for the most part, are genetically determined and that underlie individual's skilled performance; few in number
Learning a relatively permanent change in capacity of behavior, resulting from experience or some type of practice; 1- there is a modification or change in capacity for behavior, - learning is a construct (one must infer learning from performance), - learning may occur w/o conscious knowledge; learning is an internal phenomenon that cannot be observed directly, only observed from a person's behavior or performance.
Motor learning changes in internal processes that determine an individual's capability for producing a motor task. Level of an individual's motor learning improves with practice and is often inferred by observing relatively stable levels of the person's motor performance.
Implicit learning (phenomenon) improvements that occur in an individual's capability for correct responding as a result of repeated performance attempts and without the person's awareness of the components of the task that prompted improvements.
Performance an overt or observable behavior; "performance may be thought of as a temporary occurrence, fluctuating from time to time because of many potentially operating variables, whereas learning is more respectively permanent" Robert Singer
Closed motor skill environment is stable, i.e. predictable; Ann Gentile- fixed, unchanging environmental conditions; self-paced/internally paced, the pace is under the control of the performer
Open skills the performer must act upon the stimulus according to the action of the stimulus; Ann Gentile- temporally changing and/or spatially changing environment; forced-paced/externally paced, the pace is under the control of the stimulus
Discrete skills clearly defined beginning and end (pole vaulting, throwing and catching a baseball)
Serial Skills clearly defined beginning and end with individual events combined (chained) together to follow in rapid sequence
Continuous skills repetitive, nearly identical movements (steering a car, swimming, ice skating)
Motor skills HOW to do it; primary determinant is quality of movement itself, little perception and subsequent decisions; voluntary movement (high jumping, weight lifting, changing a tire)
Gross motor skills involving large muscles/muscle groups as the primary basis of movement
Fine motor skills ability to control the small muscles of the body
Cognitive Skills What to do; nature of movement is not important, but decisions to be made are critical (playing chess, cooking, coaching)
Motor performance the observable attempt of an individual to produce a voluntary action level of performance is susceptible to fluctuations in temporary factors such as motivation, fatigue, and physical condition
Motor capacity the factor made up of a person's inborn , hereditary potentialities for general motor performance
General motor ability early, and incorrect view that a singular global motor ability exists in individuals; this general motor ability underlies all movement or sports tasks and will influence success in any motor skill or athletic ability
Capabilities characteristics of individuals that are subject to change as a result of practice and that represent a person's potential to excel in the performance of a task
Individual differences differences in performance based on differenced in their stable and enduring abilities; stable from attempt to attempt, enduring across time (physical/social/personality/capacity/achievement differences)
Motor educability (David K. Brace) the ease with which an individual learned new motor skills
Prediction cannot predict a person's future performance by only a few trials; it takes time and multiple trials
Reaction time (RT) time between unanticipated stimulus and the beginning of a person's response; performance measure; more information to process= longer RT
Simple RT one signal and one response
Choice RT more than one signal to which a person must response, each signal has a specified response
Discrimination RT more than one signal, only one response
Movement time time between beginning and end of response
Response time reaction time + movement time
Psychological Refractory Period (PRP) delay period during which a planned response seems to be put on hold while another response is being executed
Hick's Law Reaction time will increase logarithmically as the number of stimuli-response choices increase
Franklin Henry's Specificity Hypothesis
à Indicated that there are many motor abilities and that they are independent
à One's performance in one motor ability cannot be used to predict one's performance in another motor ability
What is the purpose of a task analysis?
à Task analysis is a useful method for classifying motor tasks
à 1st the various components of the task are identified and then the types of abilities that underlie task performance are estimated
Why are continuous skills remembered longer than discrete, procedural skills?
Why is it difficult to predict later success from early performances?
What types of abilities are found in early practice?
Multi-limb coordination, Control precision, Response orientation, Reaction time
Speed of arm movement, Rate control, Manual dexterity, Finger dexterity
Arm-hand steadiness, Wrist-finger speed, aiming
Stages of Information Processing
1. Perception- identify the stimulus; dependant upon vision/touch/audition; pick up important cues
. Decision- decide on a response to the stimulus
. Action- respond to the stimulus based on decision; brain tells body what to do with decision made
Factors that Influence Response Preparation Time
1. Reaction time set vs. movement time set
. Number of stimulus-response choices
. Stimulus response compatibility
4. Response complexity
5. Practice
Types of Anticipation
1. Spatial/event anticipation- WHAT will occur?
. Temporal anticipation- WHEN will is happed?
à Knowing what will happen is more important in decreasing reaction time
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